01 Jas
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J.P.Das Developmental Disabilities Centre,
Education Building, University of Alberta,
Edmonton, Canada. [email protected]
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PASS Theory and CAS Books
1979 19961982 1994
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Invocation
Let us learn togetherLet us enjoy the fruits of knowledgeLet us grow capable with learningLet us not be jealous
Of each other !
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J.P.Das University of Alberta
Guru=My Prof
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J.P.Das University of Alberta
A. R. Luria: My Inspiration
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AWARENESSCONSCIOUSNESS
DISABIL
ITY
PEDAGOGY
DEFICIENT
ME
DIC
INE
ILL
SU
B-N
OR
MA
L
SO
CIO
LOG
Y
RETARDED
PSYCHOLOGY
DEFICITMODEL
PEDAGOGY
COMPETENCE
ME
DIC
INE
HE
ALT
H
NO
RM
AL
IZA
TIO
N
SO
CIO
LOG
Y
DIFFERENCE
PSYCHOLOGY
COMPETENCEMODEL
M. Mellero
DIVERSIT
Y
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MedicalPassive / magical cure
Physical
Biological / prosthetics
CulturalInteractive / social intervention
Pedagogical
Instruction / modifiability
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CognitiveCognitive ProcessesProcesses
PlanningAttention
Simultaneous
PhonologicalPhonologicalProcessesProcesses
AnalysisSynthesisRhyming
Memory-SequentialNaming
ReadingReading Word
IdentificationPassage
Comprehension
Knowledge BaseKnowledge Base (specific)
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Luria (1972)
First Functional Unit - Attention
Second Functional
Unit - Simultaneous
and Successive
Third Functional
Unit - Planning
Luria, A. R. (1970). The Functional organization of the brain. Scientific American, 222, 66-78.
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Process letters visuallyLook at sequence of letters
•orthographyUnderstand the meaning of the wordConvert the word to sound
•phonologyAct
•articulate the sound
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Symbolic is magical Logographic is pictoral Alphabetic has many layersOrthographic/irregular words
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First seen in writingChildren can write this but cannot read it.
•2 daddy I em sry tat u r sicReading by sight may coexist with sound for a whileRegular words pronounced correctlyAbility to recognize irregular words may be lost
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Read aloud Read silently
Read parts of the word & process own voiceGenerate soundGenerate meaning
Read whole word •lexical phonology
Generate meaning
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Can be pronounced as whole •lexical phonology
Meaning in store
Pronounced part by part•sublexical phonology
Meaning is searched •Is it missing?
LaveDape
HaveCape
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based on Uta Firth, 1992
Biological causes
Brain Abnormalities
Common pathway
Cognitive deficit
Core problems
experience maturation compensation motivation
“gene fault” ??
Other system?“gene fault”
?
Phonological Mechanism
Speech rateWord memorynamingStroop Col-word
Poor nonsense readingSlow object naming Inconsistent spelling No regularity effect
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RED BLUE GREEN YELLOW RED
YELLOW GREEN RED BLUE YELLOW
RED YELLOW YELLOW GREEN BLUE
GREEN BLUE GREEN RED BLUE
GREEN YELLOW RED YELLOW GREEN
RED BLUE RED GREEN YELLOW
BLUE GREEN YELLOW RED BLUE
YELLOW BLUE RED GREEN BLUE
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Word Series
The child repeats a series of words in the same order the examiner says them
Start: Ages 5-7: Item 1 Ages 5-7: Item 1 Ages 8-17: Item 4Ages 8-17: Item 4
Discontinue: After After
four consecutive four consecutive
items faileditems failed
1. Wall-Car2. Shoe-Key...10. Cow-Wall-Car-Girl11. Dog-Car-Girl-Shoe-Key...27. Cow-Dog-Shoe-Wall-Man-Car- Girl-Key-Book
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Serial recall1. cow, hot, wall2. hot, book, wall, man3. book, man, hot, wall, cow, box
Repeat as fast as you canred green purple red green purple red green purple ...man cow wall man cow wall man cow wall ...
Name the color of the ink
blue green red yellow
green yellow blue red
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As Morrison (1993) concluded in his review: “the exact role and relative importance of phonemic awareness in reading acquisition and especially in reading disability have not been pinned down (p 293).”
Phonological coding improves vastly with the first year of schooling (Morrison, 1993).Therefore it follows logically that phonemic measure taken early in preschool do not predict how fast the children will acquire reading in the first two years of school.
