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      Dual route and connectionist models of reading: an overview

      London Review of Education
      Informa UK Limited

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          Abstract

          Reading researchers seek to discover exactly what kinds of information-processing activities go on in our minds when we read; to discover what the structure and organization is of the cognitive system skilled readers have acquired from learning to read. Little is known about how the most elaborate aspects of this system work, but much has been learned about its basic building blocks such as letter identification, visual word recognition and knowledge of letter-sound rules. I contrast two approaches to theorizing about these basic reading components, the dual route approach and the connectionist approach, and offer reasons for believing that the dual route approach is to be preferred.

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          Most cited references10

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          DRC: A dual route cascaded model of visual word recognition and reading aloud.

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            Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes.

            Are words read visually (by means of a direct mapping from orthography to semantics) or phonologically (by mapping from orthography to phonology to semantics)? The authors addressed this long-standing debate by examining how a large-scale computational model based on connectionist principles would solve the problem and comparing the model's performance to people's. In contrast to previous models, the present model uses an architecture in which meanings are jointly determined by the 2 components, with the division of labor between them affected by the nature of the mappings between codes. The model is consistent with a variety of behavioral phenomena, including the results of studies of homophones and pseudohomophones thought to support other theories, and illustrates how efficient processing can be achieved using multiple simultaneous constraints. ((c) 2004 APA, all rights reserved)
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              Cognitive Correlates of Developmental Surface Dyslexia: A Single Case Study

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                Author and article information

                Journal
                London Review of Education
                London Review of Education
                Informa UK Limited
                1474-8460
                1474-8479
                March 2006
                March 2006
                : 4
                : 1
                : 5-17
                Article
                10.1080/13603110600574322
                7de0d910-c436-4300-a307-cbabc52547a9
                © 2006
                History

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