Among 40 reading disabled volunteers (ages 9-74), subjects with high scotopic sensitivity demonstrated significantly better performance on visual processing tasks when they used colored overlays which maximized visual efficiency, compared with task performance under conditions using overlays of a random color or no color. (JW)

Reports a series of studies that investigated the role of parafoveal vision in reading by using the Stroop phenomenon. Supports the "peripheral search guidance" process of Hochberg's model of reading, and provides evidence of processing variations across retinal location. (RL)

The functions of spaces between words in adult reading of text were investigated in three experiments. Results were consistent with a two-process theory in which filling parafoveal spaces disrupts guidance of the next eye movement and filling foveal spaces disrupts processing of the fixated word as well. (Author/RD)

The effects of stimulus duration and contrast on duration of visible persistence as a function of spatial frequency were investigated in normal and specific-reading-disabled children. Results suggest that disabled readers have different contrast processing at low and high spatial frequencies and indicate differences between readers in basic visual…

This study presented 24 third graders drawn from suburban elementary schools with high frequency, low discriminability words in four conditions. Subjects were randomly assigned to the four tasks individually. It was hypothesized that poor and normal readers would differ in their ability to read high frequency, low discriminability words presented…

Orthographic context and visual letter information were independently varied in a letter recognition task. The results contradicted the qualitative predictions of nonindependence theories of reading and are accurately described by a quantification of independence theory. (Author/CP)

Special equipment was used to record the eye movement patterns of 60 children enrolled in a reading clinic. There were 20 children in each of three groups: good readers, slow readers, and non-readers. The children were shown printed material on a screen accompanied by action sequences and voice recordings similar to what they might see on…