Neurocognitive research likewise finds evidence of a direct (nonlexical) link between phonological analysis input and motor programming output.
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In using the lexical module, an individual accesses a "mental dictionary" of words. The nonlexical module is comparable to the phonological route and uses knowledge of spelling and graphemes to create phonemes to name words and nonwords. The absent nonlexical module in deep dyslexics explains why patients cannot name nonwords.
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The dual-route approach suggests that two separate mechanisms, or routes, can be used in word reading. Words that follow spelling-sound rules (including regular words and nonwords that follow letter-to-sound rules) are processed through the nonlexical route. The nonlexical route follows a system of rules specifying the relationship between letters and sounds to process words. Conversely, exception words, or irregular words, that do not follow the spelling-sound rules are processed through the lexical route.
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Chicago Review Press, Inc., 2004, p. 264. Usually a soloist started a song by singing a nonlexical melody and also improvised variations of the themes sung by the choir. A participant called "censor" was dedicated to supervise the language utilized in the songs.
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The nonlexical or sublexical route, on the other hand, is the process whereby the reader can "sound out" a written word. This is done by identifying the word's constituent parts (letters, phonemes, graphemes) and, applying knowledge of how these parts are associated with each other, for example how a string of neighboring letters sound together. This mechanism can be thought of as a letter-sound rule system that allows the reader to actively build a phonological representation and read the word aloud. The nonlexical route allows the correct reading of nonwords as well as regular words that follow spelling-sound rules, but not exception words.
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However, deep dyslexics also produce semantic errors while reading, alluding to damage in this pathway as well. Other researchers refer to the phonological and semantic route as "modules". They believe that patients have a partially functioning lexical module and a completely deficient nonlexical module. The lexical module is analogous to the semantic route in the dual route model and relies on lexical memory, or the memory for words, to name words.
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Prior to Webster's Third the Unabridged had been expanded with each new edition, with minimal deletion. To make room for 100,000 new words, Gove now made sweeping deletions, dropping 250,000 entries. He eliminated the "nonlexical matter" that more properly belongs to an encyclopedia, including all names of people and places (which had filled two appendices). There were no more mythological, biblical, and fictional names, nor the names of buildings, historical events, or art works.
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French Polynesia appeared in the world music scene in 1992, recorded by French musicologist Pascal Nabet-Meyer with the release of The Tahitian Choir's recordings of unaccompanied vocal Christian music called himene tārava. This form of singing is common in French Polynesia and the Cook Islands, and is notable for a unique drop in pitch at the end of the phrases, a characteristic formed by several different voices, accompanied by a steady grunting of staccato, nonlexical syllables.
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They tend to be inclusive, attempting to capture everything the term is used to refer to, and as such are often too vague for many purposes. When the breadth or vagueness of a lexical definition is unacceptable, a precising definition or a stipulative definition is often used. Words can be classified as lexical or nonlexical. Lexical words are those that have independent meaning (such as a Noun (N), verb (V), adjective (A), adverb (Adv), or preposition (P).
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The dual-route theory of reading aloud was first described in the early 1970s. This theory suggests that two separate mental mechanisms, or cognitive routes, are involved in reading aloud. One mechanism is the lexical route, which is the process whereby skilled readers can recognize known words by sight alone, through a "dictionary" lookup procedure. The other mechanism is the nonlexical or sublexical route, which is the process whereby the reader can "sound out" a written word.
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Acquired phonological dyslexia is a type of dyslexia that results in an inability to read nonwords aloud and to identify the sounds of single letters. However, patients with this disability can holistically read and correctly pronounce words, regardless of length, meaning, or how common they are, as long as they are stored in memory. This type of dyslexia is thought to be caused by damage in the nonlexical route, while the lexical route, that allows reading familiar words, remains intact.
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Skilled readers demonstrate longer reaction times when reading aloud irregular words that do not follow spelling-sound rules compared to regular words. When an irregular word is presented, both the lexical and nonlexical pathways are activated but they generate conflicting information that takes time to be resolved. The decision-making process that appears to take place indicates that the two routes are not entirely independent from one another. This data further explains why regular words, that follow spelling-sound rules but also have been stored in long-term memory, are read faster since both pathways can "agree" about the issue of pronunciation.
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According to the current model of dual-route processing, each of the two pathways consumes different amounts of limited attentional resources. The nonlexical pathway is thought to be more active and constructive as it assembles and selects the correct subword units from various potential combinations. For example, when reading the word "leaf", that adheres to spelling to sound rules, the reader must assemble and recognize the two-letter grapheme "ea" in order to produce the sound "ee" that corresponds to it. It engages in controlled processing and thus requires more attentional capacities, which can vary in amount depending on the complexity of the words being assembled.
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