This study examines whether lexical features and textual properties along with individual differences on the part of readers influence word processing times during second language (L2) reading comprehension. Forty-eight Spanish-speaking adolescent and adult learners of English read nine English passages in a self-paced word-by-word reading…

Tests the Phonological Completeness Hypothesis of Brown and Watson, which proposes that early acquired words are recognized and produced faster than late acquired words because they have less fragmented phonological representations. Indicates that the results of the segmentation task failed to provide any support for Brown and Watson's (1987)…

Examines phonological awareness at the level of phonemes and rhyme and relates this to nonword naming ability. Finds that phoneme awareness correlated significantly with poor readers' word and nonword reading ability, whereas rhyming skill did not. Concludes that phoneme awareness may be more important than rhyming skill in understanding reading…

Finds that parent-offspring resemblance in families of reading-disabled probands does not differ substantially from that in families of controls; and correlations and regressions for monozygotic twins are greater than those for dizygotic twins, suggesting that individual differences in reading achievement are due in part to heritable influences.…

Reviews several lines of convergent research to discuss the relationship between developmental dyslexia and slow symbol naming speed. Describes the interactive development of orthographic and phonological codes, and methodological problems leading to underestimation of the importance of individual differences. Argues that an understanding of…

Subjects measures of word recognition, phonological coding, and orthographic coding obtained from analyses of identical and fraternal twins to multivariate genetic analysis. Finds that genetic influences on individual differences in word recognition were more strongly related to genetic variance in phonological coding than in orthographic coding.…

Considers whether the development of reading skills in different orthographies varies primarily as a function of common underlying cognitive processes, or as a function of orthographic transparency. Concludes that when the script is less complex young children appear to develop their word recognition skills with relative ease, even in the absence…