Phonology, reading acquisition, and dyslexia: Insights from connectionist models.
Abstract
The development of reading skill and bases of developmental dyslexia were explored using connectionist models. Four issues were examined: the acquisition of phonological knowledge prior to reading, how this knowledge facilitates learning to read, phonological and nonphonological bases of dyslexia, and effects of literacy on phonological representation. Compared with simple feedforward networks, representing phonological knowledge in an attractor network yielded improved learning and generalization. Phonological and surface forms of developmental dyslexia, which are usually attributed to impairments in distinct lexical and nonlexical processing "routes," were derived from different types of damage to the network. The results provide a computationally explicit account of many aspects of reading acquisition using connectionist principles.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Effects of consistency or ambiguity of spelling-sound correspondence within language have been successfully simulated in connectionist and exemplar-based computational models.
“these effects of consistencyor ambiguityof spelling-sound correspondence within language have been successfullysimulated in connectionist (Harm & Seidenberg, 1999; Plaut, McClelland, Seidenberg, & Patterson, 1996; Seidenberg & McClelland, 1989; Zorzi, Houghton, & Butterworth, 1998) and exemplar-based (Ellis & Hicks, 2000) computational models.”
From FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition (2002) · cites this paper as Harm & Seidenberg, 1999
Cites
Catastrophic Interference in Connectionist Networks: The Sequential Learning Problem
McCloskey, M., & Cohen, N. J. (1989) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60536-8 · Cited by 3,770 · see citing works
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303 · see citing works
Temporal Processing Deficits of Language-Learning Impaired Children Ameliorated by Training
Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., & Tallal, P. (1996) · Science · doi:10.1126/science.271.5245.77 · Cited by 1,000 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Ellis, N. C. (2002) · Studies in Second Language Acquisition · doi:10.1017/s0272263102002024 · Cited by 2,230 · see citing works
Developmental Dyslexia and Specific Language Impairment: Same or Different?
Bishop, D. V. M., & Snowling, M. J. (2004) · Psychological Bulletin · doi:10.1037/0033-2909.130.6.858 · Cited by 1,356 · see citing works
From single to multiple deficit models of developmental disorders
PENNINGTON, B. (2006) · Cognition · doi:10.1016/j.cognition.2006.04.008 · Cited by 1,167 · see citing works
What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension.
Ouellette, G. P. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.3.554 · Cited by 1,027 · see citing works
Share, D. L. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.4.584 · Cited by 1,022 · see citing works
Beyond phonological skills: broader language skills contribute to the development of reading
Nation, K., & Snowling, M. J. (2004) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2004.00238.x · Cited by 669 · see citing works
Baayen, R. H., Milin, P., Đurđević, D. F., Hendrix, P., & Marelli, M. (2011) · Psychological Review · doi:10.1037/a0023851 · Cited by 595 · see citing works
Jones, M., & Love, B. C. (2011) · Behavioral and Brain Sciences · doi:10.1017/s0140525x10003134 · Cited by 533 · see citing works
Deficits in perceptual noise exclusion in developmental dyslexia.
Sperling, A. J., Lu, Z.-L., Manis, F. R., & Seidenberg, M. S. (2005) · Nature Neuroscience · doi:10.1038/nn1474 · Cited by 296 · see citing works
Sprenger-Charolles, L., Siegel, L. S., Béchennec, D., & Serniclaes, W. (2003) · Journal of Experimental Child Psychology · doi:10.1016/s0022-0965(03)00024-9 · Cited by 277 · see citing works
The development of reading impairment: A cognitive neuroscience model
McCandliss, B. D., & Noble, K. G. (2003) · Mental Retardation and Developmental Disabilities Research Reviews · doi:10.1002/mrdd.10080 · Cited by 265 · see citing works
Ziegler, J. C., Perry, C., & Zorzi, M. (2014) · Philosophical Transactions of the Royal Society B: Biological Sciences · doi:10.1098/rstb.2012.0397 · Cited by 204 · see citing works
Getting to the bottom of orthographic depth.
Schmalz, X., Marinus, E., Coltheart, M., & Castles, A. (2015) · Psychonomic Bulletin & Review · doi:10.3758/s13423-015-0835-2 · Cited by 195 · see citing works
Critical branching neural networks.
Kello, C. T. (2013) · Psychological Review · doi:10.1037/a0030970 · Cited by 63 · see citing works
Pennington, B. F. (2005) · Biological Psychiatry · doi:10.1016/j.biopsych.2005.03.010 · Cited by 54 · see citing works
- Authors
- Harm, M. W., & Seidenberg, M. S.
- Affiliations
- University of Southern California (US)
- ORCID
- Seidenberg, Mark S.
- Venue
- Psychological Review
- Published
- 1999
- Volume
- 106
- Issue
- 3
- Pages
- 491-528
- ISSN
- 0033-295X (ISSN-L)
- 1939-1471
- OpenAlex
- W2158572527
- Cited by
- 927
- References
- 3
- Citations by year
- 2026: 13 · 2025: 24 · 2024: 21 · 2023: 22 · 2022: 28 · 2021: 24 · 2020: 26 · 2019: 38 · 2018: 26 · 2017: 31 · 2016: 34 · 2015: 31 · 2014: 34 · 2013: 45 · 2012: 51
- FWCI
- 58.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Review (publishedVersion)
- PubMed (publishedVersion)
- Funders
- U.S. Public Health Service (29891)
- National Institute of Mental Health (NIMH 01188, K02MH001188, NIMH 47566, P01MH047566)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Keywords
- reading acquisition, developmental dyslexia, phonological knowledge, connectionist models, attractor networks, phonological representation, lexical processing, surface dyslexia, phonological dyslexia, generalization
- MeSH terms
- Child, Dyslexia, Humans, Phonation, Psychological Theory, Reading, Neural Networks, Computer
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
