In 2 experiments, I investigated the role of conditioned seeing on incidental bidirectional naming (Inc-BiN) for unfamiliar stimuli and reading achievement. In Experiment 1, I investigated the correlation, associations, and differences between conditioned seeing, Inc-BiN, and measures of reading achievement for 49 participants in kindergarten…

Researchers have investigated the promise of unimodal and bimodal input in enhancing vocabulary learning from meaning-focused activities. Compared to unimodal input, the simultaneous presentation of written and aural input in bimodal input has been argued to direct L2 learners' attention to words and enhance the form-meaning links for new…