The influence of multiple readings on the missing-letter effect revisited

In searching for a target letter while reading, participants make more omissions when the target letter is embedded in frequent function words than when it is embedded in less frequent content words. According to the guidance-organization (GO) model, this occurs because high-frequency function words are processed faster than low-frequency content words, leaving less time available for letter processing. We tested this hypothesis in three experiments by increasing word-processing speed through text repetition, which should translate into higher omission rates. Participants either read the text and searched for the target letter once or read the text three times and searched for a target letter on all readings or the final reading only. In all the experiments in which participants could not anticipate the target letter to be used, results revealed the presence of a large missing-letter effect that was unaffected by familiarity with the text. In addition, when participants knew from the start the target letter to be used on the final reading, the missing-letter effect was eliminated. Repeated search of the same text for different targets increased omissions equally for function words and content words, but this finding was present even when a new text was used, suggesting that repetition of the search task, rather than familiarity with the text, was responsible.     

Impression management in the resume and its cover letter

Eighty-one managers read application materials arrayed in a 2 (impression management versus nonimpression management cover letter) x 2 (impression management versus nonimpression management resume) x 2 (high versus low self-monitor) design and completed a survey on their perceptions. Managers rated the impression management cover letter negatively on several perceptions but positively on self-confidence. They rated the impression management resume negatively almost across the board. Implications were discussed in terms of the apparently counterproductive role of impression management in the resume but a limited possible role in the cover letter.     

Breaking the reading code: Letter knowledge when children break the reading code the first year in school

The aim of this study was to examine when children learn to read and how learning to read depends on a foundation of alphabetic knowledge. 356 children aged 5–6 years completed assessments of letter-sound knowledge, i.e. the names and sounds of uppercase and lowercase letters of the Norwegian alphabet. Each child was tested at the start, the middle and the end of the school year. The time that each child broke the reading code was also recorded. The results indicated that 11% of the children knew how to read before starting school and 27% of the children did not learn to read by the end of the first year. The remaining children typically knew 21 uppercase letter sounds before they were first able to read, and only a few (<5%) knew less than 11 uppercase letter sounds when they broke the reading code. The average of all four letter-scores at the time they broke the reading code was 19 ± 5 letters (mean ± standard deviation). Although letter sound knowledge was associated with the ability to read, it was not sufficient for breaking the reading code. 40% of children who knew 23 letter sounds or more, enough to read more than 80% of the most common Norwegian words, and 15% of children who knew all 29 letter sounds still could not read. Based on these data, it seems reasonable to advocate learning letter-sound correspondences early in the first year of school to form the best possible basis for breaking the reading code.     

Neuropsychological evidence for case-specific reading: Multi-letter units in visual word recognition

We describe a patient (GK) who shows symptoms associated with Balint's syndrome and attentional dyslexia. GK was able to read words, but not nonwords. He also made many misidentification and mislocation errors when reporting letters in words, suggesting that his word-naming ability did not depend upon preserved position-coded, letter identification. We show that GK was able to read lower-case words better than upper-case words, but upper-case abbreviations better than lower-case abbreviations. Spacing the letters in abbreviations disrupted identification, as did mixing the case of letters within words. These data cannot be explained in terms of letter-based reading or preserved holistic word recognition. We propose that GK was sensitive to the visual familiarity of adjacent letter forms.     

Sex differences in phonological processes: Speeded matching and word reading

Sex differences in phonological processing were investigated in four experiments. Two experiments required college students to decide whether two five-letter strings matched. Same-case (AA) pairs of letter strings could be matched using physical features, whereas mixed-case (Aa) pairs of letter strings required the mediation of a speech-based code (letter name) for the comparison. Women were significantly faster than men when the comparisons required the speech-based codes. In another experiment, college students read lists of words and lists of pseudohomophones to determine whether there was a sex difference in the computation of phonology for unfamiliar words (assembled phonology). In a final experiment, students read lists of words with phonologically inconsistent spelling patterns to determine whether there was a sex difference in accessing pronunciations of familiar words (addressed phonology). Women were more proficient than men under both of these conditions. Results were interpreted in terms of a female advantage in both prelexical and lexical processing, an advantage that may stem from a sex difference in the quality of the phonological representations.     

