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Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
Compton, Donald Steacy, Laura M. Petscher, Yaacov Rueckl, Jay G. Landi, Nicole Pugh, Kenneth R.
Compton, Donald
Steacy, Laura M.
Petscher, Yaacov
Rueckl, Jay G.
Landi, Nicole
Pugh, Kenneth R.
Abstract
The overarching goal of the new Florida State University/Haskins Laboratory/University of Connecticut Learning Disability (LD) Hub project is to align computational and behavioral theories of individual word reading development more closely with the challenges of learning to read a quasi-regular orthography (i.e., English) for both typically developing (TD) children and, more specifically, children with dyslexia. Our LD Hub adopts an integrated approach to better understand the neurocognitive bases of individual differences in word reading development by specifically examining the experiential (exogenous) and child-specific (endogenous) factors that determine acquisition of orthographic–phonological knowledge at different subword granularities using behavioral and computational modeling. Findings are intended to enrich understanding of the processes that influence individual differences in word reading development in TD and dyslexic children and significantly inform issues of practice (e.g., curriculum, instruction, diagnosis, and intervention). Here, we briefly provide the rationale for the Hub and present findings from the initial behavioral and computational modeling studies.
Keywords
word reading, dyslexia, reading development, typical development, curriculum, intervention, orthography
Date
2019
Type
Journal article
Journal
Book
Volume
2019
Issue
165
Page Range
55-71
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© 2019 Wiley Periodicals, Inc