Chapter 8 Reading and Writing

Slides:



Advertisements
Similar presentations
Cognitive models of spelling and writing Types of dysgraphia
Advertisements

The Five Main Components of Reading Instruction
Parent and Educator Information Dyslexia
See the Sound/Visual Phonics: An Essential Strategy for Connecting Sound and Print Dave Krupke, M.A. CCC Speech-Language Pathologist See The Sound/Visual.
Research-Based Instruction in Reading Dr. Bonnie B. Armbruster University of Illinois at Urbana-Champaign Archived Information.
Phonological dyslexia Introduction Phonological dyslexia was first described by Beauvois and Derouesne (1979); other early case are in Shallice and Warrington.
Stages of Literacy Ros Lugg. Beginning readers in the USA Looked at predictors of reading success or failure Pre-readers aged 3-5 yrs Looked at variety.
Chapter 13 Language
Human Communication.
BASIC LITERACY SKILLS Stacie Phillips
Developing Active Readers Everyday D.A.R.E
Cognitive Neuroscience of Language 1. Premise 1: Constituent Cognitive Processes Phonological analysis Syntactic analysis Semantic analysis Premise 2:
Dyslexia and the Reading Brain
Themes in production Producing speech Reading and writing.
Regional Trainings, Fall 2003
Reading Disabilities Sousa Chapter 5. Learning to Read Reading is probably the most difficult task for the young brain to do. 50% of children make the.
Components of Literacy EDU 280 Fall Creative Curriculum’s Literacy Components Literacy, Chapter 1 Literacy Vol. 3, Chapter 17.
1 Copyright © Allyn & Bacon 2003 Learners with Communication Disorders Chapter 8 – Begins p. 263 This multimedia product and its contents are protected.
Language and Cognition Colombo 2011 Psycholinguistic Assessments of Language Processing in Aphasia - Writing With acknowledgement to Jane Marshall.
Nemours BrightStart! Dyslexia Initiative
What is Dyslexia?. Dyslexia is a neurobiological disorder that affects the development of both decoding (written word pronunciation) and encoding (spelling).
Understanding Dyslexia Jennifer Delancy, M.Ed. Reading Specialist.
Early Literacy T/TAC at VCU. Goals for Today We will provide an overview of the components of a quality early childhood program We will provide an overview.
Phonological Awareness Phonics Spelling Melinda Carrillo.
EMERGENT LITERACY R. Grant Emergent Literacy.  Alphabetic Principle-English is an alphabetic language based on the alphabetic principle: each speech.
Recommendations for Morgan’s Instruction Instruction for improving reading fluency Instruction for improving word recognition, word decoding, and encoding.
© 2009 The McGraw-Hill Companies, Inc. Students with Communication Disorders Chapter 7.
Speech and Language Test Language.
Dyslexia and the Brain Dys= poor Lexis = words/language
Dyslexia: What is it exactly?. Definition of Dyslexia Dyslexia is a specific learning disability that is neurological in origin. It is characterized by.
Reading Disabilities. Terminolgy Congenital word blindness Dyslexia Developmental dyslexia Specific reading disability Reading disability Disability-disorder,
Reading disorders in mental retardation. Dyslexia or not ? Annick COMBLAIN, University of Liege – FAPSE Department of Cognitive Sciences Speech and language.
PSYC4080D Learning Disabilities 1. PSYC4080D Learning Disabilities 2 A word on definitions… A “learning disability” (LD) is an administrative term Each.
Bookheimer 2003 Annual Rev. Neurosci.. Phonology in IFG Gelfand and Bookheimer, Neuron 2002.
Language and Learning Disabilities. IDEA definition Disorder in one or more basic psychological processes involved in understanding or using language.
Get Ready to Huddle! Discover Intensive Phonics (K - 3 rd Grade & SPED) Huddle 4 th Tuesday of each month at 2 p.m. MT Please Call Passcode.
Language and Phonological Processes
Day 1. Literacy development Why are we here? Historical trends in beginning reading. Language and reading development.
Reading Development Megan Shea.
Dyslexia What is it all about???. Where is the problem? The deficit lies in the language system, NOT in the visual system -- NOT an overall language problem…
1 Wilson Reading System “What is Intervention”. 2 The Gift of Learning to Read When we teach a child to read we change her life’s trajectory.
5 Essential Elements of Reading By Ophelia Williams EDUC
FEBRUARY 17, 2014 TCH 264: Emergent Literacy. National Reading Panel NRP was formed in 1997 to research and assess effective literacy instructional practices.
Mind, Brain & Behavior Wednesday March 12, Eating Disorders  Anorexia Nervosa – deliberate starvation due to psychological factors. Insufficient.
1 Applying Principles To Reading Presented By Anne Davidson Michelle Diamond.
Phonics and Word Study Literary Links Phonics Instruction Teaches children the relationship between the letters (graphemes) of written language.
Reading for all ages
Victor J Ramirez Patricial Lomeli Kimberly Kimura Dyslexia.
Dyslexia GTN 302/3 Community Nutrition & Dietetic Service Practicum SATESH BALACHANTHAR DIETETICS 3 YEAR.
GTN 301 Community Nutrition & Dietetics Services Practicum Nurul Hidayah Binti Mohd Junaidi Nutrition 3.
DYSLEXIA NURUL FAHARIN BT CHE RUSLAN NUTRITION 3.
August 12, 2016 Jarrell ISD. What should I learn from today’s presentation? Definitions and Characteristics of Dyslexia Procedures for the Assessment.
Tests of Cerebral lateralization Lesions Sodium amytal test Dichotic listening test Functional brain imaging Split brain.
Assessment. Issues related to Phonemic awareness assessment  Is it a conceptual understanding about language or is it a skill?
Dyslexia What it is, what is isn’t, and what we can do about it
Dyslexia & reading disorders
A Multisensory Approach to Reading Instruction
Class 11.
Language Processing Disorders
Child Psychopathology
Parent and Educator Information Dyslexia
Top Ten Recent Brain Research Findings in Reading
Emergent Literacy ECSE 604 Huennekens Why Is It Important?
Parent and Educator Information Dyslexia
ESSENTIAL PRACTICES IN EARLY LITERACY
Language & Literacy in the School Years
How are our youngest students impacted?
The 4 systems that “clue” us into making meaning!
EYFS Parents Meeting February 2019
Presentation transcript:

