Reading Difficulties in the Framework of a Cognitive Model: A Review

Advances in research on reading deficits from a cognitive perspective, in which reading ability is explained in terms of linguistic processing, are examined with focus on the empirical support for hypotheses about the reading process proposed since 1966. The development of the cognitive paradigm & the consequent reconceptualization of the notion of dyslexia have permitted experimental study of individual differences in processing ability in normal readers. Such differences are attributable to phonological processing in verbal working memory (VWM); it is argued that explanations of experimental results must take into account characteristics of the linguistic apparatus, the phonological nature of VWM coding, & the structure of the writing system. 81 References. Adapted from the source document