acquired dyslexia

This model has been extremely successful in enabling us to understand acquired dyslexia.

This pattern of acquired dyslexia is in fact seen.

Acquired dyslexia involves a loss of reading ability as a result of brain injury.

Surface dyslexia is a type of acquired dyslexia, a reading disorder.

An illustrative case of this form of acquired dyslexia is described by Patterson and Kay (1982).

The discussion will be brief because much less work has so far been done on acquired dysgraphia than on acquired dyslexia.

Kussmaul also posited about the origins of Alexia (acquired dyslexia) also known as word blindness.

Having described the four best-documented forms that acquired dyslexia can take, we will conclude this chapter with a brief discussion of acquired dysgraphia.

Alexia (acquired dyslexia)

Developmental Dyslexia, Alexia (acquired dyslexia), and Hyperlexia.

Semantic dyslexia is, as the name suggests, a subtype of the group of cognitive disorders known as Alexia (acquired dyslexia).

The two other forms of acquired dyslexia which have been clearly defined are, for different reasons, less straightforward to interpret, these disorders being letter-by-letter reading and deep dyslexia.

The model can explain a pattern of acquired dyslexia known as surface dyslexia which is characterized by poor reading of irregularly spelled words such as'yacht' or 'colonel'.

If the reading system does include these two separate processing components, it might be possible that neurological damage could impair one component whilst leaving the other intact, to produce a specific pattern of acquired dyslexia.

The term dyslexia can refer to two disorders: developmental dyslexia which is a learning disability; alexia (acquired dyslexia) refers to reading difficulties that occur following brain damage, stroke, or progressive illness.

Phonological dyslexia is a reading disability that is a form of Alexia (acquired dyslexia), resulting from brain injury, stroke, or progressive illness and that affects previously acquired reading abilities.

The dual-route model of reading is thus able not only to explain an existing set of data within a simple theoretical model, it also successfully pinpointed the existence of an entirely new type of acquired dyslexia.

Alexia or acquired dyslexia is used to refer to any acquired disorder of reading, and agraphia or acquired dysgraphia to refer to any acquired disorder of writing or spelling.

Thus surface dyslexia is one of a set of syndromes of acquired dyslexia, just as Broca's aphasia is one of a set of syndromes of acquired aphasia.

To return to the main point: we introduced surface dyslexia as the pattern of acquired dyslexia which would be expected if neurological damage had affected the lexical procedure for reading aloud and spared the non-lexical procedure.

Castles and Coltheart describe phonological and surface types of developmental dyslexia by analogy to classical subtypes of alexia (acquired dyslexia) which are classified according to the rate of errors in reading non-words.

In papers published between 1976 and 1982, Dr. Saffran spelled out the methodological tenets of "cognitive neuropsychology" exemplified in her studies of aphasia, Alexia (acquired dyslexia), Auditory verbal agnosia, and short-term memory impairment.

Following the discovery of surface dyslexia, it became clear that there should also exist another form of acquired dyslexia in which the ability to use assembled phonology was lost, while the ability to read a word via addressed phonology was intact.

The first on semantic errors in acquired dyslexia, published in 1966, stimulated intensive research on deep dyslexia culminating in the highly influential book, Deep Dyslexia, published in 1980 and coedited by Max Coltheart, Karalyn Patterson and Marshall.

Even more influential was his second classic paper, "Patterns of Paralexia" (1973) again with Freda Newcombe which described three basic subtypes of acquired dyslexia (surface dyslexia, deep dyslexia, and visual dyslexia) and subsequently interpreted in relation to specific information-processing theories of reading.