reading circuits

learn Neuro-Linguistics in just 5 words!

Dr Duncan MilneNeuropsychologist

brain imaging simulations

discuss how dyslexia

is represented

Nonword repetition

“minlop”

+

Hospital de Santa Maria

Nonword repetition (in illiterates)

Nonword repetition

2,000,000 150,000 4,000

fish

today

Reading

circuitsAuditoryVisual

The evolution of literacy

word

Neuro-linguistic word 1

Auditory

PronunciationLetter shape

Phoneme

Sound

Introducing Mr. Brain…

Word form

Visual

Phonemic Awareness

GraphemicAwareness

word

“word”

matching

isolating

substituting

deleting

segmenting

blending

Syllable Onset / Rime Phoneme

Neuro-linguistic word 2

Auditory

Pronunciation

Word form

Visual

“stop”

“stop”

STOP

Logographic Stage

Type II activation (sources location):

Strongest for visible words

• ~ 150ms after stimulus onset

• left predominant occipito-temporal

• increases with string length

• = letter-string specific

καλησπερα

Neuro-linguistic word 3

Auditory

PronunciationLetter shape

Phoneme

Sound

Word form

Visual

“k a li spe ra”

“kalispera”

καλησπερα

ηλακ

αρ

επ

“kalispera”

???

Phonological stage

σ

Auditory

PronunciationLetter shape

Phoneme

Sound

Visual“cat”

cat

“cat”

ca

t

“kuh-aah-tuh”

Word form

cat

Orthographic Stage

???

Auditory

Pronunciation

Word form

Visual“cat”

cat

“cat”

cat

Lexical access

Known words

• words > unknown words

•activation increases with age

Mature ReaderUnknown words

•unknown words > words

• for sounding out

+

it

was

her

first

day

of

school

+

she

drank

a

cold

glass

of

nails

Neuro-linguistic word 4

She drank a cold glass of nails

Whole language

Words are taught in

context with a goal of

increasing overall

understanding

PHONICS

Strategies are

learned for

decoding new

words

fough

Neuro-linguistic word 5

roughcough

fough

plough

throughdough

“fou”

“fof” “fuf”

“foe” “foo”

tow

flow

grow

snow

cow

how

now

down

“foe”“fou”

fow

Segmentation Example Consistency (spelling / sound)

Initial

Consonant

‘s’ soap, sail,

sea

96%

Vowel ‘u’ fun, cut,

bull

51%

Final

consonant

‘p’ tap, cup,

leap

91%

CV - ‘ba’ in bat,

ball, bar

52%

- VC ‘ut’ in hut,

nut, put

77%

WORD READING ACROSS LANGUAGES

95%

95%

97% 95%

98%

95%

95%

97%

97%

94%

Finnish

Greek

Italian

Spanish

Portuguese

French

English

Shallow

Deep

Seymour et al., 2003

71%

33%

79%

73%

word

καλησπερα

nails

fough

1

5

4

3

2

Auditory

PronunciationLetter shape

Phoneme

Sound

Balanced literacy

Word form

Visual

Analytic

Phonics

Synthetic Phonics

Whole language

Phonemic Awareness

GraphemicAwareness

The Learning Difficulties Constellation

dysorthographia

dysphasia

dysgraphia

dyspraxia

dyscalculia

attention deficit

dyslexia

Auditory

PronunciationLetter shape

Phoneme

Sound

Visual“cat”

cat

“cat”

ca

t

“kuh-aah-tuh”

Word form

cat

Dyseidetics

r

Irregular word reading

Phonic spelling patterns

Auditory

PronunciationLetter shape

Phoneme

Sound

Visual“cat”

cat

“cat”

ca

t

“kuh-aah-tuh”

Word form

cat

Dysphonetics

r

Nonword reading

(PPhE) Spelling patterns

ENVIRONMENT

- orthography

- exposure to print

Dysphonetic

Poor grapheme-to-

phoneme conversion

(decoding)

Dista

l Cause

Pro

xim

al C

ause

Inte

rventio

n

Phonological

•Phonemic Awareness

•Synthetic Phonics

BIOLOGY

-connectivity / wiring

-constellation

Dyslexia

Dyseidetic

Poor memory and

perception of whole

word configurations

Orthographic

•High Frequency words

•Irregular words

•Mnemonics

•Contextual Reading

Poor Reading

Auditory

Letter shape

Phoneme

Sound

Visual

Phonemic

Awareness

Synthetic phonics

Phonemic Clues

Colour-

coded letters

Moveable

letters

Analytic

phonics

Audio-Visual

problems sounding

out new words