ABSTRACT
The act of reading-converting light reflected from printed text into both understanding and speech-is a complex cognitive endeavor. In modern society, it has become a critically valuable skill for learning and communication. Therefore, understanding the mechanisms that underlie how specific aspects of reading are robbed from individuals with acquired neurological impairments is of critical scientific interest. Commensurate with this interest, there has been an explosion of recent scientific query into acquired reading deficits, spanning a broad range of fields such as neuropsychology, experimental psychology, and computational neuroscience.
