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Updated: Aug 11, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
Published on: October 11, 2018
Word identification in reading and the promise of subsymbolic psycholinguistics
G C Van Orden1, B F Pennington, G O Stone
1Department of Psychology, Arizona State University, Tempe 85287.
Abstract:
The vast literature concerning printed word identification either contradicts or provides ambiguous support for each of the central hypotheses of dual-process theory, the most widely accepted theory of printed word identification. In contrast, clear, positive support exists for an alternative subsymbolic approach that includes a central role for the process of phonologic coding. This subsymbolic account is developed around a covariant learning hypothesis, derived from a design principle common to current learning algorithms within the subsymbolic paradigm. Where this hypothesis applies, and it may apply broadly, it predicts a common empirical profile of development.
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