DP HC 7 & articles

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dyslexie en dyscalculie

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19 Terms

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the low achievement model

a model that looks at performance on standardised tests for specific skills. When the score is significantly lower than expected for the given age group/sex the diagnosis is given.

Con of this is that there are big consequences for the cut-off groups.

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Discrepancy model

Looks at indicidual (expected) performance on a specific skill based on general cognitive ability (IQ).

when the skill is 2SD away from mean/expected level this point to a deficit.

con; IQ test cost a lot of money

pro; it looks at an individual level instead of comparing to a group.

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The response-to-instruction model

We look for the developmental ability over time in a skill, by varying the level of instruction in an optimal environment.

Pros;

  • model works with double discrepancy;

    • child has to respond bad to instruction

    • AND child has to achieve lower than grade level.

      • This looks for envirometal causes as well

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Multiple Deficits model

  • emphasizes the interaction/overlap between risk factors and the comorbidity this brings for Dyslexia;

    • ADHD 40%

    • Specific LAnguage impairment 50%

    • dyscalcuia 60%

    • Developmental coordination disorder 60%

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Dyslexia

Severe and persistant word-level literacy difficulties that are not due to general learning abilities, inadequate of instruction or sensory limitations.

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Dyslexia by DSM

Learning disorder with impairment in reading

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True or false; When you have a first degree familiy member with Dyslexia you have a 60% increase in chace of having it yourself

False; there is a 30-40% increase

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3 precursor skills for dyslexia

  • phoneme awareness; the ability to recognise and influence sounds (phonemes).

  • Rapid Automized Naming (RAN); rapidly retrieving phonological information from memory. Used for decoding words

  • lettre knowledge; knowing which sound each letter makes

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Protective factors for dyslexia

  • speech production accuracy

  • vocabulary

  • behavioral self regulation

  • task-focused behaviors

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diagnosing dyslexia;

inclusion;

  • general litteracy

  • reading skills

  • spelling skills

    • errors in all of the above

Exlusion; other possible explanations

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dyscalculia

persistent difficulties gaining mathematical knowledge and applying it in an accurate and fluent matter, despite adequate instruction.

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risk factors for dyscalculia

  • Familial risk

  • number sense; ability to approximate and quickly understand numbers

  • language understanding

  • working memory

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comorbidity with dyscalculia

  • dyslexia (with problem-solving)

  • math anxiety

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treatment of dyslexia and dyscalculia

  • psycho-edocation; learning to work with the diagnosis

  • compensation; extra time or text to speech

  • dispensation; less strict norms

  • remediation; extra tools→ calculator

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