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2.4 Key Questions
Can knowledge of the working memory inform treatments for dyslexia?
what is the working memory split into?
the central executive, phonological loop, visuo-spatial sketchpad and episodic
buffer.
definition of dyslexia?
Slower reading and writing due to poorer inability to hold information to form
words and associate letters to sounds.
forms of dyslexia?
not having a dominant eye
right hemisphere
shallow phonological store
no dominant eye dyslexia?
makes words move on the page
right hemisphere dyslexia?
use the frontal lobe of the right hemisphere so takes longer for sounds to
reach the left hemisphere broca area
shallow phonological store
people are unable to hold the start and end of long sentences, so when
reading sounds at the start are displaced by sounds at the end . slower
reading and writing.
how can knowledge of the working memory model inform treatments for
dyslexia?
2.4 Key Questions 1
, problems with auditory and phonological awareness, affects processing
speed. Problems with directions, easily distracted. Genetic element. Focusing
on phonological skills can help development of vocabulary and reading.
Dyslexia is a disability.
STM is effected by dyslexia, eg remembering facts, and encoding to LTM.
Difficult to perform more than one act at a time. Problems in phonological loop
breaking words into sounds. Loss of attention when working memory capacity
is low.
Having a poor working memory means that children with dyslexia find it
difficult to hold information in working memory (1). They also have
phonological deficits, causing problems with learning things like new
languages (1). Snowling and Hulme (2011) found that children should be
trained in letter-sound recognition to help improve phonological coding in
working memory (1). Simplifying tasks for children avoids overloading the
central executive processing capacity (1), so helping children to increase
processing speed and strategies for remembering with interventions such as
Cogmed can enhance working memory to aid Dyslexia (1)
indirect intervention?
Colour coded words
Teachers pausing and using short sentences
Using dual coding to utilise the PL and the VSSP
direct intervention?
N-back - A computer programme where people hold a picture and a sound in
their head and press a button if it matches the one shown
Cog-med - another game
Memory games like go fish
supporting evidence for dyslexia treatments?
Baddeley & Hitch dual task experiment showing cognitive overload when only
one system is used Sebastian Hernandez Gill
snowling and hulme (2011) dyslexia?
2.4 Key Questions 2
2.4 Key Questions
Can knowledge of the working memory inform treatments for dyslexia?
what is the working memory split into?
the central executive, phonological loop, visuo-spatial sketchpad and episodic
buffer.
definition of dyslexia?
Slower reading and writing due to poorer inability to hold information to form
words and associate letters to sounds.
forms of dyslexia?
not having a dominant eye
right hemisphere
shallow phonological store
no dominant eye dyslexia?
makes words move on the page
right hemisphere dyslexia?
use the frontal lobe of the right hemisphere so takes longer for sounds to
reach the left hemisphere broca area
shallow phonological store
people are unable to hold the start and end of long sentences, so when
reading sounds at the start are displaced by sounds at the end . slower
reading and writing.
how can knowledge of the working memory model inform treatments for
dyslexia?
2.4 Key Questions 1
, problems with auditory and phonological awareness, affects processing
speed. Problems with directions, easily distracted. Genetic element. Focusing
on phonological skills can help development of vocabulary and reading.
Dyslexia is a disability.
STM is effected by dyslexia, eg remembering facts, and encoding to LTM.
Difficult to perform more than one act at a time. Problems in phonological loop
breaking words into sounds. Loss of attention when working memory capacity
is low.
Having a poor working memory means that children with dyslexia find it
difficult to hold information in working memory (1). They also have
phonological deficits, causing problems with learning things like new
languages (1). Snowling and Hulme (2011) found that children should be
trained in letter-sound recognition to help improve phonological coding in
working memory (1). Simplifying tasks for children avoids overloading the
central executive processing capacity (1), so helping children to increase
processing speed and strategies for remembering with interventions such as
Cogmed can enhance working memory to aid Dyslexia (1)
indirect intervention?
Colour coded words
Teachers pausing and using short sentences
Using dual coding to utilise the PL and the VSSP
direct intervention?
N-back - A computer programme where people hold a picture and a sound in
their head and press a button if it matches the one shown
Cog-med - another game
Memory games like go fish
supporting evidence for dyslexia treatments?
Baddeley & Hitch dual task experiment showing cognitive overload when only
one system is used Sebastian Hernandez Gill
snowling and hulme (2011) dyslexia?
2.4 Key Questions 2
