Addresses the question of the relative contributions of surface word forms and root morphemes in word representation and recognition. (FL)

Reports the findings of experiments that suggest that much of perception, even to high interpretive levels, is automatic and independent of intention or consciousness, and that the production of words in reading may involve problems that have nothing to do with articulation, even if the words have been identified. (GT)

Outlines the concept of working memory, with particular reference to a hypothetical subcomponent, the articulatory loop. Discusses the role of the loop in fluent adult reading, then examines the reading performance of adults with deficits in auditory verbal memory, showing that a capacity to articulate is not necessary for the effective…

Reviews research pertaining to metalinguistic awareness in young children; examines issues related to the direction of cause between metalinguistic abilities and reading, disparities in research methodology between studies, and commercial instruments perporting to measure metalinguistic knowledge; and offers implications for reading instruction…

Documents large differences in the reading of function and content words and how these differences change with development. (FL)

Reviews work on three areas of visual information that are available to readers: information provided by the conventional arrangements of the print on the page, by the features of each letter, and by the shapes of entire words. (HOD)

Provides an overview of the recent changes in the theoretical conception of memory and language comprehension and how these are influencing reading research, assessment, and teaching. (FL)

Examines evidence supporting the view that speech recoding is necessary prior to lexical access, explores an alternative view (that speech recoding occurs in working memory), describes an experiment suggesting that meaning analyses during reading can occur without speech recoding in working memory, and discusses models of reading. (GT)

Explores the recognition and memory of words by hearing and deaf children and finds evidence relevant to the reading difficulty experienced by the deaf. (FL)

Reveals correspondences between the reading deficits of adult patients with neurological damage and normal children with reading disorders. (FL)

Finds a significant positive relationship between fourth-grade students' reading ability and their ability to make appropriate decisions about English spelling. Suggests how classroom practice might be modified to facilitate children's understanding of orthographic structure. (FL)

Employs a well-developed information-processing task to assess the nature of the representation and activitation of letters and geometrical figures and the changes that occur with reading development. (FL)

Reviews research in which children's processing of individual words is examined in prose context. When taken together, the data suggest that the reader's dependence on contextual constraint for individual word identification decreases with age. (HOD)

Hypothesizes that typographic cues structured according to a defined set of common attributes within textbooks enable readers to discriminate between various levels of information and to make generalizations about the information contained in each level. Proposes a method of identifying and ranking categories of information. (KEH)