The processing of abbreviations in reading was examined with an eye movement experiment. Abbreviations were of 2 distinct types: acronyms (abbreviations that can be read with the normal grapheme-phoneme correspondence [GPC] rules, such as NASA) and initialisms (abbreviations in which the GPCs are letter names, such as NCAA). Parafoveal and foveal…

Using a word-by-word self-paced reading paradigm, T. A. Farmer, M. H. Christiansen, and P. Monaghan (2006) reported faster reading times for words that are phonologically typical for their syntactic category (i.e., noun or verb) than for words that are phonologically atypical. This result has been taken to suggest that language users are sensitive…

Two eye movement experiments examined whether skilled readers include vowels in the early phonological representations used in word recognition during silent reading. Target words were presented in sentences preceded by parafoveal previews in which the vowel phoneme was concordant or discordant with the vowel phoneme in the target word. In…

Research with 32 4-, 6-, 8-, and 10-year-old British children demonstrated that children at different reading levels relied on different types of cues in recognizing words. Older children used grapheme-phoneme correspondence rules in recognizing words and were much more flexible than were beginning readers in their response patterns. (SLD)