Presents 3 experiments that examine whether Japanese readers activate phonological information when reading kanji compound words and sentences and if so, how they do it. Suggests that readers activate phonological information of two-kanji compound words when reading for comprehension but not for simple proofreading. (SG)

Notes that, according to dual-route models of reading, consistency effects in pseudoword reading are evidence for the activation of lexical information. Investigates whether lexical interference has a semantic or non-semantic origin. Provides evidence for the existence of a lexical non-semantic pathway in reading aloud among a group of Italian…

Examines the relationship of second-language-learning patterns and experience to the acquisition of automatized processing skills in the morphological domain. Finds that Russian-speaking undergraduate students were significantly less accurate and slower than the English-speaking students at a naming task, and less impaired by experimental…

Attempts to replicate the release-from-competition effect (a difficult concurrent memory task speeds pronunciation of low-frequency irregular words but slows pronunciation of other word types) with mature normal readers of Norwegian (undergraduate education students) and thus tested the generalizability of dual-route models to a considerably more…

Compares English-text reading speeds and oral-reading quality ratings of American university students to three groups of adult Asian English-as-a-Foreign-Language (EFL) college students in America. Finds that, at least concerning Chinese or Korean, differences in EFL word reading were associated less with type of first-language orthography than…

Uses a concurrent speaking model to assess the importance of subvocalization during the reading of lengthy natural prose passages. Shows that having subjects count aloud while reading interfered with their comprehension and recall but did not affect the durability of the memory trace. Suggests the detrimental effect on comprehension was due to a…

Uses case alteration (cAse ALteRaTiOn) to investigate effects of first-language (L1) orthographic characteristics on word recognition in English as a second language (ESL). Finds magnitude of case alteration effect for naming tasks was significantly larger for ESL participants whose L1 was not alphabetic. Suggests that L1 orthographic features…

Investigates whether so-called poor spellers who are good readers are indeed good readers. Finds that three college students who appeared to be poor spellers but good readers were inefficient readers who committed numerous errors while reading aloud. Concludes that reading aloud and spelling involve phonological mediation and are not completely…