Abstract
One of the tasks of experimental psychology is to attempt to discover what the procedures are by which we are able to read — that is, to develop theories which explain how we might proceed from print to meaning (in the case of silent reading for comprhension) or from print to speech (in the case of reading aloud). A variety of such theories has emerged over the past fifteen years. These theories have been concerned solely with the reading of single words, rather than with the reading of continous text; furthermore, they share a particular pretheoretical perspective in that reading is viewed as an information-processing activity. I mean by this that the various processes which go on during reading are characterised as involving the transformation of information from one form of representation to another. Reading for meaning is viewed as transforming an orthographic representation of a word into a semantic representation. Reading aloud is the transformation of orthography into phonology.
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© 1984 Martinus Nijhoff Publishers, The Hague
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Coltheart, M. (1984). Acquired Dyslexias and Normal Reading. In: Malatesha, R.N., Whitaker, H.A. (eds) Dyslexia: A Global Issue. NATO ASI Series, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-6929-2_19
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DOI: https://doi.org/10.1007/978-94-009-6929-2_19
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