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Reading is an area that has been extensively studied via the computational model system. The dual-route cascaded model (DRC) was developed to understand the dual-route to reading in humans. [14] Some commonalities between human reading and the DRC model are: [5] Frequently occurring words are read aloud faster than non-frequently occurring words.
In the early 1970s, the dual-route hypothesis to reading aloud was proposed, according to which there are two separate mental mechanisms involved in reading aloud, with output from both contributing to the pronunciation of written words.
The dual route theory of reading proposes that skilled readers use two mechanisms when converting written language to spoken language: the direct, lexical pathway and the indirect, non-lexical pathway. According to the dual route theory of reading, in individuals with surface dyslexia, the indirect (non-lexical) pathway is preserved.
Before the reintroduction of separated text (spaces between words) in the Late Middle Ages, the ability to read silently may have been considered rather remarkable, though some scholars object to this idea. [2] [3] [4] In contrast, reading aloud activates many more parts of the brain due to the dual-route of feedback when pronouncing and reading.
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 ...
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It proposes that the occurrence of semantic errors alongside an inability to read non-words aloud must be due to multiple loci of damage within this dual-route model. [2] Because a deep dyslexic cannot read aloud non-words, a disruption in the phonological process is assumed, forcing reading to proceed through the semantic route. [2]