TB7 Yr 2 D&L Overview

HideShow resource information
  • Created by: mint75
  • Created on: 22-11-15 18:00
View mindmap
  • TB7 D&L; Reading Development and Difficulties
    • Lecture 1; Skilled Word Reading
      • Mechanisms through which skilled readers decode text
        • Grapheme-phoneme conversion
          • Regularity and consistency
        • How to measure word recognition?
          • Lexical decision tasks
          • Semantic judgement tasks
          • Eye tracking
          • Fluency/ efficiency tasks
      • Main models of reading
        • The Simple View of Reading
          • Decoding + Linguistic compre-hension
        • The dual-route approach
          • The dual-route cascaded model
        • Connectionist models
          • The Triangle model
      • Evaluation of main models of reading
        • Cross-linguistic differences in reading
    • Lecture 2; Reading development in typical and atypical children
      • How do children develop into readers?
        • Ehri's 4 phase framework
          • Pre-alphabetic
          • Partial-alphabetic
          • Full-alphabetic
          • Consolidated-alphabetic
      • The underlying skills behind reading development
        • Decoding
          • Print conventions
          • The alphabetic principle (mappings)
        • Phonological processing
          • Phonological awareness
            • The phoneme-awareness v.s onset rime debate
            • A cause or consequence of learning to read?
      • The develop-mental trajectory of reading development in typical and atypical children
        • Specific-language-impairment (SLI)
          • SLI and dyslexia?
        • Down-syndrome
      • Evaluation of key studies of reading development
        • Longitudinal studies
        • Training studies
    • Lecture 3; Develop-mental Dyslexia
      • The features of dyslexia
        • Behavioural
          • A specific learning disability of neuro-biological origin...
        • Diagnostic
          • DSM V; a specific learning disorder called 'reading impairment'
      • The underlying deficits of dyslexia
        • Accuracy v.s fluency?
        • Symptoms
      • An evaluation of theories of dyslexia
        • Cross-cultural differences
        • Longitudinal family risk studies
        • A helpful diagnosis or unecessary label?
        • Theories of dyslexia
          • A holistic, theoretical framework of dyslexia
          • Phonological core variable deficit hypothesis
            • Phonological deficit hypothesis
          • Alternative theories
            • Auditory perceptual deficit hypo
            • Cerebellar deficit hypo
            • Multiple deficit theories
        • Issues with a single unified theory
      • Genetic and neural underpinnings of dyslexia
        • Brocas area
        • Wernickes area
        • Fusiform gyrus
    • Lecture 4; Reading compre-hension and compre-hension impairments
      • The process of reading compre-hension
        • Local v.s global coherence
        • What is reading compre-hension? (RC)
      • Skills underlying reading compre-hension
        • High v.s low level deficits
          • The Lexical quality hypothesis
      • Poor compre-henders
        • Symptoms
        • High v.s low level deficits
          • The Lexical quality hypothesis
        • Causes
          • A semantic access problem?
          • Cognitive demands (e.g working memory
      • The effect of training studies
        • ReadMe project
      • How does this affect the simple view of reading?
        • Strengths and weaknesses
        • Is the simple view 'too' simple?
    • Tutorial; Evaluation of exercise based treatment studies of dyslexia + their methodology

Comments

No comments have yet been made

Similar Psychology resources:

See all Psychology resources »See all TB7 DL resources »