In two eye-tracking experiments, we investigated the processing of information about phonological consistency of Chinese phonograms during sentence reading. In Experiment 1, we adopted the error disruption paradigm in silent reading and found significant effects of phonological consistency and homophony in the foveal vision, but only in a late…

Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…

Background: Disruptions of reading processes due to text substitutions can measure how readers use lexical information. Methods: With eye-movement recording, children and adults viewed sentences with either identical, orthographically similar, homophonic or unrelated substitutions of the first characters in target words. To the extent that readers…

Theories of preview benefit in reading hinge on integration across saccades and the idea that preview benefit is greater the more similar the preview and target are. Schotter (2013) reported preview benefit from a synonymous preview, but it is unclear whether this effect occurs because of similarity between the preview and target (i.e.,…

Korean has visually salient syllable units that are often mapped onto either prefixes or suffixes in derived words. In addition, prefixed and suffixed words may be processed differently given a left-to-right parsing procedure and the need to resolve morphemic ambiguity in prefixes in Korean. To test this hypothesis, four experiments using the…

In 4 naming experiments we investigated how Italian readers assign stress to pseudowords. We assessed whether participants assign stress following distributional information such as stress neighborhood (the proportion and number of existent words sharing orthographic ending and stress pattern) and whether such distributional information affects…

For more than 100 years, research on the psychology of reading has proliferated. In this article, the authors wish to help modern reading researchers understand the origins of the discipline and benefit from its history. This article draws heavily on Edmund Burke Huey's 1908 landmark volume "The Psychology and Pedagogy of Reading,"…

Uses an error detection paradigm to examine the use of different standards of evaluation in younger and older adults who are skilled or less skilled at evaluating their understanding. Finds that skilled readers more often detect falsehoods and inconsistencies than nonsense words, whereas less skilled readers more often detect nonsense words and…

Reviews and synthesizes the major findings on reversal errors made by young readers. (FL)

Concludes that subjects are misled by errors they make on earlier items in cloze tests. (RL)

Describes a technique for use in detecting and correcting spelling difficulties. (FL)

Indicates that a teacher's responses to errors made by students in oral reading are related to that teacher's theoretical orientation as well as to the type of error made. (HOD)

Reviews research on the possible roles that errors might play in learning to read. Contrasts a productive view of errors with the view that errors are problematic to instruction, stating that the two are compatible. Concludes that errors can have both a generative and an inhibiting function depending upon instructional conditions. (GEA)

Reveals striking differences between the characteristics of oral reading errors made to content and function words: Content word errors tended to be graphically similar but contextually unacceptable, whereas the reverse was true for function word errors. Argues that some errors are better viewed not as errors in word recognition but as…

Concludes that there is no adequate support for recommending that teachers attempt to increase the incidence of a child's self-corrections when reading. (FL)