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Leinenger, Mallorie – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Numerous studies have provided evidence that readers generate phonological codes while reading. However, a central question in much of this research has been how early these codes are generated. Answering this question has implications for the roles that phonological coding might play for skilled readers, especially whether phonological codes…
Descriptors: Phonology, Eye Movements, Reading Processes, Silent Reading
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Etsuo Taguchi; Greta Gorsuch; Kristin Lems; Hiroto Toda; Toshiko Kawaguchi; Kirsten M. Snipp – Reading in a Foreign Language, 2024
This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers'…
Descriptors: Correlation, Reading Rate, Reading Comprehension, Reading Fluency
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Pan, Jinger; Laubrock, Jochen; Yan, Ming – Scientific Studies of Reading, 2021
In two eye-tracking experiments, we investigated the processing of information about phonological consistency of Chinese phonograms during sentence reading. In Experiment 1, we adopted the error disruption paradigm in silent reading and found significant effects of phonological consistency and homophony in the foveal vision, but only in a late…
Descriptors: Phonology, Reading Processes, Error Patterns, Oral Reading
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Vasilev, Martin R.; Slattery, Timothy J.; Kirkby, Julie A.; Angele, Bernhard – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
It has been suggested that the preview benefit effect is actually a combination of preview benefit and preview costs. Marx et al. (2015) proposed that visually degrading the parafoveal preview reduces the costs associated with traditional parafoveal letter masks used in the boundary paradigm (Rayner, 1975), thus leading to a more neutral baseline.…
Descriptors: Silent Reading, Eye Movements, Word Recognition, Undergraduate Students
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Kida, Shusaku – Reading in a Foreign Language, 2016
The present study investigated second language (L2) learners' acquisition of automatic word recognition and the development of L2 orthographic representation in the mental lexicon. Participants in the study were Japanese university students enrolled in a compulsory course involving a weekly 30-minute sustained silent reading (SSR) activity with…
Descriptors: Foreign Countries, College Students, English (Second Language), Second Language Learning
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Burrows, Lance; Holsworth, Michael – Reading Matrix: An International Online Journal, 2016
This study is a quantitative, quasi-experimental investigation focusing on the effects of word recognition training on word recognition fluency, reading speed, and reading comprehension for 151 Japanese university students at a lower-intermediate reading proficiency level. Four treatment groups were given training in orthographic, phonological,…
Descriptors: Word Recognition, English (Second Language), Second Language Learning, Phonology
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Valle, Araceli; Binder, Katherine S.; Walsh, Caitlin B.; Nemier, Carolyn; Bangs, Katheryn E. – School Psychology Review, 2013
The present study explored how average- and high-skilled second-grade readers (as identified by their Woodcock-Johnson III Test of Academic Achievement Broad Reading scores) differed on behavioral measures of reading related to comprehension: eye movements during silent reading and prosody during oral reading. Results from silent reading implicate…
Descriptors: Eye Movements, Word Frequency, Intonation, Grade 2
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Ashby, Jane – Journal of Research in Reading, 2006
Recent eye movement experiments offer preliminary evidence that skilled readers activate word-level prosodic information when silently reading sentences. This paper reviews the role of eye movements during reading as well as the preliminary evidence for prosodic processing. A new experiment examines whether prosodic processing differs for high and…
Descriptors: Syllables, Silent Reading, Sentences, Eye Movements
Vorwerk, Katherine E.; And Others – 1977
In a study designed to investigate whether the meaning of printed words is perceived directly in rapid silent reading or by means of phonetic recoding, subjects named pictures on which words or nonwords were superimposed as distractors. In a Stroop task of this kind, distractor words that are not congruent with the names of the pictures on which…
Descriptors: College Students, Decoding (Reading), Higher Education, Phonetics
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Thorndike, Edward L. – Reading Research Quarterly, 1971
Reprints Thorndike's classic article which appeared in The Journal of Educational Psychology, Vol. VIII, No. 6, June 1917, pp. 323-32. (VJ)
Descriptors: Cognitive Processes, Learning Theories, Paragraphs, Reading Comprehension
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Schumm, Jeanne Shay; Baldwin, R. Scott – Journal of Reading Behavior, 1989
Examines the comparative use of grapho/phonic and syntactic/semantic cues for ongoing word recognition by readers in grades two, four, six, and eight reading both silently and orally. Finds a greater number of altered words were identified in the oral compared to the silent reading mode in grades four, six, and eight. (RS)
Descriptors: Comparative Analysis, Cues, Elementary Education, Grade 2
Sandstrom, Eleanor L. – 1970
This article briefly discusses ways in which the study of foreign language contributes to the development of reading skills in the speaker's native language. Comments are directed to the following areas: (1) auditory discrimination, (2) visual discrimination, (3) association and insight, (4) the reading process, (5) expansion of vocabulary, (6)…
Descriptors: Auditory Discrimination, Language Skills, Psycholinguistics, Reading Achievement
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. – 1978
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with a variety of topics, including the following: the relationship of text organization to readability and reading ability; how advance organizers, outlining, and other preparatory procedures affect learning and…
Descriptors: Advance Organizers, Annotated Bibliographies, Beginning Reading, Doctoral Dissertations