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…

In two eye-tracking experiments, we investigated the processing of information about phonological consistency of Chinese phonograms during sentence reading. In Experiment 1, we adopted the error disruption paradigm in silent reading and found significant effects of phonological consistency and homophony in the foveal vision, but only in a late…

In this study, we examined the effects of word and character frequency across three commonly used word-identification tasks (lexical decision, naming, and sentence reading) using the same set of two-character target words (N = 60) and participants (N = 82). Facilitatory effects of word frequency were observed across all three tasks. The…

Text comprehension models in first and second language reading research posit that slow word recognition inhibits reading speed and decreases comprehension. To investigate the role of word recognition in reading, 2 experiments examined rereading benefits in participants' first and second languages using scrambled and normal versions of English and…

Despite a history of reading or spelling difficulties, some adults attain age-appropriate spelling skills and succeed at university. We compared the spelling of 29 such high-functioning dyslexics with that of 28 typical students, matched on general spelling ability, and controlling for vocabulary and non-verbal intelligence. Participants wrote…

This article assesses the state of the literature on word-attack skills and phonological awareness (PA) in individuals with mental retardation, in light of progress towards the development of effective teaching procedures. The literature contains promising findings. Studies have shown PA to be correlated with word-attack skills in individuals with…

Investigates whether two different versions of the serial rapid automatized naming (RAN) task, using similar alphanumeric stimuli, would differentially predict performance on word level reading skills. Indicates that the RAN-Alternative measure explained significantly more unique variance in word recognition and orthographic-processing skills than…

Assesses some phonological tasks of well compensated, high-functioning dyslexics, aged 18, whose reading ability had improved to within one standard deviation of the normal population. Compares them with matched controls. Finds they performed well on word recognition tests but worse on nonword reading and spelling, and worse (in terms of speed) on…

Twenty children between six and nine years of age and of average or above average intelligence were used in a study to determine whether methods that restrict pupil participation to visual attention or oral response are of more or less value in attempts to recognize words than methods that involve activity with the hands, such as tracing or…

Discusses a study which compared the reading scores of first and fifth-grade subjects classified as reflective or impulsive. Reflective first-grade girls scored higher on all tests than impulsive girls, reflective first-grade boys scored higher than impulsive boys on the critical reading measure, and no differences were found for fifth-grade…

Examines the roles of orthographic, meaning, and phonological processors in children's word recognition. Finds that graphemic complexity accounted for the highest amount of variance at each level, with other variables shifting across age in a pattern consistent with a stage development model of word recognition. (RS)

Investigates word and nonword reading in German- and English-speaking children. Suggests that low orthographic consistency, as in English, necessitates the use of complex and error-prone strategies in phonological recoding (translating printed words into spoken equivalents), whereas high consistency, as in German, allows phonological recoding into…

Compares two views about the importance of environmental print in children's learning experiences. Assesses environmental print knowledge in non-reading preschool children and relates it to word recognition training. Finds words from the known logos were more readily learned than the matching control words, but only in Study 1 were the known logo…

Finds that Japanese fifth graders' naming speed was a good indicator of the automaticity of the lexical access for both syllabaries and morphograms, but that skilled/less-skilled differences in vocalization latencies were greater for real words than for pseudowords for both hiragana and kanji. Discusses the applicability of C. A. Perfetti's verbal…

Addresses the question of the role of general speed/rate of processing in reading impairment in adults. Compares 95 adults varying in word-recognition ability. Shows significant and pervasive speed/rate differences among groups, as well as differences in accuracy performance. (SG)