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SimultaneousProcesses
SuccessiveProcesses
Visual/OrthographicCoding
PhonologicalCoding
AssemblingPronunciation
Oral Reading
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PlanningAttention
SimultaneousSuccessive
Sta
nd
ard
Sco
res
Poor Readers are Low in Successive
Good Word ReadersPoor Word Readers
75
80
85
90
95
100
105
87.68
91.92
88.84
80.12
91.00
96.4294.53
92.82
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Chinese 1-minute reading
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Chinese character recognition
Use these characters below to create a 2 or 3-character word.
决 卫 Answer :决:决定 卫:卫兵
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SIMULTANEOUS
ONE- MINUTEREADING
Phonological Awareness
SUCCESSIVE
.66***
Rapid Naming
Short-term Memory
OrthographicKnowledge
.49***
- .50***
.63***
.47**
.40***
- .22*
-.44***
.31**
STRUCTURAL EQUATION MODELING FOR CHINESE READING
DISTAL PROCESSES PROXIMAL PROCESSES READING
- .42***
-.30*
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SIMULTANEOUS
Chinese Character Recognition
DISTAL PROCESSES PROXIMAL PROCESSES READING
SUCCESSIVE
.67***
STRUCTURAL EQUATION MODELING FOR CHINESE READING
Rapid Naming
OrthographicKnowledge
- .37**
.36***
.61***
-.15*
.42***
- .35***
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EndShantih! Shantih! Shantih!!
Shantih! Shantih! Shantih!!
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Approaches for developing word reading skillPhonological awareness vs. cognitive abilities remedial programs
The chief difference between the two approachesReading Skills are taught DIRECTLY through
phonological training /or/ applying P A S S processes
Phonological Awareness & Phonological Memory
Explicitly teach(1) the sound structure of
spoken language(2 to recall sequence of
sounds and/or words, & to manipulate sounds
Cognitive Abilities
PASS( processes), apart from phonological processes, are
developed before word-recognition skills are introduced
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SPEECH RATE
RECEPTIVE ATTENTION
SPEECH RATE
FIGURE MEMORY
SOUND ISOLATION
PHONEME ELISION
READINGACHIEVEMENT
.48**
-.27**
-.63**
.32**
.40**
-.33**
CONGITIVE PROCESSES PHONOLOGICAL READING
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TrTTT Triangle Model
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First, the simulations support the observation that dyslexia is often associated with impairments in the representation of phonological information. Degrading these representations causes our models to learn more slowly and to generalize poorly.
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Second, the models suggest that dyslexia can also have other causes. Many dyslexics exhibit a general developmental delay in reading rather than a specific phonological deficit.
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The modeling suggests that this delay may arise from constitutional factors (e.g., a learning deficit) or experiential ones (e.g., lack of reading experience). Some of these children may be “instructional dyslexics” who were taught using methods that did not incorporate phonics.<Das 2002>
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There are two main brain circuits involved in reading: a phonologically-dominant one that develops earlier and an orthography-semantics pathway that develops with additional experience (Pugh et al., 2000).
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(Pugh et al., 2000) demonstrated that on reading tasks that required phonological processing, such as determining if two made-up words rhyme, normal readers showed robust connectivity between the angular gyrus and other areas in the back of the left hemisphere, whereas dyslexics did not.
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However, normal readers and dyslexics showed similar connectivity between these areas on reading tasks that did not demand phonological processing.
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Such research implies that supporting neural connections that are intact can be utilized by dyslexics if active phonological exercises are not demanded of them. <Das :A better look at intelligence.Current Directions,2002,11,28-32>
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Appropriate remediation or intervention programs, such as PREP, that do not teach phonics and do not require oral reading, but still enhance successive processing, can be effective in helping dyslexics become better readers.
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Successive processing contributes to understanding printed words and comprehending syntax.
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Can the model illuminate the difference between reading disabilities associated with a slow rate of word reading and those characterized by a high rate of phonological errors?
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Poor readers who are slow but not inaccurate should do poorly on the CAS successive-processing test that demands articulation, as in Speech Rate. This test requires rapid repetition of two or three simple words 10 times. Slow-but-accurate readers should not perform poorly on other Succc.Tests
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successive-processing tests (e.g., serial recall of words and sentences) that do not demand fast articulation. In contrast, people who are both slow and inaccurate readers should do poorly on all successive-processing tests. This prediction is yet to be investigated.
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