Aloud Reading –technique for developing lexical abilities

Priming lexical stress in reading Italian aloud

Reading aloud: evidence for contextual control over lexical activation.

Can readers exert control (albeit unconsciously) over activation at particular loci in the reading system? The authors addressed this issue in 4 experiments in which participants read target words aloud and the factors of prime-target relation (semantic, repetition), context (related, unrelated), stimulus quality (bright, dim), and relatedness proportion (RP; high, low) were manipulated. In the...

Connectionist Modelling of Reading Aloud

A new class of neural network models of reading aloud are presented. Unlike previous models, they are not restricted to monosyllabic words, require no complicated input-output representations such as Wickelfeatures and require no pre-processing to align the letters and phonemes in the training data. The best cases are able to achieve 100% performance on the Seidenberg & McClelland training corp...

The cognitive chronometric architecture of reading aloud: semantic and lexical effects on naming onset and duration

We examined onset reaction time (RT) in a word naming task using an additive factors method (AFM). The pattern of additive and over-additive joint effects on RT among Instructions (INST: name all, name words), Word Frequency (WF: log(10) HAL), Semantic Neighborhood Density (SND: Inverse Ncount), and Word Type (WT: regular, exception) supported a cognitive chronometric architecture consisting of...

Effect of Word and Syllable Frequency on Activation During Lexical Decision and Reading Aloud

This functional MRI (fMRI) study investigated the effect of lexical and syllable frequency on visual word processing during lexical decision and reading aloud. Previous research has shown a dissociation of syllable and word frequency effects in Spanish using behavioral and electrophysiological measures, suggesting that sublexical (syllabic) representations are computed and mediate the firing of...