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Cartwright, Kelly B. – Guilford Press, 2023
This pioneering book is now in a revised and expanded second edition featuring the latest neuroscientific knowledge and instructional strategies. Kelly B. Cartwright provides a teacher-friendly explanation of executive skills--such as planning, organization, cognitive flexibility, and impulse control--and their role in reading comprehension.…
Descriptors: Executive Function, Reading Comprehension, Reading Difficulties, Cognitive Processes
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Gu, Junjuan; Zhou, Junyi; Bao, Yaqian; Liu, Jiayu; Perea, Manuel; Li, Xingshan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Previous research in alphabetic languages has shown that both position (external, internal) and distance (adjacent, nonadjacent) modulate letter position encoding during reading. To examine the generality of this pattern for a comprehensive model of word recognition and reading, we examined these effects during Chinese reading (i.e., an unspaced…
Descriptors: Chinese, Reading Processes, Orthographic Symbols, Reading Rate
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Dambacher, Michael; Dimigen, Olaf; Braun, Mario; Wille, Kristin; Jacobs, Arthur M.; Kliegl, Reinhold – Neuropsychologia, 2012
Three ERP experiments examined the effect of word presentation rate (i.e., stimulus onset asynchrony, SOA) on the time course of word frequency and predictability effects in sentence reading. In Experiments 1 and 2, sentences were presented word-by-word in the screen center at an SOA of 700 and 490ms, respectively. While these rates are typical…
Descriptors: Sentences, Word Recognition, Word Frequency, Language Processing
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Ellis, Andrew W.; Brysbaert, Marc – Neuropsychologia, 2010
Split fovea theory proposes that when the eyes are fixated within a written word, visual information about the letters falling to the left of fixation is projected initially to the right cerebral hemisphere while visual information about the letters falling to the right of fixation is projected to the left cerebral hemisphere. The two parts of the…
Descriptors: Brain Hemisphere Functions, Eye Movements, Reading Processes, Word Recognition
Underwood, Benton J.; Zimmerman, Joel – 1973
Two-syllable words were presented singly for study followed by a two-alternative, forced-choice test to 120 college students divided into four groups of 30 each. Half of the new words on the test ("I" words) were constructed by combining two syllables taken from two different study words, and half were neutral words ("C" words). If, as a…
Descriptors: Cognitive Processes, College Students, Learning, Memory
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Johnston, Rhona S.; And Others – Journal of Research in Reading, 1988
Concludes that poor readers are equally able to generate phonological information from nonwords as their reading age controls, and that there is no evidence to suggest that the poor readers suffer from a phonological dysfunction. (RS)
Descriptors: Cognitive Processes, Elementary Education, Phonology, Reading Difficulties
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Coltheart, Max – London Review of Education, 2006
Reading researchers seek to discover exactly what kinds of information-processing activities go on in our minds when we read; to discover what the structure and organization is of the cognitive system skilled readers have acquired from learning to read. Little is known about how the most elaborate aspects of this system work, but much has been…
Descriptors: Word Recognition, Reading Processes, Cognitive Processes, Cognitive Psychology
Powell, Glen – 1980
The meta-analysis method was used to summarize the findings of 23 studies of the word learning process that had used imagery as an independent variable as either an "imposed" or an "induced" condition. Imposed imagery investigations compared word recall on the basis of the imagery attribute of a word, while induced imagery…
Descriptors: Cognitive Processes, Learning Processes, Reading Research, Recall (Psychology)
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Lundberg, Ingvar – International Journal of Applied Linguistics, 1991
Discusses the impact of the cognitive revolution in psychology on reading research. Cognitive perspectives of reading have revealed complex processes ranging from simple peripheral visual processing in letter recognition to high order processes in text comprehension. It is also argued that a full account of reading skill should include…
Descriptors: Cognitive Processes, Decoding (Reading), Prior Learning, Reading Comprehension
Kleiman, Glenn M.; Humphrey, Mary M. – 1982
While studies of college-level readers have yielded evidence both for and against the use of phonological or speech recoding in the recognition of written words, no consistent picture of when recoding occurs has yet emerged. However, one model, the adjunct access model, can account for the previous research findings. According to this model,…
Descriptors: Cognitive Processes, Higher Education, Models, Phonology
Malt, Barbara C.; Smith, Edward E. – 1982
M.H. Ashcraft found that people tend to know more properties of items they rate as typical of a category than of items they rate as atypical, suggesting that variations in typicality result from variations in familiarity. Three experiments were designed to challenge this suggestion. The first investigated whether familiarity is necessarily…
Descriptors: Classification, Cognitive Processes, Higher Education, Measurement Techniques
Marsh, George; Mineo, R. James – 1970
This study deals with the ability of the beginning reader to recognize the relationships between isolated letter sounds and the same sounds embedded in a word context. The subjects were 64 prekindergarten children attending six private preschools in the Los Angeles metropolitan area. The subjects were all Caucasian and spoke a standard English…
Descriptors: Beginning Reading, Cognitive Processes, Decoding (Reading), Phonemes
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Burani, Cristina; And Others – Visible Language, 1984
Addresses the question of the relative contributions of surface word forms and root morphemes in word representation and recognition. (FL)
Descriptors: Cognitive Processes, Models, Morphology (Languages), Reading Ability
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Chiang, Berttram – Reading Improvement, 1980
Indicates that within the limits imposed by a one-to-one setting, children taught words by either of two segmented methods performed better in initial learning and transfer than did those children who were given only practice in reading unsegmented words. (FL)
Descriptors: Cognitive Processes, Primary Education, Reading Research, Teaching Methods
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Marcel, Tony – Visible Language, 1978
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)
Descriptors: Cognitive Processes, Perception, Reading Instruction, Reading Processes
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