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Thus orthographic processing is an important aspect of reading. Deficient orthography-to-meaning mapping can lead to reading disability. A key strategy in teaching children to read is to have children repeatedly write samples of single characters, thus building the child's awareness of a character's internal structure (orthographic awareness). [19]
Surface dyslexia was imitated by damaging the orthographic lexicon so that the program made more errors on irregular words than on regular or non-words, just as is observed in surface dyslexia. [6] Phonological dyslexia was similarly modeled by selectively damaging the non-lexical route thereby causing the program to mispronounce non words.
Phonological dyslexia is a reading disability that is a form of alexia (acquired dyslexia), [1] resulting from brain injury, stroke, or progressive illness and that affects previously acquired reading abilities. The major distinguishing symptom of acquired phonological dyslexia is that a selective impairment of the ability to read pronounceable ...
The rapid auditory processing theory is an alternative to the phonological deficit theory, which specifies that the primary deficit lies in the perception of short or rapidly varying sounds. Support for this theory arises from evidence that people with dyslexia show poor performance on a number of auditory tasks, including frequency ...
This theory was tested with orthographic neighbors, words of the same length that differ by one letter only (e.g. BALL and FALL). The number of target and non-target language neighbors influenced target word processing in both the primary language (L1) and the secondary language (L2). [5]
Depth of processing falls on a shallow to deep continuum. [citation needed] Shallow processing (e.g., processing based on phonemic and orthographic components) leads to a fragile memory trace that is susceptible to rapid decay. Conversely, deep processing (e.g., semantic processing) results in a more durable memory trace. [1]
When people read written information, dual-route theory contends that the readers access orthographic and phonological information to recognize words in the writing. Paivio's work has implications for literacy, visual mnemonics, idea generation, HPT, human factors, interface design, as well as the development of educational materials among others.
Phonological processing tasks predict reading accuracy and comprehension. [23] Cestnick and Jerger (2000) [25] and Cestnick (2001) [26] further demonstrated distinct processing differences between phonological and surface dyslexics. Manis et al. 1996, concluded that there were probably more than two subtypes of dyslexia, which would be related ...