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Hits 1 – 20 of 26
1
Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
Ziegler, Johannes C.
;
Perry, Conrad
;
Zorzi, Marco
In: Current Directions in Psychological Science, Vol. 29, no. 3 (Jun 2020), pp. 293-300 (2020)
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2
Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
Ziegler, Johannes C.
;
Perry, Conrad
;
Zorzi, Marco
In: Curr Dir Psychol Sci (2020)
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3
Understanding Dyslexia Through Personalized Large-Scale Computational Models ...
Perry, Conrad
;
Zorzi, Marco
;
Ziegler, Johannes C.
. - : Figshare, 2019
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4
Understanding Dyslexia Through Personalized Large-Scale Computational Models ...
Perry, Conrad
;
Zorzi, Marco
;
Ziegler, Johannes C.
. - : Figshare, 2019
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5
Understanding dyslexia through personalized large-scale computational models
Perry, Conrad
;
Zorzi, Marco
;
Ziegler, Johannes C.
In: Psychological Science, Vol. 30, no. 3 (Feb 2019), pp. 386-395 (2019)
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6
Modeling the variability of developmental dyslexia
Ziegler, Johannes C.
;
Perry, Conrad
;
Zorzi, Marco
In: Developmental dyslexia across languages and writing systems / Ludo Verhoeven, Charles Perfetti and Kenneth Pugh (eds.), pp. 350-371 (2019)
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7
Understanding Dyslexia Through Personalized Large-Scale Computational Models
Perry, Conrad
;
Zorzi, Marco
;
Ziegler, Johannes C.
. - : SAGE Publications, 2019
Abstract:
Learning to read is foundational for literacy development, yet many children in primary school fail to become efficient readers despite normal intelligence and schooling. This condition, referred to as developmental dyslexia, has been hypothesized to occur because of deficits in vision, attention, auditory and temporal processes, and phonology and language. Here, we used a developmentally plausible computational model of reading acquisition to investigate how the core deficits of dyslexia determined individual learning outcomes for 622 children (388 with dyslexia). We found that individual learning trajectories could be simulated on the basis of three component skills related to orthography, phonology, and vocabulary. In contrast, single-deficit models captured the means but not the distribution of reading scores, and a model with noise added to all representations could not even capture the means. These results show that heterogeneity and individual differences in dyslexia profiles can be simulated only with a personalized computational model that allows for multiple deficits.
Keyword:
Research Articles
URL:
http://www.ncbi.nlm.nih.gov/pubmed/30730792
https://doi.org/10.1177/0956797618823540
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6419236/
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8
When silent letters say more than a thousand words: An implementation and evaluation of CDP++ in French
Perry, Conrad
;
Ziegler, Johannes C.
;
Zorzi, Marco
In:
Journal of memory and language. - Amsterdam [u.a.] : Elsevier
72 (2014), 98-115
OLC Linguistik
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9
When silent letters say more than a thousand words: An implementation and evaluation of CDP plus plus in French
Perry, Conrad
;
Ziegler, Johannes C.
;
Zorzi, Marco
In: ISSN: 0749-596X ; EISSN: 1096-0821 ; Journal of Memory and Language ; https://hal.archives-ouvertes.fr/hal-01432444 ; Journal of Memory and Language, Elsevier, 2014, 72, pp.98-115. ⟨10.1016/j.jml.2014.01.003⟩ (2014)
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10
CDP plus plus .Italian: Modelling Sublexical and Supralexical Inconsistency in a Shallow Orthography
Perry, Conrad
;
Ziegler, Johannes C.
;
Zorzi, Marco
In: ISSN: 1932-6203 ; EISSN: 1932-6203 ; PLoS ONE ; https://hal.archives-ouvertes.fr/hal-01432442 ; PLoS ONE, Public Library of Science, 2014, 9 (4), ⟨10.1371/journal.pone.0094291⟩ (2014)
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11
When silent letters say more than a thousand words: an implementation and evaluation of CDP plus plus in French
Ziegler, Johannes C.
;
Zorzi, Marco
;
Perry, Conrad
In: Journal of Memory and Language, Vol. 72 (Apr 2014), pp. 98-115 (2014)
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12
CDP plus plus. Italian: modelling sublexical and supralexical inconsistency in a shallow orthography
Perry, Conrad
;
Ziegler, Johannes C.
;
Zorzi, Marco
In: PL o S One, Vol. 9, no. 4 (Apr 2014), article no. e94291 (2014)
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13
Modelling reading development through phonological decoding and self-teaching: Implications for dyslexia
Ziegler, Johannes C.
;
Perry, Conrad
;
Zorzi, Marco
In: Philosophical Transactions of the Royal Society B: Biological Sciences, Vol. 369, no. 1634 (Dec 2014) (2014)
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14
CDP++.Italian: Modelling Sublexical and Supralexical Inconsistency in a Shallow Orthography
Perry, Conrad
;
Ziegler, Johannes C.
;
Zorzi, Marco
. - : Public Library of Science, 2014
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15
Modelling reading development through phonological decoding and self-teaching: implications for dyslexia
Ziegler, Johannes C.
;
Perry, Conrad
;
Zorzi, Marco
. - : The Royal Society, 2014
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16
A Computational and Empirical Investigation of Graphemes in Reading
Perry, Conrad
;
Ziegler, Johannes C.
;
Zorzi, Marco
In:
Cognitive science. - Hoboken, NJ : Wiley-Blackwell
37 (2013) 5, 800-828
OLC Linguistik
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17
A computational and empirical investigation of graphemes in reading
Zorzi, Marco
;
Ziegler, Johannes C.
;
Perry, Conrad
In: Cognitive Science, Vol. 37, no. 5 (Jul 2013), pp. 800-828 (2013)
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18
Extra-large letter spacing improves reading in dyslexia
Zorzi, Marco
;
Barbiero, Chiara
;
Facoetti, Andrea
. - : National Academy of Sciences, 2012
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19
Rules versus statistics in reading aloud: new evidence on an old debate
Ziegler, Johannes C.
;
Zorzi, Marco
;
Perry, Conrad
...
In:
The European journal of cognitive psychology. - Basingstoke : Psychology Press
22 (2010) 5, 798-812
BLLDB
OLC Linguistik
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20
Rules versus statistics in reading aloud: New evidence on an old debate
Perry, Conrad
;
Ziegler, Johannes C.
;
Braun, Mario
...
In: ISSN: 0954-1446 ; EISSN: 1464-0635 ; European Journal of Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-01440443 ; European Journal of Cognitive Psychology, Taylor & Francis (Routledge), 2010, 22 (5), pp.798-812. ⟨10.1080/09541440902978365⟩ (2010)
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