Facilitated identification of predictable words during online reading has been attributed to the generation of predictions about upcoming words. But highly predictable words are relatively infrequent in natural texts, raising questions about the utility and ubiquity of anticipatory prediction strategies. This study investigated the contribution of…

Humans have a limited capacity to identify concurrent, briefly presented targets. Recent experiments using concurrent rapid serial visual presentation of letters in horizontally displaced streams have documented a deficit specific to the stream in the right visual field. The cause of this deficit might be either prioritization of the left item…

This research examines the acquisition of letter-position processing. Study 1 investigated letter-position processing in Grades 1-6 and adult readers, using the occurrence of specific error types as the outcome measure. Between Grades 1 and 2, there was a shift from making more other-word to making more letter-position errors. This shift was a…

Researchers found that children who were lexical readers (those who read words as units) tended to make more errors involving partial lexical information when spelling irregular words than those who were sublexical readers (those who translated letters into sounds when reading). Sublexical readers tended to spell non-words better and to make more…

This experiment attempted to discover under what circumstances, if any, children use whole words, syllables, letter clusters, or letters as units during reading. The results indicated that syllables and letter clusters are probably not processed as units for any type of word, but there was slight evidence that letters may function as units,…