Abstract
The study of patients with acquired reading disorders has contributed significantly to the formulation and development of models of the normal reading process (e.g., Coltheart, 1981; Patterson, 1981; Saffran, in press; Shallice, 1981; Martin & Caramazza, in press). Various forms of acquired dyslexia have been described providing a rich source of constraints on the structure and organisation of the lexicon and of the cognitive mechanisms implicated in the reading process. The explanation within a single, coherent framework of such diverse symptoms as the production of semantic (e.g., reading “table” as “chair”) or morphological (e.g., reading “walked” as “walking”) paralexias or the ability to read some types of words (e.g., nouns or regularly spelled words) but not other types (e.g., function words or irregularly spelled words), and so forth, severely reduces our options in formulating a model of normal reading which when appropriately lesioned produces the various symptoms and symptom complexes observed.
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Reference Notes
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Caramazza, A. (1991). Reading Mechanisms and The Organisation of the Lexicon Evidence from Acquired Dyslexia. In: Issues in Reading, Writing and Speaking. Neuropsychology and Cognition, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-3740-9_2
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DOI: https://doi.org/10.1007/978-94-011-3740-9_2
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