presentación tfg con final
TRANSCRIPT
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WRITING DISORDERS
Realizado por Agustina Maldonado
Tutora: Dra. Lidia Taillefer de Haya
Grado en Estudios Ingleses
Asignatura Trabajo Fin de Grado
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INTRODUCTION
First studies : 1800s
Limited research
Goals:
1) Analyse writing
disorders
2) Technology success
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SECTIONS
A. Literature Review
B. Methodology
C. Field of Work
I. Models of Spelling
II. Writing Disorders
III. Dysgraphia & other Disorders
IV. Treatments & Technology
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LITERATURE REVIEW
End of the 19th Century L.V. Marcé
AGRAPHIA > DYSGRAPHIA
Central Dysgraphia
Peripherical Dysgraphia
Writing Speech disorders
1970s Information Processing Approach
Phonological Constructivist Statistic-Learning
Approach Approach Approach
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PresyllabicStage
Syllabic Stage
AlphababeticStage
Pre-alphabetic
Stage
Full Alphabetic
Stage
Transitional Stage
Correct
Stage
Phonological Approach
The Constructivist Approach
The Statistic-Learning Approach
Simultaneous learning
Children’s writing as result of their exposure
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METHODOLOGY
Qualitative approach
Main sources:
Online Platform Taylor & Francis
University of Silesia (Poland)
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FIELD OF WORK
Writing vs. Speech Production
Developed Acquired
Planning
Building syntactic structures
Looking for right words & movements
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MODELS OF SPELLING
They try to explain how a spoken input is turned
into a written one.
1. Dual Route Model of Spelling
2. Triple Route Model of Spelling
3. Interactive Activation (IA)
4. Triangle Model
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Dual Route Model of Spelling
(Graham, 2014, p. 3)
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Triple Route Model of Spelling
(Weekes et al., 2003, p. 566)
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Interactive Activation
Triangle Model
(Weekes et al., 2003, p. 567) (Graham, 2014, p. 4)
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WRITING DISORDERS
Agraphia An acquired writing impairment due to brain or
physical damage
Dysorthographia Difficulties understanding grammatical
rules due to pedagogical, emotional, intellectual causes among others
Dysgraphia A developmental writing disorder, “a writing
difficulty, specifically in automatically remembering and masteringthe sequence of muscle motors movements needed in writing lettersand numbers” (Reynolds et al., 2007, p. 771).
Phonological D.: affecting functional and non-words
Types Deep D.: Semantic errors (“Table” “chair”)
Surface D.: phonological errors + spelling problems
(“cough” “coff”)
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DYSGRAPHIA & OTHER DISORDERS
Dysgraphia & Dyslexia
Plus reading impairment
Dyslexic dysgraphic patients
Dysgraphia & Aphasia
Primary Progressive Aphasia (PPA)
Semantic, Agrammatic and Logopenic variant
Dysgraphia & Alzheimer
Deficit in recent memory affecting stored letter sequencing
Peripheral dysgraphia
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TREATMENTS & TECHNOLOGY
1) Pre-treatment baseline
Spell-Study-Spell 2) Treatment
3) Follow up
Repetition
Voiced Recognition Software
Computers
Computer tasks
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CONCLUSIONS
1) That there is a lack of attention to writing disorders
2) That the writing process is even more complex than speech production
3) That most of the cases that have been documented show remarkable improvements, even in patients with neurodegenerative diseases
4) That treatments that use technologies have shown, proving our hypothesis to be beneficial for patients.
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WRITING DISORDERS
Realizado por Agustina Maldonado
Tutora: Dra. Lidia Taillefer de Haya
Grado en Estudios Ingleses
Asignatura Trabajo Fin de Grado
THANK YOUFOR YOUR ATTENTION