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      Dual route and connectionist models of reading: an overview

      London Review of Education

      IOE Press

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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 references 11

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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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              Phonology, reading acquisition, and dyslexia: Insights from connectionist models.

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                Author and article information

                Journal
                10430
                London Review of Education
                IOE Press
                1474-8460
                01 March 2006
                : 4
                : 1
                : 5-17
                Article
                1474-8460(20060301)4:1L.5;1- s2.phd /ioep/clre/2006/00000004/00000001/art00002
                10.1080/13603110600574322
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                London Review of Education
                Volume 4, Issue 1

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