Basic types of Dyslexia
Basic types of Dyslexia
| |Phonologic |Orthographic |
|Definition |pho·nol·o·gy |or·thog·ra·phy |
|(Merriam-Webster) |1 : the science of speech sounds including especially the |1 a : the art of writing words with the proper letters according to |
| |history and theory of sound changes in a language or in two or |standard usage b : the representation of the sounds of a language by |
| |more related languages |written or printed symbols |
| |2 : the phonetics and phonemics of a language at a particular |2 : a part of language study that deals with letters and spelling |
| |time | |
|Processing area |Primarily Auditory |Primarily Visual |
|Early speech/language |Articulation errors |Slow retrieval on rapid naming tasks |
| |Mispronunciations of words (e.g., amanals for animals) | |
|Symbol recognition and |Poor recall of sound-symbol relationships |Confusion of similar-appearing graphemes and numbers (e.g., b/d, 2/5)|
|recall |Confusion of similasounding phonemes (e.g., b/p, v/f) |Difficulty with far and near-point copying (e.g. white board to |
| | |paper) |
|Word identification |Poor recall of letter sounds |Poor recall of letter sequences |
| |Difficulty decoding nonsense words |Difficulty with rapid recognition of high-frequency words |
| |Difficulty pronouncing multisyllabic words |Difficulty recognizing syllable units |
| |Overreliance on whole-word and contextual strategies |Overreliance on phonologic and contextual strategies |
| |Slow reading rate |Slow reading rate |
|Spelling |Poor sequencing of sounds |Poor sequencing of nonphonetic patterns |
| |Letter errors based on similar-sounding phonemes (e.g., b/p, |Letter reversals and inversions based on similar appearing graphemes |
| |t/d) |(e.g., b/d, n/u) |
| |Addition of unnecessary sounds |Incorrect use of capital letters B and D to cope with letter |
| |Low knowledge of spelling rules |confusion |
| |Overreliance on visual features (e.g., because for because) |Transposition of letters (e.g., tow for two) |
| |Frequent ns or rs added |Different spellings of the same word |
| | |Use of impossible orthographic patterns (e.g., eggzit for exit) |
| | |Overgeneralization of phonetic spelling rules |
| | |Overreliance on auditory features (e.g., becuz for because) |
| | |Misspelling of high frequency words |
| | |Need to look frequently to copy words |
|Tests |Word attack |Sight words |
| |Nonsense words |Irregular words |
| |Spelling and writing samples both low |Writing samples higher than spelling samples |
| | |Possibly seen on WJ visual matching, or WISC coding & symbol search |
|Possible Strategies |Teach |Teach |
| |Sight words |Phonics |
| | | |
| |Remediate |Remediate |
| |Intensive systematic phonics |High frequency sight words |
| |Phonemic awareness |Use multisensory approach (e.g., tracing) |
| | | |
| |Also: |Also: |
| |Allow dictation |Don’t grade down for spelling |
| |Use books on tape while developing skills |Use books on tape while developing skills |
| |Practice reading for meaning |Practice reading for meaning |
| |Read aloud – discuss |Read aloud – discuss |
| |Retell story |Retell story |
| |Review important meaning words ahead |Review important meaning words ahead |
Writing Samples
|Phonologic Dyslexia |Orthographic Dyslexia |
|[pic] |[pic] |
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