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)

Analysis of similar shapes for high-frequency words does not verify the hypothesis that shape provides a useful learning cue for teaching word recognition. (RB)

Presents computational and psychophysical evidence in support of a theory of one of the earliest stages of visual processing in reading--the isolation of words in text. (HOD)

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

Examines children's word perception demonstrating the role of Piaget's perceptual development formation and individual aptitude differences in problem solving strategies. (MM)

Research shows congenitally deaf children, in comparison with normal children of similar reading experience, greatly excelled in spelling ability and possessed extraordinary word perception ability. (HOD)

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)

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)