the - home - lda dd sydney univ 5th... · e.g. poor motor, arithmetical, or language skills, visual...
TRANSCRIPT
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The debate
Sydney University –
5
th
August, 2015
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Does
dyslexia
exist?
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Poor readers are failed by the establishment
is “…a cruel fiction… no more real than the 19th century scientific construction of ‘the æther’ to explain
how light travels through a vacuum”
“…to label children as because they’re confused by poor
teaching methods is wicked… The sooner it is consigned to the
same dustbin of history, the better”
Graham Stringer MP (2009)
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A universal scenario
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“A 22 year old woman was condemned to
‘temporary menial tasks’, the High Court heard. P.P. claims that she is of average intelligence but because her learning difficulty was not discovered until two months before she left school, she never learned to read and write properly….. Tests were carried out at infant, junior and comprehensive schools. At the age of 10 she was found to be four years behind in reading and writing skills but the reason was never identified”
(The Guardian, 27.7.97)
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A simple definition of
?
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is evident when accurate and fluent
word reading and/or spelling develops very
incompletely or with great difficulty
This focuses on literacy learning at the ‘word’
level and implies that the problem is severe
and persistent despite appropriate learning
opportunities
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= reading disability
Too inclusive for some; too
exclusive for others
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anyone who struggles with
accurate and/or fluent
decoding
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those who score at the lower
end of the normal distribution
on an appropriate test of
reading accuracy or fluency
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those for whom decoding is
merely one element of a more
pervasive condition
marked by a range of
comorbid features
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those whose decoding
problems are biologically
determined
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Can genetics and
neuroscience inform
us.... who has
?
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The brain does not have “the part(s)” for reading
• Reading in the brain unfolds via a complex
chain of activation of various structures,
which is distributed in space and in time
–There is no brain “locus” for reading, but there is a
“reading brain”
–The “reading brain” is a developmental stage of the
brain –We are born with an “illiterate brain” that has the
capacity to become a “reading/literate brain”
• This chain is malleable
–Developmentally –As a result of interventions
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Approaches to studying the brain
• magnetic resonance imaging (MRI)
• functional magnetic resonance imaging (fMRI)
• voxel-based morphometry (VBM)
• diffusion tensor imaging (DTI)
• magnetic resonance spectroscopy (MRS)
• positron emission tomography (PET)
• magnetoencephalography (MEG)
• electroencephalography (EEG)
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those whose decoding
difficulties cannot be
explained in alternative ways e.g. because of severe intellectual or sensory impairment, socio-economic disadvantage, poor schooling, or emotional/behavioral difficulty
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Emotional/behavioural difficulties
a) Strong association between dyslexia and internalising disorders
b) Link with externalising behaviours (in school and juvenile justice system)
c) Comorbidity with ADHD
(25-40%) with one meet the
criteria for the other
d) Appears to be more related
to inattention than
hyperactivity
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those for whom there is a
significant discrepancy
between decoding
performance and IQ
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The lazy and the stupid
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Don’t believe everything you read in the newspapers!
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those whose decoding
difficulty is deemed to be
unexpected
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those whose poor decoding
skills contrast with strengths in
other intellectual and
academic domains
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Mathematics
RD and MD co-occur in 30-70% of
those with either disorder (others
also report studies ranging widely)
But co-morbidity declines as
selection criteria become more
stringent
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those whose decoding
problems are marked by
certain associated cognitive
difficulties
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those with a history of very
poor spelling
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those poor decoders who also
present with a range of
symptoms commonly found in
those with
e.g. poor motor, arithmetical, or language skills, visual difficulties, and low self-esteem
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pic.twitter.com/ZMUzsgYbQ A is not related to a child's IQ # Educators/Parents:
More
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those who demonstrate a discrepancy between decoding and listening comprehension
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those who fail to make
meaningful progress in
decoding even when provided
with high-quality, evidence-
based forms of intervention
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A normal distribution of any key cognitive process
0
disabled?
highest achievers
low
achievers
high
achievers
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Cognitive level explanations
a) Phonological deficit hypothesis
b) Rapid naming and the DD
c) STM/WM deficits
d) Auditory/speech processing
e) Visual processing/attention
f) Magnocellular problems
g) Scotopic sensitivity
h) Sluggish attentional shifting
i) Visual attention span deficit
j) Abnormal crowding
k) Anchoring deficits
l) Psychomotor processing
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Phonological deficit hypothesis Does it include phonological awareness sometimes
used as the superordinate construct), rapid naming and
verbal STM/WM?
