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DRC: a dual route cascaded model of visual word recognition and reading aloud.
- M. Coltheart, K. Rastle, C. Perry, R. Langdon, J. Ziegler
- Biology, PsychologyPsychological review
The DRC model is a computational realization of the dual-route theory of reading, and is the only computational model of reading that can perform the 2 tasks most commonly used to study reading: lexical decision and reading aloud.
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.
The authors develop a novel theoretical framework to explain cross-language data, which they label a psycholinguistic grain size theory of reading and its development.
Orthographic Depth and Its Impact on Universal Predictors of Reading
Results from a sample of 1,265 children in Grade 2 showed that phonological awareness was the main factor associated with reading performance in each language, however, its impact was modulated by the transparency of the orthography, being stronger in less transparent orthographies.
Nested incremental modeling in the development of computational theories: the CDP+ model of reading aloud.
The authors show that building on existing theories by combining the best features of previous models--a nested modeling strategy that is commonly used in other areas of science but often neglected in psychology--results in better and more powerful computational models.
Visual search for singleton feature targets within and across feature dimensions
Three experiments investigated visual search for singleton feature targets and found that pop-out requires (or involves) knowledge of the particular dimension in which an odd-one-out target differs from the nontargets; furthermore, that knowledge is acquired through the elimination of dimensions not containing a target.
A Dual-Route Approach to Orthographic Processing
How different learning constraints, thought to be involved in optimizing the mapping of print to meaning during reading acquisition, might shape the nature of the orthographic code involved in skilled reading are examined.
Beyond single syllables: Large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model
Becoming literate in different languages: similar problems, different solutions.
It is proposed that because languages vary in the consistency with which phonology is represented in orthography, there are developmental differences in the grain size of lexical representations, and accompanying differences in developmental reading strategies across orthographies.
Developmental dyslexia in different languages: language-specific or universal?