Developmental Dyslexia: Neurobiology and Lindamood Phoneme Sequencing Program LiPS

1. Developmental Dyslexia: Neurobiology and Lindamood Phoneme Sequencing� Program (LiPS �) Diane L. Kendall, PhD Assistant Professor University of Washington Seattle, Washington USA

2. Dyslexia Overview Definitions

3. Definition: The Orton Dyslexia Society Research Committee April, 1994 �Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder Characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; �.not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by variable difficulty with different forms of language, a conspicuous problem with acquiring proficiency in writing and spelling�

4. There is a controversy in how to remediate reading difficulties �.when all of the reading methods share the common goals of independent reading ability and good comprehension Perhaps due to emphasis on Methods vs. Process??

5. Individual response to reading instruction methods is a different issue from Demands placed on the sensory-cognitive system by the reading process. Everyone does not respond equally to any particular method But that does not mean the sensory-cognitive demands of the reading process are different for everyone

6. Hypothesis Reading process does require of everyone the same most basic sensory-cognitive processes Whether acquired through instruction or genetics Individuals vary in their genetic tendency toward these processes But most acquire them in order to be competent readers

7. Processes of reading Skills that contribute most importantly to reading competence Word identification Comprehension

8. Processes of reading Skills that contribute most importantly to reading competence Word identification Comprehension

9. Processes of reading Skills that contribute most importantly to reading competence Word identification Comprehension

10. Processes of reading Skills that contribute most importantly to reading competence Word identification Comprehension

11. Basic 2 route model of reading  Coltheart, 1985

12. As Dr. Rapchek discussed, models delineate the cognitive processes involved in reading � and despite differences between models, there is at least general agreement on the existence of lexical and nonlexical reading routes. As Dr. Rapchek discussed, models delineate the cognitive processes involved in reading � and despite differences between models, there is at least general agreement on the existence of lexical and nonlexical reading routes.

13. The lexical or direct route involves word knowledge, is driven by semantics and is used to read regular, irregular and rule governed words. There is a part of speech effect in that functors are read better than content words And an effect of word length with longer words read poorer than shorter words. The lexical or direct route involves word knowledge, is driven by semantics and is used to read regular, irregular and rule governed words. There is a part of speech effect in that functors are read better than content words And an effect of word length with longer words read poorer than shorter words.

14. Patients relying on the lexical route to read should be able to read aloud irregular words such as tomb, yacht and isle. And regular words such as mask, start and hunter. Patients relying on the lexical route to read should be able to read aloud irregular words such as tomb, yacht and isle. And regular words such as mask, start and hunter.

15. The nonlexical route, on the other hand, is used to read unfamiliar or nonwords. It involves parsing graphemes into component parts, the application of grapheme to phoneme correspondence rules, blending of graphemes. The nonlexical route, on the other hand, is used to read unfamiliar or nonwords. It involves parsing graphemes into component parts, the application of grapheme to phoneme correspondence rules, blending of graphemes.

16. Individuals relying on the indirect or phonologic route should be able to read aloud nonwords as in trad, pable and jisp; and regular words with typical grapheme to phoneme correspondences such as motor, corn and star. Individuals relying on the indirect or phonologic route should be able to read aloud nonwords as in trad, pable and jisp; and regular words with typical grapheme to phoneme correspondences such as motor, corn and star.

18. Animated by ageAnimated by age

19. Phonology

20. Phoneme: smallest definable unit of language Phonology: �Subfield of linguistics concerned with the structure and systematic patterning of sounds in language� Akmajian, Demers & Harnish, 1984 �bat� = /b/ + /a/ + /t/ = 3 sounds (phonemes), 3 letters (graphemes) �shop� = /sh/ + /o/ + /p/ = 3 sounds (phonemes), 4 letters (graphemes) Some basic definitions: Some basic definitions:

21. Phonology characterizes how sounds can be combined in the language system. Allowable sound sequence in English �brick� Sequence not allowed in English �bnick�

22. Models of Phonology Information Processing Model Parallel Distributed Processing Model I will briefly review 2 models of phonology. One is an information processing perspective and one is from a parallel distributed processing perspective. However, before I discuss the details of what each model has to say about phonology, I would like to say a word about distinguishing characteristics of each. I will briefly review 2 models of phonology. One is an information processing perspective and one is from a parallel distributed processing perspective. However, before I discuss the details of what each model has to say about phonology, I would like to say a word about distinguishing characteristics of each.

