Wdf2010 milne
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This document discusses reading development and dyslexia from a neuropsychological perspective. It covers topics like the evolution of literacy, reading circuits in the brain, word recognition stages, phonics vs. whole language instruction, challenges associated with dyslexia like phonological awareness and grapheme-phoneme conversion, and interventions for different types of reading difficulties. Diagrams and neuroimaging are presented to illustrate these concepts.
Wdf2010 milne
- 2. reading circuits learn Neuro-Linguistics in just 5 words! Dr Duncan Milne Neuropsychologist brain imaging simulations discuss how dyslexia is represented
- 6. +
- 7. Hospital de Santa Maria Nonword repetition (in illiterates) Nonword repetition
- 8. 2,000,000 150,000 4,000 fish today Reading circuitsAuditoryVisual The evolution of literacy
- 10. Auditory Pronunciation Letter shape Phoneme Sound Introducing Mr. Brain Word form Visual Phonemic Awareness Graphemic Awareness word word
- 14. Type II activation (sources location): Strongest for visible words ~ 150ms after stimulus onset left predominant occipito-temporal increases with string length = letter-string specific
- 16. Auditory Pronunciation Letter shape Phoneme Sound Word form Visual k a li spe ra kalispera 虜留了侶竜留 侶了留虜 留 竜 kalispera ??? Phonological stage
- 17. Auditory Pronunciation Letter shape Phoneme Sound Visual cat cat cat c a t kuh-aah-tuh Word form cat Orthographic Stage ???
- 19. Known words words > unknown words activation increases with age Mature Reader Unknown words unknown words > words for sounding out
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- 22. it
- 23. was
- 24. her
- 25. first
- 26. day
- 27. of
- 28. school
- 29. +
- 30. she
- 31. drank
- 32. a
- 33. cold
- 34. glass
- 35. of
- 37. She drank a cold glass of nails
- 38. Whole language Words are taught in context with a goal of increasing overall understanding PHONICS Strategies are learned for decoding new words
- 41. Segmentation Example Consistency (spelling / sound) Initial Consonant s soap, sail, sea 96% Vowel u fun, cut, bull 51% Final consonant p tap, cup, leap 91% CV - ba in bat, ball, bar 52% - VC ut in hut, nut, put 77%
- 42. WORD READING ACROSS LANGUAGES 95% 95% 97% 95% 98% 95% 95% 97% 97% 94% Finnish Greek Italian Spanish Portuguese French English Shallow Deep Seymour et al., 2003 71% 33% 79% 73%
- 44. Auditory Pronunciation Letter shape Phoneme Sound Balanced literacy Word form Visual Analytic Phonics Synthetic Phonics Whole language Phonemic Awareness Graphemic Awareness
- 47. The Learning Difficulties Constellation dysorthographia dysphasia dysgraphia dyspraxia dyscalculia attention deficit dyslexia
- 48. Auditory Pronunciation Letter shape Phoneme Sound Visual cat cat cat c a t kuh-aah-tuh Word form cat Dyseidetics r Irregular word reading Phonic spelling patterns
- 49. Auditory Pronunciation Letter shape Phoneme Sound Visual cat cat cat c a t kuh-aah-tuh Word form cat Dysphonetics r Nonword reading (PPhE) Spelling patterns
- 50. ENVIRONMENT - orthography - exposure to print Dysphonetic Poor grapheme-to- phoneme conversion (decoding) DistalCauseProximalCauseIntervention Phonological Phonemic Awareness Synthetic Phonics BIOLOGY -connectivity / wiring -constellation Dyslexia Dyseidetic Poor memory and perception of whole word configurations Orthographic High Frequency words Irregular words Mnemonics Contextual Reading Poor Reading
- 52. Auditory Letter shape Phoneme Sound Visual Phonemic Awareness Synthetic phonics Phonemic Clues Colour- coded letters Moveable letters Analytic phonics Audio-Visual problems sounding out new words