The DOI matches its Crossref record; 72 of the 72 references it cites were found in a registry or an index.
Letter‐position encoding and dyslexia
Open accessAbstract
This article focuses on applying the SERIOL model of orthographic processing to dyslexia. The model is extended to include a phonological route and reading acquisition. We propose that the temporal alignment of serial orthographic and phonological representations is a key aspect of learning to read, driving the formation of a phonemic encoding. The phonemic encoding and the serial representations are mutually reinforcing, leading to automatic, proficient processing of letter strings. A breakdown in any component of this system leads to the failure to form string‐specific phonological and visual representations, resulting in impaired reading ability.
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Cites
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Auditory temporal perception, phonics, and reading disabilities in children
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Storage of 7 +/- 2 short-term memories in oscillatory subcycles
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Access to the Internal Lexicon
Coltheart, M., Davelaar, E., Jónasson, J. T., & Besner, D. (2022) · Routledge eBooks · doi:10.4324/9781003309734-29 · Cited by 1,306
Language‐specific tuning of visual cortex? Functional properties of the Visual Word Form Area
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“Indeed, the dual-modes account is inconsistent with brain-imaging evidence indicating that lexical access is routed through the LH, independently of presentation location (Cohen et al., 2002).”
BackgroundTo see but not to read; the magnocellular theory of dyslexia
Stein, J. F. (1997) · Trends in Neurosciences · doi:10.1016/s0166-2236(96)01005-3 · Cited by 1,248
Pattern recognition computation using action potential timing for stimulus representation
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Is there a causal link from phonological awareness to success in learning to read?
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Research works printed but not linked: 4
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Sorted by citations
Dyslexia: a deficit in visuo-spatial attention, not in phonological processing
Vidyasagar, T. R., & Pammer, K. (2010) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2009.12.003 · Cited by 651
A Causal Link between Visual Spatial Attention and Reading Acquisition
Franceschini, S., Gori, S., Ruffino, M., Pedrolli, K., & Facoetti, A. (2012) · Current Biology · doi:10.1016/j.cub.2012.03.013 · Cited by 528
“, [40, 41]).”
Towards a universal model of reading
Frost, R. (2012) · Behavioral and Brain Sciences · doi:10.1017/s0140525x11001841 · Cited by 509
A Dual-Route Approach to Orthographic Processing
Grainger, J., & Ziegler, J. C. (2011) · Frontiers in Psychology · doi:10.3389/fpsyg.2011.00054 · Cited by 459
Blomert, L. (2010) · NeuroImage · doi:10.1016/j.neuroimage.2010.11.003 · Cited by 295
“An earlier account, which predicted but did not directly investigate letter–speech sound integration deficits in dyslexia (Whitney and Cornelissen, 2005) assumes that learning to read starts by creating ‘graphonemes’; abstract phonemic presentations linking graphemes and groups of phonetic features.”
BackgroundInfluential
Metadata
- Authors
- Whitney, C., & Cornelissen, P.
- Affiliations
- University of Maryland, College Park (US)
- Newcastle University (GB)
- Corresponding author
- Whitney, Carol
- Venue
- Journal of Research in Reading
- Publisher
- Wiley
- Published
- 2005-08
- Volume
- 28
- Issue
- 3
- Pages
- 274-301
- ISSN
- 0141-0423 (ISSN-L)
- 1467-9817
- OpenAlex
- W2127063205
- Cited by
- 119
- References
- 72
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 3 · 2023: 1 · 2022: 3 · 2021: 1 · 2020: 3 · 2019: 3 · 2018: 3 · 2017: 2 · 2016: 6 · 2015: 2 · 2014: 6 · 2013: 10 · 2012: 12
- FWCI
- 17.90
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Locations
- Journal of Research in Reading (publishedVersion)
- Newcastle University ePrints (Newcastle Univesity)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- dyslexia, orthographic processing, phonological processing, reading acquisition, temporal alignment, visual word recognition
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