Two types of developmental surface dysgraphia: to bee but not to bea.

We report on two types of developmental surface dysgraphia. One type, exhibited by 8 participants, is , which involves an impairment in the orthographic output lexicon, leading to nonword phonologically-plausible misspellings. The other type, shown by 3 participants, is .

An access deficit or a deficit in the phonological representations themselves: What can we learn from naming errors?

Anomic aphasia is characterized by good comprehension and non-word repetition but poor naming. Two sub-types of deficits might be hypothesized: faulty access to preserved phonological representations or preserved access to impaired representations. Phonological errors may occur only when representations are impaired or in post-lexical deficits (conduction aphasia).

Language in Healthy Ageing: A Comparison across Language Domains.

Introduction: Life expectancy has been increasing in recent decades. Therefore, it is important to understand the functional changes during healthy ageing. Most research has mainly focused on one linguistic domain at a time.

Speech and language therapists' management of ventilated patients and patients with tracheostomy in Israel.

Background: There is increased involvement of speech and language therapists (SLTs) in critical care and long-term units supporting patients with ventilatory needs and complex dysphagia. SLTs have a range of specialist knowledge in the function of the pharynx and larynx to enable them to support therapeutic interventions and contribute to the management of those patients. In Israel, there are currently no designated courses or training programmes for SLTs to establish advanced clinical skills in tracheostomy and ventilator management.

Real-time monitoring of barriers to patient engagement for improved rehabilitation: a protocol and representative case reports.

Purpose: There is ample evidence that patient engagement is of major clinical importance in rehabilitation, and it seems this engagement is based upon effective allocation of attention to the tasks during the rehabilitation session. It is possible to discern two types of barriers which hinder attentive engagement: (1) dysfunctional affective coping and (2) limited cognitive recruitment and specifically attention deficit. These barriers might be general for a given patient, due to pre-morbid or co-morbid dysfunctions.

Non-word writing does not require the phonological output buffer: Neuropsychological evidence for a direct phonological-orthographic route.

What is the route that is used for writing non-words to dictation? Does it have to pass through phonological output? Two possibilities are found in the literature. In one, writing non-words requires access from the phonological input buffer to the phonological output buffer and from there, via phoneme-to-grapheme conversion, to the orthographic output buffer. The second approach maintains that writing non-words can proceed directly from the phonological input buffer to the orthographic output buffer.

[CHANGES IN THE WAY WE OBSERVE, ASSESS AND TREAT APHASIA: FROM THE TRADITIONAL APPROACH TO THE PSYCHOLINGUISTIC AND SOCIAL APPROACHES].

Aphasia is an acquired language impairment, initially identified and described before the 19th century. According to traditional models (Wernicke-Lichtheim-Geschwind) the aphasic symptoms can be clustered into particular syndromes, such as Broca's, Wernicke's, Conduction aphasias, and more. Each syndrome is allegedly associated with a specific anatomical site.

[FROM THEORY TO THE CLINIC - IS IT POSSIBLE TO DETECT DIFFERENT TYPES OF ANOMIA ACCORDING TO THE LEXICAL RETRIEVAL MODEL?].

Introduction: The lexical retrieval model describes the process of naming - from the level of an abstract concept representation to the production of the word. Lexical retrieval includes several distinct levels. A deficit in any of these levels causes anomia, a naming deficit, and deficits in different levels cause different types of anomia.

Students' Evaluation of Simulation-Based Training in a Communication Sciences and Disorders Program.

The current study aimed to evaluate simulation-based medical education (SBME) training and its contribution to the learning process of students in a communication sciences and disorders (CSD) program. The training was integrated in different stages of the program, over 4 years, with different students. The content and complexity of each of the simulation activities targeted specific skills, tailored to the students' learning phase.

A Principled Relation between Reading and Naming in Acquired and Developmental Anomia: Surface Dyslexia Following Impairment in the Phonological Output Lexicon.

Lexical retrieval and reading aloud are often viewed as two separate processes. However, they are not completely separate-they share components. This study assessed the effect of an impairment in a shared component, the phonological output lexicon, on lexical retrieval and on reading aloud.

Insights from letter position dyslexia on morphological decomposition in reading.

