The role of semantic knowledge in relearning spellings: Evidence from deep dysgraphia
Posted by Callier Library on May 6, 2008
from Aphasiology
Background: Remediation techniques for dysgraphia have focused on targeting different components of the theoretical models for spelling. Studies have revealed that targeting lexically oriented strategies can prove beneficial for patients with deep dysgraphia. Studies on short-term memory have also demonstrated a role of semantic knowledge in short-term retention
Aims: Two variants of lexically oriented strategies were applied to remediate a deep dysgraphic patient, PH, and the role of imagery in supporting the learning was examined.
Methods & Procedures: Retraining was explored using a visual-kinaesthetic learning technique, contrasting performance with high- and low-imagery words.
Outcomes & Results: Positive effects of learning were demonstrated. There was effective initial learning of blocks of both high-imagery and low-imagery target words, but high-imagery words had a clear advantage in terms of longer-term maintenance.
Conclusions: The data demonstrate that semantic knowledge may play a role in strengthening graphemic representations of words, helping in the maintenance of the orthography of target words over time.
Rosemary said
I would love to have to my depth of language restored. Is it possible for me to receive a copy of the study so I may try it? RawSense2004 AT yahoo DOT com. Thanks.
Callier Library said
According to the article both authors are from the University of Birmingham in the UK. You might try tracking them down and sending emails. The actual article itself can be gotten through the interlibrary loan service at your local public library. Copyright law and/or licensing agreements prohibit Callier Library from providing full-text copies to patrons not affiliated with The University of Texas at Dallas.