Cognitive modelling and the behaviour genetics of reading

While it is well known that reading is highly heritable, less has been understood about the bases of these genetic influences. In this paper, we review the research that we have been conducting in recent years to examine genetic and environmental influences on the particular reading processes specified in the dual-route cognitive model of reading. We argue that a detailed understanding of the role of genetic factors in reading acquisition requires the delineation and measurement of precise phenotypes, derived from well-articulated models of the reading process. We report evidence for independent genetic influences on the lexical and nonlexical reading processes represented in the dual-route model, based on studies of children with particular subtypes of dyslexia, and on univariate and multivariate genetic modelling of reading performance in the normally reading population.

Is there a special kind of "reading" for translation? An empirical investigation of reading in the translation process

The role of reading in translation is rarely discussed in the literature. Translation has mainly been discussed within a product-oriented framework. The more process-oriented approaches of recent years have taken notice of reading as a component activity of the translation process. However, few empirical studies have been completed which address the role of reading in translation. The way a person reads, and the result of that reading (some sort of mental representation of the text or text segment), will depend on the reader's purposes and motivations. The present empirical study indicates that while the translator's reading of a text may be to some extent more thorough and deliberate than that of an ordinary reader, it is not likely to be markedly so. The study also indicates a significant variability in the way translators "read for translation". This suggests the existence of alternate strategies in this kind of reading.

Activation of the left inferior frontal gyrus in the first 200 ms of reading:evidence from magnetoencephalography (MEG)

Background - It is well established that the left inferior frontal gyrus plays a key role in the cerebral cortical network that supports reading and visual word recognition. Less clear is when in time this contribution begins. We used magnetoencephalography (MEG), which has both good spatial and excellent temporal resolution, to address this question. Methodology/Principal Findings - MEG data were recorded during a passive viewing paradigm, chosen to emphasize the stimulus-driven component of the cortical response, in which right-handed participants were presented words, consonant strings, and unfamiliar faces to central vision. Time-frequency analyses showed a left-lateralized inferior frontal gyrus (pars opercularis) response to words between 100–250 ms in the beta frequency band that was significantly stronger than the response to consonant strings or faces. The left inferior frontal gyrus response to words peaked at ~130 ms. This response was significantly later in time than the left middle occipital gyrus, which peaked at ~115 ms, but not significantly different from the peak response in the left mid fusiform gyrus, which peaked at ~140 ms, at a location coincident with the fMRI–defined visual word form area (VWFA). Significant responses were also detected to words in other parts of the reading network, including the anterior middle temporal gyrus, the left posterior middle temporal gyrus, the angular and supramarginal gyri, and the left superior temporal gyrus. Conclusions/Significance - These findings suggest very early interactions between the vision and language domains during visual word recognition, with speech motor areas being activated at the same time as the orthographic word-form is being resolved within the fusiform gyrus. This challenges the conventional view of a temporally serial processing sequence for visual word recognition in which letter forms are initially decoded, interact with their phonological and semantic representations, and only then gain access to a speech code.