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Reading Disorders (Reading (Learning to read (Making connection between…

- - - - Different modalities - visual/auditory
      - Way the stream is processed - spoken = transient, reading = in control
      - Written = formal, spoken = colloquial
      - Differences in vocab - encounter more when reading, body lang = richer
  - - - Word meanings: Semantics
      - Orthography: Printed words
      - Phonology: Spoken words
      - Orthography > Semantics - early = via phonology, later = straight
      - Oral vocab - much acquired before onset reading
    - - Lexical route
      - Sub-lexical route > broken down into sounds
      - Some words can use either route
  - - - Maps onto spoken lang that underpin
      - Phonology > word reading
      - Non-phonological lang (word level literacy skills + boarder semantic/syntactic skills) > reading comprehension
      - Hulme et al (2015)
        
        Reading = underpinned by oral lang
        
        Oral lang predicted phoneme awareness + grapheme knowledge
        
        Reading comp at 8 1/2 predicted by word level literacy skills at 5 1/2 and lang at 3 1/2
        
        Patterns = similar in typical + at risk
        
        Important of oral lang for deve of word literacy + reading comp
  - - - Snowling + Hulme (2011)
      - Dyslexia
        
        Difficulty with spelling patterns + pronunciations
        
        Read inaccurately + slowly, additional spelling problems
        
        Arise from weakness in phonological skills
        
        Made better systematic phonic teaching + phonological awareness training
      - Reading comprehension impairment
        
        Read accurately + fluently, difficulty understanding
        
        Weakness in oral lang skills: poor vocab knowledge, weak grammatical skills, difficulties in oral lang comprehension
      - Both = dimensional
  - - - Discrepancy criteria important?
      - IQ and reading correlated
      - No evidence IQ > ease learning to read
      - Poor readers with/out low IQ = similar profiles (interventions should be the same)
  - - - Semantic skills
      - Broader lang abilites
      - Working memory
    - - Inference making
      - Comprehension monitoring
      - Integration
- - - - Manipulate sounds - fundamental for mapping + blending
      - syllable counting/tapping
        
        Rhyme awareness
        
        Rime oddity
        
        Onset identification
        
        Phoneme deletion
        
        Phoneme blending
  - - - Rime oddity
      - Phoneme deletion (much worse) - important
      - But reading experience/knowledge
      - Dyslexic = worse than CA control in both
    - - Children with dyslexia worse than CA + equivalent/worse than RA
      - RA = read at same level but are younger
    - - Speech production
      - Speech perception
      - Articulatory motor programs
      - Auditory processing deficits
  - - - Prospective longitudinal study
      - Assess phonological skills of children with dyslexic parent/sibling
      - Early childhood
      - Before reading instruction occurs
      - Follow:
        
        High risk: dyslexic
        
        High risk: not dyslexic
        
        Low risk: not dyslexic
      - High risk = 1st degree relative with dyslexia
    - - Many high risk = develop dyslexia - sig/persisting deficits in phonological taks
      - Young at risk = broader lang deficits
      - High risk who don't develop dyslexia but also have difficulties with phonological based tasks and non-word decoding BUT these tend to be milder
      - Lang impairments have deficits in motor skills, attention control and EF - important for 'school readiness'
    - - Meta-analysis + review of family risk studies: 95 studies, 21 samples
      - Family risk ~ preschool lang + preceding difficulties
      - FRD: Poor readers (worst), FRD: average, Not FRD (best)
      - Environment: some evidence for lower parental education and less freq reading
      - FRD = more severe impairments in lang than normal
    - - Speech, lang, phonological skills associated with literacy
      - Children w/family risk of dyslexia = deficits in these areas
      - Family risk of dyslexia =
        Increased risk of reading accuracy difficulties
        Not reading comprehension
      - Good readers out perform bad - regardless of family history
      - FH = effect of naming + non word repetition
      - FRD = sig predictor of reading + spelling
      - Children with FRD have literacy that can't be explained in terms of lang/phonological skills
- - - - Penningtom & Smith (1988)
      - 40% of boys, 18% of girls with a dyslexic parent have dyslexia
    - - DeFries, Fulker & LaBuda (1987)
      - 68% concordance MZ twins
      - 37% concordance DZ
      - Heritability higher when reading impairment is more severe
    - - Galaburda et al (2006)
      - Many genes of small effect
      - Key candidate genes: DYX1C1, KIAA0319, DCDC2, ROBO1
      - Increasing reported
      - Brain changes > phonological processing abnormalities + auditory abnormalities
  - - - Planum temporale
      - Insula
      - Differences in brain size not easy to interpret
      - Leonoard et al (2006) previous mind map
    - - Specific patterns of brain activation during phonological processing/morphology > predicted later decoding ability
      - Neuroimaging may be useful in enhancing early identification
      - Esp combined with behaviour
- - - - HLE reflects genetic effects
      - Expect: number of books in home
      - Enviro could be proxy for valued based on reading
- - - - Recognition vs. production
      - Quality of representation required