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Latest revision as of 21:28, 29 July 2020

Editor-In-Chief: C. Michael Gibson, M.S., M.D. [1]

Classification

Castles and Coltheart prove through their study that developmental dyslexia includes at least two prevalent and distinct varieties or subtypes of dyslexia. Subtypes include surface dyslexia and phonological dyslexia. Understanding these subtypes is useful in diagnosing learning patterns and developing approaches for overcoming impairments that may be visual perception impairments or speech discrimination deficits. These subtypes are based on differing patterns of underlying symptoms, as supported by a finding using large-scale data from comparative studies of reading patterns in dyslexic and normal readers ^[1]. In the study by Castles and Coltheart, 56 dyslexic boys and 56 non-dyslexic boys as a control group were tested. During the test, the boys read aloud words and non words that were presented to them. The researchers found that surface dyslexics (subjects who have poor lexical skills, or can’t make out irregular words well) had a mean difference of 14.4 words between reading regular words versus irregular words, however, the mean difference in subjects with phonological dyslexia (subjects who can’t use sub lexical skills, or can’t make out non words) was only 7.75 words which was comparable to the control group .The majority of their subjects showed signs of phonological dyslexia. Twenty-nine subjects showed that their non word reading skills were poorer than their irregular word reading skills. However, sixteen subjects showed the opposite where their irregular word reading skills were poorer than their non word reading skills and were called surface dyslexics.

Surface Dyslexia

Surface dyslexia is characterized by subjects who can read non words but who have trouble reading words that are irregular ^[2].Surface dyslexia is the outcome of an individual who cannot function using the lexical procedure for reading out loud. The lexical procedure includes sounding out a word though the use of a past word already known . In Castles and Coltheart’s study, the researchers matched 30 regular words with 30 irregular words and asked their surface dyslexic subjects to read the word out loud. As hypothesized in their research, the difference between the surface dyslexic subjects and control subjects was about 4.6 words which was 2.55 words higher than the difference between the phonological dyslexics to the control group. In Castles and Coltheart’s study, both control and dyslexic subjects were shown a card with a word that is irregular or that isn’t pronounced as it looks. Fifteen of the 51 dyslexics were below the confidence limit set by the control subjects on ability to read irregular words. These subjects were then called surface dyslexics .

Phonological Dyslexia

Phonological dyslexia is characterized by subjects who can read aloud both regular and irregular words but have difficulties with non words and with connecting sounds to symbols, or with sounding out words . Phonological processing tasks predict reading accuracy and comprehension. This subtype is the most predominant form of dyslexia.In Castles and Coltheart’s study, they had 56 dyslexic boys and 56 non dyslexic boys read words and non words given to them. The majority of the boys, 55%, showed a phonological dyslexic pattern.In Castles and Coltheart’s study, dyslexic subjects and control subjects were asked to read non words listed on a card, 17 out of 51 cases of dyslexics were below the confidence limit in non word reading, which was derived by the control group of subjects their own age. These phonological dyslexics have a lower non word reading level than expected by reviewing their irregular word reading level ^[3]. Phonological dyslexia is the outcome of a subject who cannot function using the sub lexical (pronunciations are constructed from smaller orthographic components) procedure for reading out loud .In Castles and Coltheart’s study, dyslexic and control subjects read words off a note card; the researchers found that while reading irregular words, the dyslexic subjects scored comparable to the control subjects because sub lexical skills weren’t involved in this test.

Double Deficit Dyslexia

Other researchers have identified a deficit related to “naming speed”, which relates to the ability of students to rapidly verbalize the names of symbols such as letters and numbers when tested ^[4]. In their study, Wolf and Bowers tested out naming speed by having their subjects name a symbol as quickly as possible when shown on a flash card. Difficulties in naming speed exist in conjunction with a phonological deficit, is characterized as double deficit dyslexia ^[4].

