Reading without Phonology: Evidence from Aphasia

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Abstract
This study of an aphasic dyslexic supports the view that there are separate visual and phonological pathways in reading. The patient retained a reading vocabulary of at least 16 500 words although she was unable to perform operations that critically depend on grapheme-to-phoneme conversion; these included reading nonsense words, recognizing rhymes and homophones, and accessing lexical entries from homophonic spellings such as “kote”. Typographical variation, such as mixed case presentation, did not interfere with her reading performance, which suggests that it is mediated by letter identification rather than by a wholistic method of word recognition. The total performance pattern strongly suggests that this patient identifies words by matching particular letter-strings with their corresponding meanings.

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