A connectionist perspective on the development of reading skills in children

M. Snowling*, C. Hulme, K. Nation

*Corresponding author for this work

    Research output: Contribution to journalReview articlepeer-review

    19 Citations (Scopus)

    Abstract

    The development of decoding skills has traditionally been viewed as a stage-like process during which children's reading strategies change as a consequence of the acquisition of phonological awareness. More explicit accounts of the mechanisms involved in learning to read are provided by recent connectionist models in which children learn mappings initially between orthography and phonology, and later between orthography, phonology and semantics. Evidence from studies of reading development suggests that learning to read is determined primarily by the status of a child's phonological representations and is therefore compromised in dyslexic children who have phonological deficits. Children who have language impairments encompassing deficits in semantic representations have qualitatively different reading problems centring on difficulties with reading comprehension and in learning to read exception words.

    Original languageEnglish
    Pages (from-to)88-91
    Number of pages4
    JournalTrends in Cognitive Sciences
    Volume1
    Issue number3
    Publication statusPublished - Jun 1997

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