Chapter 8 Reading and Writing

Relationship between reading and writing Spoken language is primary. Relationship between reading and writing is culture-dependent. Studying disorders in reading and writing can help us understand the nature of linguistic knowledge in the brain.

Relationship between reading and writing Differences in spoken language Segmental level: Manner of articulation, Place of articulation, Voicing Tongue position, Lip rounding Suprasegmental level: Lexical pitch, Sentential prosody Rhythms Differences in written language Ideographic: written signs have pictorial origin Syllabic: each syllable has its own written sign Alphabetic: speech sounds represented by letters

Reading process We apply both top-down and bottom-up strategies in reading a text. Two main strategies Whole word reading Whole word -> semantic interpretation -> phonological output Whole word -> phonological output Grapheme-phoneme conversion Grapheme -> phoneme Letter-by-letter reading

Writing process Starting points Lexical access for grapheme output Semantic lexicon Written words (copying text) Spoken words (dictation and note taking) Lexical access for grapheme output Directly from semantic system From visual input Pronunciation -> phoneme -> grapheme

Developmental disorders What is dyslexia? A neurodevelopmental reading disorder caused by subtle disturbance in brain structures and functions One type of specific learning disability Not caused by brain damage Not caused by low IQ

Dyslexia is fundamentally a language-based disorder Not caused by a visual problem where the child’s eyes or brain “flip” letters People with dyslexia have difficulty analyzing and blending letter sounds within words, and building a large “bank” of easily recognized words

Surface, phonological, deep dyslexia Developmental surface dyslexia Sound-by-sound (phonetic) reading. Use of grapheme-phoneme conversion, good reading of regular words, regularization in reading irregular words. Developmental phonological dyslexia Non-phonetic reading. Use of whole word reading (not perfect). No sound-by-sound skills. Nonwords read as visually similar words. Developmental deep dyslexia Similar to acquired deep dyslexia in symptoms but not in causes.

Dyslexia versus hyperlexia Precocious ability to read words Abnormal fascination with reading Disturbance of semantic system Read aloud without any reading comprehension

Neurolinguistic explanations What brain regions are involved in reading? What are the causes for various forms of dyslexia? Genetic links Asymmetry in left and right planum temporale Delayed maturation in certain brain structures What treatment methods are available?

