and phonological representations that capture better the relevant structure among the written and spoken forms of words. In a number of simulation experiments, networks using the new representations learn to read both regular and exception words, including low-frequency exception words, and yet are still able

We investigated the relationship between dyslexia and three aspects of language: speech perception, phonology and morphology. Reading and language tasks were administered to dyslexics aged 8-9 years, and two normal reader groups (age-matched and reading-level matched). Three dyslexic groups were

resonance imaging, we measured brain responses to spoken and written language, visual faces, houses, tools, and checkers in adults of variable literacy (10 were illiterate, 22 became literate as adults, and 31 were literate in childhood). As literacy enhanced the left fusiform activation evoked

We investigated the relationship between dyslexia and three aspects of language: speech perception, phonology, and morphology. Reading and language tasks were administered to dyslexics aged 8–9 years and to two normal reader groups (age-matched and reading-level matched). Three dyslexic groups were

Abstract: In this study, we looked for the presence of vertical heterophoria (VH) in 42 dyslexic children (22 males and 20 females) aged 118.5±12.9 months who were compared with a control group of 22 nondyslexic children (eleven males and eleven females) aged 112±9.8 months. Dyslexics presented a

to maximize this generalization. A network previously shown to model impairments in mapping orthography to semantics was retrained after damage. The degree of relearning and generalization depended on the location of the lesion, and had interesting implications for understanding the nature and variability

Enhanced activation of the left inferior frontal

An analysis of normal and dyslexic readers ’ reaction-time (RT) performance in a standard visual-detection task (Experiment A) and in temporally primed visual detection (Experiment B) reveals a tendency for significantly longer search and detection RTs for dyslexic relative to the performance

in young children

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature