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A Connectionist Perspective on Reading and Its Difficulties

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Dyslexia: Advances in Theory and Practice

Part of the book series: Neuropsychology and Cognition ((NPCO,volume 16))

Abstract

Learning to read in an alphabetic system such as English involves both building a sight vocabulary and developing decoding skills. However, the goal of reading, is not merely printed word recognition but also comprehension. Comprehension of text requires the integration of word meanings within narrative structures, making appropriate use of contextual cues and inferences based on general knowledge. Put this way, learning to read is a considerable feat, even for the child who comes to the task well-prepared in terms of their spoken language ability.

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Authors and Affiliations

  1. Dept. of Psychology, University of York, York, YO1 5DD, UK

    Margaret J. Snowling & Charles Hulme

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  1. Margaret J. Snowling
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  2. Charles Hulme
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Editors and Affiliations

  1. Department of Psychology, Göteborg University, Göteborg, Sweden

    Ingvar Lundberg

  2. Center for Reading Research, Stavanger, Norway

    Finn Egil Tønnessen  & Ingolv Austad  & 

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Snowling, M.J., Hulme, C. (1999). A Connectionist Perspective on Reading and Its Difficulties. In: Lundberg, I., Tønnessen, F.E., Austad, I. (eds) Dyslexia: Advances in Theory and Practice. Neuropsychology and Cognition, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4667-8_4

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  • DOI: https://doi.org/10.1007/978-94-011-4667-8_4

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