References

↑ Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180
↑ Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180
↑ Manis, F., Seidenberg, M., Doi, L., McBride-Chang, C., Petersen, A., (1996). On the basis of two subtypes of developmental dyslexia. Cognition, 59, 157-195
↑ ^4.0 ^4.1 Wolf, M., Bowers, P. G., (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of educational psychology, 91, 415-438

Template:WikiDoc Sources

[castles-1] Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180

[Castles-p149-2] Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180

[Manis-p157-3] Manis, F., Seidenberg, M., Doi, L., McBride-Chang, C., Petersen, A., (1996). On the basis of two subtypes of developmental dyslexia. Cognition, 59, 157-195

[Wolf-p91-4] 4.0 ^4.1 Wolf, M., Bowers, P. G., (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of educational psychology, 91, 415-438

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[2]

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@@ Line 9: / Line 9: @@
 ===Surface Dyslexia===
-Surface dyslexia is characterized by subjects who can read non words but who have trouble reading words that are irregular <ref name = "Castles-p149"> Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180 </ref>.Surface dyslexia is the outcome of an individual who cannot function using the lexical procedure for reading out loud. The lexical procedure includes sounding out a word though the use of a past word already known <ref name=castles>. In Castles and Coltheart’s study, the researchers matched 30 regular words with 30 irregular words and asked their surface dyslexic subjects to read the word out loud. As hypothesized in their research, the difference between the surface dyslexic subjects and control subjects was about 4.6 words which was 2.55 words higher than the difference between the phonological dyslexics to the control group. In Castles and Coltheart’s study, both control and dyslexic subjects were shown a card with a word that is irregular or that isn’t pronounced as it looks. Fifteen of the 51 dyslexics were below the confidence limit set by the control subjects on ability to read irregular words. These subjects were then called surface dyslexics <ref name = "Manis-p157"> Manis, F., Seidenberg, M., Doi, L., McBride-Chang, C., Petersen, A., (1996). On the basis of two subtypes of developmental dyslexia. Cognition, 59, 157-195 </ref>.
+Surface dyslexia is characterized by subjects who can read non words but who have trouble reading words that are irregular <ref name = "Castles-p149"> Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180 </ref>.Surface dyslexia is the outcome of an individual who cannot function using the lexical procedure for reading out loud. The lexical procedure includes sounding out a word though the use of a past word already known . In Castles and Coltheart’s study, the researchers matched 30 regular words with 30 irregular words and asked their surface dyslexic subjects to read the word out loud. As hypothesized in their research, the difference between the surface dyslexic subjects and control subjects was about 4.6 words which was 2.55 words higher than the difference between the phonological dyslexics to the control group. In Castles and Coltheart’s study, both control and dyslexic subjects were shown a card with a word that is irregular or that isn’t pronounced as it looks. Fifteen of the 51 dyslexics were below the confidence limit set by the control subjects on ability to read irregular words. These subjects were then called surface dyslexics .
 ===Phonological Dyslexia===
-Phonological dyslexia is characterized by subjects who can read aloud both regular and irregular words but have difficulties with non words and with connecting sounds to symbols, or with sounding out words <ref name=castles/>. Phonological processing tasks predict reading accuracy and comprehension. This subtype is the most predominant form of dyslexia <ref name = "Castles-p149"> Castles, A., &  Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180 </ref> Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180 </ref>.In Castles and Coltheart’s study, they had 56 dyslexic boys and 56 non dyslexic boys read words and non words given to them. The majority of the boys, 55%, showed a phonological dyslexic pattern <ref name=castles/>.In Castles and Coltheart’s study, dyslexic subjects and control subjects were asked to read non words listed on a card, 17 out of 51 cases of dyslexics were below the confidence limit in non word reading, which was derived by the control group of subjects their own age. These phonological dyslexics have a lower non word reading level than expected by reviewing their irregular word reading level <ref name = "Manis-p157"> Manis, F., Seidenberg, M., Doi, L., McBride-Chang, C., Petersen, A., (1996). On the basis of two subtypes of developmental dyslexia. Cognition, 59, 157-195 </ref>. Phonological dyslexia is the outcome of a subject who cannot function using the sub lexical (pronunciations are constructed from smaller orthographic components) procedure for reading out loud <ref name=castles> .In Castles and Coltheart’s study, dyslexic and control subjects read words off a note card; the researchers found that while reading irregular words, the dyslexic subjects scored comparable to the control subjects because sub lexical skills weren’t involved in this test <ref name=castles/>.
