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In terms of reading and spelling, it is found that common characteristics include: [5] [additional citation(s) needed] Spelling errors — Because of difficulty learning letter-sound correspondences, individuals with dyslexia might tend to misspell words, or leave vowels out of words.
Reading is an area that has been extensively studied via the computational model system. The dual-route cascaded model (DRC) was developed to understand the dual-route to reading in humans. [14] Some commonalities between human reading and the DRC model are: [5] Frequently occurring words are read aloud faster than non-frequently occurring words.
Ambigram: a word which can be read just as well mirrored or upside down; Blanagram: rearranging the letters of a word or phrase and substituting one single letter to produce a new word or phrase; Letter bank: using the letters from a certain word or phrase as many times as wanted to produce a new word or phrase
A disfluence or nonfluence is a non-pathological hesitance when speaking, the use of fillers (“like” or “uh”), or the repetition of a word or phrase. This needs to be distinguished from a fluency disorder like stuttering with an interruption of fluency of speech, accompanied by "excessive tension, speaking avoidance, struggle behaviors, and secondary mannerism".
Malapropisms differ from other kinds of speaking or writing mistakes, such as eggcorns or spoonerisms, as well as the accidental or deliberate production of newly made-up words . [ 9 ] For example, it is not a malapropism to use obtuse [wide or dull] instead of acute [narrow or sharp]; it is a malapropism to use obtuse [stupid or slow-witted ...
Subvocalization, or silent speech, is the internal speech typically made when reading; it provides the sound of the word as it is read. [1] [2] This is a natural process when reading, and it helps the mind to access meanings to comprehend and remember what is read, potentially reducing cognitive load.
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For example, re-reading notes or a textbook is a common learning tactic that has been proven to be less beneficial than using flashcards. [2] A student may feel like they are learning while re-reading due to the fact that the words are more familiar during the second or third read.