Listeners shadowed lists of words or parts of sentences, and shadowing latencies were recorded. The effect of attended context was interpreted as a result of strategical manipulation of response bias (a resource-limited process), whereas unattended context may be effective through spreading excitation in semantic memory (a data-limited process).…

The aim of this study was to determine whether a general or specific context facilitation mechanism should be incorporated into information-processing models of reading. General facilitation models claim that a context can facilitate recognition of any word that is related to it. Specific facilitation models claim that a context will facilitate…

Reading is a process in which interactions between the surface and deep structures of the language bring about understanding.

Experiments demonstrating that perceptual identification and recognition memory both rely on memory for single prior processing episodes, contrary to common assumption, are reported. The balance between data-driven and conceptually-driven processing in reading is explored, and the effects of changing the subject's reliance on one or the other…

Suggesting that the ability to identify words depends as much on contextual information available when one is reading for meaning as on decoding skills, this paper challenges traditional, mechanistic skills approaches to reading instruction. In addition, it contends that comprehending (relating written material to what one already knows) is a…

This article discusses ways of analyzing errors made in oral reading; interpreting mistakes in the correct way enables the teacher to understand why the reader is making them and to help overcome the reading difficulties they indicate. (JD)

Shows how older, largely context-free models of reading and its instruction became changed into a multidimensional, context-dependent orientation toward written language and the reading process and concludes with suggestions for using a variety of contextual strategies to increase reading comprehension. (HOD)

After reviewing previous research on the acquisition of vocabulary through contextual clues, research carried out with 429 students in the upper grades of an Italian elementary school is discussed. (12 references) (CFM)

Although knowledge of multimeaning words is important for reading comprehension, deaf readers may know only the most common meanings or nuances of high-frequency multimeaning words. Results of a study are reported in which 33 profoundly hearing impaired students stratified into three equal age groups (ages 10, 11, and 12) were administered a…

Word recognition and reading failure are examined in this report using an interactive framework of the reading process based on the premise that reading is both a top-down and a bottom-up process, both conceptually guided and graphically based. Experiments are discussed that show that less-skilled readers are affected by anomalous contexts and…

Raises problem of affective acceptance by teachers and student teachers of psycholinguistic formulations appearing to run counter to intuitive notions of the reading process. Presents three psycholinguistic formulations operationalized via several modified reading experiences. Demonstrates use by the reader of multiple information sources and…

A brief introduction to the field of psycholinguistics and its contributions to the development of a theoretical model of the reading process is presented. Selected elements of a psycholinguistic model of the reading process with a focus on the reader's use of linguistic cue systems are delineated. The concept of an efficient decoding strategy is…

Arguing that skilled reading is the result of the successful acquisition of a number of highly automatic component processes that operate together in an integrated manner, this paper describes a series of studies of good and poor high school readers representing three general domains of processing: decoding, analyzing and comprehending text, and…