In light of the numerous studies on the detection of target letters among adults, it is generally accepted that the missing-letter effect depends both on a given word's frequency in its language and on its role (function vs. content) in a sentence. Following a presentation of several models explaining these observations we analyze the results of a…

This paper examines the role of morphology in gradeschool children's learning to read nonpointed Hebrew. It presents two experiments testing the reading of morphologically based nonpointed pseudowords. One hundred seventy-one Hebrew-speaking children and adolescents in seven age/schooling groups (beginning and end of 2nd, 3rd, 4th, 7th, and 11th…

The goal of this study was to test the hypothesis that the extent to which orthography affects spoken word recognition in literate adults is related to their spelling proficiency. The study included two components: an auditory lexical decision task manipulating orthographic consistency of the stimuli and a spelling test. The results replicated…

This study examined effects of lexical factors on children's spoken word recognition across a 1-year time span, and contributions to phonological awareness and nonword repetition. Across the year, children identified words based on less input on a speech-gating task. For word repetition, older children improved for the most familiar words. There…

The generality of the orthographic consistency effect in speech recognition tasks previously reported for Portuguese beginning readers was assessed in French-speaking children, as the French orthographic code presents a higher degree of inconsistency than the Portuguese one. Although the findings obtained with the French second graders replicated…

Some second language (L2) learners return from study-abroad experiences (SAEs) with seemingly no change in their L2 ability. In this study we investigate whether a certain level of internal cognitive resources is necessary in order for individuals to take full advantage of the SAE. Specifically, we examine the role of working memory resources in…

The objectives of this study are (a) to determine if native speakers of Canadian French at different English proficiencies can use primary stress for recognizing English words and (b) to specify how the second language (L2) learners' (surface-level) knowledge of L2 stress placement influences their use of primary stress in L2 word recognition. Two…

Employed a lexical decision task to asses whether left hemisphere damaged (LHD) and right hemisphere damaged (RHD) patients are similarly sensitive to stress patterns in lexical access. Results confirmed that individuals without brain damage are influenced by stress patterns, as indicated by increased lexical decision latencies to incorrectly…

This study aimed to determine the role of reading-related experience and processing speed on the time it took for children to name familiar stimuli. Children (n=168) were administered measures of global-processing speed, title and author recognition, naming time, and reading ability. Naming times were predicted by age-related change in processing…

Using nonword repetition tasks as an experimental approach with both adults and children has become quite common in the past 10 to 15 years for studying lexical learning and phonological processing (e.g., Bailey & Hahn, 2001; Gathercole, Frankish, Pickering & Peaker, 1998; Munson, Edwards, & Beckman, 2005; Storkel, 2001; Vitevich & Luce, 2005). In…

In two experiments, poor and normal Dutch readers, matched for reading age, were presented with visual matching tasks on a computer screen. In the first experiment, word and pseudoword letter strings were used. Poor readers needed more time to decode uppercase/lowercase pairs, especially when the pairs consisted of pseudowords. Experiment 2…

Examined whether letter names, which bridge the gap between oral and written language among English speaking children, have a similar function in Hebrew. In findings from studies of Israeli kindergartners and first graders, children were found to rely on letter names in performing a number of letter saying, spelling, and word recognition tasks.…

Practice on cognitive tasks, such as word recognition tasks, will usually lead to faster and more stable responding in a second language. An analysis is presented of the relationship between observed reductions in performance latency and latency variability with respect to whether processing has become faster or whether a qualitative change, such…