Fundamental to this book is an attempt to understand the nature of individual differences in word and nonword reading by connecting three literatures that have developed largely in isolation from one another: the literatures on acquired dyslexia, difficulties in learning to read, and precocious reading.

Originally published in 1987 this volume presented a comprehensive state-of-the-art account of what was known about the psychology of reading at the time. All the fundamental aspects of reading are considered: visual attention, visual feature analysis, visual masking, letter and word recognition, priming effects, eye movements in reading, phonological processing, working memory and reading, parsing, sentence comprehension, and text integration. The subject of reading is approached from a variety of different theoretical perspectives, including cognitive psychology, connectionism, neuropsychology and linguistics. This broad and comprehensive review will still be of value for undergraduate and graduate teaching as well as research workers engaged in experimental or theoretical investigations of any aspect of the psychology of reading.

Damage to the brain can impair language in many different ways, severely harming some linguistic functions whilst sparing others. To achieve some understanding of the apparently bewildering diversity of language disorders, it is necessary to interpret impaired linguistic performance by relating it to a model of normal linguistic performance. Originally published in 1987, this book describes the application of such models of normal language processing to the interpretation of a wide variety of linguistic disorders. It deals with both the production and the comprehension of language, with language at both the sentence and the single-word level, with written as well as with spoken language and with acquired as well as with developmental disorders.

The journal Cognitive Neuropsychology began publication in 1984. In 2004, a special symposium was held at the annual European Workshop on Cognitive Neuropsychology at Bressanone to take stock of the developments in cognitive neuropsychology represented by the first twenty volumes of the journal, and this book is the result. In the book, prominent cognitive neuropsychologists provide state-of-the-art overviews of what cognitive neuropsychology has told us about the normal mechanisms of conceptual representation, spoken word production, the comprehension and construction of sentences, reading, spelling, memory, visual attention, visual object recognition, and everyday action and planning. Key topics that are covered include computational cognitive neuropsychology, the relationship of cognitive neuropsychology to cognitive neuroscience, modularity, and the current status of such traditional features of cognitive neuropsychology as the rejection of group studies in favour of single case studies and the rejection of the study of syndromes in favour of the study of symptoms.

Originally published in 1987 this volume presented a comprehensive state-of-the-art account of what was known about the psychology of reading at the time. All the fundamental aspects of reading are considered: visual attention, visual feature analysis, visual masking, letter and word recognition, priming effects, eye movements in reading, phonological processing, working memory and reading, parsing, sentence comprehension, and text integration. The subject of reading is approached from a variety of different theoretical perspectives, including cognitive psychology, connectionism, neuropsychology and linguistics. This broad and comprehensive review will still be of value for undergraduate and graduate teaching as well as research workers engaged in experimental or theoretical investigations of any aspect of the psychology of reading.

Damage to the brain can impair language in many different ways, severely harming some linguistic functions whilst sparing others. To achieve some understanding of the apparently bewildering diversity of language disorders, it is necessary to interpret impaired linguistic performance by relating it to a model of normal linguistic performance. Originally published in 1987, this book describes the application of such models of normal language processing to the interpretation of a wide variety of linguistic disorders. It deals with both the production and the comprehension of language, with language at both the sentence and the single-word level, with written as well as with spoken language and with acquired as well as with developmental disorders.

The journal Cognitive Neuropsychology began publication in 1984. In 2004 a special symposium was held at the annual European Workshop on Cognitive Neuropsychology at Bressanone to take stock of the developments in cognitive neuropsychology represented by the first twenty volumes of the journal, and this book is the result. In the book, prominent cognitive neuropsychologists provide state-of-the-art overviews of what cognitive neuropsychology has told us about the normal mechanisms of conceptual representation, spoken word production, the comprehension and construction of sentences, reading, spelling, memory, visual attention visual object recognition, and everyday action and planning. Key topics that are covered include computational cognitive neuropsychology, the relationship of cognitive neuropsychology to cognitive neuroscience, modularity, and the current status of such traditional features of cognitive neuropsychology as the rejection of group studies in favour of single case studies and the rejection of the study of syndromes in favour of the study of symptoms.

This new book provides fresh and original perspectives on the nature of individual differences in word and nonword reading. It does so by connecting three literatures that have developed largely in isolation from one another: the literatures on acquired dyslexia, difficulties in learning to read, and recocious reading. Jackson, a developmental psychologist, reconsiders her own and other recent studies of the cognitive psychology of precocious reading and hyperlexia. Coltheart, a cognitive neuropsychologist, draws on his own and others' studies of adults with acquired dyslexias. These literatures and studies of both developmental dyslexia and "garden variety" poor reading in children are examined to show how careful attention to methodological and conceptual issues can highlight similarities and differences across these diverese groups of readers.
Central to the authors' analysis is their argument for a distinction between proximal and distal causes of atypical reading. Proximal causes are cognitive explanations are the level of an individual's current reading system. Distal causes, which are likely to be less consistent across groups, include biological mechanisms and reading experiences. The authors analyses of proximal causes of atypical reading are presented in the context of Coltheart's dual-route cascaded (DRC) model of word and nonword reading. Routes to Reading Success and Failure will be of interest to a broad range of readers concerned with reading and its difficulties in cognitive psychology, neuropsychology, child development, and education.

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