title: Reading lexically without semantics: evidence from patients with probable Alzheimer's disease.
abstract: Recent modifications of the lexical model of oral reading make the prediction that under conditions where sublexical reading processes alone cannot achieve the target pronunciation (i.e., when words have exceptional spellings or when sublexical processes are impaired), patients with severe semantic impairment should have more difficulty reading aloud semantically impaired words than semantically retained words. In a battery of lexical-semantic and reading tasks, two neurologically normal control subjects and two subjects with probable Alzheimer's disease (AD) and only moderate semantic impairment read aloud all words accurately. One AD subject with severe semantic impairment was impaired in word reading but demonstrated no difference in reading words with regular and exceptional spellings. Another AD subject with severe semantic impairment read aloud without error virtually all regular and exception words. Neither severely impaired AD subject demonstrated any relationship between oral reading accuracy and semantic knowledge of exception words. These findings support a model of word reading incorporating lexical, nonsemantic processes by which lexical orthographic input representations directly activate lexical phonological output representations without the necessity of semantic mediation.
authors.affiliation: Department of Neurology, University of Maryland Medical School, Baltimore, USA.
authors.forename: A M
authors.initials: AM
authors.lastname: Raymer
authors.forename: R S
authors.initials: RS
authors.lastname: Berndt
mesh_terms: D000368:Aged; D000369:Aged, 80 and over; D000544:Alzheimer Disease / Q000175:diagnosis* / Q000523:psychology; D000849:Anomia / Q000175:diagnosis / Q000523:psychology; D001288:Attention; D004411:Dyslexia, Acquired / Q000175:diagnosis* / Q000523:psychology; D005260:Female; D006801:Humans; D010700:Phonetics; D011932:Reading; D012660:Semantics; D014705:Verbal Behavior; D014706:Verbal Learning