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How strong is the relationship between general phonological processes and pseudo-word reading? (51st Academy of Aphasia Proceedings)

Roberts, DJ and Owen-Booth, B and Tainturier, M (2013) How strong is the relationship between general phonological processes and pseudo-word reading? (51st Academy of Aphasia Proceedings). Procedia - Social and Behavioral Sciences, 94. pp. 157-158. ISSN 1877-0428

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Abstract

Phonological dyslexia (PD) is an acquired reading disorder characterised by an abnormally strong lexicality effect, i.e., with impaired pseudo-word reading contrasting with relatively preserved real word reading (Beauvois & Derouesne, 1979). Parallel distributed models of reading aloud (Harm & Seidenberg, 2001) have made the strong
claim that PD is due to a general, non-reading specific deficit to central phonological representations which
manifests during pseudo-word reading due to the inherently high demands they place on the phonological system.
Under this account, patients with impaired phonology should show impaired pseudo-word reading and vice-versa.
Consistent with this view, phonological deficits frequently co-occur with PD (Friedman, 1996). In contrast, dual route
models posit that PD may result from a deficit to grapheme-phoneme conversion processes (sublexical reading
process) that does not have to implicate a general phonological deficit. We present two cases that directly challenge the phonological deficit view.

Item Type: Article
Additional Information: NOTICE: this is the author’s version of a work that was accepted for publication in Procedia - Social and Behavioral Sciences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Procedia - Social and Behavioral Sciences, vol.94 (2013) available at: http://dx.doi.org/10.1016/j.sbspro.2013.09.077
Uncontrolled Keywords: Social Sciences; Psychology, Clinical; Psychology; ALEXIA
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Natural Sciences and Psychology
Publisher: Elsevier
Related URLs:
Date Deposited: 25 Feb 2015 14:59
Last Modified: 25 Feb 2015 14:59
DOI or Identification number: 10.1016/j.sbspro.2013.09.077
Editors: Hamilton, AC
URI: http://researchonline.ljmu.ac.uk/id/eprint/483

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