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Perry, Conrad – Scientific Studies of Reading, 2018
The latest version of the connectionist dual process model of reading (CDP++.parser) was tested on a set of nonwords, many of which were orthographically strange (e.g., PSIZ). A grapheme-by-grapheme read-out strategy was used because the normal strategy produced many poor responses. The new strategy allowed the model to produce results similar to…
Descriptors: Models, Reading Strategies, Graphemes, Statistical Analysis
Rueckl, Jay G. – Scientific Studies of Reading, 2016
The strategy underlying most computational models of word reading is to specify the organization of the reading system--its architecture and the processes and representations it employs--and to demonstrate that this organization would give rise to the behavior observed in word reading tasks. This approach fails to adequately address the variation…
Descriptors: Reading Processes, Word Recognition, Computation, Models
Pritchard, Stephen C.; Coltheart, Max; Marinus, Eva; Castles, Anne – Scientific Studies of Reading, 2016
Phonological decoding is central to learning to read, and deficits in its acquisition have been linked to reading disorders such as dyslexia. Understanding how this skill is acquired is therefore important for characterising reading difficulties. Decoding can be taught explicitly, or implicitly learned during instruction on whole word spellings…
Descriptors: Phonology, Decoding (Reading), Phoneme Grapheme Correspondence, Models
Mimeau, Catherine; Ricketts, Jessie; Deacon, S. Hélène – Scientific Studies of Reading, 2018
We tested the theoretically driven hypotheses that children's orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about…
Descriptors: Role, Reading Processes, Reading Comprehension, Semantics
Yum, Yen Na; Su, I-Fan; Law, Sam-Po – Scientific Studies of Reading, 2015
This study aimed to investigate the timecourse and neural underpinnings of the coding of radical positions in Chinese character reading. To isolate effects of radical positions, four types of pseudocharacters were created in which the constituent radicals appeared in positions varying in probability of occurrence, that is, Unique, Dominant,…
Descriptors: Chinese, Brain Hemisphere Functions, Diagnostic Tests, Models
Matsuki, Kazunaga; Kuperman, Victor; Van Dyke, Julie A. – Scientific Studies of Reading, 2016
Studies investigating individual differences in reading ability often involve data sets containing a large number of collinear predictors and a small number of observations. In this article, we discuss the method of Random Forests and demonstrate its suitability for addressing the statistical concerns raised by such data sets. The method is…
Descriptors: Reading Ability, Statistical Analysis, Research Methodology, Inferences
Chang, Li-Yun; Plaut, David C.; Perfetti, Charles A. – Scientific Studies of Reading, 2016
The visual complexity of orthographies varies across writing systems. Prior research has shown that complexity strongly influences the initial stage of reading development: the perceptual learning of grapheme forms. This study presents a computational simulation that examines the degree to which visual complexity leads to grapheme learning…
Descriptors: Reading Skills, Reading Processes, Phoneme Grapheme Correspondence, Native Language

Reynolds, Ralph E. – Scientific Studies of Reading, 2000
Addresses lack of overlap and intercommunication between research on early reading and reading comprehension. Discusses metacognitive control in reading and learning processes. Suggests the emancipation of attentional resources by the automatization of lower level word identification and higher level basic comprehension skills. Concludes with…
Descriptors: Metacognition, Models, Reading Comprehension, Reading Processes

Carver, Ronald P. – Scientific Studies of Reading, 1997
Presents theoretical framework underlying "rauding" theory and how the theory relates to one second, one minute, and one year of reading. Reviews the three laws and two primary equations of rauding theory. Presents detailed explanation of a causal model of reading achievement that is relevant to one year of reading. Explicitly unifies…
Descriptors: Elementary Secondary Education, Models, Reading, Reading Achievement

Willson, Victor L.; Rupley, William H. – Scientific Studies of Reading, 1997
Presents a model of reading comprehension development from a cognitive perspective. Employs structural equation analytical methods to evaluate within- and cross-grade relations among theoretically relevant variables. Finds phonemic knowledge drives comprehension for grades two and three; background knowledge has its greatest effect in grades three…
Descriptors: Elementary Education, Models, Phonemic Awareness, Prior Learning

Minkoff, Scott R. B.; Raney, Gary E. – Scientific Studies of Reading, 2000
Compares explanations of letter-detection errors in the word "the" based on the unitization hypothesis (errors occur because the word is processed as a whole unit, and lower order processes are not completed) to the structural model of reading (errors occur because the syntactic function of the word pulls attention away from this word).…
Descriptors: Error Analysis (Language), Higher Education, Models, Reading Ability