Acquired Dyslexia Essay Research Paper Acquired DyslexiaPresenters

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Acquired Dyslexia Essay, Research Paper Acquired Dyslexia Presenters: Kerri Whalen, Angela Munroe, Jeff Collins http://acsweb.ucis.dal.ca/psycH4130/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