ABSTRACT
A great deal of research has investigated reading processes in languages with alphabetic scripts. Indeed, most theoretical models of oral reading, which can be divided into symbolic (e.g., Coltheart, Curtis, Atkins, & Haller, 1993) and sub-symbolic (e.g., Harm & Seidenberg, 1999; Plaut, McClelland, Seidenberg, & Patterson, 1996; Seidenberg & McClelland, 1989; Van Orden, Pennington, & Stone, 1990) models, have been developed on the basis of studies in English including disorders of reading, such as dyslexia. In our view, data from studies of developmental and acquired dyslexia in Chinese pose a challenge to the generalizability of existing models of oral reading.
