J. C. Ziegler, C. Perry, and M. Zorzi (2009) have claimed that their connectionist dual process model (CDP+) can simulate the data reported by S. O'Malley and D. Besner. Most centrally, they have claimed that the model simulates additive effects of stimulus quality and word frequency on the time to read aloud when words and nonwords are randomly…

This study investigates how categorial (word class) semantics influences cross-linguistic interactions when reading in L2. Previous homograph studies paid little attention to the possible influence of different word classes in the stimulus material on cross-linguistic activation. The present study examines the word recognition performance of…

In literacy education, neuroscience research has been alluded to increasingly in work meant to substantiate cognitive models of the reading process related to text decoding and its instruction. As a result, this material tends to focus on early reading or reading disability and dyslexia (e.g., Hudson, High, & Al Otaiba, 2007; Shaywitz, 2003). It…

In spoken language comprehension, syntactic parsing decisions interact with prosodic phrasing, which is directly affected by phrase length. Here we used ERPs to examine whether a similar effect holds for the on-line processing of written sentences during silent reading, as suggested by theories of "implicit prosody." Ambiguous Korean sentence…

The acceleration hypothesis views reading rate simultaneously as both an independent and dependent variable that can be manipulated to encourage increases in reading indicators (Breznitz, 2006). Within this conceptualization, reading rate represents all the component sub-processes required for proficient reading and presents the opportunity for a…

Libben and Titone (2009) recently observed that cognate facilitation and interlingual homograph interference were attenuated by increased semantic constraint during bilingual second language (L2) reading, using eye movement measures. We now investigate whether cross-language activation also occurs during first language (L1) reading as a function…

The present study focused on using the MoodleReader to promote extensive reading (ER) in an Iranian EFL context, emphasizing its effect on students' incidental vocabulary acquisition. Thirty eight Shiraz University sophomores were assigned to experimental and control groups. The experimental group used the MoodleReader for their ER program, while…

This article presents the findings of a randomized controlled trial evaluation of the effects of a revised version of the volunteer mentoring programme, "Time to Read." Participating children received two 30-minute mentoring sessions per week from volunteer mentors who carried out paired reading activities with the children. The current…

This paper contributes to the literature on the transferability of grapho-morphological awareness (GMA) for second language (L2) learners by analysing L2 learners' knowledge of morphology in reading. GMA helps readers to identify grammatical categories, infer meanings of unfamiliar words, and access stored lexical information. Previous research…

Eye movements were monitored in 4 experiments that explored the role of parafoveal word length in reading. The experiments employed a type of compound word where the deletion of a letter results in 2 short words (e.g., backhand, back and). The boundary technique (K. Rayner, 1975) was employed to manipulate word length information in the parafovea.…

The authors investigated semantic neighborhood density effects on visual word processing to examine the dynamics of activation and competition among semantic representations. Experiment 1 validated feature-based semantic representations as a basis for computing semantic neighborhood density and suggested that near and distant neighbors have…

This dissertation examines the effects of semantic and phonetic radicals on Chinese character decoding by high-intermediate level Chinese as a Foreign Language (CFL) learners. The results of the main study (discussed in Chapter #5) suggest that the CFL learners tested have a well-developed semantic pathway to recognition; however, their…

This two-part study examines the emerging understanding of the reading process among preservice teachers (PTs), enrolled in a teacher preparation course on diagnostic reading. The study focuses on the use of reading assessment tools to understand the process of reading, while using reading inventories for diagnostic as well as pedagogical…

Two groups of 8- to 10-year-olds differing in rapid automatized naming speed but matched for age, verbal and nonverbal ability, phonological awareness, phonological memory, and visual acuity participated in four experiments investigating early visual processing. As low RAN children had significantly slower simple reaction times (SRT) this was…

We studied the reading performance of 340 consecutive, Italian-speaking aphasics in order to evaluate the clinical features of deep dyslexia, the functional impairments underlying semantic paralexias, and their neuranatomical correlates. Semantic paralexias were observed in 9/340 subjects (2.4%). Our data and a review of the literature show that…