H860 Reading Difficulties Week 4 Developmental Dyslexia I: Beyond Phonology.

H860 Reading Difficulties

Week 4

Developmental Dyslexia I:

Beyond Phonology

Today’s session

1. Memo 1 debrief2. Intervention presentation: Phonological

and word level interventions3. Break4. But phonology is not my student’s only

hurdle…

Memo 1 Debrief

• Don’t over-inflate authors!• APA pointers• Reducing bias

• Bursuck and Damer: were they getting commission from DIBELS?!!

Intervention Presentation

Break

• Individuals with dyslexia often appear to struggle with more than phonology…

- vision - balance/motor control - automaticity

Going back to Uta Frith

Auditory Proc.

• Individuals with dyslexia often appear to struggle with more than phonology…

- vision - balance/motor control - automaticity

Vision

• “The letters go all blurry”• “The letters move over each other, so I can’t tell

which is which”• “The letters seem to float all over the page”• “The letters move in and out of the page”• “The letters split and go double”• “The c moved over the r, so it looked like another

c”• “The p joined up with the c”• “d’s and b’s sort of get the wrong way round”• “The page goes all glary and hurts my eyes”• “I keep on losing my place”

Vision is not one process…

• Visual orthographic skills – Badian• Visual stress - Wilkins

Warning: stressful pattern coming up!!

Text can be stressful too…

Wilkins, A.J. Visual Stress Oxford University Press, 1995Wilkins, A.J. Visual Stress Oxford University Press, 1995

Olive Meares Helen Irlen

Symptoms include:– Skipping words /

rows– Low reading

speed– Poor

concentration – Headaches– EyestrainPerceptual

distortions…

Meares-Irlen Syndrome

Wilkins, A.J. (1994) Overlays for classroom and optometric use. Ophthalmic and Physiological Optics, 14, 97-99.

Wilkins, A.J. (1994) Overlays for classroom and optometric use. Ophthalmic and Physiological Optics, 14, 97-99.

Intuitive Color Overlays

Testing procedure

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Testing procedure

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come see the play look up is cat not my and dog for you tothe cat up dog and is play come you see for not to look myyou for the and not see my play come is look dog cat to updog to you and play cat up is my not come for the look seeplay come see cat not look dog is my up the for to and youto not cat for look is my and up come play you see the dogmy play see to for you is the look up cat not dog come andlook to for my come play the dog see you not cat up and isup come look for the not dog cat you to see is and my playis you dog for not cat my look come and up to play see thesee the look dog and not is you come up to my for cat playnot up play my is dog you come look for see and to the catlook up come and is my cat not dog you see for to play themy you is look the dog play see not come and to cat for upfor the to and you cat is look up my not dog play see comeyou look see and play to the is cat not come for my up dogcome not to play look the and dog see is cat up you for myand is for dog come see the cat up look you play my not todog you cat to and play for not come up the see look my isthe come to up cat my see dog you not look is play and for

Testing procedure

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Testing procedure

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Testing procedure

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Vision is not one process…

• Visual orthographic skills – Badian• Visual stress – Wilkins• Visual spatial attention deficits – Hari• Binocular vergence control and unstable

fixations – poor motion processing

Magnocelluar theory

Motion processing

http://vision.rutgers.edu/klab/research/formAndMotion.htm

How does this relate to reading?

Magnocells?

10% of retinal ganglion cells are magnocellular (large); they respond

rapidly to time visual events accurately – they detect visual motion, direct attention, control eye movements and enable steady

eye fixation

80% are parvocells (small) : for colour, fine detail, slower responses.

Magnocellular system

BUT!!!!!

• Dorsal stream appears more developmentally vulnerable than ventral stream

• Dorsal stream deficits in Williams Syndrome children (and autistics), but Williams syndrome can develop age-appropriate decoding skills

• Dorsal stream myelination continues until at least 8-10 years, so the environment could be affecting this binocular fixation too e.g. print size in books children’s books

Magnocellular conclusion

• Give us more evidence!

• Visual stress currently has more published research and more remediation implications

• Individuals with dyslexia often appear to struggle with more than phonology…

- vision - balance/motor control - automaticity

Cerebellar theory

Dore Program

Cerebellar theory of dyslexia

• The behavioral symptoms of dyslexia can be characterized as difficulties in skill automatisation (the process by which, after long practice, skills become so fluent they no longer need conscious control)

• Cerebellum is mildly dysfunctional• Poor performance on large number of motor tasks• Evidence of right hemisphere cerebellar

underactivation in an imaging study

Nicolson and Fawcett, 1990

BUT!!!!

• Difficulties replicating findings and issues of co-morbidity in their samples (e.g. ADHD, Wimmer et al., 1999)

• Dyslexics do not look like people with acquired cerebellar damage (hypotonia, rate/force/regularity of voluntary movement, fatigability, speeded reaching

• Cerebellar signs reflect remote effect of cortical damage on cerebellar function?

Implications for DORE

• How DORE is working is not clear• Placebo effects have yet to be ruled out• It is not likely to work for everyone

Cerebellar conclusion

• Give us more evidence!

So where does this leave us?

So where does this leave us?

• We still know that a phonological deficit is the core basis for dyslexia

• We know that there must be a biological reason for this

• We know that researchers have not found a convincing causal pathway yet so…

• If someone tries to convince us otherwise, we need to be wary

This doesn’t mean writing off biology

• Biology DOES have the potential to:

- help with individualizing interventions- help understand the developmental picture