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

Illustrates how one can test a multicomponent model of reading by observing the different forms that acquired reading disorder takes as a consequence of different patterns of damage to the brain. (HOD)

Critically reviews various models proposed to explain word recognition and proposes a new model that describes word processing as a gestalt phenomenon defined by the interaction of four types of context: linguistic, schematic, social, and strategic. Also discusses ways of defining good and poor readers. (GT)

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)

Presents a language processing model that distinguishes four functional components of reading and listening: feature detection, primary recognition, secondary recognition, and rehearsal and recoding. Uses the model to describe and incorporate some recent research. (GT)

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)

Presents a theoretical model of reading that takes into account the principal differences between skilled and deficient readers; describes a study that tested the relevance of the model by comparing good, average, and poor partially sighted readers and by studying how training affected the reading process. (GT)