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The Mirror Reflects More for "Genial" than for "Casual": Right-Asymmetry Bias on the Visual Word Recognition of Words Containing Non-Reversal Letters
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Soares, Ana Paula; Lages, Alexandrina; Velho, Mariana; Oliveira, Helena M.; Hernández-Cabrera, Juan – Reading and Writing: An Interdisciplinary Journal, 2021
Soares, Lages, Oliveira, and Cabrera-Hernández (2019) recently showed that the mirror-letter interference effect observed for words containing reversal letters was reliable for words containing left-oriented mirror-letters as 'd', but not for words containing right-oriented mirror-letters as 'b', thus indicating that the directionality of the…
Descriptors: Visual Stimuli, Word Recognition, Alphabets, Interference (Learning)
Learning to Read Chinese: The Roles of Phonological Awareness, Paired-Associate Learning, and Phonetic Radical Awareness
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Tseng, Chien-Chih; Hu, Jon-Fan; Chang, Li-Yun; Chen, Hsueh-Chih – Reading and Writing: An Interdisciplinary Journal, 2023
This study aimed to determine how Chinese children adapt to Chinese orthography-phonology correspondence by acquiring phonetic radical awareness (PRA). This study used two important Chinese encoding approaches (rote and orthographic approaches) as the developmental trajectory, in which the present study hypothesized that phonological awareness…
Descriptors: Chinese, Reading Processes, Phonological Awareness, Correlation
The Role of Syllables in Intermediate-Depth Stress-Timed Languages: Masked Priming Evidence in European Portuguese
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Campos, Ana Duarte; Mendes Oliveira, Helena; Soares, Ana Paula – Reading and Writing: An Interdisciplinary Journal, 2018
The role of syllables as a sublexical unit in visual word recognition and reading is well established in deep and shallow syllable-timed languages such as French and Spanish, respectively. However, its role in intermediate stress-timed languages remains unclear. This paper aims to overcome this gap by studying for the first time the role of…
Descriptors: Syllables, Portuguese, Decision Making, Task Analysis
Eye-Movement Patterns and Reader Characteristics of Students with Good and Poor Performance When Reading Scientific Text with Diagrams
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Jian, Yu-Cin – Reading and Writing: An Interdisciplinary Journal, 2017
This study investigated the cognitive processes and reader characteristics of sixth graders who had good and poor performance when reading scientific text with diagrams. We first measured the reading ability and reading self-efficacy of sixth-grade participants, and then recorded their eye movements while they were reading an illustrated…
Descriptors: Cognitive Processes, Reading Processes, Eye Movements, Student Characteristics
"If I Point, Do They Look?": The Impact of Attention-Orientation Strategies on Text Exploration during Shared Book Reading
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Roy-Charland, Annie; Perron, Melanie; Boulard, Jessica; Chamberland, Justin; Hoffman, Nichola – Reading and Writing: An Interdisciplinary Journal, 2015
The current study examined the effect of pointing to the words and using highlighted text by examining eye movements when children in preschool, Grade 1 and 2 were read storybooks of two levels of difficulty. For all children, pointing to and highlighting the text was observed to increase the amount of time and number of fixations on the printed…
Descriptors: Preschool Children, Early Childhood Education, Grade 1, Grade 2
Phonological and Sensory Short-Term Memory Are Correlates and Both Affected in Developmental Dyslexia
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Laasonen, Marja; Virsu, Veijo; Oinonen, Suvi; Sandbacka, Mirja; Salakari, Anita; Service, Elisabet – Reading and Writing: An Interdisciplinary Journal, 2012
We investigated whether poor short-term memory (STM) in developmental dyslexia affects the processing of sensory stimulus sequences in addition to phonological material. STM for brief binary non-verbal stimuli (light flashes, tone bursts, finger touches, and their crossmodal combinations) was studied in 20 Finnish adults with dyslexia and 24…
Descriptors: Dyslexia, Verbal Stimuli, Short Term Memory, Reading Ability