3. Reading

3. Reading

1. Developmental dyslexia

   • impairment in reading, writin. Reading age 18-24 months behind those of simialr age.Common disorder 10-30%
   • Causes: multi-factorial. But some suggestions are abnormal activity and lateralisation, visual impairment and visuo-spatial attention impairment
   • Treatments: imporve phonological awareness as early as possible, phonological skill training, multi-sensory skills, training eye fixations and spacing letters
   • Subtypes are on a continuum: surface dyslexia, lexical identification impairment but simialr reading age to controls. Phonological = grapheme-phoneme imapirment, a

2. Aphasia

   • Broca (1865) patients with left frontal lobes resulted in impairment in ability to speak. Speech is anomia, aggramatisim and articulation
   • Wernicke (1874) temporal frontal lobeaphasia, poor comprehension and fluent speech. Wernicke-Geschwind (1972) langauge flows from areas at the back to front of left hemisphere. But the model is too simple, langauge isnt only left hemipshere and damage is never clear cut

3. Reading and Speech

   • Reading relates to speech: children speak before they read, written speech is more stable and segmented, when we read we read to obtain meaning and experience sounds of words. Do we read via orthography > Phonology > Meaning or orthography > Meaning
   • Phonological Awareness: Awareness of sounds of wrds, implciit = can jdge sounds of words and explicit = manipulate, isolate and segemnt words
   • Orthography > Meaning: phonolgical lexicon, translates words to meaning
     • Folk (1999) examined eye-movements as read sentences, phnology interferes with meaning
     • Taft & Van-Graan (1998) sound of a word doesnt need to be accessed for meaning
   • Dual-Route model (Coltheart et al, 1993)
     • Reading words involves different processes, that are rule-based and interact
     • Assumes: Weak phonological model (You dont need to know phonology) and activation of levels is quick becuase one starts before the others have finished
     • Route 1: Grapheme-Phoneme: Orthography > Orthographic analysis > Speech
       • Spelling to sound
       • surface dyslexia: Cant read non-words
       • important route for irregualr words, e.g. laugh
     • Route 2: Lexical/Semantic: Orthography > Orthographic analysis > Orthographic lexicon > Semantic > Phonological lexicon > Speech
       • Words stored in orthographic lexicon > Meaning activated > Phonological output
       • Phonological dyslexia: issues with non-words and unfamilar words. Cant use route 1 so onyl rely on route 2
     • Route 3: Lexicon Only: Orthography > Orthographic lexicon > Phonolgocial lexicon > SPeech
       • Like route 2, by bypass sematic system
       • look ar word, input, pronounce
       • deep dyslexia: issues with unfamiliar, non-words and semantic system. SOley relies on route 3
   • Orthography > Phonology > meaning: Regular words no need for special knowledge, standard graphemes. Irregualr words have irregular phonemes and unusual patterns of letters. Van-Order (1987) p's see words on screen and raise hand if its a living object = slower for homophones e.g. flee/flea

4. Acquired dyslexia

   • Surface dyslexia = impairment in the ability to read irregualr words, regularisation errors but presevred reading of regualr and non-words.
   • Phonological dyslexia = impairment in ability to read non-words but fine with semantic, regular and irregualr words
   • Deep dyslexia = resembles phonological dyslexia, difficulty with non-words, grammatical and function words. Visual deprivation and semantic reading errors.
     • Shallice (1988) suggested 3 subtypes: Input (semantic representation), central (auditory comprehension) and output (phonological output)
     • Right hemisphere hypothesis: more damaged the left hemisphere, the more severe deep dyslexia is
   • Damage to reading systems that were normal before trauma, due to head trauam / stroke / operation

5. Teaching / Learning reading

   • Learning to read
     • reading shifts from grapheme-phoneme to lexical-identification
     • Frith (1985) suggested 3 stages: logographic (child recognises words by salient features) > Alphabetic (grapheme-phoneme) > Orhtographic (acquired language)
     • Ehri (1992) suggested 4 stages. Pre-alphabetic > Partial-alphabetic > Full alphabetic > Consolidated alphabetic
   • Teaching children to read
     • age doesnt matter, may be a critical period
     • Lexical access and grapheme-phoneme ways to learn
     • Ehri et al (2001) alphabetic / phonic method is best to teach children to read
     • 2 phonic instruments = analytic phonic and synthetic phonic