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24 Cards in this Set
- Front
- Back
- language based disorder
-some aphasic benefit from written word or not -varies with anterior lesions |
Aquired alexia
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4 types of Alexia:
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1. Deep
2 phonological 3. surface 4. pure |
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usually L fronto-temporal lesion
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Deep
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usually L porterior lesion
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surface
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extends on continuum from deep to surface dyslexia
-less severe than deep |
phonological
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Dissasociation between occipital association cortex and dominant angular gyrus
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pure
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-impaired grapheme to phoneme
-read only content words -difficulty w/ functor -damage t mapping input -semantic paralexias ("tall" for "long") -high learned words superior -strong with concreteness -tend to omit inflections (-ment) -visual simularity errors -nonsense word problems -semantic related word difficutly -reads words form "whole"word approach |
Deep dyslexia
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-occasional problem w/ functor words
-poor graphemeto phoneme + nonsensewords -familiar words strong -few semantic errors KEY**** -mild reading impairment -real words easier |
Phonological dyslexia
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- spelling sound regularity
-opposite of deep -can read nonsense -use grapheme to phoneme -overregularity of rules |
Surface dyslexia
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-can't read what they write
-read letter by letter -no smeantic errors |
Pure dyslexia
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assessment of reading
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-word frequency
-length of word -concretness -personal relevance |
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assessment of reading aloud
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-personal relevant names
-concreteness -nonsense words -include functor words -words with emotional valence |
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assessing reading comp
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-match word with picture
-present target words vertically -read a command |
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nonliguistic symbols
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road signs
-logos |
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Aquired disorder of writing characterized by spelling, semantics, syntax and construction errors
-language based disorder |
Agraphia
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Typically what one hears verbally...
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will be what one sees graphically
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-inability to use writing tool with a model
-cannot form letter when copying -better spelling w/ anagrams or out loud -difficulty w/ patterns for writing |
Apraxic Agraphia
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-spelling errors for semantics only (cat vs. dog)
-write concrete nouns -impaired phoneme to grapheme -no functor words |
Deep Dysgraphia
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-phonetic spelling errors
over-relaince of grapheme to phoneme -impaired whole word lexical route -can write false words |
Surface Dysgraphia
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-use lexical-semantic whole word spelling
-preserved ability to write real words -no false words -impaired phoneme to grapheme |
Phonological Dysgraphia
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Assessment of writing:
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1. use unlined paper+ felt tip pen
2. new sheet per task 3. use clipboard |
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assessment observation:
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dominant vs non hand
script vs print lower vs upper case placment on paper |
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Tasks for assessment:
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1. write alphabet/numbers
2. name 3. words when dictated 4. copy sent. |
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Functional writing:
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completing forms
writing check emails |