Re: Digest for schoolneuropsychology@googlegroups.com - 1 update in 1 topic

[Leslie Tremayne]

In the last few years, I've been running into more situations that appear to be good Phonemic Awareness, but poor orthographic memory and poor sound-symbol associative memory. I don't know if there's an association with disrupted education during COVID or maybe a COVID related memory thing since we don't have good data on kids having had COVID, but could just be a weird correlation or nothing at all. In any case, sound-symbol associative skills are not strong. Also, I think reading instruction is spending too much time in Phonemic Awareness skills and not moving on to Morphemic Awareness skills.

Interesting case...

Leslie Tremayne, MA, ABSNP, CLDE
Licensed School Psychologist
Diplomate - American Board of School Neuropsychologists
Certificate - Culturally and Linguistically Diverse Education

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On Fri, May 26, 2023 at 5:59 AM <schoolneur...@googlegroups.com> wrote:

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• Dyslexia Profile Question - 1 Update

Dyslexia Profile Question

Emily Tucker <dremil...@gmail.com>: May 25 08:41AM -0700 Thank you, that is a helpful perspective. And I appreciate your sharing that article!   Best,   Emily   Emily S. Tucker, Ph.D., ABSNP   Licensed Psychologist   3746 Mount Diablo Boulevard, Suite 201B   Lafayette, CA 94549   (925)787-1621   DrEmilyTucker.com   From: Tamra O'Keefe   Sent: Wednesday, May 24, 2023 1:29 PM   To: schoolneur...@googlegroups.com   Subject: Re: Dyslexia Profile Question   Wondering if it has to do more with the combining of sound/syllable groupings. Somewhat like our kiddos who can visually process simple information, but struggle when the page is visually cluttered. Likewise, perhaps with a simple repetition of pairing the sound and the symbol they can perform an isolated task, but combining them is too cognitively complex. "C-"-"cee" is simple memorization. Being able to combine letters/sounds might be more to do with visual/verbal memory, sound manipulation, blending, etc.   We are seeing a high incidence of kiddos who have stronger phonological awareness, but low non-word repetition skills. So they can blend phonologically, but not associate the sound/symbol in an unknown (non-memorized) word.   I am still learning all about dyslexia myself, and have found " The Neurobiology of Dyslexia" by Devin M. Kearns, Roeland Hancock, Fumiko Hoeft, Kenneth R. Pugh, and Stephen J. Frost very helpful as a reference tool.   In their article, they note that "The left precentral gyrus—a region involved in articulation (ie, the production of speech sounds)—shows more activation in children and adults with dyslexia than that of their typical peers (Richlan et al., 2011). Currently, researchers have hypothesized that readers use articulation to compensate for their weakness in the temporoparietal system that involves decoding (Hancock, Richlan, & Hoeft, 2017).   https://haskinslabs.org/sites/default/files/files/Kearns%2C%20Hoeft%2C%20Hancock%2C%20Pugh%2C%20Frost%20(2019)%20Neurobiology%20of%20dyslexia.pdf   This may also account for some of the phenomena you have seen.   Very interesting observation!   Thank you for sharing with the group.   Tamra O'Keefe, MA   Director of Special Education, 504 Compliance Officer/Coordinator, School Psychologist   "I always wondered why somebody doesn't do something about that. Then I realized I was somebody." Lily Tomlin   On Wed, May 24, 2023 at 1:50 PM Emily Tucker <dremil...@gmail.com> wrote:   Thank you for that helpful feedback. Interestingly, and I should have clarified, the profile is a mixed dyslexia – weaknesses in both phonological processing and orthographic processing. Otherwise, I may have thought the same!   I appreciate your sharing those thoughts.   Emily S. Tucker, Ph.D., ABSNP   Licensed Psychologist   3746 Mount Diablo Boulevard, Suite 201B   Lafayette, CA 94549   (925)787-1621   DrEmilyTucker.com   From: Bert Green   Sent: Wednesday, May 24, 2023 11:46 AM   To: schoolneur...@googlegroups.com   Subject: Re: Dyslexia Profile Question   Good Afternoon,   One question to consider: could it be that they are stuck in the alphabetic stage of reading, and do not develop proper orthographic processing for automatic and efficient reading? If that is the case, I might look for visual inefficiencies (assuming their PA stays on developmental course).   It is interesting!   Bert Green   413-374-5848   On Wed, May 24, 2023 at 2:32 PM Emily Tucker <dremil...@gmail.com> wrote:   Hi All,   I am looking for some resources to better understand a unique dyslexia profile I have been seeing in my practice. I have recently worked with several kids who had very early letter recognition and letter-sound awareness (as early as 2-years-old) and then hit a plateau. As they progressed to early elementary school, they have struggled with emerging reading skills and clearly have dyslexia, showing below grade-level reading (and processing) despite strong cognitive skills and extra practice.   This is a confusing profile for parents as their kids seemed to be “early readers” yet now reflect a dyslexic profile and are struggling to make progress as fluent readers. I am hoping to gather a better understanding myself so I can better explain this developmental trajectory to parents.   Any feedback or suggestions are much appreciated!   Thank you,   Emily   Emily S. Tucker, Ph.D., ABSNP   Licensed Psychologist   3746 Mount Diablo Boulevard, Suite 201B   Lafayette, CA 94549   (925)787-1621   DrEmilyTucker.com   --   You received this message because you are subscribed to the Google Groups "School Neuropsychology Interest Group 2" group.   To unsubscribe from this group and stop receiving emails from it, send an email to schoolneuropsych...@googlegroups.com.   To view this discussion on the web visit https://groups.google.com/d/msgid/schoolneuropsychology/A01FDE90-1A2C-433E-8BD7-3F59DC2A4B19%40hxcore.ol.   --   You received this message because you are subscribed to the Google Groups "School Neuropsychology Interest Group 2" group.   To unsubscribe from this group and stop receiving emails from it, send an email to schoolneuropsych...@googlegroups.com.   To view this discussion on the web visit https://groups.google.com/d/msgid/schoolneuropsychology/CAD6VjhMAn%3DvBxg%3DogdmnSTk7a8yPCcWGbYhBETi0Cpe3hj8RgA%40mail.gmail.com.   --   You received this message because you are subscribed to the Google Groups "School Neuropsychology Interest Group 2" group.   To unsubscribe from this group and stop receiving emails from it, send an email to schoolneuropsych...@googlegroups.com.   To view this discussion on the web visit https://groups.google.com/d/msgid/schoolneuropsychology/1AAC0B7C-563F-45A0-A9BD-9B9A1EEB5FBA%40hxcore.ol.   --   You received this message because you are subscribed to the Google Groups "School Neuropsychology Interest Group 2" group.   To unsubscribe from this group and stop receiving emails from it, send an email to schoolneuropsych...@googlegroups.com.   To view this discussion on the web visit https://groups.google.com/d/msgid/schoolneuropsychology/CA%2BfLtv3ayacHoX2_Wo2gPSZOLWHqOVuh6p3Zy4Yd4FhB2SXagA%40mail.gmail.com.

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