We review major issues in research on reading, including theories of word reading, cross-writing system comparisons, comprehension, reading difficulties, learning how to read, and cognitive neuroscience studies of reading. Each of these topics has psycholinguistic components that reflect the language foundations of reading. These foundations lie in two facts: (1) a writing system connects to a ...

The transformation of an abstract concept into an articulated word is achieved through a series of encoding processes, which time course has been repeatedly investigated in the psycholinguistic and neuroimaging literature on single word production. The estimates of the time course issued from previous investigations represent the timing of process duration for mean processing speed: as producti...

People with aphasia frequently have difficulties in understanding and producing single words, with performance affected by a range of psycholinguistic variables, including word length and frequency. This study considers the effects on lexical processing of using emotionally valenced words: words that evoke an emotion but do not directly label one (e.g. negative valence = poison, positive valenc...

Previous psycholinguistic research has shown that a variety of contextual factors can influence the interpretation of syntactically ambiguous structures, but psycholinguistic experimentation inherently does not allow for the investigation of the role that these factors play in natural (uncontrolled) language use. We use regression modeling in conjunction with data from the British National Corp...