The development of reading depends on phonological awareness across all languages so
far studied. Languages vary in the consistency with which phonology is represented in …

Profound misunderstandings of the implications of rhyme and analogy research (sometimes
called 'new phonics') for classroom teaching still appear regularly in the reading literature. It …

The paper opens with an evaluation of the BIA model of bilingual word recognition in the
light of recent empirical evidence. After pointing out problems and omissions, a new model …

At least 3 different types of computational model have been shown to account for various
facets of both normal and impaired single word reading:(a) the connectionist triangle …

Most of the research on developmental dyslexia comes from English-speaking countries.
However, there is accumulating evidence that learning to read English is harder than …

This paper attempts to integrate recent research findings in phonological development,
reading development and dyslexia into a coherent theoretical framework that can provide a …

In this introduction to the special issue, I will first briefly summarise past research on
orthographic processing, describing some of the central areas of empirical investigation and …

The visual word recognition literature has been dominated by the study of monosyllabic
words in factorial experiments, computational models, and megastudies. However, it is not …

It is hypothesized that written languages differ in the preferred grain size of units that emerge
during reading acquisition. Smaller units (graphemes, phonemes) are thought to play a …

The present study investigated phonological and orthographic neighborhood effects in
auditory word recognition in French. In an auditory lexical decision task, phonological …