Unlocking the Nature of the Phonological–Deep Dyslexia Continuum: The Keys to Reading Aloud Are in Phonology and Semantics Jenni Crisp and Matthew A. Lambon Ralph Reading Models The Dual Route Model The Triangle Model of Reading (Coltheart) (Seidenberg and McClelland) Dyslexia Acquired Developmental Acquired Dyslexia Peripheral Central ► Neglect ► Deep ► Letter by Letter ► Phonological ► Attentional ► Surface ► Visual Surface Dyslexia • Impairment in the visual input lexicon • Reading through grapheme- phoneme conversion • More accuracy in reading orthographically regular words than irregular (e.g. listen) • Errors reflect typical pronunciation ( e.g. PINT mint) The Primary Systems Hypothesis (Patterson & Lammbon Ralph, 1999) Surface Dyslexia: Semantic impairment produces impairment in a predictable range of language and non- language activities What about phonological and deep dyslexia? Phonological Dyslexia ►Central Feature – Lexicality Effect Impairment in grapheme-phoneme ► No problem in semantics • Cannot read pseudowords / can read familiar words • Some visual (badge – bandage) and derivational errors (edition/or) • Some effect of part of speech (functors < verb < adj < nouns) • Some effect of imageability (abstract<concrete) Deep Dyslexia ► Impairment in grapheme- phoneme conversion ► Central feature - Semantic errors • Semantic paralexias (sergeant /soldier) • Visual (badge – bandage) and derivational errors (edition – editor) • Abolished or very poor reading of pseudo words • Effect of part of speech (functors<verb <adj <nouns) • Effect of imageability (abstract<concrete) Acquired Dyslexia Surface Phonological Deep dyslexia dyslexia dyslexia A continuum? ► Do phonological dyslexia and deep dyslexia simply reflect different degrees of impairment? ► What is their possible overlap? ► Is there a continuum in which deep dyslexia is the end point? phonological dyslexia deep dyslexia
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