Background: Internet documents are characterised by their non-linear hyperlink structure, which allows for more flexible reading, at the cost of higher cognitive loads. Linear text reading comprehension skills contribute to hypertext comprehension (either directly or through its impact on navigation behaviours) but cannot fully account for its…

Three experiments are reported that investigate the cognitive processes underlying contextual and isolated word reading. In Phase 1, undergraduate participants were exposed to 75 target words under three conditions. The participants generated 25 words from definitions, read 25 words in context and read 25 in isolation. In Phase 2, volunteers…

Chinese written language is different from alphabetic written languages in many respects, and for this reason, interest in the nature of the cognitive processes underlying Chinese reading has flourished over recent years. A number of researchers have used eye movement methodology as a measure of on-line processing to understand more about…

The purpose of this study was to determine if there are gender differences among elementary school-aged students in regard to the inferences they generate during reading. Fourth-grade students (130 females; 126 males) completed think-aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a…

The self-teaching hypothesis suggests that knowledge about the orthographic structure of words is acquired incidentally during reading through phonological recoding. The current study assessed whether visual processing skills during reading further contribute to orthographic learning. French children were asked to read pseudowords. The whole…

This study examines whether orthographic processing transfers across languages to reading when the writing systems under acquisition are sufficiently related. We conducted a study with 76 7-year-old English-first-language children in French immersion. Measures of English and French orthographic processing (orthographic choice tasks) and…

This study investigated how constructive activities are involved when Chinese students are performing reading tasks that require deeper levels of understanding. Forty students from Grade 5 (19 boys and 21 girls), and 42 students from Grade 6 (20 boys and 22 girls) participated in this study. To reveal the children's constructive processes in…

Highlights ways in which standard information processing models of language, and specifically of reading, are deficient. Deficiencies are considered under four headings: (1) theoretical rigour, (2) the interaction of different levels of information during reading; (3) the parallel nature of much of human information processing, and (4) reading…

Notes that most recent reading research conducted in Hungary has focused on the formation of readers' attitudes and value judgments. Discusses studies conducted in the areas of reading psychology, children's reading, reading habits, reading motivation, and readers' responses. (FL)

Explores issues arising from the long-standing theoretical and empirical attention to reading as a specifiable set of psychological processes, and the consequences of this attention for parents' and educators' deliberations and practices. Concludes that theories of reading need to deal fundamentally with the practices that learners, teachers and…

Uses a proofreading task to investigate whether function and content words are processed differently in a text. Concludes that misprints are hard to detect in words that retain the original shape, short words prevent detection of misprints more than long words, and that there is an interaction between word type and length. (HOD)

Concludes that skilled adult readers may use the meanings of words ahead of fixation to enrich their interpretation of a text or use those words more simply as markers to guide further eye movements to the location of the next useful fixation. (FL)

Investigates the development of children's metacognitive knowledge about reading, its relationship to reading performance, and the influence of using two different interviewing techniques for eliciting information about reading. (FL)

Analyzes the task performance of two groups of readers--those who made gains and those who did not make gains in a remedial reading situation in order to determine their use of word identification cues. Shows that the gain group was more analytical of the test words and tended to use more units of varying size. (HOD)