Rowed to recovery: The use of phonological and orthographic information in reading Chinese and English.

To examine how readers of Chinese and English take advantage of orthographic and phonological features in reading, the authors investigated the effects of spelling errors on reading text in Chinese and English using the error disruption paradigm of M. Daneman and E. Reingold (1993). Skilled readers in China and the United States read passages in their native language that contained occasional spelling errors. Results showed that under some circumstances very early phonological activation can be identified in English, but no evidence for early phonology was found in Chinese. In both languages, homophone errors showed a benefit in measures of later processing, suggesting that phonology helps readers recover from the disruptive effects of errors. These results suggest that skilled readers take advantage of the special features of particular orthographies but that these orthographic effects may be most pronounced in the early stages of lexical access. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fast priming during eye fixations in reading.

Near-threshold primes were "flashed" in a target location prior to the onset of a target word while Ss read. The type and duration of the prime were manipulated. In Exp 1, identical, related, and unrelated primes were presented for 60, 45, or 30 msec from onset of an eye fixation. The prime was then replaced with the target word, which remained in place while Ss finished reading the sentence. Fixation time on the target word was measured. Exp 2 replicated Exp 1, with 2 exceptions: A random letter string replaced the identical prime condition, and prime durations of 39, 30, or 21 msec were used. In both experiments, significant priming effects (related vs unrelated) were obtained when the prime was presented for 30 msec. Results are discussed with regard to subliminal priming effects. Applications to the study of word recognition processes are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of word decoding and reading fluency across languages varying in orthographic consistency.

Very few studies have directly compared reading acquisition across different orthographies. The authors examined the concurrent and longitudinal predictors of word decoding and reading fluency in children learning to read in an orthographically inconsistent language (English) and in an orthographically consistent language (Greek). One hundred ten English-speaking children and 70 Greek-speaking children attending Grade 1 were examined in measures of phonological awareness, phonological memory, rapid naming speed, orthographic processing, word decoding, and reading fluency. The same children were reassessed on word decoding and reading fluency measures when they were in Grade 2. The results of structural equation modeling indicated that both phonological and orthographic processing contributed uniquely to reading ability in Grades 1 and 2. However, the importance of these predictors was different in the two languages, particularly with respect to their effect on word decoding. The authors argue that the orthography that children are learning to read is an important factor that needs to be taken into account when models of reading development are being generalized across languages. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating pictorial information across eye movements.

Six experiments are reported dealing with the types of information integrated across eye movements (EMs) in picture perception. A line drawing of an object was presented in peripheral vision, and the 12 Ss (members of the university community) made an EM to it. During the saccade, the initially presented picture was replaced by another that the S was instructed to name as quickly as possible. The relation between the stimulus on the 1st fixation and the stimulus on the 2nd fixation was varied. Across experiments, there was about 100–230 msec facilitation when the pictures were identical compared with a control condition in which only the target location was specified on the 1st fixation. This finding implies that information about the 1st picture facilitated naming the 2nd picture. When the pictures represented the same concept (e.g., 2 pictures of a horse), there was a 90-msec facilitation effect that could have been the result of either the visual or conceptual similarity of the pictures. However, when the pictures had different names, only visual similarity produced facilitation; there appeared to be inhibition from the competing names. Results of all experiments are consistent with a model in which the activation of both the visual features and the name of the picture seen on the 1st fixation survive the saccade and combine with the information extracted on the 2nd fixation to produce identification and naming of the 2nd picture. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Activation of phonological codes during eye fixations in reading.

Two experiments addressed the issue of whether phonological codes are activated early in a fixation during reading using the fast-priming technique (S. C. Sereno & K. Rayner, 1992). Participants read sentences and, at the beginning of the initial fixation in a target location, a priming letter string was displayed, followed by the target word. Phonological priming was assessed by the difference in the gaze duration on the target word between when the prime was a homophone and when it was a control word equated with the homophone on orthographic similarity to the target. Both experiments demonstrated homophonic priming with prime durations of about 35 ms, but only for high-frequency word primes, indicating that lexicality was guiding the speed of the extraction of phonological codes early in a fixation. Evidence was also obtained for orthographic priming, and the data suggest that orthographic and phonological priming effects interact in a mutually facilitating manner. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Against parafoveal semantic preprocessing during eye fixations in reading.

