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Acquired Dyslexia Presenters Kerri Whalen Angela Munroe Jeff Collins httpacswebucisdalcapsych3130Lecturenotesfeb19html1 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 aroundA 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 dont 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
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