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Peer reviewedMcKague, Meredith; Pratt, Chris; Johnston, Michael B. – Cognition, 2001
Two experiments tested predictions of dual-route-cascaded and triangle frameworks regarding effect among first-graders of having a word in oral vocabulary prior to reading that same word. Results suggest that word-specific phonological information is represented in the reading system independently of semantic or articulatory influences. Results…
Descriptors: Children, Elementary School Students, Familiarity, Models
