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The overarching goal of the new Florida State University/Haskins Laboratory/University of Connecticut Learning Disability (LD) Hub project is to align computational and behavioral theories of individual word reading development more closely with the challenges of learning to read a quasi-regular orthography (i.e., English) for both typically developing (TD) children and, more specifically, children with dyslexia. Our LD Hub adopts an integrated approach to better understand the neurocognitive bases of individual differences in word reading development by specifically examining the experiential (exogenous) and child-specific (endogenous) factors that determine acquisition of orthographic--phonological knowledge at different subword granularities using behavioral and computational modeling. Findings are intended to enrich understanding of the processes that influence individual differences in word reading development in TD and dyslexic children and significantly inform issues of practice (e.g., curriculum, instruction, diagnosis, and intervention). Here, we briefly provide the rationale for the Hub and present findings from the initial behavioral and computational modeling studies.

This article reports two experiments in which the artificial orthography paradigm was used to investigate the mechanisms underlying learning to read. In each experiment, participants were taught the meanings and pronunications of words written in an unfamiliar orthography, and the statistical structure of the mapping between written and spoken forms (O-P) was manipulated independently of the mapping between written forms and their meanings (O-S). Our results support three main conclusions. First, the statistical structure of O-P and O-S mappings determined how easily each of those mappings was learned, suggesting that the learning of both mappings engages a common statistical learning mechanism. Second, learning to read is a cooperative process, in that learning in any particular component of the reading system is influenced by knowledge stored in the rest of the system. Finally, knowledge of sublexical regularities can be acquired as the result of exposure to words embodying those regularities.

Investigations of the impact of morphemic boundaries on transposed-letter (TL) priming effects have yielded conflicting results. Five masked priming lexical decision experiments were conducted to examine the interaction of letter transpositions and morphemic boundaries with English suffixed derivations. Experiments 1-3 found that responses to monomorphemic target words (e.g., SPEAK) were facilitated to the same extent by morphologically related primes containing letter transpositions that did (SPEAEKR) or did not (SPEKAER) cross a morphemic boundary. This pattern was also observed in Experiments 4 and 5, in which the targets (e.g., SPEAKER) were the base forms of the TL primes. Thus, in these experiments the influence of the morphological structure of a TL prime did not depend on whether the letter transposition crossed a morphological boundary. [ABSTRACT FROM AUTHOR]