Post on 25-Jun-2015
reading circuits
learn Neuro-Linguistics in just 5 words!
Dr Duncan MilneNeuropsychologist
brain imaging simulations
discuss how dyslexia
is represented
Nonword repetition
“minlop”
+
Hospital de Santa Maria
Nonword repetition (in illiterates)
Nonword repetition
2,000,000 150,000 4,000
fish
today
Reading
circuitsAuditoryVisual
The evolution of literacy
word
Neuro-linguistic word 1
Auditory
PronunciationLetter shape
Phoneme
Sound
Introducing Mr. Brain…
Word form
Visual
Phonemic Awareness
GraphemicAwareness
word
“word”
matching
isolating
substituting
deleting
segmenting
blending
Syllable Onset / Rime Phoneme
Neuro-linguistic word 2
Auditory
Pronunciation
Word form
Visual
“stop”
“stop”
STOP
Logographic Stage
Type II activation (sources location):
Strongest for visible words
• ~ 150ms after stimulus onset
• left predominant occipito-temporal
• increases with string length
• = letter-string specific
καλησπερα
Neuro-linguistic word 3
Auditory
PronunciationLetter shape
Phoneme
Sound
Word form
Visual
“k a li spe ra”
“kalispera”
καλησπερα
ηλακ
αρ
επ
“kalispera”
???
Phonological stage
σ
Auditory
PronunciationLetter shape
Phoneme
Sound
Visual“cat”
cat
“cat”
ca
t
“kuh-aah-tuh”
Word form
cat
Orthographic Stage
???
Auditory
Pronunciation
Word form
Visual“cat”
cat
“cat”
cat
Lexical access
Known words
• words > unknown words
•activation increases with age
Mature ReaderUnknown words
•unknown words > words
• for sounding out
+
it
was
her
first
day
of
school
+
she
drank
a
cold
glass
of
nails
Neuro-linguistic word 4
She drank a cold glass of nails
Whole language
Words are taught in
context with a goal of
increasing overall
understanding
PHONICS
Strategies are
learned for
decoding new
words
fough
Neuro-linguistic word 5
roughcough
fough
plough
throughdough
“fou”
“fof” “fuf”
“foe” “foo”
tow
flow
grow
snow
cow
how
now
down
“foe”“fou”
fow
Segmentation Example Consistency (spelling / sound)
Initial
Consonant
‘s’ soap, sail,
sea
96%
Vowel ‘u’ fun, cut,
bull
51%
Final
consonant
‘p’ tap, cup,
leap
91%
CV - ‘ba’ in bat,
ball, bar
52%
- VC ‘ut’ in hut,
nut, put
77%
WORD READING ACROSS LANGUAGES
95%
95%
97% 95%
98%
95%
95%
97%
97%
94%
Finnish
Greek
Italian
Spanish
Portuguese
French
English
Shallow
Deep
Seymour et al., 2003
71%
33%
79%
73%
word
καλησπερα
nails
fough
1
5
4
3
2
Auditory
PronunciationLetter shape
Phoneme
Sound
Balanced literacy
Word form
Visual
Analytic
Phonics
Synthetic Phonics
Whole language
Phonemic Awareness
GraphemicAwareness
The Learning Difficulties Constellation
dysorthographia
dysphasia
dysgraphia
dyspraxia
dyscalculia
attention deficit
dyslexia
Auditory
PronunciationLetter shape
Phoneme
Sound
Visual“cat”
cat
“cat”
ca
t
“kuh-aah-tuh”
Word form
cat
Dyseidetics
r
Irregular word reading
Phonic spelling patterns
Auditory
PronunciationLetter shape
Phoneme
Sound
Visual“cat”
cat
“cat”
ca
t
“kuh-aah-tuh”
Word form
cat
Dysphonetics
r
Nonword reading
(PPhE) Spelling patterns
ENVIRONMENT
- orthography
- exposure to print
Dysphonetic
Poor grapheme-to-
phoneme conversion
(decoding)
Dista
l Cause
Pro
xim
al C
ause
Inte
rventio
n
Phonological
•Phonemic Awareness
•Synthetic Phonics
BIOLOGY
-connectivity / wiring
-constellation
Dyslexia
Dyseidetic
Poor memory and
perception of whole
word configurations
Orthographic
•High Frequency words
•Irregular words
•Mnemonics
•Contextual Reading
Poor Reading
Auditory
Letter shape
Phoneme
Sound
Visual
Phonemic
Awareness
Synthetic phonics
Phonemic Clues
Colour-
coded letters
Moveable
letters
Analytic
phonics
Audio-Visual
problems sounding
out new words