Examines the effect of graphic, phonological, and graphic-and-phonological information on Chinese character identification by 22 Mandarin-speaking Taiwanese graduate students. Finds that graphic information plays an essential role in Chinese character identification, while phonological information does not enhance the accuracy of identification.…

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)

Good readers in grades 5 and 6 read material changed to include particular types of orthographic anomalies to determine if the perceptual unit in reading was the letter or some other unit larger than the letter. (HOD)

Response latencies were obtained in word matching and sentence completion tasks from disabled readers, age-matched normal readers, and reading-level matched normal readers. Results indicated that perceptual and semantic processing are interconnected and improvements in the speed and accuracy of one facilitates improvements in the other. (HOD)

Examines the relationship between word recognition ability, knowledge of orthographic structures, and use of orthographic knowledge in word recognition. Finds that children with a second grade reading vocabulary demonstrate a generalized effect of orthographic structure when searching for multiple word targets and when searching for members of a…

Examines the relationships among accuracy and latency of word recognition and comprehension by nonfluent readers and whether component letter or holistic processing was used in word recognition by these same readers. (HOD)

Concludes that the size of a word recognition unit is sensitive to reader skill and context condition. (HOD)

Investigates the theory that readers might mediate the recognition of an unfamiliar word by comparing and contrasting that word to known words by studying a population of fourth- and fifth-grade readers who could correctly pronounce common one- and two-syllabe words but not common polysyllabic words. (HOD)

Explores children's ability to segment utterances into syllables and phonemes, and their skills in the recall of sentences of low and high complexity. (HOD)

Investigates the degree to which children and adult readers use semantic and syntactic information sources to increase speed of word recognition and to increase speed of determining sentence meaningfulness. Finds three developmental differences in the speed of analyzing these sentences for words/nonwords versus meaningfulness/nonmeaningfulness.…

The purpose of this investigation was to determine if beginning readers with accelerated sight word vocabularies would identify more functional spelling patterns than beginning readers not making the same progress. (HOD)

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)

Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…