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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.
An orthography is a set of conventions for writing a language, including norms of spelling, punctuation, word boundaries, capitalization, hyphenation, and emphasis.. Most national and international languages have an established writing system that has undergone substantial standardization, thus exhibiting less dialect variation than the spoken language.
Rapid automatized naming (RAN) is a task that measures how quickly individuals can name aloud objects, pictures, colors, or symbols (letters or digits). Variations in rapid automatized naming time in children provide a strong predictor of their later ability to read, and is independent from other predictors such as phonological awareness, verbal IQ, and existing reading skills. [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.
However, it has been demonstrated that in nonalphabetic scripts, where reading places less demands on phonemic processing and the integration of visual-orthographic information is crucial, dyslexia is associated with under activity of the left middle frontal gyrus (Siok et al., 2004). [39]
This is the area that is activated when people without any sort of alexia receive activation when undergoing orthographic processing. This area is known as the visual word form area due to this pattern of activation. [9] [12] [13] The patient can still write because the pathways connecting the left-sided language areas to the motor areas are ...
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]