In the search for mechanisms that contribute to dyslexia, the term "attention" has been invoked to explain performance in a variety of tasks, creating confusion since all tasks do, indeed, demand "attention." Many studies lack an experimental manipulation of attention that would be necessary to determine its influence on task…

This study investigates the performance of adults with cerebrovascular lesion in the right hemisphere (RHL) or left hemisphere (LHL) in word reading (TLPP) and spelling (TEPP) tasks based on the dual-route models. A total of 85 adults were assessed, divided into three groups: 10 with RHL, 15 with LHL, and 60 neurologically healthy ones. The…

There is a strong connection between word-reading and spelling development. Students' spelling can provide insight into their word-level reading skills and inform intensive reading interventions delivered within a data-based individualization framework. The purpose of this article is to describe the linguistic knowledge bases that connect word…

Purpose: Children are assumed to acquire orthographic representations during autonomous reading by decoding new written words. The present study investigates how deaf and hard of hearing (DHH) children build new orthographic representations compared to typically hearing (TH) children. Method: Twenty-nine DHH children, from 7.8 to 13.5 years old,…

Individual differences in reading performance between children appear from the onset of literacy acquisition. One possible explanation for this variability is the influence of inhibition in reading ability, a topic that has received very little research attention. Nevertheless, children often make guessing errors characterized by replacing a word…

In four experiments, we investigated the impact of letter case (lower case vs. UPPER CASE) on the processing of sequences of written words. Experiment 1 used the rapid parallel visual presentation (RPVP) paradigm with postcued identification of one word in a five-word sequence. The sequence could be grammatically correct (e.g., "the boy likes…

Successful word recognition requires that listeners attend to differences that are phonemic in the language while also remaining flexible to the variation introduced by different voices and accents. Previous work has demonstrated that American-English-learning 19-month-olds are able to balance these demands: although one-off one-feature…

Previous studies on spoken word production have shown that native English speakers used phoneme-sized units (e.g., a word-initial phoneme, C) to produce English words, and native Mandarin Chinese speakers employed syllable-sized units (e.g., a word-initial consonant and vowel, CV) as phonological encoding units in Chinese. With spoken word…

Contrastive focus, conveyed by prosodic cues, marks important information. Studies have shown that 6-year-olds learning English and Japanese can use contrastive focus during online sentence comprehension: focus used in a "contrastive context" facilitates the identification of a target referent (speeding up processing), whereas focus used…