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Abstract
This chapter discusses the roles of phonology in reading aloud and reading comprehension organized around dual-route conceptions because all four of the chapters being commented upon make use of such conceptions. It is necessary to distinguish between the dual-route approach to explain reading aloud, and the dual-route approach to explain the reading comprehension. Explicit commitment to specific rather than generic forms of dual-route model is also necessary. Terms such as “prelexical” or “nonlexical” have a precise meaning, and precise empirical consequences, only after such specific commitments have been explicitly made. There are two versions of the dual-route model, and they should not be confused. The first one involves two possible routes for generating a phonological code, while the second involves two possible routes to access the meaning.
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