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Reading and Dyslexia pp 271–296Cite as

Reading and Dyslexia: The Functional Coordination Framework

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Part of the book series: Literacy Studies ((LITS,volume 16))

Abstract

The Functional Coordination approach of reading acquisition claims that beginning readers draw on established cognitive functions that are (1) recruited, (2) modified, and (3) coordinated to create a cognitive procedure for reading text, which forms the basis of subsequent (4) automatization. In this chapter we will focus on visual functions and how they are modified and coordinated with other cognitive functions involved in a reading specific cognitive procedure. Evidence relating to the emerging prevalence of analytic processing in letter perception is discussed. It is argued that the process of learning to read does not lead to a loss (recycling) of perceptual skills, but to a novel synthesis of functions, which are coordinated for reading and then automatized as a package. Developmental dyslexia is explained as a Functional Coordination Deficit (Lachmann 2002), since the coordination stage is assumed to be most liable to manifest deficiencies. Developmental dyslexia is not seen as a consequence of a deficit in a single function or in automatization, but as result of automatizing a suboptimal functional coordination. This integrative approach is a mere framework, rather than an explanatory theory, and is open to multi-causal explanations. Rather than solving the puzzle, the framework offers a structure for integrating various theories on reading and dyslexia.

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Lachmann, T. (2018). Reading and Dyslexia: The Functional Coordination Framework. In: Lachmann, T., Weis, T. (eds) Reading and Dyslexia. Literacy Studies, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_13

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