| Abstract: | Discusses 2 points raised in an article by L. X. McCusker et al (see record 1981-11846-001) on the role of phonological recoding in reading: (1) McCusker et al equated phonological mediation with the application of spelling–sound correspondence rules. The present study argues that such an assumption is not valid. (2) McCusker et al concluded that phonologically mediated semantic access decreases with reading skill. The present study argues that current data do not support this view. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
