Written Language Lecture Overview

<p>To facilitate communication (D)</p> Signup and view all the answers

<p>Yawning in class (A)</p> Signup and view all the answers

<p>Orthographic expertise (B)</p> Signup and view all the answers

<p>Bigram frequency (D)</p> Signup and view all the answers

<p>Phonology and Orthography (A)</p> Signup and view all the answers

<p>A word that consistently follows spelling patterns (C)</p> Signup and view all the answers

<p>Statistical knowledge application (D)</p> Signup and view all the answers

<p>It draws from prior experiences and inputs (A)</p> Signup and view all the answers

<p>It provides context for understanding (B)</p> Signup and view all the answers

<p>Words with orthographic similarities (A)</p> Signup and view all the answers

<p>A phoneme (C)</p> Signup and view all the answers

<p>Phoneme awareness (C)</p> Signup and view all the answers

<p>It predicts reading processes and phonological association (B)</p> Signup and view all the answers

<p>62% (D)</p> Signup and view all the answers

<p>They represent phonemes in spoken words (D)</p> Signup and view all the answers

<p>Phoneme Recognition (C)</p> Signup and view all the answers

<p>Deficient letter knowledge (D)</p> Signup and view all the answers

<p>Letter knowledge (D)</p> Signup and view all the answers

<p>It highlights that words can have meanings unrelated to their sounds or spelling. (B)</p> Signup and view all the answers

<p>Occipito-temporal region (C)</p> Signup and view all the answers

<p>Focusing on the first and last letters of a word (A)</p> Signup and view all the answers

<p>50% (D)</p> Signup and view all the answers

<p>Sign-language, Braille, and Morse code (C)</p> Signup and view all the answers

<p>Sound is a necessary precursor to learning print. (D)</p> Signup and view all the answers

<p>12,000,000 (B)</p> Signup and view all the answers

<p>The human mind reads words as wholes rather than individual letters. (C)</p> Signup and view all the answers

<p>Challenges in automatization tasks (A)</p> Signup and view all the answers

<p>A lack of automatization (B)</p> Signup and view all the answers

<p>It lacks reproducibility across studies. (D)</p> Signup and view all the answers

<p>It is mostly universal among individuals. (D)</p> Signup and view all the answers

<p>Attention-deficit/hyperactivity disorder (ADHD) (C)</p> Signup and view all the answers

<p>Precedes impairment (C)</p> Signup and view all the answers

<p>The cerebellum has a weak link to dyslexia. (C)</p> Signup and view all the answers

<p>Both deficits can be specific to reading challenges. (B)</p> Signup and view all the answers

<p>Phonological processing (A)</p> Signup and view all the answers

<p>Target phonological processing (A)</p> Signup and view all the answers

<p>Environmental protective factors (C)</p> Signup and view all the answers

<p>Phoneme awareness (B)</p> Signup and view all the answers

<p>Over-learned skills (D)</p> Signup and view all the answers

<p>Phonological awareness deficits may not affect every child’s literacy skills. (D)</p> Signup and view all the answers

<p>It only accounts for language-based difficulties. (B)</p> Signup and view all the answers

<p>RAN (B)</p> Signup and view all the answers

Characteristics that define language, such as structure and function.

Signals that are unintentional but still convey meaning, like a yawn.

Intentional signals that convey meaning, like speaking a sentence.

A form of language that uses symbols to represent sounds and ideas.

A learning difficulty affecting reading and writing skills.

The concept that letters represent sounds (phonemes) in spoken words.

A letter or a letter cluster that represents a phoneme.

The ability to identify and manipulate individual sounds in spoken language.

Removing a phoneme from a word and identifying what remains.

Combining phonemes to form a word.

Knowing the sounds and names of each letter for recognition and writing.

The speed of naming letters or objects, related to reading ability.

The percentage of differences in performance attributed to specific skills.

Language encompasses speech, sign language, written language, Braille, and Morse code.

There is no inherent connection between a word's form and its meaning.

Deriving sound and meaning from arbitrary written symbols is a uniquely human process.

Neurobiological system with regions responsible for different aspects of reading.

Integrates orthographic and phonological components for reading comprehension.

Responsible for memory-based word form recognition.

Humans can read jumbled letters if the first and last letters are correct.

Humans recognize patterns in written language, often instantly understanding the meaning.

A deficit that affects phoneme awareness and rapid naming, crucial for reading and spelling.

The ability to quickly name a sequence of familiar items, linked to reading fluency.

Targeted strategies aimed at improving reading skills by focusing on phonological processing.

External influences that can help protect against reading difficulties despite phonological deficits.

Impairment in the automatic execution of over-learned skills such as motor and phonological skills.

The theory suggesting that phonological deficits are a major cause of dyslexia, but are not exclusively indicative of literacy issues.

The process of anticipating words based on prior knowledge and experience.

Words that differ by one letter but have similar spellings.

A framework illustrating connections between letters (orthography), sounds (phonology), and meanings.

Words where pronunciations directly match their spelling.

Words that have spellings that do not phonetically match their sounds.

The ability to interpret written words into spoken words.

The relationships learned between spelling, pronunciation, and word meaning.

A method to assess automatization by requiring split attention on tasks.

The ability to read text quickly and accurately.

The cerebellum is suggested to be involved in automatic processes but lacks strong links to reading.

Other disorders that may occur alongside dyslexia, such as ADHD or coordination disorders.

Regions of the brain linked to reading that show a lack of consensus in dyslexia research.

The perspective that dyslexia arises from various overlapping deficits rather than a single cause.