Presents a meta-analysis of spelling-to-sound regularity effects in individuals with reading disabilities and reading-level comparison groups. The clear effect of word regularity for individuals with reading disabilities, which did not differ from the word regularity effects for individuals at reading levels, is discussed relative to classic…

Studies are reviewed on the interactive-compensatory model of reading, which explains developmental and individual differences in the use of context to facilitate word recognition. One major implication reported is that, with context adequately instantiated, less-skilled readers utilize context to facilitate word recognitions as much, if not more,…

Focuses on the issue of convergent and predictive validity of measures using a broader range of orthographic tasks than previously examined. Finds that a measure of print exposure predicted variance in orthographic processing after the variance in phonological processing had been partialed out. (SG)

The effect of the ortographic structure of the stimulus field on the visual search performance of third and sixth graders and adults was examined in three experiments. (BD)

Different tasks were compared using the same subjects, stimuli, and experimental methodology. The results indicate that the lexical-decision task does tend to produce greater inhibition effects than the naming task. (Author/PN)

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)

In view of assertions that reading is a form of constrained reasoning, evidence is presented that indicates that lexical access in fluent readers is not at all like reasoning or problem solving. Reading theory is discussed in terms of cognitive science, connectionism, context use in word recognition, modularity, constructivism, and phonological…

Two experiments suggest that a sharp increase in reading automaticity occurs during the first grade, but that by the end of the year the development of automaticity begins to level off. (HOD)

A discrete-trial reaction time methodology was employed measuring speeds of skilled and less skilled readers in naming colors, pictures, numbers, letters, and words. Less skilled nondyslexic children don't exhibit a general name retrieval deficit; rather, research shows phonological analysis skills are integral in early reading acquisition.…

The effect of orthographic structure on the word search performance of good and poor third-grade readers is examined. (MP)

Investigates the use of graphic and contextual information in word recognition and the extent to which good and poor readers are flexible in their ability to trade off one type of information for another when the situation warrants. (HOD)

Outlines a strategy for resolving disputes between the whole language and phonics camps in reading instruction. Reviews research on the role of context in word recognition, the process of reading acquisition, and analytic versus holistic approaches to reading acquisition. Suggests that the way is clear for whole language advocates to reconstitute…

Fourth and sixth graders and adults read words preceded by either a congruous, incongruous, or no-sentence context, and then completed another task where they named the color of the target word. Results suggested that context effects are mediated by automatic processes which decrease in importance with age and reading ability. (Author/JMB)

Third- and fifth-graders, like adults, quickly named words preceded by either an incongruous or a normal incomplete sentence. Results (1) support the assumption that context effects on children's word recognition are caused by spreading-activation and expectancy-based-attentional processes operating simultaneously and (2) indicate that word…

The last 25 years have seen tremendous advances in the study of the reading process and reading acquisition. The growing body of knowledge on the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This book…