The role of letter recognition in word recognition

In a paradigm that avoids methodological problems of earlier studies, evidence was gathered addressed to the question of whether we read letter by letter. If word recognition involves letter recognition, then the difficulty of recognizing a word should vary with the difficulty of recognizing its letters. This was tested by assessing letter difficulty in two letter discrimination tasks and in a letter naming task, and then comparing 15 adult subjects' visual recognition latency to 72 easy-letter words and to 72 difficult-letter words. Word frequency and word length were also manipulated. Results indicated no effect for letter difficulty, although recognition latency reliably decreased with word frequency and monotonically increased with word length (21 msec/letter), suggesting that we do not read letter by letter, but that whatever plays a role in word recognition is smaller than the word and correlated with word length in letters.     

Investigating the boundaries of reading units across ages and reading levels

In Experiments 1 and 2 first-, third-, and seventh-grade children and college subjects circled the letter a while reading passages constructed of words familiar to first graders. First graders made more errors on the letter a embedded in a word than on the word a, whereas the converse was true of the other age groups. In Experiments 3 and 4 first-, second-, fourth-, and seventh-grade children and college students read passages and circled the letter t, making more errors on the common word the than on other words and on correctly spelled than on misspelled words. The effect of misspelling the other words increased with age and reading skill. Our combined results suggest that reading unit size increases with age and reading ability and that, whereas younger children, like adults, unitize common words, the unitization of less common words increases as word configurations become more familiar.     

Associative and phonological priming effects after letter search on the prime

Responses to target words typically are faster and more accurate after associatively related primes (e.g., "orange-juice") than after unrelated primes (e.g., "glue-juice"). This priming effect has been used as an index of semantic activation, and its elimination often is cited as evidence against semantic access. When participants are asked to perform a letter search on the prime, associative priming typically is eliminated, but repetition and morphological priming remain. It is possible that priming survives letter search when it arises from activity in codes that are represented before semantics. This experiment examined associative and phonological priming to determine whether priming from phonologically related rhymes would remain after letter search (e.g., "moose-juice"; rhyming items were orthographically dissimilar). When participants read the primes, equivalent associative and phonological priming effects were obtained; both effects were eliminated after letter search. The impact of letter search on semantic and phonological access and implications for the structural arrangement of lexical and semantic memory are discussed.     

Tracking the transition from sublexical to lexical processing: On the creation of orthographic and phonological lexical representations

Participants read aloud nonword letter strings, one at a time, which varied in the number of letters. The standard result is observed in two experiments; the time to begin reading aloud increases as letter length increases. This result is standardly understood as reflecting the operation of a serial, left-to-right translation of graphemes into phonemes. The novel result is that the effect of letter length is statistically eliminated by a small number of repetitions. This elimination suggests that these nonwords are no longer always being read aloud via a serial left-to-right sublexical process. Instead, the data are taken as evidence that new orthographic and phonological lexical entries have been created for these nonwords and are now read at least sometimes by recourse to the lexical route. Experiment 2 replicates the interaction between nonword letter length and repetition observed in Experiment 1 and also demonstrates that this interaction is not seen when participants merely classify the string as appearing in upper or lower case. Implications for existing dual-route models of reading aloud and Share's self-teaching hypothesis are discussed.     

The Exile and Recalls of Arius

This article argues that after the Council of Nicaea in 325Arius was exiled to Illyricum, then summoned to the imperialcourt in the winter of 327–8 by Constantine, who was howeverunable to effect his return to Alexandria. Some years later,Arius grew impatient at his continuing exclusion from Alexandriaand wrote an injudicious letter to the emperor, who denouncedhim in a letter read out in Alexandria in the presence of theprefect Paterius. The article defends Eduard Schwartz's datingof this letter to 333 against the attempt of the editors ofAthanasius Werke 3.1.3 (2007) to redate it to the 320s by settingout the full evidence for the chronology of the prefecture ofEgypt between 324 and 334. It is further shown that Arius wasrecalled again in 335 and died in 336, not significantly earlier,as argued by the recent editors, and it is also suggested thatConstantine issued his edict against Arius in 325 immediatelyafter the Council of Nicaea, not in 333.     