Phonol. Aw = the ability to detect and manipulate
the sounds of spoken language (phoneme and syllable
levels)
Phonemic Aw = the ability to segment
spoken words into phonemic elements
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Phonological deficit hypothesis Phonemic awareness is the strongest predictor of
children’s word reading skills
But…
Prediction strongest in the early years
May be less important for transparent languages
Weaknesses do not always result in RD, and not all
those with RD demonstrate a Phon. difficulty
Continuing lack of theoretical clarity
Question mark over relevance for intervention
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Rapid automatized naming (RAN)
and the double deficit Predictive power is greater for poorer readers
Better predictor for younger readers
Predictive importance is greater in transparent
languages
Ltd evidence of poor RN but no Phonol deficits
Theoretical uncertainties about what RAN actually is
Doubts as to whether naming speed can be
improved and, if so, whether this can improve
reading performance
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Working Memory Children with WM difficulties tend to perform poorly on
a range of academic tasks
Significant proportion of poor readers do not evidence
memory problems (large variation across studies)
Prediction typically weaker than for phonemic
awareness or RAN
May not add much when other phonological processes
are considered in multivariate studies
Does not inform intervention beyond teacher
sensitivity
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Cognitive level explanations
a) Phonological deficit hypothesis
b) Rapid naming and the DD
c) STM/WM deficits
d) Auditory/speech processing
e) Visual processing
f) Magnocellular problems
g) Scotopic sensitivity
h) Sluggish attentional shifting
i) Visual attention span deficit
j) Abnormal crowding
k) Anchoring deficits
l) Psychomotor processing
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Auditory processing
Continuing doubt as to:
The proportion of poor readers who encounter
such difficulties
The developmental trajectory of A.P. skills
Whether there is a causal relationship with RD
How this work can inform intervention
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Visual attention
Concerns the ability to select rapidly
the most relevant visual information.
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Psychomotor difficulties
Estimates of motor impairments in
RD/dyslexic samples range from 30-65%
Evidence for a causal relationship is weak Argued by Nicholson that but both reflect an underlying cerebellar impairment Ltd role for intervention
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To what
extent does a
diagnosis of
guide the
educator in
devising
appropriate
forms of
treatment?
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Forms of training
• Cognitive
• Auditory
• Visual
• Motor
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The American Academy of Pediatrics' joint technical report
(Handler, et al., 2011).
"Scientific evidence does not support the claims that visual
training, muscle exercises, ocular pursuit-and tracking exercises,
behavioral/perceptual vision therapy, training glasses, prisms,
and colored lenses and filters are effective direct or indirect
treatments for learning disabilities. There is no evidence that
children who participate in vision therapy are more responsive
to educational instruction than those who do not participate.
The reported benefits of vision therapy, including nonspecific
gains in reading ability, can often be explained by the placebo
effect, increased time and attention given to students who are
poor readers, maturation changes, or the traditional remedial
techniques with which they are usually combined” (p. e847).
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The Royal College of Opthalmologists
argues that “…manipulation of the
visual system using colour to facilitate
reading lacks scientific support”.
In consequence, a recent editorial in
the BMJ (Aug, 2014) has called upon
dyslexia charities to desist in providing
an inaccurate view of the evidence
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Forms of training
• Motor
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"Process training has always made the
phoenix look like a bedraggled sparrow. You
cannot kill it. It simply bides its time in exile
after being dislodged by one of history's
periodic attacks upon it, and then returns,
wearing disguises or carrying new noms de
plume, as it were, but consisting of the same
old ideas, doing business much in the same
old way (Mann, 1979, p.539).
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Practitioners should:
“…shift the focus of their
clinical activities away from
emphasis on psychometric
assessment to detect cognitive
and biological causes of a
child’s reading difficulties for
purposes of categorical
labelling
.... in favour of assessment
that would eventuate
educational and remedial
activities tailored to the child’s
individual needs”
Vellutino et al. ( 2004 )
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Multisensory teaching?
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RTI and the question of the
equitable use of resources
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Some RTI issues:
• When should screening take place?
• Should it be multistage
• What are the best predictors?
• How stable are problems/progress?
• Should intervention be standardized?
• Should Tier 2 always precede Tier 3?
• What are the needs of the older child
• Why are standardized measures necessary?
• How can programs be rendered more
powerful?
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The way forward
for H.E.?
The Conversation : Elliott, J.
( June 18th , 2015 ) . Special exam arrangements for
dyslexia veering out of control.
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The era of applying the label 'dyslexic 'is rapidly
drawing to a close. The label has served its function
in drawing attention to children who have great
difficulty in mastering the arts of reading, writing
and spelling but its continued use invokes emotions
which often prevent rational discussion and
scientific investigation (Yule, 1976, p. 166).
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(Mum)… had paid around £2,000 on commissioning five independent reports showing how bright and
intelligent Alex was despite his condition – and how
Maple Hayes was the perfect place for his
secondary education, with its specialist programmes
and intensive teaching.
“Alex is not stupid, he is dyslexic,” she had said.
“Every child is entitled to the education they need. This is
clearly not being met in Alex’s case. He needs
specialist dyslexia tutoring before it is too late. My son
is being let down severely by
the school system.’’
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The dyslexia meme The power of the dyslexia label is
rooted in
a) our natural desire to have a
diagnostic term for our
difficulties
b) its ability to foster a more
positive conception of self
c) its leverage with teachers and
the gatekeepers to educational
resources
d) its ability to gain public
attention and concern for the
need to address a range of very
real and often severely
distressing difficulties
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Words of counsel…
“Maybe you are still too young, or unworldly to understand some things in life.
In my experience, many things are better kept quiet, or left unsaid.”
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Lipstick and Kisses