Discusses how research into the psychology of reading has been characterized by an emphasis on correspondence theories of truth rather than coherence, an emphasis on analytic reductionism rather than holism, an emphasis on probabilistic prediction, the search for robust-process explanations, and a concern for consilience. Presents some thoughts on…

Studies are reviewed on the interactive-compensatory model of reading, which explains developmental and individual differences in the use of context to facilitate word recognition. One major implication reported is that, with context adequately instantiated, less-skilled readers utilize context to facilitate word recognitions as much, if not more,…

Maintains that progress in understanding reading is impeded when researchers working from different perspectives adopt the assumption of paradigm incompatibility. Argues that this assumption is false, and that progress toward a comprehensive understanding of the reading process would be hastened if investigators from all perspectives agreed to a…

Finds that the variation in literacy activity found among undergraduate college students is associated with the ability to interpret texts by enhancing the ability to deal with subtle distinctions among mental-state verbs; however, the view that print exposure fosters decontextualized reasoning, as typified in syllogistic reasoning, received only…

Focuses on the issue of convergent and predictive validity of measures using a broader range of orthographic tasks than previously examined. Finds that a measure of print exposure predicted variance in orthographic processing after the variance in phonological processing had been partialed out. (SG)

Argues that use of intelligence as an aptitude benchmark in the definition of dyslexia conceals illogical assumptions about the concept of potential. Concludes that the validity of a severe discrepancy between aptitude and achievement as the defining feature of dyslexia has yet to be established sufficiently to justify differential educational…

A study examined the relationship among temporal processing, phonological processing, and reading skill using a multivariate approach which included measures of phonological processing and a variety of timing tasks that have been implicated in timing theories. Subjects were 30 adults classified as disabled readers based on their performance on the…

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)

Responds to Denny Taylor's critique in the same issue of an article by Richard F. West, Keith E. Stanovich, and H. R. Mitchell entitled "Reading in the Real World and Its Correlates," published in an earlier issue of "Reading Research Quarterly." (HB)

Reports on research studies into the role that reading volume plays in shaping the mind. It is possible to outline the reciprocal influence of early reading acquisition and reading volume as determinants of later reading comprehension and other cognitive abilities. Early success at reading unlocks a lifetime of reading habits, as research shows.…

Examines the temporal processing deficit hypothesis. Administers a comprehensive battery to reading disabled adults and elementary students (reading-level controls). Finds that the timing tasks shared little variance with phonological sensitivity and contribute little unique variance to word reading. Provides evidence for the involvement of naming…

Two experiments suggest that a sharp increase in reading automaticity occurs during the first grade, but that by the end of the year the development of automaticity begins to level off. (HOD)

Investigates the use of graphic and contextual information in word recognition and the extent to which good and poor readers are flexible in their ability to trade off one type of information for another when the situation warrants. (HOD)

Outlines a strategy for resolving disputes between the whole language and phonics camps in reading instruction. Reviews research on the role of context in word recognition, the process of reading acquisition, and analytic versus holistic approaches to reading acquisition. Suggests that the way is clear for whole language advocates to reconstitute…

Third- and fifth-graders, like adults, quickly named words preceded by either an incongruous or a normal incomplete sentence. Results (1) support the assumption that context effects on children's word recognition are caused by spreading-activation and expectancy-based-attentional processes operating simultaneously and (2) indicate that word…