Speech and Language Therapy Y2 > LCC 3 > Flashcards

LCC 3 Flashcards

Acquired dyslexia + dysgraphia (76 cards)

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1
Q

What is the name for impairments specific to reading / writing?

A

Alexia
Agraphia / pure dysgraphia

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2
Q

Why does orthography have increased importance?

A

Email / texting / social media / internet are important communicative activities

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3
Q

How is research and clinical evaluation / assessment imbalanced regarding acquired dyslexia?

A

Focus on single word level + dual-route model

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4
Q

What does text processing require?

A

Rapid processing of visual information

Holding earlier information in memory whilst simultaneously decoding more of text

Constantly updating interpretation of text

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5
Q

What are the 3 levels of reading processing?

A

Single word processing
Sentence processing
Text processing

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5
Q

What are the 3 linear stages of reading single words?

A

Perceptual level (orthographic analysis)
Word recognition (orthographic input lexicon)
Word comprehension (semantic system)

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6
Q

What is single word processing at the perceptual level (orthographic analysis)?

A

Complex pattern of lines

Visual feature detectors- look for combinations features (correspond to letters)

Detector system fires when input matches specification

Identifying letter + word position

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7
Q

How is perceptual processing assessed?

A

Perception tasks- can they recognise letters / graphemes
Matching basic forms / abstract / categorial forms
Misperception errors eg: bill read as pill

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8
Q

What must perceptual processing impairment of letters be in the absence of?

A

General visual perceptual errors eg: agnosia, hemianopia, as otherwise may only perceive half of letter

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9
Q

What is single word processing at the word recognition (orthographic input lexicon) level?

A

Stores of written words reader has encountered + remembered

FORM not meaning

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10
Q

How is word frequency important in word recognition (orthographic input lexicon)?

A

High frequency words recognised quicker than low frequency words

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11
Q

How are perceptual features important in word recognition (orthographic input lexicon)?

A

Associations between words with similar perceptual features- organised into form-based cohorts
eg: sat, mat, pat

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12
Q

How is word recognition (orthographic input lexicon) assessed?

A

Lexical decision tests ie: is X a word or non-word

Manipulate word:
- legality
- length
- frequency
- imageability

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13
Q

If someone has impaired word recognition (orthographic input lexicon), what would be seen in assessment?

A

Difficulty recognising real words / rejecting non-words

Mis-recognition of form

Low frequency forms not recognised

Low scores on word comprehension

Homophone errors

Letter by letter reading (not perceiving chunks together)

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14
Q

What is the central semantic system used for?

A

Spoken + reading comprehension
Spoken + written lexical retrieval

note: access depends on route (spoken vs written)

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15
Q

How does conceptual knowledge in the semantic system build up over time?

A

Multi-modal experiences of a concept
Forms semantic representation: network of semantic features (literal & associated)

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16
Q

How do associative links within the semantic system develop over time?

A

Representations based on co-occurrence in the real world + in language

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17
Q

What is imageability?

A

Capacity of a word to evoke sensory/motor/visual representations

Low imageability are more vulnerable to damage

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18
Q

What are two types of damage to the semantic system?

A

Difficulty activating semantic system from input lexicon (modality specific)
Damage to semantic system (multi-modality impairment)

  • Leads to semantic errors eg: goat for dog
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19
Q

How is semantic processing assessed?

A

Word to picture matching
Odd one out
Synonym judgment
Reading aloud

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20
Q

What is dual-route reading (Marshall & Newcombe, 1973)?

A

Route 1- lexical route
Route 2- sub/non-lexical, grapheme-phoneme route

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21
Q

When is the grapheme-phoneme conversion route used?

A

Non words
Words seen for first time

Transcoded to see if form matches a form already known in phonological system

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22
Q

Why is reading via GP (grapheme-phoneme) computationally demanding?

A

Requires working memory maintenance of information

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23
Q

By reading aloud using GP (grapheme-phoneme) route, what can you maybe access?

