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According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or \u2018built-in teacher\u2019. However, all previous connectionist models have learned the task of reading aloud through exposure to a very large corpus of spelling\u2013sound pairs, where an \u2018external\u2019 teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme\u2013phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of reading development can cause dyslexia in the course of reading development.<\/jats:p>","DOI":"10.1098\/rstb.2012.0397","type":"journal-article","created":{"date-parts":[[2013,12,9]],"date-time":"2013-12-09T22:18:12Z","timestamp":1386627492000},"page":"20120397","update-policy":"https:\/\/doi.org\/10.1098\/crossmark-policy","source":"Crossref","is-referenced-by-count":192,"title":["Modelling reading development through phonological decoding and self-teaching: implications for dyslexia"],"prefix":"10.1098","volume":"369","author":[{"given":"Johannes C.","family":"Ziegler","sequence":"first","affiliation":[{"name":"Laboratoire de Psychologie Cognitive, Aix-Marseille University and Centre National de la Recherche Scientifique, F\u00e9d\u00e9ration de Recherche 3C, Brain and Language Research Institute, 3 place Victor Hugo, 13331 Marseille, 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