The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…

The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…

The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it…

The ability to learn visual-phonological associations is a unique predictor of word reading, and individuals with developmental dyslexia show impaired ability in learning these associations. In this study, we compared developmentally dyslexic and nondyslexic adults on their ability to form cross-modal associations (or "bindings") based…

Study investigated incidental learning of word meanings from context during normal reading. Effects of word and text properties were examined in detail. Small but reliable gains in knowledge were found at all grade levels and ability levels tested. (RB)

There are basically two different models for the word recognition process. One model postulates that a reader primarily uses sound/symbol cues to recognize a word; a second model states that a reader focuses mainly on whole-word characteristics. To determine which model best fits beginning and adult readers, a multiple regression analysis was…

Research investigating vocabulary and comprehension achievement, intelligence quotients, and reading error analysis indicates that dependence on within-word (intraword) characteristics is more important for beginning reading success than is reliance on between-word (interword) analysis. (CJ)

Artificial symbol-word correspondence in a simple paired associate learning task were used to determine whether disabled readers have a general problem dealing with complex and/or irregular rule systems. The performance of 36 normal readers and 36 disabled readers in grades 4 through 7 was compared. Disabled readers had IQ scores of 87 or above…

The aim of this study was to elucidate the word decoding strategies of Hebrew readers with pre-lingually-acquired, severe hearing impairments as opposed to regular Hebrew readers, and to determine their efficiency. The research paradigm used to clarify these issues asked participants to perform a sequence of three learning tasks, calling for the…

In this study, eight groups of kindergarten children were trained to discriminate position and order differences in verbal and nonverbal item sequences in the context of a matching task or an associative learning task or both. Transfer was measured by having the subjects sight learn a list of words contrasting in position and order. Subsequently,…

Compares strategies used to infer the meanings of unknown words by three NNS readers--a good reader, an average reader, and a poor reader--from a series of six readings. The good reader uses a wider range of strategies than the weaker ones; all readers "read in" meanings from their own specialized subject (in this case chemistry). (15…