The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading efficiency and vocabulary knowledge), cognitive…

The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2-year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling…

This study investigates the effect of word study instruction on the orthographic knowledge of college students enrolled in a developmental reading course. Results revealed significantly greater improvement in orthographic knowledge in students who received word study instruction when compared with those in a control group, suggesting that the word…

Examines how spelling-to-sound irregularity affects pronunciation latencies when words are presented in a sentence, and concludes that pronunciation latencies are strongly affected by the type of preceding sentence, with the specific sentences producing shorter latencies than the general sentences. (HOD)

Uses a proofreading task to investigate whether function and content words are processed differently in a text. Concludes that misprints are hard to detect in words that retain the original shape, short words prevent detection of misprints more than long words, and that there is an interaction between word type and length. (HOD)

Analyzes the task performance of two groups of readers--those who made gains and those who did not make gains in a remedial reading situation in order to determine their use of word identification cues. Shows that the gain group was more analytical of the test words and tended to use more units of varying size. (HOD)