We explored morphological decomposition in reading, the locus in the reading process in which it takes place and its nature, comparing different types of morphemes. We assessed these questions through the analysis of letter position errors in readers with letter position dyslexia (LPD). LPD is a selective impairment to letter position encoding in the early stage of word reading, which results in letter migrations (such as reading "cloud" for "could").

Compound reading in Hebrew text-based neglect dyslexia: the effects of the first word on the second word and of the second on the first.

In many Hebrew compounds, which are two-word phrases, the first word is marked morphophonologically, and often also orthographically, as the head of the compound. Because Hebrew is read from right to left, this allowed us to ask whether a right-hand word that is marked orthographically as a compound-head, and hence signals that another word is expected, causes readers with text-based neglect to continue shifting attention to the left and read the second word. We also asked whether the second, left-hand, word affects the reading of the first word.

A selective deficit in imageable concepts: a window to the organization of the conceptual system.

Nissim, a 64 years old Hebrew-speaking man who sustained an ischemic infarct in the left occipital lobe, exhibited an intriguing pattern. He could hold a deep and fluent conversation about abstract and complex issues, such as the social risks in unemployment, but failed to retrieve imageable words such as ball, spoon, carrot, or giraffe. A detailed study of the words he could and could not retrieve, in tasks of picture naming, tactile naming, and naming to definition, indicated that whereas he was able to retrieve abstract words, he had severe difficulties when trying to retrieve imageable words.

An even more universal model of reading: various effects of orthography on dyslexias.

The properties of a specific orthography dictate the way people read it. We bring considerations from dyslexia to suggest that the claim can be extended further. First, the effect of orthographic neighborhood density can be extended beyond letter-position encoding and beyond the orthographic lexicon.

Patterns of visual dyslexia.

This study reports two Hebrew-speaking individuals with acquired visual dyslexia. They made predominantly visual errors in reading, in all positions of the target words. Although both of them produced visual errors, their reading patterns crucially differed in three respects.

The effect of syntax on reading in neglect dyslexia.

Individuals with text-based neglect dyslexia omit words on the neglected side of the sentence or text, usually on the left side. This study tested whether the syntactic structure of the target sentence affects reading in this type of neglect dyslexia. Because Hebrew is read from right to left, it enables testing whether the beginning of the sentence and its syntactic properties determine if the final, leftmost, constituent is omitted or not.

Dyscravia: voicing substitution dysgraphia.

We report a new type of dysgraphia, which we term dyscravia. The main error type in dyscravia is substitution of the target letter with a letter that differs only with respect to the voicing feature, such as writing "coat" for "goat", and "vagd" for "fact". Two Hebrew-speaking individuals with acquired dyscravia are reported, TG, a man aged 31, and BG, a woman aged 66.

Letter position dysgraphia.

The article describes AE, a Hebrew-speaking individual with acquired dysgraphia, who makes mainly letter position errors in writing. His dysgraphia resulted from impairment in the graphemic buffer, but unlike previously studied patients, most of his errors related to the position of letters rather than to letter identity: 80% of his errors were letter position errors in writing, and only 7% of his errors were letter omissions, substitutions, and additions. Letter position errors were the main error type across tasks (writing to dictation and written naming), across output modalities (writing and typing), and across stimuli, e.

Letter form as a constraint for errors in neglect dyslexia and letter position dyslexia.

Does letter-form constrain errors in peripheral dyslexia? In Hebrew, 5 of the 22 letters have two different letter forms, one is used only when the letter occurs in word-final position, the other form is used in initial and middle positions. Is the information on final-forms encoded in the letter identity information and used for word identification, or is it discarded? The current research explored this question through the effect of final vs. non final letter form on the error pattern in neglect dyslexia (neglexia) and letter position dyslexia (LPD).

Sentence comprehension and working memory limitation in aphasia: a dissociation between semantic-syntactic and phonological reactivation.

The relation between working memory (WM) limitation and sentence comprehension was assessed in Hebrew-speaking aphasics, three conduction aphasics and three agrammatics. The study compared sentences that required different types of reactivation-syntactic-semantic reactivation, in relative clauses, and word form/phonological reactivation, in sentences with reanalysis of lexical ambiguity. The effect of phonological memory load, manipulated by number of words intervening between the activation and the reactivation, on comprehension of the two sentence types was examined.