Dualroute Theory Of Reading

One of the most influential current theories of word processing and reading is called the dual-route theory (cf., dual-route cascaded model of reading; Bates, Castles, Coltheart, Gillespie, Wright, & Martin, 2004) which proposes the existence of two functionally independent mechanisms of processing words: one involves access to "lexical knowledge," and the other involves access to "nonlexical grapheme-to-phoneme conversion." Thus, in the "strong version" of dual-route theory, it is held that in skilled readers there exist independent lexical and nonlexical routes for processing words (cf., Coltheart, 1981, 2004) where - in either of these routes - one may recognize or name words, and the dependence of word recognition or naming on either route is determined by their relative speed, the strategy adopted in the particular task, or both. One means of word processing, the lexical processing route, is thought to operate by a direct mapping of a word's visual characteristics onto a stored lexical representation. The other means, the nonlexical processing route, operates by translating the word's graphemic code into a phonological code on the basis of a small set of abstracted spelling-to-sound rules; such rules are nonlexical because their operation does not depend on word-specific spelling-to-sound knowledge. The dual-route theory has been used to examine issues such as the processing of "nonwords," the "spelling regularity effects," and the way in which reading may be impaired following "selective damage" to either of the two routes. Although the dual-route theory of reading has become highly popular in the area of word-processing analysis, the claims for an independent "nonlexical processing" route have been called into question recently (e.g., Humphreys & Evett, 1985). See also INFORMA-TION/INFORMA-TION-PROCESSING THEORY; PARALLEL DISTRIBUTED PROCESSING MOD-EL; PATTERN/OBJECT RECOGNITION THEORY. REFERENCES

Coltheart, M. (1981). Disorders of reading and their implications for models of normal reading. Visible Language, 15, 245-286. Humphreys, G. W., & Evett, L. J. (1985). Are there independent lexical and nonlexical routes in word processing? An evaluation of the dual-route theory of reading. The Behavioral and Brain Sciences, 8, 689-740.

Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychologi-calReview, 100, 589-608. Bates, T., Castles, A., Coltheart, M., Gillespie, N., Wright, M., & Martin, N. (2004). Behavior genetic analyses of reading and spelling: A component processes approach. Australian Journal of Psychology, 56, 115-126. Coltheart, M. (2004). Are there lexicons?

Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 57A, 1153-1171.

Helping Your Child Learn To Read

Helping Your Child Learn To Read

When parents help their children learn to read, they help open the door to a new world. As a parent, you can begin an endless learning chain: You read to your children, they develop a love of stories and poems, they want to read on their own, they practice reading, and finally they read for their own information or pleasure. They become readers, and their world is forever expanded and enriched.

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