PubMed · 15394044
The source did not provide an abstract. Follow the original record for more information.
Explore connections, maps & timelines
S E C TURVEY. 1949. Dyslexia.. https://pubmed.ncbi.nlm.nih.gov/15394044/
Cite the original work for its findings. Save a collection to share your selection of sources.
KEEP EXPLORING
Morphological errors in reading aloud (e.g., sexist-->sexy) are a central feature of the symptom-complex known as deep dyslexia, and have historically been viewed as evidence that representations at some level of the reading system are morphologically structured. However, it has been proposed (Funnell, 1987) that morphological errors in deep dyslexia are not morphological in nature but are actually a type of visual error that arises when a target word that cannot be read aloud (by virtue of its low imageability and/or frequency) is modified to form a visually similar word that can be read aloud (by virtue of its higher imageability and/or frequency). In the work reported here, the deep dyslexic patient DE read aloud lists of genuinely suffixed words (e.g., killer), pseudosuffixed words (e.g., corner), and words with non-morphological embeddings (e.g., cornea). Results revealed that the morphological status of a word had a significant influence on the production of stem errors (i.e., errors that include the stem or pseudostem of the target): genuinely suffixed words yielded more stem errors than pseudosuffixed words or words with non-morphological embeddings. This effect of morphological status could not be attributed to the relative levels of target and stem imageability and/or frequency. We argue that this pattern of data indicates that apparent morphological errors in deep dyslexic reading are genuinely morphological, and discuss the implications of these errors for theories of deep dyslexia.
Explore the source record for details and available documents.
Recent functional neuroimaging studies are generating novel insights into our knowledge of skilled and disturbed reading. In neurologically normal subjects, a double dissociation in neural activation in response to reading words and pseudowords has been revealed that corresponds to that observed in the comparison of semantic and phonological tasks. In patients with acquired dyslexia, functional imaging is demonstrating re-organisation within the reading system; in developmental dyslexia, functional imaging is being used to identify the impact of rehabilitation. Together, these findings have implications for cognitive models of reading that have previously relied on input from behavioural data.