CDT Neuroscience of Reading & Brain-Based Learning Flashcards
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Read the first 6 CDT Neuroscience of Reading & Brain-Based Learning flashcards as text
Which brain region is primarily associated with phonological processing deficits in individuals with dyslexia?
Answer: Left temporoparietal cortex
Research consistently implicates the left temporoparietal cortex, particularly the angular gyrus region, in the phonological processing deficits characteristic of dyslexia.
The 'Simple View of Reading' model defines reading comprehension as the product of which two components?
Answer: Decoding and language comprehension
Gough and Tunmer's Simple View states that Reading Comprehension = Decoding × Language Comprehension, highlighting that both must be adequate for proficient reading.
Which term describes the brain's ability to reorganize neural pathways as a result of structured literacy intervention?
Answer: Neuroplasticity
Neuroplasticity refers to the brain's capacity to form new neural connections in response to learning and targeted intervention, including structured literacy.
In Shaywitz's research, which brain reading pathway is UNDERACTIVATED in readers with dyslexia during word recognition tasks?
Answer: The posterior left-hemisphere occipito-temporal 'word form area'
Shaywitz's neuroimaging studies show underactivation of the left occipito-temporal region (the 'word form area' or 'brain's letterbox') in dyslexic readers.
The phonological deficit hypothesis proposes that dyslexia primarily results from:
Answer: An impaired ability to represent, store, and retrieve the sound structure of words
The phonological deficit hypothesis, supported by decades of research, holds that difficulty with the sound structure of language is the core cognitive deficit in dyslexia.
Which finding from neuroimaging research BEST supports the effectiveness of Orton-Gillingham based interventions?
Answer: Post-intervention fMRI shows increased activation in left posterior reading systems, resembling typical readers
Multiple fMRI studies demonstrate that effective structured literacy intervention produces increased left posterior activation, normalizing reading network function in students with dyslexia.