Dual and Single Route Models for Beginning Readers
A Comparison by Means of Multinomial Processing Tree Models
Abstract
There has been a lot of attention for the idea that the reading of a single word (visual word recognition) involves a single mechanism only. This mechanism first maps the orthographic input onto a sublexical phonological code via which, in a second step, the lexicon is accessed. This mechanism is called a single route phonological model, and it should be contrasted with a dual route model, which also assumes an orthographic route. This orthographic route maps the orthographic input onto a lexical orthographic code without phonological recoding. In this paper, both the single route phonological and the dual route models were formulated as multinomial processing tree (MPT) models. These two MPT models were applied to the data of two experiments in which the participants (children in Grades 1 and 2) had to give a combined naming and lexical decision response to four types of stimuli (words and three types of nonwords). The dual route model gave a much better explanation of these data than the single route phonological model.
References
(1977). How children get meaning from printed words. Child Development, 48, 586–594.
(1999). Theoretical and empirical review of multinomial processing tree modelling. Psychonomic Bulletin & Review, 6, 57–86.
(1980). Lexical access and the spelling-to-sound regularity effect. Memory & Cognition, 8, 424–432.
(1978). Perceptual flexibility in word recognition: Strategies affect orthographic computation but not lexical access. Journal of Experimental Psychology: Human Perception and Performance, 4, 678–690.
(1978). Lexical access in simple reading tasks. In , Strategies of information processing (pp. 151–216). London: Academic Press.
(1980). Reading, phonological recoding and deep dyslexia. In , Deep dyslexia (pp. 197–226). London: Routledge & Kegan Paul.
(1993). Models of reading aloud: Dual-route and parallel-distributed processing approaches. Psychological Review, 100, 589–608.
(1977). Access to the mental lexicon. In , Attention and performance VI (pp. 535–555). London: Academic Press.
(1994). Serial processing and reading aloud: Evidence for dual-route models of reading. Journal of Experimental Psychology: Human Perception and Performance, 20, 1197–1211.
(2001). A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–256.
(1998). Toward a strong phonological theory of visual word recognition: True issues and false trails. Psychological Bulletin, 123, 71–99.
(1972). One second of reading. In , Language by ear and by eye (pp. 331–358). Cambridge, MA: MIT Press.
(2000). Model selection based on minimum description length. Journal of Mathematical Psychology, 44, 133–152.
(1994). The statistical analysis of general processing tree models with the EM algorithm. Psychometrika, 59, 21–47.
(1975). Speech recoding in reading. Journal of Verbal Learning and Verbal Behavior, 24, 323–339.
(1994a). Visual lexical access is initially phonological: 1. Evidence from associative priming by words, homophones, and pseudohomophones. Journal of Experimental Psychology: General, 123, 107–128.
(1994b). Visual lexical access is initially phonological: 2. Evidence from phonological priming by homophones and pseudohomophones. Journal of Experimental Psychology: General, 123, 331–353.
(2002). The role of orthographic and phonological codes in the word and the pseudoword superiority effect: An analysis by means of multinomial processing tree models. Journal of Experimental Psychology: Human Perception and Performance, 28, 1409–1431.
(1981). Phonological recoding and reading. Psychological Bulletin, 89, 217–245.
(1991). Veilig leren lezen: Structuurmethode voor het aanvankelijk leesonderwijs [
Learning to read safely: Structural method for beginning reading instruction ]. Tilburg: Zwijsen.(1985). Race models and analogy theories: A dead heat? Reply to seidenberg. Cognition, 20, 155–168.
(1991). Dual-route models of print to sound: Still a good horse race. Psychological Research, 53, 13–24.
(1977). Aphasia, dyslexia, and the phonological coding of written words. Quarterly Journal of Experimental Psychology, 29, 307–318.
(1988). Multinomial modeling and the measurement of cognitive processes. Psychological Review, 95, 318–339.
(1987). Stochastic complexity. Journal of the Royal Statistical Society, B, 49, 223–239.
(1996). Fisher information and stochastic complexity. IEEE Transactions on Information Theory, 42, 40–47.
(1971). Evidence for phonemic recoding in visual word recognition. Journal of Verbal Learning and Verbal Behavior, 10, 645–657.
(1980). The primacy of visual information in the analysis of letter strings. Perception & Psychophysics, 27, 153–162.
(2008). Assessing individual differences in categorical data. Psychonomic Bulletin & Review, 15, 713–731.
(1973). The role of syllables in perceptual processing. Cognitive Psychology, 5, 71–89.
(1978). Experiments on the spelling-to-sound regularity effect in word recognition. Memory & Cognition, 7, 410–415.
(1994). The interdependence of form and function in cognitive systems explains perception of printed words. Journal of Experimental Psychology: Human Perception and Performance, 20, 1269–1291.
(1988). Word identification in reading proceeds from from spelling to sound to meaning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 371–385.
(1990). Word identification in reading and the promise of subsymbolic psycholinguistics. Psychological Review, 97, 488–522.
