Acquired Dyslexia Essay Research Paper Acquired DyslexiaPresenters

Acquired Dyslexia Essay, Research Paper

Acquired Dyslexia

Presenters: Kerri Whalen, Angela Munroe, Jeff Collins

http://acsweb.ucis.dal.ca/psych3130/Lecture_notes/feb_19.html1. Kerri Whalen

Acquired Dyslexia: Surface Dyslexia (grapheme-phoneme)

Two +problems+ associated with surface dyslexia:

1. (Luria, 1947) Difficulty in remembering the phonemes represented by different letters: much; monk

2. Difficulty in reading groups of letters forming sequential patterns, for he has lost the schemata whereby letters appearing in

sequences unite to form syllables: congratulations (shons) and congratulations (eye-oh-nn-ss)

-This disorder may also influence writing skills: Man who was fluent in Russian, but French was his first language-lost his French

spelling skills after accident.

-The structural organization of language skills in the brain is sufficiently +tight+ to place restrictions upon types of possible

problems. The analysis centres around…A Functional Analysis

How does each type fit into this model.

-Visual Dyslexia- Patient makes frequent visually based errors in word recognition despite being able to name component

letters: Probably functional relationship +ab+; (stimuli word-stimulus entry).

-Deep Dyslexia- Semantic errors in single-word reading. Inability to read non-words: Several components of the reading

system.

-Surface Dyslexia- Patient attempts pronunciation with +phonic+ errors. Deficits appear to be visual/ semantic together:

Probably +bd+ (stimulus entry-semantic meanings) and +cd+ (phonics-semantic meaning).

-Deep Dyslexics are more likely than surface dyslexics to say +don+t know+ or refuse to give a response; greater visual

disability. or greater tendency to give up.

-Case Studies: +JC+ and +ST+

1. Ambiguous consonants

2. Unvoiced Consonants

3. Phonetic value to silent graphemic consonants

4. The so-called +rule of e+ rarely applied

5. Vowel digraphs; two graphemes represent one sound which is not of either in isolation

6. Consonant clusters; read: consonant-vowel-consonant

7. Shift stress of word

8. Neologisms (new word)

9. Sequences of responses including both words and neologisms to single stimulus; trial and error

10. Loss of whole syllable

11. Consonants misplaced in the vowel sequence

12. Nominalize verbs

13. Spontaneously spell out words: +spelling reading+ -punish and punch (Holmes, 1971)

Question on Aquired Surface Dyslexia

What are the two main problems associated with Aquired Surface Dyslexics.

In the first type, the subject’s difficulty arises from impairment of the ability to remember the phonemes represented by different

letters: ie., m o nk and m u ch. In the second type, the patient+s difficulty arises when he is required to read grups of letters

forming sequential patterns, for he has lost the the schemata whereby letters appearing in sequences unite to form syllables. He

is unable to look ahead and by noting the context of a given letter, pronounce it correctly:ie., starvation (shon) and starvation

(tee-eye-oh-nn). (Luria 1947).

2. Angela Munroe

Deep Dyslexia

Deep Dyslexia is one of the many types of Acquired Dyslexias. In most cases of deep dyslexia the patient has damage

occurring in the left temporal-parietal region of the brain which may interfere with the function of Wernicke’s area for

comprehension and production of speech. Evidence for deep dyslexia comes from case studies of individuals with brain injuries.

Deep Dyslexia is a complex reading disorder, in which the prominent symptom is the occurrence of semantic errors in single

word reading. There are five types of deep dyslexic reading errors; semantic (ape as “monkey”), visual (soul as “soup”),

derivational (lovely as “loving”), visual- then- semantic (symphony as “orchestra”), and finally function word substitution errors

(the as “is”). The degree of deep dyslexic impairments differ substantially from individual to individual.

Individuals with deep dyslexia read semantically related words in place of the word they are trying to read (e.g. merry as

“christmas”). Nouns are the easiest for these individuals to read, followed by adjectives then verbs. Function words present the

greatest challenge (e.g. the & is). Those who suffer from this disorder also find it easier to read concrete words rather than

abstract ones and are completely unable to read nonsense words aloud. Deep dyslexics are also usually impaired in their

short-term verbal memory as well as in their writing. Individuals with deep dyslexia seem to have an instability of their “central”

language component. A model of reading aloud came about as a result of evidence collected from studies on acquired dyslexia.

This model shows evidence for a parallel processing of language. The model is called the Dual Route Parallel Model.

According to this model, two types of processing of the same input occur simultaneously over two different neural pathways.

Accordi

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