23. Models of Phonology Information Processing Model Serial processing Knowledge stored locally Information processing models are founded on the concept of serial processing in which a succession of processing steps must be performed one at a time in a fixed order. Knowledge about the behavior is stored locally in the �boxes�. Information processing models are founded on the concept of serial processing in which a succession of processing steps must be performed one at a time in a fixed order. Knowledge about the behavior is stored locally in the �boxes�.

24. Models of Phonology Parallel Distributed Processing Model Simultaneous performance Knowledge stored in network Parallel distributing processing models incorporates simultaneous performance of multiple processes at multiple levels. And knowledge about behavior is stored throughout the network. They incorporate large arrays of simple units that are heavily interconnected with each other like neurons in the brain. Parallel distributing processing models incorporates simultaneous performance of multiple processes at multiple levels. And knowledge about behavior is stored throughout the network. They incorporate large arrays of simple units that are heavily interconnected with each other like neurons in the brain.

25. Information processing vs PDP/Spreading Activation Local knowledge is contained within the representation using pathways to connect Distributed More widespread in past 15 years Based upon a large array of processing units, each performing a simple function and connected to many of the other units in the array. Knowledge represented in terms of patterns of activation of units and the strength of connections between the units.

26. This means that a particular concept corresponds to a particular pattern of activity in the semantic field. The semantic field is a linked network that enables a person to define the visual, somatosensory, auditory, functional and emotional attributes of that concept. This means that a particular concept corresponds to a particular pattern of activity in the semantic field. The semantic field is a linked network that enables a person to define the visual, somatosensory, auditory, functional and emotional attributes of that concept.

27. Models of Phonology Information Processing Model Parallel Distributed Processing Model I will briefly review 2 models of phonology. One is an information processing perspective and one is from a parallel distributed processing perspective. However, before I discuss the details of what each model has to say about phonology, I would like to say a word about distinguishing characteristics of each. I will briefly review 2 models of phonology. One is an information processing perspective and one is from a parallel distributed processing perspective. However, before I discuss the details of what each model has to say about phonology, I would like to say a word about distinguishing characteristics of each.

29. This model begins with the assumption that the core of language processing is the concept representation. This means that a particular concept corresponds to a particular pattern of activity in the semantic field. This model begins with the assumption that the core of language processing is the concept representation. This means that a particular concept corresponds to a particular pattern of activity in the semantic field.

30. This model begins with the assumption that the core of language processing is the concept representation. This means that a particular concept corresponds to a particular pattern of activity in the semantic field. This model begins with the assumption that the core of language processing is the concept representation. This means that a particular concept corresponds to a particular pattern of activity in the semantic field.

31. During spoken word production, concepts are translated into an articulatory motor form through its links in an articulatory hierarchy. During spoken word production, concepts are translated into an articulatory motor form through its links in an articulatory hierarchy.

32. The articulatory hierarchy has a number of levels that are basically sequences of phonemes devoid of meaning that correspond to words. The articulatory hierarchy has a number of levels that are basically sequences of phonemes devoid of meaning that correspond to words.

33. The articulatory hierarchy has a number of levels that are basically sequences of phonemes devoid of meaning that correspond to words. The articulatory hierarchy has a number of levels that are basically sequences of phonemes devoid of meaning that correspond to words.

34. There is an acoustic hierarchy that translates a concept representation into a pattern of sound sequences that corresponds to the word. When a person is listening to speech, activity spreads upward from acoustic representations to concept representations. There is an acoustic hierarchy that translates a concept representation into a pattern of sound sequences that corresponds to the word. When a person is listening to speech, activity spreads upward from acoustic representations to concept representations.

35. There is an acoustic hierarchy that translates a concept representation into a pattern of sound sequences that corresponds to the word. When a person is listening to speech, activity spreads upward from acoustic representations to concept representations. There is an acoustic hierarchy that translates a concept representation into a pattern of sound sequences that corresponds to the word. When a person is listening to speech, activity spreads upward from acoustic representations to concept representations.

36. There is an acoustic hierarchy that translates a concept representation into a pattern of sound sequences that corresponds to the word. When a person is listening to speech, activity spreads upward from acoustic representations to concept representations. There is an acoustic hierarchy that translates a concept representation into a pattern of sound sequences that corresponds to the word. When a person is listening to speech, activity spreads upward from acoustic representations to concept representations.

37. In terms of repetition, the acoustic to articulatory pathway directly translates sound representations into articulatory representations. In terms of repetition, the acoustic to articulatory pathway directly translates sound representations into articulatory representations.

