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The Science of Reading


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      Kathleen Rastle

      The past 50 years of research on visual word recognition has been dominated by the view that the primary challenge of reading is to decode the printed word to a spoken language representation. Thousands of articles have been devoted to understanding how skilled readers compute sound‐based (phonological) representations from printed words (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001; Plaut, McClelland, Seidenberg & Patterson, 1996), how phonological decoding constrains word identification (e.g., Lukatela & Turvey, 1994), the time‐course of phonological decoding (e.g., Rastle & Brysbaert, 2006; Rayner et al., 1995), and whether it is obligatory (e.g., Frost, 1998). Likewise, research on learning to read has focused on how phonological decoding ability influences reading success (e.g., Melby‐ Lervåg, Lyster, & Hulme, 2012), how inconsistency in the relationship between spellings and sounds affects learning to read (e.g., Seymour, Aro & Erskine, 2003), and how children should be taught to relate visual symbols to sounds (see e.g., Castles, Rastle, & Nation, 2018). This body of research has demonstrated unambiguously that the computation of phonological representations plays a vital role in skilled reading and learning to read (see Brysbaert, this volume).