page_title: Dual-route hypothesis to reading aloud
section_title: Reading disorders
hierarchical_section_title: Dual-route hypothesis to reading aloud / Reading disorders
caption_attribution_description: English: Routes impaired in surface and phonological dyslexia
context_page_description: The dual-route theory of reading aloud was first described in the early 1970s. This theory suggests that two separate mental mechanisms, or cognitive routes, are involved in reading aloud, with output of both mechanisms contributing to the pronunciation of a written stimulus.
context_section_description: The dual-route hypothesis to reading can help explain patterns of data connected to certain types of disordered reading, both developmental and acquired.
  Children with reading disorders rely primarily on the sub-lexical route while reading. Research shows that children can decode non-words, letter by letter, accurately but with slow speed. However, in decision tasks, they have trouble differentiating between words and pseudohomophones (non words that sound like real words but are incorrectly spelled), thereby showing that they had impaired internal lexicons.
  Because children with reading disorders (RD) have both slow reading speeds and impaired lexical routes, there are suggestions that the same processes are involved in lexical route and fast naming of words.  Other studies have also confirmed this idea that rapid naming of words is more strongly correlated with orthographical knowledge (lexical route) than with phonological representations (sub-lexical route). Similar results were observed for patients with ADHD.
  Research concludes that reading disorders and ADHD have common properties: lexical route processing, rapid reading and sublexical route processing deficits as well.
caption: Routes impaired in surface and phonological dyslexia
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