Reading development involves several changes in orthographic processing. A key question is, "how does the coding of letters develops in children learning to read?" Masked priming effects of transposition and substitution primes have been taken to index the importance of letter position and identity coding. Somewhat contradicting results…

This paper presents an overview of evidence from psychological research, which enables us to understand the processes involved in word reading, how children develop word reading skills and how to teach them to read words successfully. Psychological models of reading in alphabetic orthographies propose two routes to word reading: an indirect route…

We tested the theoretically driven hypotheses that children's orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about…

This paper presents an exploratory-interpretive study of two multilingual adults acquiring Norwegian through extensive reading. The study examined social and cognitive aspects of language acquisition, and individual factors, such as the language learning behaviors, experiences, attitudes, and beliefs of the participants. The data were collected…

Adelman, Marquis, Sabatos-DeVito, and Estes (2013) collected word naming latencies from 4 participants who read 2,820 words 50 times each. Their recommendation and practice was that R2 targets set for models should take into account subject idiosyncrasies as replicable patterns, equivalent to a subjects-as-fixed-effects assumption. In light of an…

Some individual difference factors are more strongly correlated with performance on postreading questions when the text is not available than when it is. The present study explores if similar interactions occur with bridging skill, which refers to a reader's propensity to establish connections between explicit text during reading. Undergraduates…

Many explanations of the difficulties associated with interpreting object relative clauses appeal to the demands that object relatives make on working memory. MacDonald and Christiansen [MacDonald, M. C., & Christiansen, M. H. (2002). "Reassessing working memory: Comment on Just and Carpenter (1992) and Waters and Caplan (1996)." "Psychological…

To examine metacomprehension during comprehension, undergraduates (n = 133) were asked to provide descriptions of how they determined the meaning of four rare words presented in short passages. Content analysis of these written descriptions revealed task-specific metacomprehension reflecting lexical, textbase, and situation model processes.…

Reviews several lines of convergent research to discuss the relationship between developmental dyslexia and slow symbol naming speed. Describes the interactive development of orthographic and phonological codes, and methodological problems leading to underestimation of the importance of individual differences. Argues that an understanding of…

Individual differences in working memory capacity affect the probability of resolving apparent inconsistencies in sentences. Resolution was less likely for readers with small working memories. Such readers devote so many resources to reading processes that they have less capacity for retaining earlier verbatim wording in working memory. (Author/RD)

This three-part book, a collection of articles by some of the foremost researchers in language comprehension, examines the thought processes involved in listening to conversation or in reading a page of text. The first part of the book deals with what the reader stores from a page during and after comprehension; it investigates the reader's use of…