Phonological dyslexia is a reading disability that is a form of alexia (dyslexia acquired), resulting from a brain injury, stroke, or progressive disease and which affects reading ability previously obtained. The major distinguishing phenomenon of phonological dyslexia is that selective breakdown of the spoken, non-spoken reading ability occurs although the ability to read familiar words is not affected. It has also been found that the ability of non-word reading can be improved if not the words belonging to the pseudohomophone family.
Video Phonological dyslexia
Deep and phonological dyslexia
Individuals suffering from phonological dyslexia have problems opposite to surface dyslexia. These people can read using the whole word method. However, they struggle when it comes to issuing words. Phonical dyslexics are able to read known words, but have difficulty when it comes to foreign words or non-spoken words. Several studies have found that many phonological dyslexics have good reading ability if the individual has developed a large vocabulary before suffering brain damage. These people seem to stop developing their post-vocabulary brain damage, which affects their reading capacity.
Phonical dyslexia is a reading disorder in which the patient experiences a non-keyword reading disorder. The symptoms of phonological dyslexia are very similar to those of deep dyslexia. The main difference between the two dyslexia is that the phonological dyslexia does not make the semantic error associated with profound dyslexia. Beauvois and DÃÆ'Â © rouesnÃÆ'Â © (1979) studied the first case of phonological dyslexia and came up with this term. The problem of people with phonological dyslexia is that they are able to read words using the whole word method; however, they can not issue words. This means they are able to read familiar words, but have trouble reading new words.
Initially it was believed that the factors causing phonological dyslexia were lexical; However, other factors such as imageability and concrete also play an important role in reading. A study conducted by Crisp and Lambon Ralph concluded that imageability had a significant effect on phonological dyslexia. The study found that eleven of the twelve patients had higher accuracy when reading words with high images. In the study, the exceptional patients were the least damaged, contributing to the view of deep phonological dyslexia and dyslexia as points on the continuum rather than discrete disorders.
Maps Phonological dyslexia
Physiology
Several studies have found that varying degrees of brain damage can lead to various forms of non-word reading disorder. It has been found that during certain tasks, dyslexia has activated one of the two brain regions: Broca's area, responsible for speaking, or Wernicke's area, responsible for shaping and understanding. Both areas are seldom active together. This study has led to the conclusion that there is damage to the neural connections between the language centers that can cause dyslexia.
Hyphenation
Investigations conducted by Harley, T. A., and O'Mara, D.A. (2006) found that hyphenation significantly improved participants' reading ability. Subjects suffer from phonological dyslexia caused by deficiencies in graphic parsing. This study suggests that hyphenation may be generally useful as a strategy to help phonological dyslexics.
Case study
A study was conducted by Beauvois and DÃÆ' Â © rouesnÃÆ'Â © on a 64-year-old man. Individuals are described as right-handed, retired, and formerly representative of agricultural machinery. The man underwent surgery for left parieto-occipital angioma. Scans show lesions on the left-angle gyrosis, the posterior portion of the second interim convolution, the inferior longitudinal fasciculus, the geniculostriate fibers and the tapetum. Patients were also found to have neurological defects such as inferior quadrantanopia, mild memory deficits, mild calculation disorder, minimal constructive apraxia, and astereognosia. It was found that the patient did not suffer from motor or sensory defects. She was forced to retire because her phonological dyslexia interfered with her ability to work. She had previously enjoyed reading, but now she could not read her own writing or other writings. The diagnosis was confirmed by the Alouette reading test, which concluded that the patient suffered from reading disorders. She was found to have the ability to read 6-year-olds, who are considered the lowest reading level. The reading rate is not determined from the speed, not from the fact that the patient is unable to read more than 62 stimuli presented in three minutes, while 40% of the represented stimuli are read incorrectly or left unread. Reading errors include adjectives, possessive adjectives, conjunctions and verbs.
Double route cascaded model
Source of the article : Wikipedia
0 Comments