The present study tries to investigate the effect of font size on recognition of the key textual words, to determine if the students can find the answers to some multiple choice and true/false questions easier in a text typed with a larger or smaller font size. Forty male and female students were selected through the placement test in an institute. Their reading comprehension ability with the f...

Recent research on bilingualism has shown that lexical access in visual word recognition by bilinguals is not selective with respect to language. In the present study, the authors investigated language-independent lexical access in bilinguals reading sentences, which constitutes a strong unilingual linguistic context. In the first experiment, Dutch-English bilinguals performing a 2nd language (...

A few years ago a reading method called “word-focused extensive reading” was proposed for adults learning the fine details of word usage (Cheng 1998a, 1998b, 1998c). In this mode of reading the computer retrieved from a large corpus and displayed the word in question in a sentence. In reading similar sentences the reader would hopefully gain the knowledge of the word usage. That is the idea of ...

A number of factors contribute to proficient word recognition, including phonological awareness and the ability to make orthographic analogies. The present study considered the relative contribution analogy abilities make toward early reading ability. Two analogy tasks and measures of phonological awareness, orthographic knowledge, visual memory, general language ability, and non-verbal intelli...

There is strong scientific consensus that emphasizing print-to-sound relationships is critical when learning to read alphabetic languages. Nevertheless, reading instruction varies across English-speaking countries, from intensive phonic training to multicuing environments that teach sound- and meaning-based strategies. We sought to understand the behavioral and neural consequences of these diff...

Models of reading have typically focused on monosyllabic words, consequently lexical stress assignment has been neglected in such models. Yet, determining how and when stress is applied in naming is an important consideration in providing a comprehensive account of reading processing. A corpus analysis of English age-appropriate reading materials between ages 5-12 indicated two properties: a ge...

In the present study, we investigated the effects of word-level age of acquisition (AoA) on natural reading. Previous studies, using multiple language modalities, showed that earlier-learned words are recognized, read, spoken, and responded to faster than words learned later in life. Until now, in visual word recognition the experimental materials were limited to single-word or sentence studies...

Reading is a complex process that draws on a remarkable number of diverse perceptual and cognitive processes. In this review, I provide an overview of computational models of reading, focussing on models of visual word recognition-how we recognise individual words. Early computational models had 'toy' lexicons, could simulate only a narrow range of phenomena, and frequently had fundamental limi...

In reading, it is often assumed that words are recognized sufficiently quickly, accurately, and unambiguously that downstream processes may proceed with perfect information about word identity. For example, word predictability is believed to affect early reading time measures, yet a word’s predictability cannot be calculated without knowledge of the word’s identity. We argue that such informati...