38. In terms of repetition, the acoustic to articulatory pathway directly translates sound representations into articulatory representations. In terms of repetition, the acoustic to articulatory pathway directly translates sound representations into articulatory representations.

39. In terms of repetition, the acoustic to articulatory pathway directly translates sound representations into articulatory representations. In terms of repetition, the acoustic to articulatory pathway directly translates sound representations into articulatory representations.

40. In terms of repetition, the acoustic to articulatory pathway directly translates sound representations into articulatory representations. In terms of repetition, the acoustic to articulatory pathway directly translates sound representations into articulatory representations.

46. FUNCTIONAL BRAIN REGIONS

49. Prototypical comparison of dyslexic and non dyslexic MSI study. The activated areas are, from left to right in the lower right panel, the angular gyrus, Wernicke�s area, and superior temporal gyrus (heavily involved in phonology. Activate after initial sensory activation in occipital area (not depicted) and activation of secondary association area (basal temporal- in yellow) and the simultaneous activation of red, representing a neural network supporting word rec- difference is obvious- in the language hemisphere in the normal reader and the nonlanguage hem in the poor readerPrototypical comparison of dyslexic and non dyslexic MSI study. The activated areas are, from left to right in the lower right panel, the angular gyrus, Wernicke�s area, and superior temporal gyrus (heavily involved in phonology. Activate after initial sensory activation in occipital area (not depicted) and activation of secondary association area (basal temporal- in yellow) and the simultaneous activation of red, representing a neural network supporting word rec- difference is obvious- in the language hemisphere in the normal reader and the nonlanguage hem in the poor reader

50. Phonological Awareness

51. Phonological Awareness �one�s sensitivity to, or explicit awareness of, the phonological structure of the words in one�s language.� (Torgesen, 1994)

52. Phonological awareness

53. Best Predictor of Dyslexia �Phonologic awareness skills Torgesen, 1994 Nonword repetition say "dooloowheep" Elision Say the word "blend" without saying /l/ Blending what word do these sounds make? /k/ /a/ /t/ Segmenting say "pit" one sound at a time Reversal say "foob"; now say "foob" backwards

54. Other Deficits in Dyslexia & Phonological Alexia analytic phonological awareness skills poor auditory short-term memory (Mitchum & Berndt, 1991; Rapala & Brady, 1990; Torgesen, 1995)

55. Comparator Function to be self-correcting in reading, spelling, and speech an individual must be able to hold online �the phoneme segments of two phonological structures...and analyze variations in the number, identity and order.� (Lindamood, Bell, & Lindamood, 1992) E.g. �fip � gip�

56. Other Deficits in Dyslexia & Phonological Alexia analytic p poor auditory hort-term memory poor rapid naming (Denckla & Rudel, 1976; Wolf, 1991) poor phonological awareness defines a developmental dyslexic and poor rapid naming keeps him/her there. (Torgesen, 1996) developmental dyslexics have slow word retrieval and slow articulation (Downy & Snyder, 1995)

57. Motor-Articulatory feedback Hypothesis of Dyslexia �..developmentally dyslexic children may be reading disabled because they are unable to spontaneously use articulatory gestures when attempting to convert graphemes to phonemes� (Heilman, Voeller, & Alexander 1996).

58. IntroductionLindamood Phoneme Sequencing Therapy Program (LiPS �)

59. Basic idea of LiPS To develop phonemic awareness as a base for accurate reading and spelling. Pioneering research 1960�s and 1970�s identified the ability to perceive and compare phonemes in spoken syllables Highly correlated with reading and spelling competence

60. So, Lindamood and Bell developed the procedures of the Auditory Discrimination in Depth (ADD) program (now LiPS) to stimulate development of phonemic awareness and its application to reading.

61. Since then�. Research showed a causal relationship between phonemic awareness and competence in reading and spelling. National Institutes of Health (NIH) Formally recognized lack of phonemic awareness as primary cause of dyslexia

62. Phonics vs Phonologic Therapy? Lundberg, Frost & Peterson, 1988, Torgesen, Morgan & Davis, 1992, etc. Found phoneme awareness skills was superior to phonics (letter sound correspondence only)

63. Key for development phoneme awareness Hearing Seeing Feeling Feedback from these senses: Ability to compare and think about the phonemes that make specific contrasts

64. Real words versus Non (pseudo) words�.WHY?

65. Real words versus Non (pseudo) words�.WHY?

66. Lindamood Phonological Sequencing program (LiPS) (Lindamood & Lindamood, 1998) Development of: Oral Awareness Phonological Awareness (simple, complex and multisyllable) Reading and Spelling