LING 2P99 Lecture Notes - Lecture 2: Temporal Lobe, Grapheme, Phonemic Awareness
23 Jun 2018
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Historical perspectives on reading disability
● Early accounts
○ “Congenital word blindness”
○ Orton
■ Made it known that reading disabilities are more common than originally
thought
■ Not different types but one disability that varies in severity
■ Was due to failure to develop cerebral dominance in left hemisphere for
language
■ Made link b/w spoken language skill and reading disability
● Made kids struggling to read had history of spoken language
impairment
■ Instructional approach to teaching disabled kids to read
○ “Auditory dyslexia” johnson and myklebust
■ Kids who had trouble breaking words into sound, kids who had problem
pronouncing complex words,
■ Emphasizes phonological deficits in reading disability
Terminology
● Developmental reading disability/disorder/impairment: umbrella term for all kids who
struggle to learn to read. Not acquired or sudden onset, present from early in life
● Dyslexia: type of reading disability involves problems decoding words and incoding
speech sounds when trying to spell word
● Specific comprehension deficit: type of reading disability where there is trouble
understanding meaning of what they read
● Learning disability
● Language-learning disability: used by SLP to highlight language basis of learning
problem… problems other than reading
Prevalence
● Isle of wight study 1975
○ Supported bimodal distribution
■ In bimodal distribution, kids with normal reading in one group and kids
with reading disability in another group which causes bump at lower end
of normal scores
○ Reading abilities of 9-11 year old kids
○ Defined reading disability as a score of 2 or more standard deviations below the
mean score on test
○ They identified 3.1-4.4% of kids with disability on that criteria
○ Distinct separate group of kids with different abilities than normal readers
● Connecticut longitudinal study 1992
○ 400 kids followed from gr1-gr6
○ No distinct group of children with reading disability; normal distribution
find more resources at oneclass.com
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○ Defining reading disability depends on finding cut off which affects percentage of
people who we determine have one
● Estimates 5-17% of population have reading disability
● Reading disability equally prevalent in boys and girls, but boys are more likely to be
identified as having a disability than girls
Strands in Skilled Reading
● Skills can be grouped into strands according to how they develop
○ Strand 1
■ Print concepts and awareness
● Punctuation, word boundaries, purpose of readings
○ Strand 2 (often where reading disability first occurs)
■ Early reading skills
● Phonemic awareness, matching letters to sounds, sight word
knowledge, fluency
● Kids have trouble with phonological awareness
○ Cannot appreciate how words are made of sounds, which
makes it hard to match sound to letters
○ Have trouble with decoding and letter-sound
correspondence
○ Have trouble matching sequence of letters on page to
word in lexicon
○ Strand 3
■ Higher level
● Background knowledge, vocab, language knowledge and
comprehension, inferencing ability
● Weak vocab means they cannot understand text they read
○ Words they read wont make sense to them
● Grammatical knowledge being weak means they cannot figure out
relationship between words in sentences
○ Hard for passive sentences
● Lacking background knowledge of subject matter makes it more
difficult
● Struggle if they don’t have verbal reasoning skills to develop
inferences
● Struggle if do not have literacy knowledge of features of different
types of texts
Definitions of Reading Disability
● Dyslexia
○ Difficulty learning to read despite conventional instruction, adequate intelligence
and sociocultural opportunity
○ Exclusionary factors
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Made it known that reading disabilities are more common than originally thought. Not different types but one disability that varies in severity. Was due to failure to develop cerebral dominance in left hemisphere for language. Made link b/w spoken language skill and reading disability. Made kids struggling to read had history of spoken language impairment. Instructional approach to teaching disabled kids to read. Kids who had trouble breaking words into sound, kids who had problem pronouncing complex words, Developmental reading disability/disorder/impairment: umbrella term for all kids who struggle to learn to read. Not acquired or sudden onset, present from early in life. Dyslexia: type of reading disability involves problems decoding words and incoding speech sounds when trying to spell word. Specific comprehension deficit: type of reading disability where there is trouble understanding meaning of what they read. Language-learning disability: used by slp to highlight language basis of learning problem problems other than reading.
