Illustrates how one can test a multicomponent model of reading by observing the different forms that acquired reading disorder takes as a consequence of different patterns of damage to the brain. (HOD)

Perceptual processes of reading can be investigated meaningfully without having to make detailed statements about higher-level processing and about the nature of the interactions between downward flowing cognitive information and upward flowing information resulting from visual processing. (HOD)

Critically reviews various models proposed to explain word recognition and proposes a new model that describes word processing as a gestalt phenomenon defined by the interaction of four types of context: linguistic, schematic, social, and strategic. Also discusses ways of defining good and poor readers. (GT)

Discusses the effects on oculomotor behavior of variations of the physical attributes of text and similar effects from physical word cues processed in the reader's parafoveal vision. (HOD)

Presents computational and psychophysical evidence in support of a theory of one of the earliest stages of visual processing in reading--the isolation of words in text. (HOD)

Reviews research pertaining to metalinguistic awareness in young children; examines issues related to the direction of cause between metalinguistic abilities and reading, disparities in research methodology between studies, and commercial instruments perporting to measure metalinguistic knowledge; and offers implications for reading instruction…

Reviews work on three areas of visual information that are available to readers: information provided by the conventional arrangements of the print on the page, by the features of each letter, and by the shapes of entire words. (HOD)

Presents a language processing model that distinguishes four functional components of reading and listening: feature detection, primary recognition, secondary recognition, and rehearsal and recoding. Uses the model to describe and incorporate some recent research. (GT)

Examines evidence supporting the view that speech recoding is necessary prior to lexical access, explores an alternative view (that speech recoding occurs in working memory), describes an experiment suggesting that meaning analyses during reading can occur without speech recoding in working memory, and discusses models of reading. (GT)

Reviews research in which children's processing of individual words is examined in prose context. When taken together, the data suggest that the reader's dependence on contextual constraint for individual word identification decreases with age. (HOD)