Dyslexia and Cognitive Psychology

Sean Weigold Ferguson Cognitive Psychology Rollins College Dyslexia

“ Accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty” Affects between 5% and 17% of the population Overview (McCandliss and Noble, 2003)

Types Developmental: Begins in childhood and usually continues throughout adulthood Acquired: Often from traumatic brain damage

Impaired Processes Phonological reading: Words in isolation Phonological coding: Recalling confusing strings of phonemes Lexical access: Retrieving phonemes from long-term memory Working memory: Remembering strings of phonemes that are sometimes confusing.

Symptoms Reading and spelling: Omissions Substitutions Inversions Additions Often accompanied by dysfunction in: Fine motor coordination Visual discrimination Auditory segmenting difficulty (Cicchetti and Cohen, 2006)

Diagnosis
Reading and spelling skills significantly below performance expectations for age, intelligence, and education level (1.5 to 2 standard deviations).
However, IQ may be inaccurately measured in dyslexics.
(Cicchetti & Cohen, 2006; McCandliss & Noble, 2003)

Implications Affects between 15 and 50 million Americans. Culture places high value on reading. Scholastic success often dependent on reading skills. Many skilled jobs require employees to be literate. (McCandliss and Noble, 2003)

Theories Environmental: Interventions can be effective Biological: Abnormalities in chromosomes 3, 6, and 15 (Paracchini, Scerri, and Monaco 2007)

Neuropsychology Dysfunction in: Left perisylvian area involving the superior temporal gyrus; involved in phonological processing. Leads to underdevelopment of: Left occipito-temporal extrastriate visual system near the middle portion of the fusiform gyrus; involved in automatic processing of visual word form perception in skilled adult readers. (McCandliss and Noble, 2003)

Surrounding Structures I created this figure using an image by the University of Western Ontario Psychology Department

Specific Structures Original image from McCandliss and Noble, (2003)

What is it Like? Video by Coventry University TV

Questions? Sean Weigold Ferguson [email_address] 407-584-7326 This presentation is available online at www.SlideShare.net/SeanWF It is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License

References Cicchetti, D., & Cohen, D. J. (2006). Developmental psychopathology . John Wiley and Sons. McCandliss, B. D., & Noble, K. G. (2003). The development of reading impairment: A cognitive neuroscience model. Mental Retardation and Developmental Disabilities Research Reviews , 9(3), 196-205. Paracchini, S., Scerri, T., & Monaco, A. P. (2007). The genetic lexicon of dyslexia. Annual Review of Genomes and Human Genetics , 8, 57-79. University of Western Ontario Psychology Department (2005). Temporal lobe sulci [Photograph], Retrieved April 24, 2010, from: http://psychology.uwo.ca/fmri4newbies/Images/temporal_lobe_sulci.jpg

Dyslexia and Cognitive Psychology

by Sean Weigold Ferguson

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