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Two routes or one in reading aloud? A connectionist dual-process model.
16 references·16 citing·30 second hopsampled
Two routes or one in reading aloud? A connectionist dual-process model. (1998)Two routes or one in reading aloud? A con…Access to the Internal Lexicon (2022)Access to the Internal LexiconBasic Processes in Reading (2012)Basic Processes in ReadingUnderstanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Understanding normal and impa…Rethinking Innateness: A Connectionist Perspective on Development (1996)Rethinking Innateness: A Conn…Varieties of developmental dyslexia (1993)Varieties of developmental dy…Models of reading aloud: Dual-route and parallel-distributed-processing approaches. (1993)Models of reading aloud: Dual…Phonological skills and learning to read (1991)Phonological skills and learn…A distributed, developmental model of word recognition and naming. (1989)A distributed, developmental …Attention and Performance XII: The Psychology of Reading (1987)Attention and Performance XII…Reading Research Advances in Theory and Practice (1985)Reading Research Advances in …Categorizing sounds and learning to read—a causal connection (1983)Categorizing sounds and learn…An interactive activation model of context effects in letter perception: II. The contextual enhancement effect and some tests and extensions of the model. (1982)An interactive activation mod…An interactive activation model of context effects in letter perception: I. An account of basic findings. (1981)An interactive activation mod…Does awareness of speech as a sequence of phones arise spontaneously? (1979)Does awareness of speech as a…Lexical access in simple reading tasks (1978)Lexical access in simple read…Explicit syllable and phoneme segmentation in the young child (1974)Explicit syllable and phoneme…Modelling reading development through phonological decoding and self-teaching: implications for dyslexia (2013)Modelling reading development…Models of the reading process (2010)Models of the reading processVisual word recognition of multisyllabic words (2009)Visual word recognition of mu…Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia (2009)Multisensory Spatial Attentio…Cracking the orthographic code: An introduction (2008)Cracking the orthographic cod…Reading normal and degraded words: Contribution of the dorsal and ventral visual pathways (2007)Reading normal and degraded w…Developmental dyslexia and the dual route model of reading: Simulating individual differences and subtypes (2007)Developmental dyslexia and th…The relationship between visuo-spatial attention and nonword reading in developmental dyslexia (2006)The relationship between visu…Masked phonological priming effects in English: Are they real? Do they matter? (2006)Masked phonological priming e…Letter position coding in printed word perception: Effects of repeated and transposed letters (2004)Letter position coding in pri…NORMAL AND IMPAIRED SPELLING IN A CONNECTIONIST DUAL-ROUTE ARCHITECTURE (2003)NORMAL AND IMPAIRED SPELLING …Are developmental disorders like cases of adult brain damage? Implications from connectionist modelling (2002)Are developmental disorders l…Identical Words are Read Differently in Different Languages (2001)Identical Words are Read Diff…The role of morphological constituents in reading Finnish compound words. (2000)The role of morphological con…Serial and strategic effects in reading aloud. (1999)Serial and strategic effects …Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Understanding normal and impa…On language and connectionism: Analysis of a parallel distributed processing model of language acquisition (1988)FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002)Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes. (2004)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)Extensional versus intuitive reasoning: The conjunction fallacy in probability judgment. (1983)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)DRC: A dual route cascaded model of visual word recognition and reading aloud. (2001)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)The English Lexicon Project (2007)Interaction of information in word recognition. (1969)Processing interactions and lexical access during word recognition in continuous speech (1978)The TRACE model of speech perception (1986)Orthographic processing in visual word recognition: A multiple read-out model. (1996)How Psychological Science Informs the Teaching of Reading (2001)Individual Choice Behavior (1962)Toward a theory of automatic information processing in reading (1974)A Focus Theory of Normative Conduct: A Theoretical Refinement and Reevaluation of the Role of Norms in Human Behavior (1991)A Study of Writing (1954)Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Learning to Read Words: Theory, Findings, and Issues (2005)Morphology : A study of the relation between meaning and form. By Joan L. Bybee (Typological studies in language, 9.) Amsterdam & Philadelphia: Benjamins, 1985. Pp. xii, 234. Cloth $33.00, paper $20.00. (1987)The magical number 4 in short-term memory: A reconsideration of mental storage capacity (2001)School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. (2002)Are Emotions Natural Kinds? (2006)Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. (2004)Phonological skills and their role in learning to read: A meta-analytic review. (2012)Child Development and Emergent Literacy (1998)Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children (1988)Learning to read and write: A longitudinal study of 54 children from first through fourth grades. (1988)
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References

  • 1981An interactive activation model of context effects in letter perception: I. An account of basic findings.4,887 cited
  • 1989A distributed, developmental model of word recognition and naming.3,902 cited
  • 1983Categorizing sounds and learning to read—a causal connection3,022 cited
  • 1996Understanding normal and impaired word reading: Computational principles in quasi-regular domains.2,699 cited
  • 1996Rethinking Innateness: A Connectionist Perspective on Development1,991 cited
  • 1993Models of reading aloud: Dual-route and parallel-distributed-processing approaches.1,739 cited
  • 1985Reading Research Advances in Theory and Practice1,613 cited
  • 1982An interactive activation model of context effects in letter perception: II. The contextual enhancement effect and some tests and extensions of the model.1,526 cited
  • 1991Phonological skills and learning to read1,492 cited
  • 1974Explicit syllable and phoneme segmentation in the young child1,378 cited
  • 2022Access to the Internal Lexicon1,303 cited
  • 1987Attention and Performance XII: The Psychology of Reading1,187 cited
  • 1979Does awareness of speech as a sequence of phones arise spontaneously?1,138 cited
  • 1978Lexical access in simple reading tasks1,064 cited
  • 2012

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Basic Processes in Reading
983 cited
  • 1993Varieties of developmental dyslexia981 cited
  • Cited by

    • 2008Cracking the orthographic code: An introduction326 cited
    • 2007Reading normal and degraded words: Contribution of the dorsal and ventral visual pathways303 cited
    • 2009Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia303 cited
    • 2004Letter position coding in printed word perception: Effects of repeated and transposed letters283 cited
    • 2009Visual word recognition of multisyllabic words275 cited
    • 2002Are developmental disorders like cases of adult brain damage? Implications from connectionist modelling269 cited
    • 1996Understanding normal and impaired word reading: Computational principles in quasi-regular domains.264 cited
    • 2006The relationship between visuo-spatial attention and nonword reading in developmental dyslexia251 cited
    • 2007Developmental dyslexia and the dual route model of reading: Simulating individual differences and subtypes249 cited
    • 2006Masked phonological priming effects in English: Are they real? Do they matter?237 cited
    • 2001Identical Words are Read Differently in Different Languages230 cited
    • 1999Serial and strategic effects in reading aloud.222 cited
    • 2013Modelling reading development through phonological decoding and self-teaching: implications for dyslexia204 cited
    • 2000The role of morphological constituents in reading Finnish compound words.203 cited
    • 2003NORMAL AND IMPAIRED SPELLING IN A CONNECTIONIST DUAL-ROUTE ARCHITECTURE193 cited
    • 2010Models of the reading process192 cited