This study examined the influence of the number of orthographically similar candidates, neighborhood size, on the word and pseudoword naming performance of normal, dyslexic, and beginning readers. Participants were 23 Dutch dyslexic fourth-graders matched to 23 fourth-grade chronological age controls and 17 second-grade reading age controls.…

Beginning readers' reading latencies increase as words become longer. This length effect is believed to be a marker of a serial reading process. We examined the effects of visual and phonological skills on the length effect. Participants were 184 second-grade children who read 3- to 5-letter words and nonwords. Results indicated that reading…

Serial rapid automized naming (RAN) has been often found to correlate more strongly with reading than discrete RAN. This study aimed to demonstrate that the strength of the RAN-reading fluency relationship is dependent on the format of both RAN and the reading task if the reading task consists of sight words. Seventy-one first-grade, 74…

In this study the effect of repeated reading on the acquisition of orthographic knowledge was examined. Acquisition of orthographic knowledge was assessed by the effect of word length on reading speed. We predicted that the effect of length in a set of words and pseudowords would decrease after the repeated reading of these (pseudo)words. The…

Research with adults has shown that the distortion of visual word features, and in particular of the multiletter features within words, hampers word recognition. In this study, "CaSe MiXiNg" was employed to examine the effect of disrupting visual word features on the acquisition of orthographic knowledge in children. During the training, 18…