丸田忠雄.ec6

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1 * * phonological dyslexiadual-route model lexical route sublexical route visual word recognition Dual- Route Model 1) Triangle Model 2) deep dyslexia surface dyslexia phonological dyslexia K CT word recognition

2 Standard Language Test of Aphasia : SLTA Y SLTA SLTA

3 phonological word finding output lexicon: POL 5),6),7) phonological dyslexia GPC orthographic input lexicon: OIL lexical routegraphemeto-phoneme conversion: GPC 1 sublexical route GPC 1),3),4),5) 1 pseudohomophonegpc. 8) NTT 8)

4 Coltheart et al. (1993) OIL OIL OIL 9) POL whole-word reading

5 GPC e.g., visual word recognition GPC OIL Johnson and Pugh cohort model 9) 2 9) POL GPC Johnson and Pugh GPC OIL GPC GPC OIL POL 10),11)

6 idiolect 3 =? GPC 4 5 POL Johnson and Pugh 9) wickelgraph

7 last resort OIL NTT 8) GPC OIL GPC

8 e.g., GPC 6 1. Coltheart M, Curtis B, Atkins P, Haller M: Models of reading aloud: Dual-route and parallel distributed-processing approaches. Psy- chological Review 1993; 100: Plaut DE, McClelland JL, Seidenberg, MS, Patterson KE: Understanding normal and impaired reading: Computational principles in quasi-regular domains. Psychological Review 1996, 103: last resort 3. Coltheart M, Rastle K, Perry C, Langdon R, GPC Ziegler J: DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review 2001; 108: Harm MW., and Seidenberg, M. S.: Phonology, reading, and dyslexia: Insights from connectionist models. Psychological Review pseudo-words 1999; 163: Southwood MH, Chatterjee A: Simultaneousactivation of reading mechanism: Evidence from a Case of Deep Dyslexia, Brain and Language 1999; 67: Southwood, MH, Chatterjee A: The Interaction of multiple routes in oral reading: Evidence from dissociations in naming and oral Reading in phonological dyslexia. Brain and POL

9 Language 2000; 72: Southwood MH, Chatterjee A: The simultaneous activation hypothesis: Explaining recovery from deep to phonological dyslexia. Brain & Language 2001; 76: Johnson NF, Pugh KR: An examination of cohort models of visual word recognition: On the role of letters in word-level processing. Cognitive Psychology 1994; 26: McClelland JL, Rumelhart DE: An interactive activation model of context effects in letter perception: I. An account of basic findings. Psychological Revview 1981; 88: Taft M: Reading and the mental lexicon. Hillsdale, NJ; Erlbaum, 1991

10 Yamagata Med J (1) Tadao Maruta, Tatsuya Yamagishi* Department of Speech Analysis, Yamagata University Graduate School of Medicine, *Yamagata University Graduate School of Medicine and National Hospital Organization Yamagata Hospital, Yamagata, Japan ABSTRACT Typical reading impairments like deep dyslexia, surface dyslexia and phonological dyslexia have been approached by means of cognitive-neuropsychological models such as dual-route models and triangle models. We think, however, that these models are insufficient as an explanatory model of oral reading in that they take little consideration into the process of visual word recognition, which takes place in the initial stage of the reading routes. Instead, we integrate into our dual-route model the component of visual word recognition, which makes it possible to explain the peculiar reading deficits our patient exhibits specifically with respect to kana letters and two-mora kana non-words. As a result of our dyslexia testing, we have found that since he has impairment with the simultaneous activation of the lexical and sublexical routes, he takes all letter sequences into the former route. We have also claimed that the cohort model of visual word recognition is responsible for his peculiar lexicalization of kana letters. Key words : phonological dyslexia, dual route model, lexical route, sublexical route, visual word recognition

letter by letter reading read R, E, A, D 1

3 2009 10 14 1 1.1 1 1.2 1 letter by letter reading read R, E, A, D 1 1.3 1.4 Exner s writing center hypergraphia, micrographia hypergraphia micrographia 2 3 phonological dyslexia surface dyslexia deep