In this study, we compared children's and adults' ability to accurately identify target words in written minimal pairs (WMPs) with graphemically similar letters while accounting for factors such as gender, similarity of the middle letter in WMPs, mono- versus dimorphemic WMPs, number of syllable, homography, and imageability. Fifty children and…

This study evaluated a parent-mediated preventive intervention for children's literacy skills 1 year after participation. Parents of 3 1/2 to 4 1/2-year-old-children (n = 69) recruited through early childhood centers were randomly assigned to one of three conditions: (a) a target shared reading condition emphasizing phonological awareness…

The purpose of this study was to examine the role of phonological information on visual word recognition by using letter transposition effects. The Korean writing system gives a unique opportunity to investigate such phenomenon since the transposition of the beginning consonant (onset) and the end consonant (coda) of a certain syllable allows one…

This quasi-experimental study explored a response-to-intervention (RTI) design in which Tiers 2 and 3 were inverted for the most at-risk first grade students in reading intervention in seven classrooms (n = 24) across two culturally diverse schools. These students were matched using propensity scores and compared to a second group of first grade…

Two groups of freshman students, enrolled in a Vocabulary I and Reading I courses, participated in the study. Before instruction, both groups took a recognition (vocabulary) and a production (oral reading) pre-test. Comparisons of the pre-test scores showed no significant differences between the experimental and control group in decoding skills…

The purpose of this study was to determine whether students with and without hearing loss (HL) differed in their spelling abilities and, specifically, in the underlying linguistic awareness skills that support spelling ability. Furthermore, we examined whether there were differences between the two groups in the relationship between reading and…

The present article investigates how phonotactic rules constrain oral reading in the Russian language. The pronunciation of letters in Russian is regular and consistent, but it is subject to substantial phonotactic influence: the position of a phoneme and its phonological context within a word can alter its pronunciation. In Part 1 of the article,…

Reading a word may involve the spoken language in two ways: in the conversion of letters to phonemes according to the conventions of the language's writing system and the assimilation of phonemes according to the language's constraints on speaking. If so, then words that require assimilation when uttered would require a change in the phonemes…

Effects of lexical and sublexical variables on visual word recognition are often treated as homogeneous across participants and stable over time. In this study, we examine the modulation of frequency, length, syllable and bigram frequency, orthographic neighborhood, and graphophonemic consistency effects by (a) individual differences, and (b) item…

Many deaf students encounter great difficulty in learning to read. Typically, research has cited deaf students' difficulties to use phonological processing as the source of their reading deficit. However, recent studies have shown that morphological processing also plays an important part in reading. Since morphological units are visually…

Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made…

This study examines the effects of teaching common complex grapheme-to-phoneme correspondences (GPCs) on reading and reading motivation for at-risk readers using a randomised control trial design with taught intervention and control conditions. One reading programme taught children complex GPCs ordered by their frequency of occurrence in…

In the present article, we report 3 experiments using the odd-man-out variant of the implicit priming paradigm, aimed at determining the role played by phonological information during the handwriting process. Participants were asked to write a small set of words learned in response to prompts. Within each block, response words could share initial…

This article reports a lexical-decision experiment that was conducted to investigate the impact of word stress on visual word recognition in German. Reaction-time latencies and error rates of German readers on different levels of reading proficiency (i.e., third graders and fifth graders from primary school and university students) were compared…

Anagram solution tasks have been frequently used to assess word recognition processes and relevant research suggests that anagram solution ability is closely related to reading. Recently, the anagram paradigm was utilized to compare reading performance in the Greek language and was found to share significant positive correlation to reading…