@article{LCNL:30,
	author={Michael W. Harm and Mark S. Seidenberg},
	year={2001},
	title={Are There Orthographic Impairments In Phonological Dyslexia?},
	journal={Cognitive Neuropsychology},
	volume={18},
	pages={71-92},
	comments={Modeling and behavioral research that contradict the sometime claim that acquired phonological dyslexia also involves an orthographic deficit. Our models show how the critical data could arise with intact orthographic processing and the behavioral data show the same effects in normals.},
	abstract={Two hypotheses have been advanced concerning the basis of acquired phonological dyslexia. According to the dual-route model, the pattern derives from impaired grapheme-phoneme conversion. According to the phonological impairment hypothesis, it derives from impaired representation and use of phonology. Effects of graphemic complexity and visual similarity observed in studies by D. Howard and W. Best (1996), orthographic effects on phoneme counting (R. S. Berndt et al, 1996), and data from patient LB (J. Derouesné and M. F. Beauvois, 1985) have been taken as evidence for an orthographic impairment in phonological dyslexia and therefore against the impaired phonology hypothesis (M. Coltheart, 1996). The authors present a computational simulation, results of 2 behavioral studies (with students as participants), and a critical-analysis of the MJ and LB data, which suggest that the "orthographic" deficits in such patients arise from phonological impairments that interact with orthographic properties of stimuli.},
	language={English},
	URL={http://lcnl.wisc.edu/publications/archive/30.pdf},
}