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The dual-route theory of reading aloud was first described in the early 1970s. [1] This theory suggests that two separate mental mechanisms, or cognitive routes, are involved in reading aloud, with output of both mechanisms contributing to the pronunciation of a written stimulus.
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.
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 "Morton and Patterson (dual route) model" is based upon the dual route hypothesis of reading. 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 ]
The reading rope is a visualization of the simple view published by psychologist ... Dual-route hypothesis to reading aloud; Dyslexia; Hyperlexia; Learning to read ...
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 ...
Dual-route hypothesis to reading aloud is within the scope of WikiProject Disability. For more information, visit the project page , where you can join the project and/or contribute to the discussion .
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.