orthography
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Learning-to-read and dyslexia: a cross-language computational perspective
How do children learn to read in different countries? How do deficits in various components of the reading network affect learning outcomes? What are the consequences of such deficits in different languages? In this talk, I will present a full-blown developmentally plausible computational model of reading acquisition that has been implemented in English, French, Italian and German. The model can simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. I will use the model to show how cross-language differences affect the learning-to-read process in different languages and to investigate to what extent similar deficits will produce similar or different manifestations of dyslexia in different languages.
THE INTERPLAY BETWEEN ORTHOGRAPHY AND PHONOLOGY PROCESSING IN THE LEFT VENTRAL OCCIPITO-TEMPORAL CORTEX: RELATION TO READING ACQUISITION AND DYSLEXIA
FENS Forum 2026
Non-Human Recognition of Orthography: How is it implemented and how does it differ from Human orthographic processing
Bernstein Conference 2024
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