Investigated 2 reading models, focused attention and semantic preprocessing, in which nonfoveal information plays an important role. A reading experiment was conducted with 24 normally seeing members of a university community. Ss' eye movements were recorded as they read sentences, and a display change occurred before they fixated on a critical target word. In the target word location, 1 of 4 alternative previews was initially presented: the target word itself, a word semantically related to it, an unrelated word, and a nonword visually similar to the target. The various visual processes occurring during the experiment and the retinal regions involved are discussed. Results are inconsistent with the semantic preprocessing but consistent with the focused-attention model of reading. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Time course of phonological activation during reading: Evidence from eye fixations.

Eye fixation data suggest that readers use orthographic codes rather than phonological codes to activate word meanings. Whereas proofreading data show that readers are less likely to detect homophonic errors (e.g., He was in his silk stocking feat) than nonhomophonic errors (e.g., He was in his silk stocking fate), the eye fixations revealed that readers initially experienced as much difficulty encountering a homophonic error as a nonhomophonic one. However, homophony facilitated the recovery process, thus suggesting that phonology has its influence after lexical access. Exp 1 showed that the findings were consistent whether the error was the lower frequency homophone (stocking feat) or the higher frequency homophone (feet of courage). Exp 2 showed that proofreading responses are unreliable indices of error detection because even when readers fail to make an overt error detection response, their eye fixations reveal that they have detected the error. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eye movement control during reading: Effects of word frequency and orthographic familiarity.

Word frequency and orthographic familiarity were independently manipulated as readers' eye movements were recorded. Word frequency influenced fixation durations and the probability of word skipping when orthographic familiarity was controlled. These results indicate that lexical processing of words can influence saccade programming (as shown by fixation durations and which words are fixated). Orthographic familiarity, but not word frequency, influenced the duration of prior fixations. These results provide evidence for orthographic, but not lexical, parafoveal-on-foveal effects. Overall, the findings have a crucial implication for models of eye movement control in reading: There must be sufficient time for lexical factors to influence saccade programming before saccade metrics and timing are finalized. The conclusions are critical for the fundamental architecture of models of eye movement control in reading- namely, how to reconcile long saccade programming times and complex linguistic influences on saccades during reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Testing for lexical competition during reading: Fast priming with orthographic neighbors.

Recent studies have found that masked word primes that are orthographic neighbors of the target inhibit lexical decision latencies (Davis & Lupker, 2006; Nakayama, Sears, & Lupker, 2008), consistent with the predictions of lexical competition models of visual word identification (e.g., Grainger & Jacobs, 1996). In contrast, using the fast priming paradigm (Sereno & Rayner, 1992), orthographically similar primes produced facilitation in a reading task (H. Lee, Rayner, & Pollatsek, 1999; Y. Lee, Binder, Kim, Pollatsek, & Rayner, 1999). Experiment 1 replicated this facilitation effect using orthographic neighbor primes. In Experiment 2, neighbor primes and targets were presented in different cases (e.g., SIDE–tide); in this situation, the facilitation effect disappeared. However, nonword neighbor primes (e.g., KIDE–tide) still significantly facilitated reading of targets (Experiment 3). Taken together, these results suggest that it is possible to explain the priming effects from word neighbor primes in fast priming experiments in terms of the interactions between the inhibitory and facilitory processes embodied in lexical competition models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The beginnings of orthographic knowledge: Children's knowledge of double letters in words.

