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https://hdl.handle.net/2440/133537
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Type: | Journal article |
Title: | Modelling reading development through phonological decoding and self-teaching: implications for dyslexia |
Author: | Ziegler, J.C. Perry, C. Zorzi, M. |
Citation: | Philosophical Transactions of the Royal Society B: Biological Sciences, 2014; 369(1634):20120397-1-20120397-9 |
Publisher: | Royal Society |
Issue Date: | 2014 |
ISSN: | 0962-8436 1471-2970 |
Statement of Responsibility: | Johannes C. Ziegler, Conrad Perry and Marco Zorzi |
Abstract: | The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or 'built-in teacher'. However, all previous connectionist models have learned the task of reading aloud through exposure to a very large corpus of spelling-sound pairs, where an 'external' teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme-phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of reading development can cause dyslexia in the course of reading development. |
Keywords: | Phonological decoding; developmental dyslexia; computational modelling; reading development |
Rights: | © 2013 The Authors. Published by the Royal Society under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/, which permits unrestricted use, provided the original author and source are credited. |
DOI: | 10.1098/rstb.2012.0397 |
Grant ID: | http://purl.org/au-research/grants/arc/DP120100883 |
Published version: | http://dx.doi.org/10.1098/rstb.2012.0397 |
Appears in Collections: | Psychology publications |
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hdl_133537.pdf | Published version | 665.94 kB | Adobe PDF | View/Open |
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