COGS101 Lecture Notes - Lecture 2: Learning Disability, Dyslexia, Logogram
18 May 2018
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DYSLEXIA
ACQUIRED VS DEVELOPMENTAL DYSLEIXA
ACQUIRED:
A reading impairment of someone who learned how to read normally but then lost ability
after brain damage.
DEVELOPMENTAL:
A reading impairment in someone (often a child) who never learned to read
normally in the first place.
-No child will learn to read without appropriate conditions.
-Some children (10-15%) fail despite:
• No obvious neurological or sensory impairment
• Supportive environment
"Dyslexia" or "Specific learning disability"
HOW TO DETECT THIS?
By using a reading test, seeing who falls to the bottom of the bell curve.
RESPONSE TO INTERVENTION FOR DIAGNOSIS
Some of the children at the bottom of the distribution may be "instructional casualties"
We can identify these through a Response to Intervention model:
• Do they respond to intensive intervention?
• Or are they still in the bottom end of the distribution?
If they are still in the bottom end after the optimal environment, then they are likely to have a
reading problem (dyslexia).
MYTHS ABOUT DYSLEXIA
• All are male.
• All are of average or above-average intelligence (does not discriminate).
• All come from middle-class families (does not discriminate).
• 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 subskill has not developed normally.
-To understand this, we need to know more about how reading works and how it develops.
HOW DOES READING WORK?
READING IS NOT A SINGLE SKILL:
-Consists of many separate skills, even at the level of reading single words.
-Difficult to separate in fluent reading but apparent when reading fails.
STAGES OF READING DEVELOPMENT
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-Children go through different broad "phases" of reading acquisition as they learn different skills.
Logographic phase (4-5yrs)
-Small sight vocabulary of known words, e.g., MacDonalds.
-Often identified by salient graphic features, "yellow" has two tall sticks.
-Can't attempt unfamiliar words.
-As number of words increased, problems occur, "follow" and "yellow"
-Recognises words as images.
Alphabetic phase (5-7yrs)
-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" (read "thorough" incorrectly but understand what it means)
Orthographic phase (7-8yrs)
-Read words as whole units, without sounding out.
-Not visual or cue-based like logographic phase.
-Rapid recognition of familiar letter strings.
TWO KEY PROCESSES
1. Sounding out or "nonlexical" skills
-Reads new words and nonsense words (e.g. gop)
-Mistakes with irregular words (e.g. yacht)
2. Whole word of "lexical" skills
-Reads all familiar words, including irregular
-Can't read new words or nonsense words
• Basis of dual route model of skilled reading.
DIFFERENT KINDS OF DYSLEXIA
-As reading involves many processes, you would not expect it always to fail in the same way.
-Different kinds of dyslexia depends on which subskill has not developed normally.
Spoken word
store
Letter Recognition
Written word
store
Word store
meaning
Letter-sound
rules
Speech sounds
Print
“peech
Lexical Route
Non-lexical Route
find more resources at oneclass.com
find more resources at oneclass.com
