This course is for teachers to learn why some children have so much difficulty with reading and writing, often called 'dyslexia', and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries. Participation in or completion of this online course will not confer academic credit for University of London programmes
3.6 Oral language impairment
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来自 University of London 的课程
帮助读写有障碍的孩子
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从本节课中
'Co-morbidity', and psychological and social aspects
The ‘dys’-constellation (dyspraxia, dyscalculia etc); audition; vision; loss of self-esteem; long-term effects of school drop-out and antisocial behaviour – evidence from Canada; ‘positive’ aspects of dyslexia and unusual aptitudes; discussion around pros and cons of ‘labelling’ a child
与讲师见面
Dr Jenny Thomson
Dr Vincent Goetry
Within this dys-constellation, we are now going to talk about
the co-occurrence of dyslexia with oral language difficulties.
First of all, a distinction should be made between oral language difficulties
at the level of production and at the level of perception.
For production, in his publication, in his latest book,
the French neurologist Michel Habib considers that about half of the dyslexic
learners display a history of delays in the acquisition of spoken language.
Now, when this concerns pronunciation,
usually a few months of visiting a speech and language therapist will do.
However, conversely when these concern
the acquisition of the syntax, the vocabulary, and
the grammar, then the possibility of underlying dyslexia is greater.
This was for production.
Now let's move to the perception of spoken language.
Categorical perception studies have repeatedly shown that representation of
full names are 'fuzzier', less well defined
in dyslexics compared to non-dyslexics.
This may be related to the fact that learners - that
dyslexic learners - are oversensitive to what is called 'allophonic variation'.
For example, the 'a' in 'bar', 'cap', and
'mat' are not the in those three words, ... ... exactly the same.
But we, or non-dyslexic learners, have learned to ignore
those small variations which are not relevant for the meaning.
However, dyslexic learners do hear those small variations, and
that's the reason why they build representations of phonemes which are not
as accurate as the ones in non-dyslexic readers.
Other studies say that's not exactly the case.
There is recent controversy here which is not solved yet.
Some studies suggest that the phonological representations in the dyslexic are
intact, that the problem is accessing those representations.
Studies by Ramus and a team of Leuven in Belgium, Boets,
have shown, and suggest that phonological representations are intact.
As speech is also a fast signal, another group, Tallal and
collaborators have suggested that dyslexic learners have
difficulties in identifying fast temporal changes which occur in speech.
Furthermore, as Jenny has already told you, Heiki Lyttinen and
his colleagues have interviewed over 200 families
and have classified the new borns as at risk for dyslexia, versus non-at risk for
dyslexia, depending on the familial risk for dyslexia,
which is often heredity, as we said in the definition.
They showed that a test administered only six months after birth,
was a good predictor of future dyslexia or not.
You should know that in Finnish, there is a distinction between the short consonant
as in 'ata' and a long consonant, as in 'atta'.
And, not only, the children at risk for
dyslexia, who've became dyslexic later on,
needed more time to make the distinction between
the two the two consonants, the short and the long one
but also the electric activity of the brain was different
compared to the children not at risk for dyslexia.
So, linking to productive language and vocabulary, the study
also found that the children who were late talkers,
they started talking at around two years, two years and a half,
and also had genetic risk in combination with a strong risk factor for dyslexia.
So those children had difficulties perceiving a consonant contrast
contrast at six months and they were also late talkers.
Evoked potentials, which is a technique used in measuring
the electric activity of the brain through electrodes put on the head,
measured when learners are five years old robustly predicts eventual risks for
dyslexia, this was shown by Giraud and collaborators.
Finally, functional magnetic resonance studies show, before learning to read and
write, the density of the grey substance is rarefied in
the temporal region which (is) the region where reading occurs,
and that this region is less activated in children proving
to be dyslexic compared to non-dyslexic.
There is a sort of continuum between difficulties in oral
language development called specific language impairment, or SLI, and dyslexia -
most children with SLI will develop dyslexia afterwards,
will display subsequent reading difficulties.
In fact, we can say, to put it simply, that SLI is often co-occurring
with dyslexia, and that it's a sort of 'stronger form'
which start with difficulties with the oral language first,
then subsequently with the written language.
These two conditions should be seen as complementary.
And there is also genetic overlap between the two.
Researchers usually make a distinction between three types of specific language
impairments.
Receptive for comprehension, expressive for production, and mixed.
But be aware that these categories should not be taken straightforwardly -
these are generalizations.
And even kids with a predominantly ... expressive
profile are likely to have some subtle receptive issues as well.
Severe forms of specific language impairment can lead to silence sometimes.
And specific language impairment acquired by adults who have acquired oral language
normally and then have lost this ability, is called Dysphasia in the US and
Alexia in Europe.