+Phonological dyslexia is characterized by subjects who can read aloud both regular and irregular words but have difficulties with non words and with connecting sounds to symbols, or with sounding out words . Phonological processing tasks predict reading accuracy and comprehension. This subtype is the most predominant form of dyslexia.In Castles and Coltheart’s study, they had 56 dyslexic boys and 56 non dyslexic boys read words and non words given to them. The majority of the boys, 55%, showed a phonological dyslexic pattern.In Castles and Coltheart’s study, dyslexic subjects and control subjects were asked to read non words listed on a card, 17 out of 51 cases of dyslexics were below the confidence limit in non word reading, which was derived by the control group of subjects their own age. These phonological dyslexics have a lower non word reading level than expected by reviewing their irregular word reading level <ref name = "Manis-p157"> Manis, F., Seidenberg, M., Doi, L., McBride-Chang, C., Petersen, A., (1996). On the basis of two subtypes of developmental dyslexia. Cognition, 59, 157-195 </ref>. Phonological dyslexia is the outcome of a subject who cannot function using the sub lexical (pronunciations are constructed from smaller orthographic components) procedure for reading out loud .In Castles and Coltheart’s study, dyslexic and control subjects read words off a note card; the researchers found that while reading irregular words, the dyslexic subjects scored comparable to the control subjects because sub lexical skills weren’t involved in this test.
 ===Double Deficit Dyslexia===
@@ Line 19: / Line 19: @@
 Other researchers have identified a deficit related to “naming speed”, which relates to the ability of students to rapidly verbalize the names of symbols such as letters and numbers when tested <ref name = "Wolf-p91"> Wolf, M., Bowers, P. G., (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of educational psychology, 91, 415-438 </ref>. In their study, Wolf and Bowers tested out naming speed by having their subjects name a symbol as quickly as possible when shown on a flash card. Difficulties in naming speed exist in conjunction with a phonological deficit, is characterized as double deficit dyslexia <ref name = "Wolf-p91"> Wolf, M., Bowers, P. G., (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of educational psychology, 91, 415-438 </ref>.
-==Variations and related conditions==
-Dyslexia is a learning disability. It has many underlying causes that are believed to be a brain-based condition that influences the ability to read written language. It is identified in individuals who fail to learn to read in the absence of a verbal or nonverbal intellectual impairment, sensory deficit (e.g., a visual deficit or hearing loss), pervasive developmental deficit or a frank neurological impairment.
-The following conditions may also be contributory or overlapping factors, or underlying cause of the dyslexic symptoms as they can lead to difficulty reading:
-* '''[[Auditory processing disorder]]''' is a condition that affects the ability to encode auditory information. It can lead to problems with auditory working memory and auditory sequencing. Many dyslexics have auditory processing problems including history of auditory reversals. Auditory processing disorder is recognized as one of the major causes of dyslexia.
-* '''[[Cluttering]]''' is a speech fluency disorder involving both the rate and rhythm of speech, and resulting in impaired speech intelligibility. Speech is erratic and dysrhythmic, consisting of rapid and jerky spurts that usually involve faulty phrasing. The personality of the clutterer bears striking resemblance to the personalities of those with learning disabilities.<ref>[http://lshss.asha.org/cgi/content/abstract/11/1/3 Cluttering as a Complex of Learning Disabilities]</ref>
-* '''[[Dyspraxia]]''' is a neurological condition characterized by a marked difficulty in carrying out routine tasks involving balance, fine-motor control, and kinesthetic coordination. Problems with short term memory and organization are typical of dyspraxics. This is most common in dyslexics who also have [[attention deficit disorder]].
-* '''[[Verbal dyspraxia]]''' is a neurological condition characterized by marked difficulty in the use of speech sounds, which is the result of an immaturity in the speech production area of the brain.
-* '''[[Dysgraphia]]''' is a disorder which expresses itself primarily during writing or typing, although in some cases it may also affect eye-hand coordination in such direction or sequence oriented processes as tying knots or carrying out a repetitive task. Dysgraphia is distinct from [[Dyspraxia]] in that the person may have the word to be written or the proper order of steps in mind clearly, but carries the sequence out in the wrong order.
-* '''[[Dyscalculia]]''' is a neurological condition characterized by a problem with learning fundamentals and one or more of the basic numerical skills. Often people with this condition can understand very complex mathematical concepts and principles but have difficulty processing formulas and even basic addition and subtraction.
-* '''[[Scotopic sensitivity syndrome]]''', also known as [[Irlen Syndrome]], is a term used to describe sensitivity to certain wavelengths of light which interfere with proper visual processing. See also [[Orthoscopics]] and [[asfedia]].
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