Cogs Notes (Dyslexia) PDF

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Summary notes on topic Dyslexia. ...

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Dyslexia What is Dyslexia? Acquired vs. developmental dyslexia • Acquired: a reading impairment in someone who learned to read normally but then lost that ability after brain damage • Developmental: a reading impairment in someone (often a child) who never learned to read normally in the first place • Focus will be on developmental dyslexia • No child will learn to read without appropriate conditions • But some children (10-15%) fail despite ! - No obvious neurological or sensory impairment ! - Supportive environment • “dyslexia” or “specific learning disability” How do we detect this ?

Response to intervention for diagnosis • Some of the children at the bottom of the distribution maybe “instructional casualties” no opportunity to learn to read • We can identify these through a Response to Intervention model: ! - Do they respond to intensive intervention (provide extensive opportunity to learn to read) ?! - Or are they still at the bottom end of the distribution

Some myths about dyslexia • All are male • All are of average or above average intelligence • All come from middle class families • All suffer from attention disorders • All get their letters back to front • All have the same type of dyslexia Different kinds of dyslexia • As reading involves many processes, would not expect it always to fail in the same way • Different kinds of dyslexia depending on which sub skill has not developed normally • To understand this, we need to know more about how reading works and how it develops

How reading works and how it develops • Consists of many separate skills, even at the level of reading single words • Difficult to seperate in fluent reading but apparent when reading fails ! ! Stages of reading development ! - Children go through different broad “phases” of reading acquits as they learn different skills ! ! • • • • •

Logographic phase (4-5 years) Small sight vocabulary of known words ! “McDonalds” Often identified by salient graphic features ! “yellow” has two tall sticks Cant attempt unfamiliar words As number of words increases, problems occur! “follow” and “yellow” Recognise word as a visual form rather than written form

Alphabetic phase (5-7 years) • Acquire "phonic" knowledge- sound out • Attempt to pronounce words not seen before! - Though not necessarily correctly! - E.G "yatched" for “yacht" • Reading may feed back to spoken vocab! - "I'm throughly enjoying myself” • Allows children to read words themselves and form links with their spoken vocabulary Orthographic (written form) phase (7-8 years) • Read words as whole units, without sounding out • Not visual or cue-based like logographic phase, it's about actually knowing spelling of words and abstract form e.g. writing the word in upper/lower case because we have a memory of how the word is spelt • Rapid recognition of familiar letter strings • How to test these skills: give them words that are difficult to sound out (irregular words that do not follow rules of sounding out) Two key processes 1. Sounding out or "non-lexical" skills! - Reads new words and nonsense words e.g. gop - Mistakes with irregular words e.g. yacht 2. Whole words or "lexical" skills! - Reads all familiar words, including irregular! - Cant read new words or nonsense words because it is a memory system-stored knowledge of words seen before ! (Sounding out process and memory based recognition process)

Model

Letter recognition: recognising the actual letters, abstract letter e.g. A and a are the same Non-lexical route Letter-sound rules: pronunciation rules e.g. c-a-t = cat, c-h= chuh Lexical route (store of words you are familiar with) ! Written word store: memory representation of spelling of word Word meaning store: pronunciation Letters recognised —> activate meaning of word and spoken form

Different Kinds of Dyslexia Case MI:Surface Dyslexia ! - 9 year old boy ! - Parents both highly literate; sibling high achievers! - IQ superior >130 ! - Reading and spelling in bottom quartile on standardised tests Irregular and non-word reading

Error types • MI read words ‘as they sound’ • Uses rules to read aloud rather than whole word recognition • “regularisation error”

Problem is not just reading aloud

MI’s spelling

!

1. Surface Dyslexia (written word store) • Nature of the problem: poor whole world or lexical reading i.e. small sight vocabulary of familiar written words • Key symptom: inaccurate reading aloud of irregular words e.g. have, yacht • Difficulty in reading out loud irregular words iFeF those that do not follow letter-sound rules • Sound out non-words and regular words to a competent level • Non-lexical route • Individuals with SD sound-out all words, even with irregular pronunciations • Difficulties accessing sight-words using written-word recognition on the lexical route • A reason why children may demonstrate SD: lack of ability to form and maintain visual representations of written words

Case LF:Phonological dyslexia ! - 7 year old girl ! - Normal early development ! - No family history of reading or language difficulties ! - Average IQ (FS = 101) - Normal language skills - Good at reading words by sight however cannot sound out (opposite to MI) Irregular and non-word reading

