Word Recognition in Reading (Tutorial Paper)

Allport, Alan

doi:10.1007/978-1-4684-0994-9_14

Cited by 26 publications

(27 citation statements)

References 90 publications

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“…Some form of orthographic code (i.e. , an abstract letter identity; see Allport, 1979;Coltheart, 1981;Evett & Humphreys, 1981) or a direct visual-visual association provides a sufficient basis for cross-ease matching.…”

Section: Discussionmentioning

confidence: 99%

“…One widely held view is that this process depends upon preliminary letter identification (e.g ., Adams, 1979;Allport , 1979;Besner, 1983;Besner, Davelaar, Alcott, & Parry, 1984;Coltheart, 1981;Henderson, 1982;Johnston, 1981;McClelland, 1976;McClelland & Rumelhart , 1981;Paap, Newsome , & Noel, 1984;Saffran, 1980;Well & Pollatsek, 1981). If this assumption is correct, the question arises as to how a reader knows that different physical forms of a letter (e.g., A and a) signal something common .…”

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confidence: 99%

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Basic processes in reading: On the development of cross-case letter matching without reference to phonology

Rynard

Besner

1987

Bull. Psychon. Soc.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Basic processes in reading: On the development of cross-case letter matching without reference to phonology

Rynard

Besner

1987

Bull. Psychon. Soc.

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“…The simplest hypothesis is that Kanji characters are translated directly to meaning, and only indirectly, via meaning, to phonology, while Kana characters are mapped directly to phonology, and only indirectly, via phonology, to meaning. A number of authors have maintained that (a) phonological mediation is necessary for access to meaning from words written in Kana (e.g., Allport, 1979;Kimura, 1984;McCusker, Hillinger, & Bias, 1981;Morton & Sasanuma, 1984;Sasanuma, 1984); (b) naming of Kana is accomplished by direct translation to phonology, without any semantic mediation (e.g., Feldman & Turvey, 1980;Goryo, 1987;Nomura, 1981) and by means of a non-lexical assembly process (Saito, 1981;Saito, Inoe, & Nomura, 1979); (c) phonological mediation is not necessary for access to meaning from words written in Kanji (e.g., Kaiho, 1976;Kimura, 1984;McCusker et al, 1981;Morton & Sasanuma, 1984;Sasanuma, 1984); (d) naming of Kanji words is necessarily mediated by meaning (e.g., Feldman & Turvey, 1980;Goryo, 1987;Nomura, 1981).…”

Section: Distinct Mechanisms For Processing Kanji and Kana?mentioning

confidence: 99%

The Cost of Switching between Kanji and Kana while Reading Japanese

Monsell¹

1999

Language and Cognitive Processes

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“…Allport, 1979;Morton's 1979 logogen model;Kolers, 1970; and, for the reading of deep dyslexics, Patterson, 1981) and this prompts us to ask whether the later stages of reading acquisition in our study show these changes. We have thus extracted the 10 children who were the best readers at 6 years old and analysed their abilities at 6 which predicted reading at 7.…”

Section: Reading Development-the Pattern Of Changementioning

confidence: 99%

The early stages of reading: A longitudinal study

Ellis

Large

1988

Applied Cognitive Psychology

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Forty children were studied as they began to learn to read at 5 years old and as they developed their skill up to 7 years old. At each year they were tested for ability on 44 variables which measured ability in reading, spelling, vocabulary, short-term memory, visual perception and discrimination, auditory-visual integration, language knowledge, phonological awareness, grammatical knowledge, rote knowledge and ordering ability, and performance on the Weschler Intelligence Scale for Children. The data for the whole group of children were analysed in several ways: (1) At each year the patterns of associates of reading skill were determined (with and without control for IQ); (2) the abilities at one point in time which were associated with later reading skill were charted for the whole group, for a subset of children who at 5 years old started with no reading skill, and for another group of children who were progressing rapidly at 7 years old. Cross-lagged correlation comparisons were made to investigate causal paths. These analyses allowed us to chart the course of reading development and the interactive ways in which associated skills such as spelling, reading, phonological awareness and syntactic knowledge grow from each other differentially at different stages of development. The nature of reading skill changes rapidly in the first 3 years of acquisition. In information processing terms it begins as an undifferentiated skill associated with knowledge of the letters of the alphabet, phonological awareness, and visual symbolic short-term memory processes. It then changes in character, being associated with holistic visual pattern recognition skills. By 6 years old phonological awareness and verbal short-term memory processes are by far the strongest associates. By 7 years old the better readers' skills are associated with analytic visual perceptual analysis, the learning of new symbol-sound associations, and sound blending skill. Reading has become a multifaceted ability tapping a wide range of different skills from language comprehension to analysis of the order of elements in a visual array.Our present knowledge of reading is assembled in reviews of thousands of individual studies of reading (e.g. Gibson and Levin, 1975;Mitchell, 1982;Vellutino, 1979;Vernon, 1971). The preponderance of these studies have been ex post facto bivalent designs with little or no attempt to look for differential abilities. They have been performed by different investigators, with children of different cultures, education, age, socioeconomic background and intelligence, and they have involved radically different numbers of subjects. They have taken place over the past 50 years when educational practices have been changing. It is quite possible that the conclusions of the reviews therefore constitute a nomothetic generality which, from a heterogeneous population, reflects none of the individuals studied. Such review efforts may also fail to lead to an understanding of the development of reading. If we want to study development we must d...

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Word Recognition in Reading (Tutorial Paper)

Cited by 26 publications

References 90 publications

Basic processes in reading: On the development of cross-case letter matching without reference to phonology

Basic processes in reading: On the development of cross-case letter matching without reference to phonology

The Cost of Switching between Kanji and Kana while Reading Japanese

The early stages of reading: A longitudinal study

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