This lexical decision eye-tracking study investigated whether horizontal and vertical readings elicit comparable behavioral patterns and whether reading directions modulate lexical processes. Response times and eye movements were recorded during a lexical decision task with Japanese bimorphemic compound words presented vertically. The data were…

This study examines whether lexical features and textual properties along with individual differences on the part of readers influence word processing times during second language (L2) reading comprehension. Forty-eight Spanish-speaking adolescent and adult learners of English read nine English passages in a self-paced word-by-word reading…

The effects of psycholinguistic variables are critical to the evaluation of theories about the cognitive reading system. However, reading research has tended to focus on the impact of key variables on average performance. We report the first investigation examining variation in psycholinguistic effects across the life span, from childhood into old…

Many research studies into Extensive reading (ER) have recognized its potential for improving language learners' reading proficiency and other language skills. However, some recent reviews of ER research (e.g., Waring & McLean 2015; Nakanishi, 2015; Mori, 2015) have argued for more refinement in research design so that ER research can be more…

Korean has visually salient syllable units that are often mapped onto either prefixes or suffixes in derived words. In addition, prefixed and suffixed words may be processed differently given a left-to-right parsing procedure and the need to resolve morphemic ambiguity in prefixes in Korean. To test this hypothesis, four experiments using the…

In 2 experiments, we tested the prediction that reading is more efficient when characters belonging to a word are presented simultaneously than when they are not in Chinese reading using a novel variation of the moving window paradigm (McConkie & Rayner, 1975). In Experiment 1, we found that reading was slowed down when Chinese readers could…

The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10- and 11-year-old children, a low RAN group (N = 69) and matched controls (N = 74), on various measures of orthographic knowledge. The low…

It is well documented that ELLs face significant challenges as they develop literacy skills in their second language (NCES, 2007, 2011). This population is diverse and growing rapidly in Massachusetts and across the nation (Massachusetts Department of Elementary and Secondary Education, 2013; NCELA, 2011; Orosco, De Schonewise, De Onis, Klingner,…

It has been documented that in children's learning to read, it is the teacher, not the method, that makes a difference. The South Carolina Reading Initiative (SCRI) invested in teachers' knowledge as the most effective way to impact children's reading achievement. This paper presents the findings after the first year of an intensive professional…

Examines the influence of prior knowledge and text genre on prediction strategies of eleventh grade and graduate student readers. Finds that readers' prior knowledge may significantly influence the nature of readers' prediction strategies. Uses qualitative analysis of verbal report data to examine variation in types of prediction strategies.…

A variety of reading process models have been proposed and evaluated in reading research. Traditional approaches to model evaluation specify the workings of a system in a simplified fashion to enable organized, systematic study of the system's components. Following are several statistical methods of model evaluation: (1) empirical research on…

Investigates patterns in readers' ratings of imagery, affect, and story structure in selected short stories read in a college classroom. Concludes that texts constrain the renditions of individual readers when they read for enjoyment. Finds that imagery appears to mediate affective associations of text viewed as structurally important. (MM)