A

Semantics via auditory route

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24
How is the GP (grapheme-phoneme) route assessed?
Reading aloud non-words + irregular words Correct pronunciation reliant on word following regular spell-sound correspondence- will see word regularisation errors if reading through this route Length effects observed, less demand reading short words
25
How are acquired dyslexias divided?
Peripheral Central - surface - phonological - deep
26
What does peripheral dyslexia affect?
Initial processes in reading eg: word perception
27
What does central dyslexia affect?
Later processes in reading eg: lexical + nonlexical processing
28
What is surface dyslexia (central)?
Impairment of lexical route
29
What is phonological dyslexia (central)?
Impairment of grapheme phoneme (GP) route
30
What is deep dyslexia (central)?
Impairment of grapheme phoneme (GP) route AND lexical route
31
How are words read in surface dyslexia?
Letter by letter via GP route- thus can read non-words - thus will regularise irregular spellings
32
On which tasks to people with surface dyslexia make errors?
Lexical decision Word comprehension
33
Can people with phonological dyslexia read non-words?
No May read as visually similar word eg: druck as truck
34
Are regularity and length effects present with phonological dyslexia?
No as not using GP route
35
With phonological dyslexia, if the lexical-semantic route is also somewhat impaired, what does this result in?
High imageability words read better than low Content words read better than function Semantic errors don't occur
36
Compare deep and phonological dyslexia
Deep has same features as phonological with ADDITIONAL semantic impairment
37
What 4 reading errors may be made with deep dyslexia?
Semantic (key feature) - reading aloud symphony as ‘orchestra’ Visual – direction as ‘decision’ Morphological – farmer as ‘farming’ Visual + Semantic - sympathy as ‘orchestra’
38
Is the imageability effect present in deep dyslexia?
Yes- poor function word reading
39
What are 3 theories of deep dyslexia?
Lack of checking mechanism Central semantic impairment Right hemisphere involvement
40
What are the writing / spelling modalities that can be affected by dysgraphia?
Hand-writing (letters, shopping lists, notes) Typing (email, social media, internet) Texting on a phone Oral spelling Arranging scrabble tiles
41
What is it important to consider when assessing someone with aphasia's writing?
Level of literacy prior to impairment (pre-morbid) Visual / perceptual deficits Using non-dominant hand Poor posture
42
As writing is complex, what are the 2 major functional systems? (Rapcsak & Beeson, 2000)
Linguistic (lexical) Motor
42
What is in the linguistic level of writing? (lexical semantic route)
Semantic Orthographic output lexicon Graphemic output buffer
43
What is in the motor level of writing?
Allogrpahic realisatiomn
44
What are the 3 routes to spelling single words? note: is functional eg: shopping list
Lexical-semantic route Sub lexical route Direct lexical route
44
If the semantic-conceptual system is damaged, what will be the deficit?
Cross-modality deficit in production + comprehension of of spoken/written words
44
What is the semantic-conceptual system?
Central system used in spoken + reading comprehension, and lexical retrieval
44
Where else may a semantic deficit lie?
In accessing the orthographic output lexicon
45
What does writing impairment look like with damage to the semantic system?
Errors in spontaneous writing Errors writing to dictation Limited written output Semantic errors (/ no responses) Imageability effects
46
If someone with aphasia has damage to the semantic system but has successful semantic activation what will happen?
Activation of corresponding representation in orthographic output lexicon
47
What is the orthographic output lexicon?
Ordered store of spellings of known & actively used orthographic word forms Note: representations usually degraded not completely lost
48
Which variable is important in the accessibility of information in the orthographic output lexicon?
Word frequency (high > low)
49
What is the graphemic output buffer?
Implicit/unconscious, short-term, limited capacity store Intermediate products of encoding are held until specification of word/clause is complete
50
Why is the graphemic output buffer abstract?
Information about case (upper / lower) not specified
51
What does impairment at the graphemic output buffer level result in?
Length effects (short>long) Spelling errors (e.g., addition, substitution, omission) Errors across tasks (e.g., written naming, writing to dictation, delayed copying, oral spelling, typing) for words + non-words - No effect of frequency / imageability
52
What is phonological-graphemic conversion (used in the sub-lexical route)?
Sounding out / segmenting word into phonemes Translating phonemes into graphemes Used for non-words / unfamiliar words (so can acquire new spellings and write a non-word to dictation)
53
What will be observed if someone is writing via phoneme-grapheme correspondences?
Regularisation of irregular spelling (eg: yot for yacht) Homophone errors (eg: blue for blew)
54
How is transcoding grapheme to phoneme important in aphasia rehabilitation?
If client has difficulty retrieving info in one modality eg: phonological output lexicon
55
What is the direct lexical route?
Retrieval of word in phonological output lexicon directly activates word within orthographic output lexicon Bypasses semantic system
56
If using the direct lexical route, can you write irregular words?
Yes as only real words processed through system
57
What are the 3 modality-specific motor codes?
Written spelling Oral spelling Typing / texting
58
What are the 2 types of dys/agraphias?
Central Peripheral
59
What is central agraphia?
Disruptions from semantic level, to abstract orthographic representation in the orthographic output lexicon, and the output buffer No dissociation between modalities
60
What is peripheral agraphia?
Disruptions post-buffer Observe dissociations between different modes of spelling output
61
What are the 3 subtypes of central agraphia?
Phonological Deep Surface - usually mixed pattern - pure sub-types are rare
62
What is the defining feature of deep dysgraphia?
Semantic errors Impaired semantic- orthographic output lexicon mapping - content words > function eg: and, the - difficulty with low imageability words
63
Are individuals with deep dysgraphia about to write non-words and spell irregular words?
Yes - can't use P-G so spelling not constrained by phonological system - no regularity effect
64
How do people with phonological dysgraphia write?
Via lexical route - impairment of sub-lexical route - no regularity effect - imageability effect may be present
65
Compare writing real words vs non-words in phonological dysgraphia
Real words good - may make morphological errors (navigator for navigation) - or structurally similar errors (custom for custard) Poor non-word writing - can't sound out
66
What is the defining feature of surface dysgraphia?
Impaired semantic-OOL (orthographic output lexicon) mapping
67
Which route is preserved in surface dysgraphia?
P-Good - can write non-words - regularisation effect
68
What are tasks for investigating spelling?
Writing (letters, picture naming, dictation, picture description, copying) Typing/keyboard Oral spelling Assembling letter tiles (pressure off motor system)
69
What are the 2 variants of peripheral agraphia?
Fluent- impaired allographic realisation Apraxic- impaired graphic motor programming
70
Describe fluent agraphia
Errors of omission, substitution etc (e.g. starve as starze) Difficulty generating correct letter plan from abstract representation Confuse upper / lower case letters May detect own errors, and spell out orally correctly
71
Describe apraxic agraphia
Poorly formed letters Disrupted movement plans for letters - may not resemble letters, - may produce incorrect/ incomplete/ fused letters
Speech and Language Therapy Y2
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