TB7 D&L Lecture 3; Developmental Dyslexia

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  • Created on: 02-01-16 15:17

1. In a longitudinal family risk study by Snowling, Gallagher & Frith (2003), what was the main finding?

  • Nondyslexics not at risk performed at the same rate as dyslexics on reading fluency in adulthood; suggest a broader phenotype
  • Nondyslexics at risk performed at the same rate as dyslexics on reading fluency in adulthood; suggest a broader phenotype
  • Nondyslexics at risk performed at the same rate as dyslexics on phonological awareness in adulthood; suggest a broader phenotype
  • Nondyslexics not at risk performed at the same rate as dyslexics on phonological awareness in adulthood; suggest a broader phenotype
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Other questions in this quiz

2. Which do individuals with dyslexia show problems in?

  • Fluency
  • Accuracy AND fluency
  • Accuracy
  • Neither

3. Which tasks do dyslexic adults find most difficult?

  • Rapid Automatised naming tasks and comprehension
  • Semantic awareness tasks (e.g spoonerisms), Rapid Automatised Naming, Spelling
  • Phonological awareness tasks (e.g spoonerisms), Rapid Automatised Naming, Spelling
  • Rapid Automatised Naming tasks and spelling

4. Which of these show the skills that are linked to intact phonological representations?

  • Phoneme awareness, Paired Learning Association, Phonological representations
  • Phoneme awareness, Paired Learning Association, Semantic Representations
  • Verbal STM, Naming (RAN), Phoneme awareness, Paired Learning Association, Nonword Repetition
  • Verbal STM, Verbal LTM, Phoneme awareness, Paired Learning Association

5. What is included in the 'core' in the Phonological Deficit Hypothesis?

  • Core deficit in phonological coding but skills such as working memory, broader language difficulties are still part of the core deficit
  • Core deficit in phonological coding, with variable deficits outside of core, e.g. working memory , broader language difficulties
  • Core deficit in working memory and phonological coding, with variable deficits outside of core, e.g. broader language difficulties
  • Core deficit in working memory and phonological coding, with variable deficits outside of core, e.g. broader language difficulties and semantic/syntactic/pragmatic deficits

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