Psychology of Reading

By C. A. Weaver, A. Holmes. 2012

862 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5604332781691a6213216bff98199d2b32a65a26

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Scott Andrew Crossley
2. Danielle S. McNamara
3. P. M. McCarthy
4. K. Kyle
5. Patricia A. Alexander
6. The Disciplined Reading and Learning Research Labo
7. A. Pellicer‐Sánchez
8. Joel C. Meniado

Citations in the corpus

• Chinese character decoding: a semantic bias? (2010, background): “…considering a lexical access model, the smaller corpus of semantic radicals (approximately 200) versus phonetic radicals (roughly 800 according to Taylor & Taylor, 1983), would suggest that lexical searches utilizing the smaller number of semantic radicals would be inherently more efficient than…”
• Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students (2016, background): “It is viewed as a complex set of cognitive activities involving many skills and dimensions such as ‘the perception of words, clear grasp of meaning, thoughtful reaction, and integration’ (Hermosa, 2002, p. 63).”
• Predicting Second Language Writing Proficiency: The Roles of Cohesion and Linguistic Sophistication (2012, background): “From a cognitive perspective, frequent words are more quickly accessed by the writer and more quickly decoded by the reader (Perfetti, 1985; Rayner & Pollatsek, 1994).”
• Reading Into the Future: Competence for the 21st Century (2012, background): “The literature has certainly not been devoid of full developmental models of reading that extend into adulthood (Chall, 1983; Gibson & Levin, 1975; Gray, 1925; Russell, 1961).”
• Linguistic Features of Writing Quality (2010, background): “How syntactic complexity relates to reading comprehension has long been of interest to researchers (Just & Carpenter, 1992; Raynor & Pollatsek, 1994).”
• INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING (2015, background): “Fixation durations are related to the ease or diffi culty with which words in a text are comprehended (Rayner, 1997 , 1998 ; Rayner & Pollatsek, 1989 ).”
• Review of Eye-movement Measures in Reading Research (2013, unknown): “此在有的研究中, 大于 15~20 个字符空间的眼跳 也被作为极端数据删除。 同样对于短暂注视的功能目前也没有合理的 解释, 多数研究者认为短暂注视并不受即时的认 知加工过程控制, 阅读者在短暂的注视期间并不 能获得有效信息(Rayner & Pollatsek, 1989; Inhoff, Briihl & Schwarz,1996), 因此在数据分析之前需 要删去短暂注视。关于短暂注视的界定标准也有 一定差异, 早期有研究者将 50 ms 以下的注视界 定为短暂注视 (Inhoff et al., 1996), 由图 4可见, 小于 100 ms的注视在眼动记录中概率很小, 因此…”
• Gibson's theory of perceptual learning (2015, background): “When learning to read, children must learn to detect these distinctive features that, in different combinations, specify particular letters (E. J. Gibson & Levin, 1975).”