Word reading is critical for reading development. However, it has long been debated on the processes involved in real word and pseudoword decoding in developmental dyslexia (DD). We conducted a meta-analysis of 28 neuroimaging studies (519 participants with DD, 562 typical readers, age range 5-63 years, female 37.65%, 382 foci, 64 experimental…

This article examines current research on the role and importance of lower-level processes in second language (L2) reading. The focus is on word recognition and its subcomponent processes, including various phonological and orthographic processes. Issues related to syntactic and semantic processes and their relationship with word recognition are…

A case study of a proficient deaf student reading two versions of the same story (one syntactically more complex than the other) supports the notion that a firm semantic base enables processing at the syntactic as well as the semantic level. (Author/CL)

Critiques Fleming's proposed alternative to Rubenstein's evidence for phonemic encoding. This reanalysis strengthens the evidence for phonemic encoding and suggests that Fleming's "alternative" should be considered as another source of variance affecting recognition, not as a mutually exclusive alternative to phonemic encoding. (HOD)

The paper reviewed studies in word-level processing skills and related areas, and profiled how the development of L2 word recognition and integration skills would contribute to autonomous "kango" (Chinese originated words or words created from Chinese originated words) vocabulary learning. Despite the fact that the acquisition of a…

Reading in the hearing impaired student is considered in terms of syntax, semantics, pragmatics, processes, and developmental programing. (SB)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)

After reviewing previous research on the acquisition of vocabulary through contextual clues, research carried out with 429 students in the upper grades of an Italian elementary school is discussed. (12 references) (CFM)

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 done in the 1970s on the graphic, morphological, syntactic, textual, and semantic levels in foreign language reading and compares it with first language learning research. Speculates on future developments that may result in more efficient teaching programs and test devices in foreign language reading. (FL)

This review of the literature on reading theories is built around three components: an explication of each theory, an evaluation of the theory based on an examination of its internal and external coherence and correspondence, and an application of the theory to a child's reading. The literature is organized around discussions of 12 benchmarks…

The implications that cognitive approaches to the study of reading can have for the assessment of reading achievement are discussed. Research in word decoding, semantic access, sentence processing, and discourse analysis is summarized with emphasis on processing efficiency required in one area affecting performance in another area. (Author/CM)

One of the newest theories of reading states that readers rely on graphic, syntactic, and semantic cues to get meaning from a text. In the area of syntax, some recent studies not only support its importance but seem to indicate that sentence combining exercises used in writing classes may improve students' syntax sufficiently to help them in…

Language studies examining the language-thought relationship are important as are those that study other psychological factors concerned with the storage of knowledge. Since language is a product of the social process, it is important to consider that the meaning intended by the sender of the message (author) may not be the meaning decoded by the…

This paper attempts to bring information to a broad audience on children's utilization of semantic and syntax context clues in reading. It reviews the research of several contemporary theorists who indicate that semantics and syntax are overlapping processes. The simultaneous use of these processes enable young, particularly struggling readers to…