LLL midterm - trivia, study guides and class notes combo

Prehistoric precursors to writing

Decorated rocks, regular lines/dots/hatch marks, figurative art, and cave paintings. Early humans used symbols and organized markings to represent ideas before formal writing existed

developmental delay

follows the typical sequence of development but at a slower rate

Developmental difference

the sequence of how they meet milestones is different, atypical or unique rather than slower

Why isn't hearing a new vocabulary word repeatedly enough to guarantee deep word learning?

it does not create a strong semantic representation

Orthographic knowledge

knowledge of spelling changes the way we process language. We begin to think in letters

reading comprehension depends on

word recognition and decoding. weakness in either area can limit reading comprehension

Fixations

when your eyes stop

reading interacts with verbal fluency through _____

a window into executive functioning

Non-verbal design fluency

creating unique designs with dots and lines

lexical semantics

reading a word correctly without knowing what it means

is explicit learning declarative or procedural?

declarative, learning facts

is implicit learning declarative or procedural?

procedural, subconscious and automatic learning

Describe the empirical evidence for orthographic interference

Being able to identify what words rhyme by associating things such as how words are spelled

Why pictography is limited and why writing systems didn't evolve into pure picture concepts

It has limited ability to represent abstract ideas, requires way too many symbols for a full language, and is highly inefficient. Conversely, a small inventory of sound-based symbols can combine to represent a massive number of words and ideas

Benefits of writing systems containing a mixture of phonemes and morphemes

Phonemes help us figure out how words sound, while morphemes help us recognize meaning and relationships between words (e.g., heal/health or photography/photographic). A mixed system balances sound and meaning and avoids ambiguity

Main points in the history of dyslexia

Reading differences were initially considered medical, social, intellectual, or behavioral. Once school became mandatory, kids struggled despite being strong elsewhere. Originally termed "congenital word blindness" (believed to be visual), it shifted to a language-based understanding advanced by Samuel Torton and linked to general language processing by Myklebust & Johnson

Logographic Writing Systems

One character represents one morpheme

Alphabetic writing system

one symbol represents one sound (example- English)

Syllabic writing system

one character represents one syllable (languages with simple syllabic structures)

Transparent Writing Systems

Each grapheme represents one phoneme, and each phoneme is represented by one grapheme

Opaque Alphabetic Writing Systems

each grapheme can represent more than one phoneme and a phoneme can be represented by more than one grapheme

Modality

The mode in which language is expressed

LCDM (Local Combination Detector Method)

How the brain converts written symbols into meaning. Visual info goes from retina to thalamus, then to visual cortical areas that detect lines and letter fragments

Dorsal Pathway

the decoding and "the how” - connects print to phonology, supports decoding by helping convert letters into speech sounds (sounding out unfamiliar words), and processes action, distance, position, speed, and orientation

is dorsal pathway is the what or how pathway?

the how pathway, decoding

optotrak used during implicit learning

camera system used to capture speech movement over time

What methods can we use to explore implicit learning?

Measuring it through reaction time, priming and speech movement measures 

• Also affects broader abstract thinking and how we think about language 

is the ventral pathway the what or how pathway?

the what pathway, context and meaning

Ventral Pathway

the what pathway, supports context, meaning, and rapid recognition of familiar written forms

VWFA (Visual Word Form Area)

The brain's letterbox. It responds to written stimuli, connects symbols and lines to letters to recognize them in words, and requires coordination among visual, phonological, and language systems

Neuron Recycling Hypothesis

When children learn to read, they are not creating new brain systems. They are reusing, recycling, and repurposing existing brain systems for new functions

How did reading evolve to fit the cortex of the brain?

The brain recycles and reuses other systems because the brain was not created for reading. The brain did not have time to evolve in this way

Invariant Visual Recognition

the ability to recognize an object even when it appears differently (example: understanding that uppercase and lowercase letters have the same meaning)

mirror invariance

unlearning it to be able to distinguish between letters such as b and d and learn that they have different meanings

Why listening/speaking is easier and more instinctual than reading/writing

Speaking is a natural process occurring below the level of consciousness, whereas reading is a learned skill requiring explicit higher-level knowledge. Spoken language unfolds in real time with prosody/cues, while written language forces children to explicitly be aware of language units and map them to visual symbols

Why orthographic interference is relevant to clinical practice?

As spelling becomes automatic, reading changes how we understand, perceive, and process text and spoken words differently

Orthographic facilitation

shows that spoken and written language support and build on each other rather than acting as separate systems

Frith's (1998) axiom: "Language is never the same again"

Reading permanently alters our existing language system by adding an awareness of how words are written, connected, and broken into smaller units. You cannot turn it off once learned

Implicit Learning

subconscious, automatic learning of complex patterns, skills, and routines without awareness of underlying rules

Explicit Learning

declarative - learning facts with conscious awareness

Dual-route model

using whatever route is faster (grapheme-to-phoneme sounding out or lexical semantics reading without knowing meaning).

Connectionist Model of Reading

a more integrated approach where orthography, phonology, morphology, and semantics constantly influence and work together

Semantic Networks

how the brain organizes and structures content to support word learning.

Executive Function in Reading

Perceiving environmental stimuli, responding adaptively, changing flexibly, anticipating future goals, considering consequences, and integrating responses. Aids reading through sustained attention, filtering distractions, inhibition, cognitive flexibility, and working memory

Saccades

jerky movements of the eyes

Simple View of Reading

broad reading profile

Literacy Socialization

learning by participating in activities through families and social interactions

IDD (Intellectual and Developmental Disabilities) Definition & Features

Significant cognitive deficits (IQ of 70 or below) and significant deficits in adaptive functioning/life skills appearing during the first two decades of life.

Metacognitive Awareness

controlling and understanding your own thinking and learning processes

Metalinguistic Awareness

ability to think about how language is structured and manipulated rather than just using it

generalization

transfer of knowledge and skills from one setting and the ability to use it in another setting

Partial Lexical Knowledge

A person knows something about a word but does not have complete knowledge of the full meaning or how to use it

The "Velcro Analogy"

existing background knowledge and semantic networks cause new content and vocabulary to stick more

Three Broad Shifts in Reading Development - Sounds/phoneme awareness

Understanding that spoken words are made of phonemes 

Three broad shifts in reading development - Snapshots/logographic recognition

recognizing symbols like the M in McDonald's rather than true reading.

Three broad shifts in reading development - sight word recognition

Immediate recognition of words. Not sounding them out to read or understand them

Self-Teaching Hypothesis

Kids can improve on their own with increased knowledge, exposure, and repeated successful encounters, which turn sounds into sight words and build orthographic knowledge

Robust Vocabulary Instructions

Instruction designed to prevent motor expression barriers from blocking thought expression by allowing errors in one aspect to encourage engagement in another

examples of robust vocabulary instructions

sentence frames, word banks, and pre-planning

Why literacy instruction should continue into adolescence and adulthood for individuals with IDD?

Reading demands increase in adulthood, literacy supports independence, and it improves employment and vocational opportunities

Cognitive Strategy Instruction

teaching learners how to guide their own thinking and learning

direct instruction

guided support, learner-led, and systematic

the Broccoli effect

if engagement with books and reading is hard, there will be a poor association with reading and dislike it

Benign neglect

when targeting certain areas, you may ignore errors in other areas

Contextual guessing

use surrounding information to guess meaning

problem level books

Gives appropriate content for their age that is an accessible reading level