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Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models:

Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational... How do children learn to read? How do deficits in various components of the reading network affect learning outcomes? How does remediating one or several components change reading performance? In this article, we summarize what is known about learning to read and how this can be formalized in a developmentally plausible computational model of reading acquisition. The model is used to understand normal and impaired reading development (dyslexia). In particular, we show that it is possible to simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. We therefore advocate a multifactorial computational approach to understanding reading that has practical implications for dyslexia and intervention. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Current Directions in Psychological Science SAGE

Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models:

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References (77)

Publisher
SAGE
Copyright
Copyright © 2022 by Association for Psychological Science
ISSN
0963-7214
eISSN
1467-8721
DOI
10.1177/0963721420915873
Publisher site
See Article on Publisher Site

Abstract

How do children learn to read? How do deficits in various components of the reading network affect learning outcomes? How does remediating one or several components change reading performance? In this article, we summarize what is known about learning to read and how this can be formalized in a developmentally plausible computational model of reading acquisition. The model is used to understand normal and impaired reading development (dyslexia). In particular, we show that it is possible to simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. We therefore advocate a multifactorial computational approach to understanding reading that has practical implications for dyslexia and intervention.

Journal

Current Directions in Psychological ScienceSAGE

Published: May 5, 2020

Keywords: computational modeling; dyslexia; literacy; reading; reading development

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