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] |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download