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 ...

Acknowledgements: M. Kutas (a Lady Davis fellow at Hebrew University) was supported from grants HD22614 and AG08313. We thank E. DeOchoa and T. Urbach for assistance.

Cross-linguistic studies are essential to the identification of universal processes in language development, language use, and language breakdown. Comparative studies in all three areas are reviewed, demonstrating powerful differences across languages in the order in which specific structures are acquired by children, the sparing and impairment of those structures in aphasic patients, and the s...

For almost two decades, phonologists, phoneticians and psycholinguists have devoted attention to the value of prosodic information during silent reading. Until then on influence syntactic semantic aspects in reading was focus Psycholinguistics. Despite joint efforts researchers, there are many issues be explored regarding main domains. The first relates individual parameters languages that can ...