Evaluating Responsiveness to Intervention for English-Language Learners: A Comparison of Response Modes on Letter Naming Rates

An alternating treatments design was used to compare the effects of two response modes on acquisition and retention rates of letter naming fluency performance (LNF) by six kindergarten English Language Learners (ELLs) performing below the average letter naming level and slope of other ELL classmates. With equal amounts of practice opportunities, ELLs practiced by orally reading printed letters (see/say) or practiced by pointing to a printed letter that was orally read to them (hear/point). The see/say intervention practiced printed letter sounds to enhance oral reading competence. Alternatively, the hear/point intervention confirmed a non-verbal recognition of oral letter sounds to increase attention and information processing of oral and printed letters prior to an oral LNF assessment. The see/say intervention was moderately more effective on LNF rates than the hear/point intervention for all ELLs on the acquisition assessment and for 4 of the 6 ELLs on the retention assessment. Results are discussed in terms of efficiency as well as effectiveness when making decisions about selecting and implementing responsiveness to intervention assessments when ELLs students are not responding to an effective general education program.     

Peripheral-foveal scanning and the identification of heteropalindromes in the visual half-fields

The possible identifying properties of the peripheral-field-to-foveal-field (PFTFF) scan, thought to precede the left-to-right reading scan of English alphabetical arrays, were investigated. Heteropalindromes, letter strings that spell one word when read from left to right but another word when read from right to left, were tachistoscopically exposed in the left or right visual fields of 16 male, dextral college students in each of two experiments. The results support Schissler and Baratta's idea that the scan does not appear to yield detailed stimulus information. We suggest that the direction of this scan is well suited to the requirements of encoding horizontally aligned words, given the acuity/information gradient produced when such stimuli are exposed unilaterally. The direction and operation of the scan prior to the left-to-right reading scan are discussed in terms of an earlier account of the encoding of unilaterally exposed, horizontally aligned English words.     

The processing of consonants and vowels during letter identity and letter position assignment in visual-word recognition: an ERP study

Recent research suggests that there is a processing distinction between consonants and vowels in visual-word recognition. Here we conjointly examine the time course of consonants and vowels in processes of letter identity and letter position assignment. Event related potentials (ERPs) were recorded while participants read words and pseudowords in a lexical decision task. The stimuli were displayed under different conditions in a masked priming paradigm with a 50-ms SOA: (i) identity/baseline condition e.g., chocolate-CHOCOLATE); (ii) vowels-delayed condition (e.g., choc_l_te-CHOCOLATE); (iii) consonants-delayed condition (cho_o_ate-CHOCOLATE); (iv) consonants-transposed condition (cholocate-CHOCOLATE); (v) vowels-transposed condition (chocalote-CHOCOLATE), and (vi) unrelated condition (editorial-CHOCOLATE). Results showed earlier ERP effects and longer reaction times for the delayed-letter compared to the transposed-letter conditions. Furthermore, at early stages of processing, consonants may play a greater role during letter identity processing. Differences between vowels and consonants regarding letter position assignment are discussed in terms of a later phonological level involved in lexical retrieval.     

A secondary-task analysis of a word familiarity effect

In three experiments we examined aspects of the word inferiority effect and word frequency disadvantage for letter detection. In Experiment 1 we tested a prediction derived from a hypothesis based solely on attentional factors. Adult subjects performed one of two secondary detection tasks while reading for comprehension. The inferiority effects were obtained only when the secondary task was letter detection, not when nonletter targets were used in the secondary task. This finding is inconsistent with the attentional hypothesis, but is consistent with the unitization hypothesis of Healy and Drewnowski (1983). In Experiments 2 and 3 we found that manipulation of the need to read for comprehension had little influence on the letter-detection inferiority effects, but a strong influence on the effects involving the detection of nonletter targets. These results are discussed in terms of their implications concerning processing system flexibility.     

Investigating the boundaries of reading units: letter detection in misspelled words

In two experiments, subjects searching for the letter t in passages that contained some misspellings made many more errors on the word the than on other correctly spelled words. Accuracy increased dramatically when the word the and the other words containing t were misspelled, even when the misspelled word was the same shape as the original. These findings define a word-inferiority effect, which stands in contrast to the superior perception of letters in words over nonwords commonly found in tachistoscopic studies. In a third experiment, subjects searched for the letter n in passages typed normally or typed with all interword spaces replaced by the symbol +. Detection errors on the word and were greatly reduced when the interword spaces were replaced by +s, but errors on other words, including those ending in the suffix morpheme -ing, were not affected by this manipulation. These results suggest that frequent function words are processed in terms of reading units that are larger than the letter and include the interword spaces.     

