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26 - Literacy

Understanding Normal and Impaired Reading Development through Personalized Large-Scale Neurocomputational Models

from Part III - Education and School-Learning Domains

Published online by Cambridge University Press:  24 February 2022

By
Johannes C. Ziegler ,
Conrad Perry  and
Marco Zorzi
Edited by
Olivier Houdé  and
Grégoire Borst
Olivier Houdé
Affiliation:
Université de Paris V
Grégoire Borst
Affiliation:
Université de Paris V
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Summary

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 chapter, we summarize what we know about learning-to-read and how previous computational models have tackled this issue. We then present our developmentally plausible computational model of reading acquisition and show how it helps to understand both 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. The work advocates a multi-factorial computational approach of understanding reading that has practical implications for dyslexia and intervention.

Type
Chapter
Information
The Cambridge Handbook of Cognitive Development , pp. 554 - 565
Publisher: Cambridge University Press
Print publication year: 2022

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