A summary of chapter 8 of Human Cognitive Neuropsychology about Reading up until page 194 (till the Overview) for the class Linguistics of the HU-minor aphasia, dysartria, dysphagia: the advanced course.
Human Cognitive Neuropsychology (Ellis&Young, 2014)
Chapter 8: Reading: and a composite model for word recognition and production till p.
194.
Introduction and a model
Acquired dyslexias: disorders of reading consequent upon brain injury.
This chapter covers disorders identifiable in the processing of single words, not sentences
and connected text.
“Inner speech” is represented by the arrow from
the phoneme level to the AAS.
Visual analysis system: identifies the component
letters of words and note their positions with the
word. This is a visual process.
Visual input lexicon: representations of familiar
words.
These representations activate stored
representations of their meanings in the SS.
There is however another route from print to
pronunciation: grapheme-phoneme conversion for
reading aloud new words or non-words.
The arrow connecting the VIL with SOL provides a
pathway by which familiar written words may be
identified and pronounced without activating their
meanings.
Peripheral dyslexias
“Neglect” dyslexia
Patients with neglect dyslexia neglect half of words. Some patients also had hemianopia,
some hadn’t, which means the reading disorder could not be attributed to hemianopia.
Patients have been reported to also read only the right-hand half of each line when asked to
read passages of text. Patient VB made the same errors when given single printed words to
read and text. Two-thirds of the errors were of the neglect type (e.g. LOG as DOG, RIVER as
LIVER). Other errors were more general visual or misreading a word as a non-word.
, The errors seemed to be only influenced by visual factors, since VB produced errors like
HARDEN as WARDEN where both words sound different and belong to different grammatical
classes.
When VB misread a word, she also misunderstood the word. So the errors seem to happen
in early visual processes before word recognition or comprehension occurs.
It is proposed that two functions of the VAS are first to identify the component letters in a
word and second to encode the positions of the letters in the word.
Neglect dyslexia, like visual neglect, usually affects elements on the left, though a possible
case of right-sides neglect dyslexia was presented. There could also be a combination of
right visual neglect with left neglect dyslexia, underscoring that there are probably a number
of dissociable types of visual neglect.
Attentional dyslexia
Patients are reported that in general. Make errors that involve the migration of letters (not
phonemes) from one word into another. For example: when shown a card with WIN and
FED, one patient read them as ‘fin’ and ‘fed’. Or POT, BIG and HUT read as ‘but, big and hut’.
The letters preserve their within-word positions.
These symptoms can also be observed in normal people under certain conditions like
showing words briefly.
Mozer (1983) showed that migrations of letters occur less often when the subject focusses
attention on that word, hence the term ‘attentional dyslexia’.
Besides identifying letters and code them for their positions within words, the VAS must also
be able to group letters together as belonging to a particular word in a particular position on
the page, since words are normally encountered in large numbers on a printed page.
A strategy one would recommend both to focus attention on the correct words and to
prevent migrations from irrelevant words, is to hold a piece of paper over other parts of the
page when reading.
Letter-by-letter reading
Patients who do letter-by-letter reading appeared to be able to identify the word only after
naming each letter aloud or subvocally. Some patients have no trouble identifying the letters
and will read almost any word successfully. Other patients make a lot of errors when trying
to identify the letters and thus identify the word incorrectly. This reading takes a lot of time.
There are two questions if we are explaining letter-by-letter reading:
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