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The phonological deficit hypothesis is a prevalent cognitive-level explanation for the cause of reading difficulties and dyslexia. [1] It stems from evidence that individuals with dyslexia tend to do poorly on tests which measure their ability to decode nonsense words using conventional phonetic rules, and that there is a high correlation between difficulties in connecting the sounds of ...
During the twentieth century, dyslexia was primarily seen as a phonological deficit (specifically phonological awareness) that resulted in a reading deficit. [5] [6] [7] Dyslexia was seen as an issue with reading achievement specifically, caused by deficits in discrimination of written word sounds as opposed to a broader disorder of brain ...
This approach "incorporates targeted speech production practice into phonological awareness activities and uses letters and phonological cues to prompt speech production". [26] McNeill, Gillon, & Dodd studied 12 children ages 4–7 with DVD/CAS who were treated with this approach two times a week for two six-week blocks of time (separated by a ...
The second deficit may be located at the level of the output lexicon. This is because patients are able to recognize the semantic meaning of irregular words even if they pronounce them incorrectly in spoken word. This suggests the visual word form system and semantics are relatively preserved. The third deficit is likely related to semantic ...
Some shared symptoms of the speech or hearing deficits and dyslexia: [3] Confusion with before/after, right/left, and so on; Difficulty learning the alphabet; Difficulty with word retrieval or naming problems; Difficulty identifying or generating rhyming words, or counting syllables in words (phonological awareness)
In the 1970s, a hypothesis emerged that dyslexia stems from a deficit in phonological processing, or difficulty in recognizing that spoken words are formed by discrete phonemes, for example, that the word CAT comes from the sounds [k], [æ], and [t]. As a result, affected individuals have difficulty associating these sounds with the visual ...
Phonological disorder – a speech sound disorder characterized by problems in making patterns of sound errors (e.g., "dat" for "that"). Communication disorder NOS (not otherwise specified) – the DSM-IV diagnosis in which disorders that do not meet the specific criteria for the disorder listed above may be classified.
The problems underlying this type of dyslexia are related directly to memory and coding skills that allow representation of printed letters and words, not to poor phonological processing. [11] This type of dyslexia is also termed surface dyslexia because people with this type have the inability to recognize words simply on a visual basis.