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Lupker, Stephen J.; Spinelli, Giacomo; Davis, Colin J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
A word's exterior letters, particularly its initial letter, appear to have a special status when reading. Therefore, most orthographic coding models incorporate assumptions giving initial letters and, in some cases, final letters, enhanced importance during the orthographic coding process. In the present article, 3 masked priming experiments were…
Descriptors: Alphabets, Reading Processes, Priming, Decision Making
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Jouravlev, Olessia; McPhedran, Mark; Hodgins, Vegas; Jared, Debra – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
The aim of this project was to identify factors contributing to cross-language semantic preview benefits. In Experiment 1, Russian-English bilinguals read English sentences with Russian words presented as parafoveal previews. The gaze-contingent boundary paradigm was used to present sentences. Critical previews were cognate translations of the…
Descriptors: Bilingualism, French, Translation, Semantics
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Kotzer, Maddie; Kirby, John R.; Heggie, Lindsay – Reading Psychology, 2021
We investigated the contribution of morphological awareness to university students' reading comprehension ability. Although there is considerable evidence that morphological awareness contributes to children's reading ability, there is much less evidence concerning adults; the few studies of adults have not controlled other known predictors of…
Descriptors: Morphology (Languages), Metalinguistics, Reading Comprehension, Predictor Variables
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Chung, Sheila Cira; Geva, Esther; Chen, Xi; Deacon, S. Helene – Scientific Studies of Reading, 2021
Models of reading development point to a role for knowledge about the orthography quite late in children's reading development; here we explore the contributions of early orthographic knowledge -- of the features of print -- to word reading development between kindergarten and Grade 1. We did so in a longitudinal study of 93 emergent bilingual…
Descriptors: Reading Processes, Bilingualism, Grade 1, Kindergarten
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Martin-Chang, Sandra; Levesque, Kyle – Scientific Studies of Reading, 2015
The majority of naturalistic reading occurs within passages. Therefore, it is important to understand how reading in context affects the division of labor between semantic and orthographic processing. However, it is difficult to compare the cognitive processes elicited by reading in context and lists because of the perceptual differences that…
Descriptors: Foreign Countries, Undergraduate Students, Reading Processes, Context Effect
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Singer, Murray; Doering, Jeffrey C. – Discourse Processes: A Multidisciplinary Journal, 2014
Understanders appear to routinely and immediately evaluate the congruence of discourse at many levels of analysis, processes often labeled "validation." This study was an initial exploration of individual differences in discourse validation. Text "reading-time" profiles were examined as a function of two negligibly correlated…
Descriptors: Individual Differences, Reading Rate, Profiles, Short Term Memory
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Jonker, Tanya R.; Levene, Merrick; MacLeod, Colin M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
A number of memory phenomena evident in recall in within-subject, mixed-lists designs are reduced or eliminated in between-subject, pure-list designs. The item-order account (McDaniel & Bugg, 2008) proposes that differential retention of order information might underlie this pattern. According to this account, order information may be encoded…
Descriptors: Memory, Item Analysis, Cognitive Processes, Task Analysis
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Anton, Kathryn F.; Gould, Layla; Borowsky, Ron – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Dual route models of reading suggest there are 2 pathways for reading words: an orthographic-lexical pathway, used to read familiar regular words and exception words, and a grapheme-to-phoneme-conversion-(GPC)-sublexical pathway, used to read unfamiliar regular words, pseudohomophones (PHs), and nonwords. It is unclear, however, whether PHs…
Descriptors: Intention, Semantics, Phonemes, Interference (Learning)
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Daigle, Daniel; Armand, Francoise; Demont, Elisabeth; Gombert, Jean-Emile – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2009
This study investigated visuo-orthographic knowledge in deaf readers of French compared to age-matched hearing subjects. More specifically, we were interested in knowledge related to the legal position of double consonants and to the fact that double consonants are much more frequent than double vowels in written French. We used a word-likeness…
Descriptors: Deafness, French, Matched Groups, Comparative Analysis