Foundations of Dyslexia & Language-Based Learning Disabilities Flashcards
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The term 'specific language impairment' (SLI), now often called 'developmental language disorder' (DLD), differs from dyslexia primarily in that DLD involves:
Answer: Oral language deficits that precede and accompany literacy difficulties
DLD/SLI involves pervasive oral language deficits (grammar, vocabulary, narrative) that exist before formal literacy instruction, whereas dyslexia primarily manifests in written language with relatively stronger oral language.
Which research finding best supports structured literacy instruction over whole-language approaches for students with dyslexia?
Answer: The National Reading Panel (2000) found strong evidence for explicit, systematic phonics instruction
The National Reading Panel's 2000 report found strong scientific evidence that systematic, explicit phonics instruction is essential for all readers and especially critical for students with dyslexia.
A student with dyslexia struggles most with reading pseudowords (nonsense words) compared to real words. This pattern primarily reflects a deficit in:
Answer: Phonological decoding using grapheme-phoneme rules
Pseudoword reading requires applying phonological decoding rules without any lexical support; poor pseudoword reading is a hallmark indicator of the phonological decoding deficit in dyslexia.
Morphological awareness — understanding prefixes, roots, and suffixes — becomes increasingly important for reading development beginning at approximately which grade level?
Answer: 4th grade and beyond
From approximately 4th grade onward, academic vocabulary becomes heavily morphologically complex, making morphological awareness critical for reading comprehension and spelling of multisyllabic words.
Which of the following describes 'orthographic mapping,' as defined by David Kilpatrick?
Answer: The process by which phonemic awareness and letter-sound knowledge bond pronunciations to spellings in long-term memory
Orthographic mapping (Kilpatrick) is the mental process of using phonemic awareness and grapheme-phoneme knowledge to permanently store words' pronunciations, spellings, and meanings simultaneously in long-term memory.
Which of the following best describes the prevalence of dyslexia in the general population according to current research?
Answer: Approximately 5–10% (some estimates up to 15–20% with milder profiles)
Research estimates suggest 5–10% of the population has dyslexia severe enough to impact daily functioning, with some estimates reaching 15–20% when milder reading difficulties on the continuum are included.
A student with strong listening comprehension but severely impaired reading comprehension and poor decoding most likely has which primary profile?
Answer: Dyslexia — phonological processing deficit affecting decoding and reading comprehension
Strong listening comprehension with poor decoding and secondary poor reading comprehension is the classic dyslexia profile: the language system is intact but phonological decoding is impaired.