Addresses the question of the relative contributions of surface word forms and root morphemes in word representation and recognition. (FL)

Illustrates how one can test a multicomponent model of reading by observing the different forms that acquired reading disorder takes as a consequence of different patterns of damage to the brain. (HOD)

Perceptual processes of reading can be investigated meaningfully without having to make detailed statements about higher-level processing and about the nature of the interactions between downward flowing cognitive information and upward flowing information resulting from visual processing. (HOD)

Reports the findings of experiments that suggest that much of perception, even to high interpretive levels, is automatic and independent of intention or consciousness, and that the production of words in reading may involve problems that have nothing to do with articulation, even if the words have been identified. (GT)

Critically reviews various models proposed to explain word recognition and proposes a new model that describes word processing as a gestalt phenomenon defined by the interaction of four types of context: linguistic, schematic, social, and strategic. Also discusses ways of defining good and poor readers. (GT)

Presents computational and psychophysical evidence in support of a theory of one of the earliest stages of visual processing in reading--the isolation of words in text. (HOD)

Documents large differences in the reading of function and content words and how these differences change with development. (FL)

Explores the recognition and memory of words by hearing and deaf children and finds evidence relevant to the reading difficulty experienced by the deaf. (FL)

Reviews research in which children's processing of individual words is examined in prose context. When taken together, the data suggest that the reader's dependence on contextual constraint for individual word identification decreases with age. (HOD)