Reports on three experiments focusing on phonological recoding in fluent reading of meaningful sentences and asks whether spelling-sound rules play a role in this process. Results show that effects attributed to spelling-sound rule use--effects previously found in lexical decision tasks with single words--also emerge in sentence reading. (EKN)

Differences in visual encoding speed for reading is related to differences in ability to access memory codes for other meaningful patterns. This difference is shown in the advantage of better readers in reaction time in deciding if two line drawings belonged to the same category. Better readers have faster access for any meaningful pattern. (PJM)

Discusses the nature of individual differences in working memory and presents the span test that was used to assess working memory capability. Next it discusses how working memory capacity might influence two specific components of reading comprehension, retrieving facts and computing pronominal references. (NCR)

A variable time delay naming latency paradigm was used to investigate the processing of noun-verb lexical ambiguities (e.g., "watch") in syntactic contexts that biased either the noun or the verb reading. Results support a two-stage model in which all reading of ambiguous words are initially accessed, followed by suppression of…

Reports on an investigation of the role of letter and order information in lexical access, using an interference paradigm in a lexical decision task. (Author/AM)

Experiments demonstrating that perceptual identification and recognition memory both rely on memory for single prior processing episodes, contrary to common assumption, are reported. The balance between data-driven and conceptually-driven processing in reading is explored, and the effects of changing the subject's reliance on one or the other…

Two experiments were conducted to test how readers process unattended words in a display and how the semantic category of these flanking words affects response time. (Author/AM)

Reports on research on point of view and its effect on reading processes. (AM)

Reports on three experiments that: (1) extend the findings of Scarborough et al. (1977) that exposure to single words facilitates lexical judgments of single words, and (2) suggest that recency of exposure may contribute to word "frequency" effects in reading and in learning from written material. (Author/AM)

Explores two approaches to discourse structure and comprehension. Illustrates that prior knowledge is ued in conjunction with cues to construct the macrostructure of the story. Provides evidence that text comprehension is based on the presentation of the propositions of the story. (PMJ)

Reports on a study of word recognition in second grade, fourth grade, sixth grade, and college students, which investigated characteristics of word processing (holistic versus component) at various stages of reading development. (AM)