Example of Treatment Program http://www.bing.com/videos/watch/video/the-davis-dyslexia-correction-program/543fad64aa834604ba19543fad64aa834604ba19-1593301270834

More information Reading Is An Unnatural Act Humans are genetically and neurologically hard-wired for speech This is not true for reading which must be learned through conscious effort Functional brain imaging studies have shown that dyslexic brains work differently than normal brains when reading occurs After intensive, appropriate remedial instruction, the dyslexic brains begin to function more like normal brains when reading

How Prevalent Is Dyslexia? Estimates vary, but all indicate that very large numbers of children and adults are significantly poor readers About 17-20% of children experience serious reading problems An additional 20% struggle with reading

How Prevalent Is Dyslexia? Dyslexia occurs across all races, ethnicities, intellectual, and socioeconomic levels Dyslexia occurs in all written languages Most struggling readers are not receiving specific, appropriate help

Key Components Of Research-based Reading Instruction From the National Reading Panel, explicit, systematic instruction is essential in: Phonemic awareness Phonetics Fluency Vocabulary Comprehension

Key Components Of Research-based Reading Instruction Instruction in each of these reading skills is needed for every child It is absolutely critical for any child who is struggling with reading, in which case, it must be more: Intensive Multi-sensory Structured Explicit

Risk Factors for Dyslexia Family history of dyslexia or other learning disabilities Low parental reading level Preschool language disorder, especially language comprehension disorder Low socioeconomic status and attendance at schools with a high poverty rate

Symptoms of Possible Dyslexia in Young Children Difficulty recognizing and writing letters in kindergarten Difficulty connecting letters to their sounds Difficulty breaking words into syllables (e.g., baseball into base and ball) Difficulty recognizing rhyming words

Symptoms of Possible Dyslexia in Young Children Difficulty identifying words with the same beginning or ending sounds Difficulty reading simple words that can be sounded out (e.g., big, cat) Difficulty remembering common, irregularly spelled words (e.g., said, who)

Acquired disorders Acquired dyslexia (alexia) Surface dyslexia no access to whole word reading Read by sounding out the words and listening to themselves. Problems in reading long words and words with irregular spelling.

Acquired disorders Phonological dyslexia Deep dyslexia Whole word reading Cannot read new, unfamiliar words or nonwords Problems with function words Deep dyslexia Impaired access to grapheme-phoneme conversion Unable to read new words and nonwords.

Deep dyslexia Visual errors ( e.g., cat = cap) Semantic errors (e.g., cat = dog) Visual plus semantic errors (e.g., pivot = pilot = airplane) Derivation errors (e.g., lovely = loving) Exchange of function words (e.g., and = on) Concrete words are easier to read than abstract words

Dyslexia – A Personal Story http://www.bing.com/videos/watch/video/racing-superstar-tackles-dyslexia/0f1d00acccad35090f9d0f1d00acccad35090f9d-1601492943666

What is dysgraphia? A broad division: Central and peripheral acquired dysgraphias (or agraphias) refer to disorders of spelling and/or writing. Dysgraphias that affect spelling are central and those that affect writing are peripheral. Will consider acquired disorders following brain damage (not developmental difficulties).

Types of dysgraphia Central dysgraphias Peripheral dysgraphias Phonological dysgraphia Surface dysgraphia Nonsemantic spelling Deep dysgraphia Peripheral dysgraphias Grapheme level impairment Allograph level impairment Motor pattern impairment

Cognitive model of writing and spelling Three routes to writing from speech input: 1) Lexical-semantic route. 2) Lexical-nonsemantic route. 3) Nonlexical route.

Lexical semantic route Lexical nonsemantic route Nonlexical route

Personal Story http://www.youtube.com/watch?v=1ygzz0V6CmM&feature=related http://www.youtube.com/watch?v=MRZ-0bYOlgg&feature=related

Summary Studies of dysgraphic patients reveal that spelling and writing depend on multiple routes. and the functional architecture of the normal spelling/writing system is highly modular. The evidence from surface dysgraphic and dyslexic patients suggests that there is more than one orthographic lexicon used for reading and writing although this hypothesis awaits converging data from brain imaging.