Error types • Reads non-words as most similar looking word • “lexicalisation errors”

2. Phonological Dyslexia (poor letter sound rule) • Nature of the problem: poor knowledge of letter-sound rules; poor nonlexcial reading • Identification in assessment: inaccurate reading aloud of nonsense words such as ib, slint or stendle • Difficulty in reading non-words and unfamiliar words • Incorrect sound-letter correspondences used when sounding out words • Non-words often misread as similar looking words e.g. drick as drink • There may be a tendency to leave off or replace ending of a word (morphological error) • Processing along the lexical route is functioning well- can read sight-words to normal/high level • To identify: test nonword reading • Poor performance on phonological awareness such as rhyme judgement, phoneme deletion e.g. saying tiger without the 't', blending e.g. r-u-n- become run and sound categorisation e.g. three words read aloud and child asked to identify which word does not begin with the same sound as others

• To improve process along the non-lexical route: teaching of phonics/'unknown' letter sound correspondences, using regular and nonwords

3. Hyperlexia (written word meaning) • Nature of the problem: accuracy in reading aloud of single words and nonword normal for age but single word reading comprehension is poor • Identification in assessment: many words that can be read aloud correctly cannot be understood (neither from print nor speech) • Can read words accurately but do not understand what they’re reading and struggle with spoken and written comprehension • Typically diagnosed with an intellectual delay, autism or Asperger's syndrome • May display a range of other cognitive impairments e.g. low nonverbal intelligence • Often demonstrate an obsession with written text from a very young age, prior to expressive language development • Higher than avg reading for regular and non-words and average reading of nonwords • Lack of research regarding treatment however 4. Letter identification Dyslexia (letter recognition) • Nature of the problem: some or many single letters cannot be identified • Identification in assessment: inaccurate naming of single letter. Poor ability to match a or e to A 5. Letter-position Dyslexia • Nature of the problem: letters are identified accurately but their position within the word is not • Identification in assessment: errors in reading aloud migratable words, such as board ‘broad’, nerve- ‘never’ • Difficult with/unable to differentiate between words containing transposed letter —> reading responses such as board for broad and cloud for could • Performs normally on standard (non-migratable) word and nonword reading tasks, tests of letter identification, spoken output and reading of numbers • Can identify letters correctly however correct letter position has not been encoded • Strategies include inserting spaces between letters, inserting symbol between first letter or migratable letters, presenting letters in different colours and finer tracking • Finger tracking is most successful in reducing letter-position errors TREATMENTS FOR DYSLEXIA • First step to good treatment- good diagnosis • Careful targeting of the nature of problem in context of a model • Most children will be impaired on many processes Treatments shown to be effective • Intensive phonics training Surface dyslexia • Basic flashcards • Focusing on irregular words • Visual mnemonic i.e. picture cues and additional copying exercises • Success of treatment will depend on the number of individual words that the child can be taught and the frequency of those words Phonological dyslexia • Wealth of phonics training programs Letter identification dyslexia • Letter training programs like 'Letter-land'

Letter position dyslexia • Following with finger may help Hyperlexia? • Basic conceptual/language difficulties much harder to treat • Not a reading difficulty per se • Focus on vocabulary training

Dyslexia otherwise known as a reading disorder is a condition where the person suffering has difficulty with reading and spelling despite having the intelligence to learn. This disorder can arise in two ways, which is through acquired and developmental dyslexia. Acquired dyslexia is when the condition is caused through brain damage most likely resulting from a stroke/ injury and from this the person’s ability to read is lost.[1] In contrast, Developmental dyslexia is a reading impairment in which the sufferer, usually a child, has never had the ability to be able to learn to read normally in the first place. It can then be said that the complexity of dyslexia relies greatly on the skill of reading. When reading, to be able to recognise the visual form of words and be able to access the meaning directly the person must be acquired of good orthographic skills (John Stein 2001). In relation to Developmental dyslexia, it is necessary to see that children go through different phases of reading acquisition as they learn different skills (Ehri 2005). Through the logographic, Alphabetic and Orthographic phases it is evident that they factorise into two key processes which are non-lexical and lexical skills. Non-lexical otherwise known as ‘sounding out’ is a important process as it allows the person to sound out irregular words they have not encountered before, although with this process do come mistakes for example sounding out the word ‘yacht’. In spite of this, the lexical skill process allows the person to read all familiar words including the irregular words as it is read through a stored memory system of words. Although because the person is reading through a memory system of words they will not be able to process well with any new word they encounter....