Incluye Bibliografía

I CASE STUDIES OF ACQUIRED SURFACE DYSLEXIA. — I Introduction. — 1 Whole-word and Analytic Translation of Spelling to Sound in a Non-semantic Reader. — 2 Reading and Writing by Letter Sounds. — 3 Lexicalisation and Reading Performance in Surface Dyslexia. — II COMPREHENSION IN SURFACE DYSLEXIA. — II Introduction. — 4 Routes to Meaning in Surface Dyslexia. — 5 Routes and Strategies in Surface Dyslexia and Dysgraphia. — 6 Common Mechanisms in Dysnomia and Post-semantic Surface Dyslexia: Processing Deficits and Selective Attention. — 7 Word Comprehension inSurface Dyslexia. — III SURFACE DYSLEXIA IN VARIOUS ORTHOGRAPHIES. — III Introduction. — 8 Surface Dyslexia in a Language Without Irregularly Spelled Words. — 9 Surface Dyslexia and Dysgraphia: How Are They Manifested in Japanese?. — 10 Dyslexia in a DravidianLanguage. — IV SURFACE DYSLEXIA AND THE DEVELOPMENT OF READING. — IV Introduction. — 11 Surface Dyslexia: Variations Within a Syndrome. — 12 On How We Read Non-Words: Data From Different Populations. — 13 Beneath the Surface of Developmental Dyslexia. — V MODELLING THE PRONUNCIATION OF PRINT. — V Introduction. — 14 From Orthography to Phonology: An Attempt at an Old Interpretation. — 15 Phonological Reading: From Patterns of Impairment to Possible Procedures. — 16 The "Phonemic" Stage in the Non-lexical Reading Process: Evidence From a Case of Phonological Alexia. — 17 Issues in the Modelling of Pronunciation Assembly in Normal Reading. — VI NEUROLOGICAL APPENDIX. — 18 CT Scan Correlates of Surface Dyslexia

A child with developmental dyslexia or an adult with a reading disorder following brain damage might read the word shoe as 'show', why does this happen? Most current information processing models of reading distinguish between two alternative procedures for the pronunciation of a printed word. The difference between these concerns the level at which orthography is translated to phonology in one, the word-level procedure, a word is read aloud with reference to knowledge specific to that whole word. In the other, the sub-word-level procedure, a printed word is pronounced with reference to knowledge about smaller segments which occur in many different words. Both procedures contribute to normal skilled reading and its acquisition. But if one of the procedures is disrupted, then oral reading will be forced to rely on the alternative routine. Surface dyslexia is a general label for any disorder of reading which results from inadequate functioning of the word-level procedure and in consequence abnormal reliance on sub-word level translation from orthography to phonology. Originally published in 1985, this book provides new evidence about the diverse manifestations of surface dyslexia in adult neurological patients and in children with developmental disorders of reading. The data are drawn from speakers of a range of languages with distinct orthographies. Process models for the pronunciation of print are elaborated, and an appendix gives neurological information on the patients reported.

Un niño con dislexia del desarrollo o un adulto con un trastorno de lectura después de un daño cerebral podría leer la palabra zapato como "espectáculo", ¿por qué sucede esto? La mayoría de los modelos actuales de procesamiento de información de lectura distinguen entre dos procedimientos alternativos para la pronunciación de una palabra impresa. La diferencia entre estos se refiere al nivel en el que la ortografía se traduce a fonología en uno, el procedimiento a nivel de palabra, una palabra se lee en voz alta con referencia al conocimiento específico de esa palabra completa. En el otro, el procedimiento de nivel de subpalabras, una palabra impresa se pronuncia con referencia al conocimiento sobre segmentos más pequeños que ocurren en muchas palabras diferentes. Ambos procedimientos contribuyen a la lectura experta normal y su adquisición. Pero si uno de los procedimientos se interrumpe, la lectura oral se verá obligada a confiar en la rutina alternativa. La dislexia superficial es una etiqueta general para cualquier trastorno de la lectura que resulta del funcionamiento inadecuado del procedimiento a nivel de palabra y, en consecuencia, la dependencia anormal de la traducción a nivel de sub-palabra de ortografía a fonología. Originalmente publicado en 1985, este libro proporciona nueva evidencia sobre las diversas manifestaciones de la dislexia superficial en pacientes neurológicos adultos y en niños con trastornos del desarrollo de la lectura. Los datos se extraen de hablantes de una variedad de idiomas con ortografías distintas. Se elaboran modelos de proceso para la pronunciación de la impresión, y un apéndice proporciona información neurológica sobre los pacientes informados.