Elaborates the view that phonological recoding, or print-to-sound translation, is a self-teaching mechanism enabling learners to acquire the orthographic representations necessary for visual word recognition. Discusses developmental properties of phonological recoding, reviews evidence on the importance of cognitive abilities underlying the…

In this paper, we argue that a complete understanding of language processing, in this case word-recognition processes, requires consideration both of multiple languages and of developmental processes. To illustrate these goals, we will summarize a 10-year research program exploring word-recognition processes in Korean adults and children. We…

Presents a theory of reading and a justification in the form of a defense of a highly generalized approach to the different forms of reading and of a lexical approach to receptive grammar. The article also addresses the question of the usefulness of models in general and this one in particular, specifically with relation to foreign-language…

This paper argues that the ability to rapidly compare phonemes is a primary sensory-cognitive function underlying self-correction in word recognition and spelling and thus, indirectly, reading comprehension. Such phonological defects can be addressed both preventively and remedially using procedures that are fundamentally different from typical…

Intended for reading teachers and teacher educators, this book provides an analysis of 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. The introduction looks at the dangers of the myths that underlie reading instruction, discusses how the myths arise out of an…