Three experiments were carried out to examine the development of knowledge about double letters. Children and adults chose items they thought looked most word-like from pairs of nonwords. First graders chose nonwords with final doublets (e.g., baff) and allowable doublets (e.g., yill) as more word-like than nonwords with initial doublets (e.g., bbaf) or unallowable doublets (e.g., yihh). Children in late kindergarten chose final-doublet nonwords (e.g., pess) more often than initial-doublet nonwords (e.g., ppes), but performed at chance when choosing between items such as jull and jukk . The same children in 1st grade chose jull more often than jukk even though their own spellings were semiphonetic and phonetic according to stage theories of spelling development. Only participants in the 6th grade and above knew the correspondence between a medial doublet and a preceding short vowel (e.g., tebbif). The results suggest that even young writers know about simple orthographic patterns. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What eye fixations tell us about phonological recoding during reading.

50 undergraduates in 2 experiments read text for comprehension, and their eye movements were monitored for spontaneous disruptions when encountering homophonic errors (e.g., He wore blew jeans) vs nonhomophonic errors (e.g., He wore blow jeans). Eye fixation behavior revealed that readers initially experienced as much difficulty when encountering a homophonic error as a nonhomophonic one; however, homophony facilitated the recovery process, at least for homophones that shared the same length as their context correct mates. Results support a theory of lexical access in which phonological sources of activation and influence are delayed relative to orthographic sources, rather than a theory in which phonological codes predominate. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lexical access during eye fixations in reading: Effects of word-initial letter sequence.

Tested the constraint hypothesis, which states that lexical access in reading is initiated on the basis of word-initial letter information obtainable in the parafoveal region, in 2 experiments. Ss were 36 college students with normal vision. Eye movements were monitored while Ss read sentences containing target words whose initial trigram (Exp I) or bigram (Exp II) imposed either a high or a low degree of constraint in the lexicon. In contradiction to the hypothesis, high-constraint words (e.g., dwarf) received longer fixations than did low-constraint words (e.g., clown), despite the fact that high-constraint words have an initial letter sequence shared by few other words in the lexicon. A comparison of fixation times in viewing conditions with and without parafoveal letter information showed that the amount of decrease in target fixation time due to prior parafoveal availability was the same for high- and low-constraint targets. It is concluded that increased familiarity of word-initial letter sequence is beneficial to lexical access and that familiarity affects the efficiency of foveal but not parafoveal processing. A list of the sentences used in the 2 experiments is appended. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parafoveal processing of words and saccade computation during eye fixations in reading.

Studied parafoveal word processing during eye fixations in reading to answer two questions: (a) Is the processing of parafoveally available words limited to the identification of beginning letters? (b) Does the parafoveal processing of words affect the following interword saccade? Reading afforded either no parafoveal preview, preview of beginning trigrams, preview of ending trigrams, or preview of the whole parafoveal word. Previews were controlled by replacing original letters either with X's or dissimilar letters. Preview benefits were larger for the whole word previews than for beginning or ending trigram previews. X-masks yielded preview benefits from intact beginning and ending trigrams but dissimilar letter masks yielded benefits from beginning trigrams only. Saccades were larger for whole word previews than for no previews. These results support Logogen-type models of word recognition and a model of saccade computation that posits a time-locked functional relation between the acquisition of parafoveal word information and the positioning of each fixation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preview benefit during eye fixations in reading for older and younger readers.

Older and younger readers read sentences as their eye movements were recorded, and the boundary paradigm (Rayner, 1975) was used to present either a valid or an invalid parafoveal preview of a target word. During the saccade to the target word, the preview word changed to the target word. For early measures of processing time (first fixation duration and single fixation duration), the standard preview benefit effect (shorter fixation times on the target word with a valid preview than an invalid preview) was obtained for both older and younger readers. However, for gaze duration and go-past time, the preview benefit was somewhat attenuated in the older readers in comparison to the younger readers, suggesting that on some fixations older readers obtain less preview benefit from the word to the right of fixation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reinstatement of causal information during reading.

