Week Five Flashcards
Define dyslexia
“Dyslexia is evident when accurate and fluent word reading and/or spelling is learnt very incompletely or with great difficulty” - Reason et al. 1999
Why is IQ referencing no longer used to identify specific learning disabilities?
IQ does not predict improvement in reading
IQ was not associated with a distinct underlying pathology
Therefore, IQ is not correlated to dyslexia
Identify two key cognitive processing difficulties in children with dyslexia associated with the double deficit theory
phonological processing deficit
Rapid autonomised naming
Explain the dual route model in terms of its implications for children with surface or phonological dyslexia
There are two paths in the dual route view:
- Letter identification — Grapheme-phoneme correspondence models (sounding out C-A-T = cat) — Phoneme system
- Letter identification — Orthographic lexicon — phonological output lexicon — phoneme system
Phonological Dyslexia:
- Difficulty decoding (e.g., pseudowords), but possible strengths in exception word reading
Surface Dyslexia:
- Difficulty reading exception words, but possible strengths in pseudoword reading
*This may mean possible differential treatment approaches, but there is no strong evidence on sight word techniques for ‘surface dyslexia’ patterns
What works in teaching dyslexia students to read
- Phonics
- Morphology
- Supports for fluency
- Prevention is more effective than remediation
- Multi-component interventions
Identify key socio emotional factors which impact children with dyslexia
- Self percpetions can be quite skewed or innapropriate e.g., very critical or self protecting
- Learned helplessness
- Bullying
- Suicide and self harm- risk of prison, homelessness, unemployment and shorter life expectancy
- Motivation and resilience
Conceptualisation of dyslexia is complex and there may be a need for more complex models of dyslexia which go beyond cognitive processing factors
