Developmental
Dyslexia
Disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence and socio-cultural opportunity
sometimes structural atypicalites of perisylvanian regions
sometimes structural atypicality's of perisylvanian regions
Phonological deficit
rime oddity
phoneme deletion
name retrieval
non word repetition
verbal short term memory
poor decoding shown by poor non word reading, persistent into adulthood
and poor spelling
At risk studies
45 months, controls 57% delayed in literacy age 6
unimpaired equivalent except
nursery rhyme knowledge
letter knowledge
digit span
impaired group range of verbal deficits
phonological skills
alphabet knowledge
vocabulary and expressive syntax
Reading
Alphabetic principle
insight that the 26 letters code language via sound
Phonological awareness
awareness of and access to the phonology and sound structure of language
tasks require children to make explicit judgements about the sounds of words or perform manipulation of the sound structure of spoken words
lieberman & shankweiler: tapping task
preschoolers find phoneme segmentation difficult
Muter (2004)
90 children in first term of formal schooling and 1/2 years later
phoneme awareness, word recognition, letter knowledge all predicted word recognition
Hatcher et al (1994)
7 years with reading disability trained on phonological awareness, reading, both or neither,
both trained were best improved
Hatcher (2006)
5-6 year olds at risk of reading disability, waiting controls or experimental, daily intervention e.g. letter and word identification, phoneme awareness, group story activity
experimental group gained 0.23 standard score points per hour of instruction
stage theory
logographic, alphabetic, orthographic
masonheimer environmental print
characterised by successful non word reading, regularisation errors, length effects
seymour and elder
problems: rack showed logographic children better at associating abbreviations with pronounciations for phonetic than control words, particularly in middle of the words, underpinned by phonological knowledge
marsh et al (1977)
analogy in nonsense words 7-10 years
but go swami showed earlier in 5 years if taught explicitly
Orthographic learning model
self teaching strategies: item based, using decoding skills to translate printed word into spoken form, allows the child to learn word specific orthographic information of the nature needed to support efficient word reading and accumulate statistics about how language works
phonological decoding -> lexicalisation
share (1995)
Exposure to novel word in context, with multiple repetitions and decoding attempts
test of orthographic choice, spelling, naming (RT)
orthographic via self teaching in hebrew, minimised when decoding prevented