An on-line word naming probe was used to test whether information presented earlier in a text, and then backgrounded by several sentences, would be reinstated when Ss were required to understand the cause of a currently processed action or event. In Exp 1, Ss named a probe word that represented an earlier-mentioned cause more quickly when it followed a causal coherence break than when it followed a neutral sentence. Exps 2 and 3 replicated this effect and examined 2 conditions that may affect the process of reinstating a cause: (1) inclusion of part of the context in which the cause was originally presented was not necessary to obtain reinstatement of the cause and (2) reinstatement of the cause was not evidenced when it had been disconfirmed earlier in the text. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

All letters are not equal: Subgraphemic texture in orthographic working memory.

A central issue in the study of reading and spelling has been to understand how the consistency or frequency of letter-sound relationships affects written language processing. We present, for the first time, evidence that the sound–spelling frequency of subgraphemic elements of words (letters within digraphs) contributes to the accuracy with which these letters are produced in spelling. We report findings from 2 studies that demonstrate that letters within digraphs display differential susceptibility to error under conditions of disruption to orthographic working memory (O-WM). In the 1st, O-WM was disrupted as a result of neurological damage; in the 2nd, O-WM disruption was produced in neurologically intact, skilled spellers under dual task conditions with a shadowing task carried out during spelling. In both studies, segments with low versus high levels of sound–letter convergence, a measure of the frequency of sublexical mappings, were more vulnerable to disruption even when factors such as letter position, consonant–vowel context, and phoneme-to-grapheme mapping probability of the digraphs were controlled. These results contribute to our understanding of the internal texture of orthographic representations, providing evidence that individual letters differ in their activation strength and, as a result, in their susceptibility to error. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading ability and utilization of orthographic structure in reading.

Used a perceptual-recognition task to assess whether utilization of orthographic structure in letter recognition varies with reading ability. Anagrams of words were made to create strings that orthogonally combined frequency and regularity measures of orthographic structure. These strings and the original words were used as test stimuli in a letter-recognition task. 22 good and poor undergraduate readers (selected by their scores on the Nelson-Denny Reading Test) showed equally large effects of orthographic structure on task accuracy, whereas in a 2nd experiment, 10 poor 6th-grade readers did not utilize orthographic structure to the same degree as 10 very good 6th-grade readers. To facilitate the teaching of orthographic structure, some of the important constraints in written English and various games for teaching these constraints are presented. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parafoveal and foveal processing of abbreviations during eye fixations in reading: Making a case for case.

The processing of abbreviations in reading was examined with an eye movement experiment. Abbreviations were of 2 distinct types: acronyms (abbreviations that can be read with the normal grapheme-phoneme correspondence [GPC] rules, such as NASA) and initialisms (abbreviations in which the GPCs are letter names, such as NCAA). Parafoveal and foveal processing of these abbreviations was assessed with the use of the boundary change paradigm (K. Rayner, 1975). Using this paradigm, previews of the abbreviations were either identical to the abbreviation (NASA or NCAA), orthographically legal (NUSO or NOBA), or illegal (NRSB or NRBA). The abbreviations were presented as capital letter strings within normal, predominantly lowercase sentences and also sentences in all capital letters such that the abbreviations would not be visually distinct. The results indicate that acronyms and initialisms undergo different processing during reading and that readers can modulate their processing based on low-level visual cues (distinct capitalization) in parafoveal vision. In particular, readers may be biased to process capitalized letter strings as initialisms in parafoveal vision when the rest of the sentence is normal, lowercase letters. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Integration of topic and subordinate information during reading.

Four experiments examined how readers integrate subordinate information with relevant context as they read. Ss read texts a sentence at a time with occasional interruptions lasting 30 sec. Following a distractor task, they resumed reading after being reminded of the topic sentence of the last paragraph they read (topic cue condition), being reminded of the last sentence they had read (local cue condition), or receiving no reminder of what they had been reading (no cue condition). Reading times on the 1st sentence following interruption were faster in the topic and local cue conditions than in the no cue condition (1) when the topic and local cues supplied missing referents for the target sentences, (2) when the target sentences were written to be understood as independent statements, and (3) whether the target sentences were embedded in short or long texts. Results are interpreted as demonstrating that readers integrate subordinate information with relevant topics, as well as with the immediate local context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)