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16 - Modeling the Variability of Developmental Dyslexia

from Part II - Cross-Linguistic Perspectives on Developmental Dyslexia

Published online by Cambridge University Press:  27 September 2019

By
Johannes C. Ziegler ,
Conrad Perry  and
Marco Zorzi
Edited by
Ludo Verhoeven ,
Charles Perfetti  and
Kenneth Pugh
Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti
Affiliation:
University of Pittsburgh
Kenneth Pugh
Affiliation:
Yale University, Connecticut
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Summary

Reading is a highly complex task that relies on the integration of visual, orthographic, phonological and semantic information. This complexity is clearly reflected in current computational models of reading (Coltheart et al., 2001; Harm & Seidenberg, 1999, 2004; Perry, Ziegler, & Zorzi, 2007, 2010; Plaut et al., 1996). These models specify the “ingredients” of the reading process in a precise and detailed fashion as they implement the units and computations that are necessary to go from the visual information to word recognition and word production. Such models make it possible to simulate real reading performance in terms of reading latencies (how long it takes to compute the pronunciation of a word or pseudoword) and reading accuracy (whether the output of the model is correct). Computational models are particularly well suited to helping us understand reading impairments, such as developmental or acquired dyslexia.

Type
Chapter
Information
Developmental Dyslexia across Languages and Writing Systems , pp. 350 - 371
Publisher: Cambridge University Press
Print publication year: 2019

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