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Phonological Reading Disability |
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Diagnostic
Features The core feature of phonological reading disability
is diminished awareness of the phonological structure of language which is the
basis for accurate recognition of words that are necessary for basic reading,
comprehension, and spelling (orthography). A deficit in phonological awareness
processing is characterized by difficulty accessing sound structure in one’s
own oral language, which gives rise to difficulty in sounding out words,
rhyming, and segmenting or manipulating sounds. Phonological reading disabled persons
often have comorbid difficulties involving math and
written expression Diagnostic Criteria
·
Phonological awareness
abilities measured with standardized tests are below average range.
· Performance in word
reading, pseudoword decoding and spelling on
standardized tests are below the average range
· Overall cognitive
reasoning abilities such as measure with the WISC-IV or Binet are above the ninth (9th) percentile.
·
Differential Diagnosis Phonological Reading Disability is to be
distinguished from the reading subtype’s disability; namely, phonemic,
fluency, vocabulary and comprehension reading disabilities for which persons’
phonological awareness abilities are within the average range. Phonemic reading disability reflects problems with
the use of representation of linguistic material, which is hard for phonemic
disabled readers to hold in working or short-term memory. The core process that is less developed in reading
fluency disability is the ability to read connected text rapidly, smoothly,
effortlessly, and automatically with little conscious attention. This disability is often due to
difficulty with attention, executive functions, and other skills that
influence the efficient allocation of resources. Vocabulary reading disability refers to poor
recognition of vocabulary or the ability to read individual words, which
restricts a person from learning word meanings at a deep level of
understanding. The main feature in reading comprehension
disabilities are deficits in a variety of skills needed to abstract meaning
from text; for example, accessing word meaning and syntax, and constructing
text-based representations of the situation described by the text by using
general knowledge to make inferences.
Intervention Strategies Persons with Phonological Reading Disability benefit
from intervention strategies for developing phonological awareness or
activities that include rhyming games, identifying words that sound similar or
different, isolating sounds in words, changing the beginning and ending of
words, and clapping word segments. Teaching graphophonemic
relationships (sound-symbol correspondence) with visual-to-auditory and
auditory-to-visual clues augments both phonological awareness and improves
spelling. Prevalence
and Etiology About 4 to 10 % of persons have phonological reading
disability. Phonological reading
disability is neurobiological in origin; it runs in families and occurs across
family generations.
Although neurological studies consistently have identified factors
involving brain functions and hereditability, it is apparent that
neurobiological and environmental factors interact in reading disability. This is especially apparent in
interventions which show that the neural system that mediate the developmental
of reading skills are malleable and dependent on experience in order to
develop. References Feifer, S. G., & De Fina, P.A.
(2000). The neurology of
mathematics. Fletcher, J. M., Lyon, G. R., Fuchs, L. S., &
Barnes, M. A. (2007). Learning
disabilities. Swanson, H. L., & Saez, L.
(2003). Basic cognitive processes and reading disabilities. In Swanson, H. L.,
Harris, K. R., & Graham, S. (Eds). Handbook of
learning disabilities (pp. 158-181). |
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