This document discusses different types of language disorders including aphasia and dyslexia. It describes several types of aphasia caused by damage to different areas of the brain's left hemisphere, including Broca's aphasia (difficulty with speech production), Wernicke's aphasia (impaired comprehension of language), anomic aphasia (difficulty finding words), and global aphasia (severe impairment of both expression and comprehension). It also discusses conduction aphasia, transcortical sensory aphasia, and dyslexia which is a specific learning disability involving difficulties with word recognition and spelling.

1. Language Disorders:
Aphasia and Dyslexia
Prepared by:
Kawthar A. Nahi
M.A. Studies
2015-2016

2. Introduction
 Language impairments, or disorders, are known
as aphasias and dyslexia.
 The main cause for such impairments is the
damage in a specific site in the hemisphere
where language is located, i.e. the left
hemisphere
 The brain damage may cause problems in
speaking and writing as well.
 Such impairments can cause troubles in
comprehension.

3.  Broca's Aphasia
 The motor area for spoken speech is situated in
the front part of the left hemisphere
 Paul Broca, a French Surgeon, described it in
1865 in two patients who lost speech and
showed a lesion in the 'lateral frontal lobe at
autopsy'.
 Broca's aphasia is a type of nonfluent aphasia,
because speech production is effortful with
many hesitations.
 As for other skills of language, Individuals with
this type of aphasia may be able to read but
have limited ability in writing

4.  Wernicke's Aphasia
 Wernicke’s aphasia andWernicke’s area are named
after the German neurologist CarlWernicke.
 He first related this specific type of speech deficit to
a damage in a left posterior temporal area of the
brain.
 The ability to grasp the meaning of spoken words
and sentences is impaired.
 while the ease of producing connected speech is
not very affected.
 It is called also as ‘fluent aphasia’ or ‘receptive
aphasia’.
 Reading and writing are often severely impaired

5.  Anomic Aphasia
 The most prominent difficulty is in word-finding
 The person using 'generic fillers' in utterances,
such as nonspecific nouns and pronouns, such as
the word 'thing‘.
 or circumlocution, where the person describes
the intended word.

6.  Global Aphasia
 It is founded at the other extreme of the severity
scale.
 It involves severe impairment in language
function of both expressive and receptive skills.
 The patient may be able to utter only a few
syllables, not complete words.
 Non-verbal output is used more than verbal
output due to the problems in the auditory
comprehension

7.  Conduction Aphasia
 A type of fluent aphasia with a prominent
impairment with repetition.
 Damage typically involves the left parietal region.
 The patient expresses him/ herself well, with
some 'word-finding' issues.
 Comprehension can be functional.
 The patient will show significant difficulty in
repeating phrases, particularly as the phrases
increase in length and complexity
 This type of aphasia is rare

8.  Transcortical Sensory Aphasia:
 This language impairment is caused by a
disconnection between sensory language
processes and semantic knowledge of objects.
 Conversational speech is fluent.
 patients have severe problems with naming
objects.
 There is often 'alienation' of word meaning.
 This means that the patients don’t understand
the words, even after repeating and using them
in a sentence.

9.  Dyslexia
 specific learning disability that is neurological in
origin.
 It is characterized by difficulties with accurate
and/or fluent word recognition and by poor
spelling and decoding abilities
 These difficulties typically result from a deficit in
the phonological component of language that is
often unexpected in relation to other cognitive
abilities and the provision of effective classroom
instruction

10.  characteristics associated with dyslexia:
 lack of fluency and speed in reading
 hesitant predictive reading (using context)
 hesitancy in reading
 losing the place in reading
 failing to recognise words
 low level of comprehension
 difficulty using dictionaries

11. References
 Aitchison, J. (2008).The Articulate Mammal:An introduction to
psycholinguistics. (5th edt.). NewYork: Routledge.
 Eadon, H. (2005). Dyslexia and Drama. London: David Fulton Publishers
Ltd.
 Field, ,J. (2004). Psycholinguistics:The Key Concepts. London:
Routledge
 Garman, M. (1990). Psycholinguistics. Cambridge:Cambridge University
Press.
 Gupta,A and Singhal, G. (2011). "Understanding Aphasia in a Simplified
Manner". Available at: http://medind.nic.in/
 Hickock, G. "Speech Perception, Conduction Aphasia, and the
Functional Neuroanatomy of Language". From Grodzinsky,Y. et al (eds).
(2007). Language and the Brain. San Diego: Academic Press. 87-104.
 http://www.aphasia.org/
 http://www.dyslexia-hawaii.org/
 Steinberg, D. and Sciarini, N. (2006). An Introduction to
Psychlinguistics. (2nd edt). London: Pearson Education Limited.
 Whitaker, H., A. (ed.) (2010). Concise Encyclopedia of Brain and
Language. Oxford: Elsevier Ltd.