Reading Program

The Reading Program drew on detailed theoretical and computational models of reading to investigate skilled reading, learning to read, and reading disorders. Fundamental to our approach was the proposition that reading is a complex learned skill, involving the coordinated operation of a number of different cognitive processes. All of these processes must be functioning normally in order for reading to be normal, and impairments in any one of these processes will result in a particular profile of reading disorder. We applied cognitive models to the understanding of reading disorders that are seen in children learning to read (developmental dyslexia) and also to those seen in formerly skilled readers after brain damage (acquired dyslexia), and, in both cases, we used them to inform the development of treatment options.

Selected Research Highlights