Effects of increased letter spacing on word identification and eye guidance during reading

The effect of increasing the space between the letters in words on eye movements during reading was investigated under various word-spacing conditions. Participants read sentences that included a high- or low-frequency target word, letters were displayed normally or with an additional space between adjacent letters, and one, two, or three spaces were present between each word. The spacing manipulations were found to modulate the effect of word frequency on the number and duration of fixations on target words, indicating, more specifically, that letter spacing affected actual word identification under various word-spacing conditions. In addition, whereas initial fixations landed at the preferred viewing position (i.e., to the left of a word’s center) for sentences presented normally, landing positions were nearer the beginnings of words when letter spacing was increased, and even nearer the beginnings of words when word boundary information was lacking. Findings are discussed in terms of the influence of textual spacing on eye movement control.     

What do letter migration errors reveal about letter position coding in visual word recognition?

Dividing attention across multiple words occasionally results in misidentifications whereby letters apparently migrate between words. Previous studies have found that letter migrations preserve within-word letter position, which has been interpreted as support for position-specific letter coding. To investigate this issue, the authors used word pairs like STEP and SOAP, in which a letter in 1 word could migrate to an adjacent letter in another word to form an illusory word (STOP). Three experiments show that both same-position and adjacent-position letter migrations can occur, as well as migrations that cross 2 letter positions. These results argue against position-specific letter coding schemes used in many computational models of reading, and they provide support for coding schemes based on relative rather than absolute letter position.     

On the Eye Movement Control of Changing Reading Direction for a Single Word: The Case of Reading Numerals in Urdu

Typically orthographies are consistent in terms of reading direction, i.e. from left-to-right or right-to-left. However, some are bidirectional, i.e., certain parts of the text, (such as numerals in Urdu), are read against the default reading direction. Such sudden changes in reading direction may challenge the reader in many ways, at the level of planning of saccadic eye movements, changing the direction of attention, word recognition processes and cognitive reading strategies. The present study attempts to understand how readers achieve such sudden changes in reading direction at the level of eye movements and conscious cognitive reading strategies. Urdu readers reported employing a two-stage strategy for reading numerals by first counting the number of digits during right-to-left fixations, and only then forming numeric representation during left-to-right fixations. Eye movement findings were aligned with this strategy usage, as long numerals were often read with deliberate forward-and-backward fixation sequences. In these sequences fixations preceding saccades to default reading direction were shorter than against it, suggesting that different cognitive processes such as counting and formation of numeric representation were involved in fixations preceding left- and right-directed saccades. Finally, the change against the default reading direction was preceded by highly inflated fixation duration, pinpointing the oculomotor, attentional and cognitive demands in executing sudden changes in reading direction.     

Detection errors onthe andand: Evidence for reading units larger than the word

In five experiments, subjects read lO0-word passages and circled instances of a given target letter, letter group, or word. In each case subjects made a disproportionate number of detection errors on the common function wordsthe andand. The predominance of errors on these two words was reduced for passages in which the words were placed in an inappropriate syntactic context and for passages in which word-group identification was disturbed by the use of mixed typecases or a list, rather than a paragraph, format. These effects for the wordand were not found for the control wordant. These results were taken as evidence that familiar word sequences may be read in units larger than the word, probably short syntactic phrases or word frames. A tentative model of the reading process consistent with these results is proposed.     

Effect of syntactic role and syntactic prominence on letter detection

Participants read passages and circled instances of a target letter. They made more correct detections onthe when it was an adverb than when it was a definite article, when it occurred in a subject than in an object phrase, and when it was preposed than when it occurred normally. These results suggest that syntactic role affects letter detection even when meaning is controlled, and that giving greater syntactic prominence (i.e., salience or emphasis) affects letter detection even when both meaning and syntactic role are controlled. These findings pose a challenge to both the structural account of letter detection and the processing time account.