Phonological dyslexia is a form of reading disorder in which the ability to read unfamiliar words, or pronounceable non-words, is selectively deficient. It occurs as both a developmental and an acquired dyslexia. The disorder therefore has implications for our understanding both of how children learn to read and of the architecture of the reading system used for normal skilled reading. This special issue describes numerous cases of phonological dyslexia, including a developmental case which has been studied in depth, and the first two published cases of the disorder in Japanese readers. The implications of data from acquired phonological dyslexia for computational models of reading the DRC and Reggia-Berndt dual-route models, and the parallel-distributed-processing model of Plaut and colleagues are discussed.
|Publisher:||Taylor & Francis|
|Series:||Special Issues of Cognitive Neuropsychology Series|
|Product dimensions:||6.00(w) x 9.10(h) x 0.70(d)|
Table of Contents
M. Coltheart, Phonological Dyslexia: Past and Future Issues. R.S. Berndt, A.N. Haendiges, C.C. Mitchum, S.C. Wayland, An Investigation of Nonlexical Reading Impairments. K. Patterson, T. Suzuki, T.N. Wydell, Interpreting a Case of Japanese Phonological Alexia: The Key is in Phonology. S. Sasanuma, H. Ito, K. Patterson, I. Ito, Phonological Alexia in Japanese: A Case Study. M.J. Farah, R.M. Stowe, K.L. Levinson, Phonological Dyslexia: Loss of a Reading-specific Component of the Cognitive Architecture? R.B. Friedman, Phonological Text Alexia: Poor Pseudoword Reading Plus Difficulty Reading Functors and Affixes in Text. D. Howard, W. Best, Developmental Phonological Dyslexia: Real Word Reading Can Be Completely Normal.