Citations (38)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (12)
Jeffrey J. Green. (2023) Rapid prediction of verbs based on pronoun interpretation is modulated by individual differences in pronoun processing. Language, Cognition and Neuroscience 38:9, pages 1214-1236.
Read now
Read now
Valeria M. Rigobon, Nuria Gutiérrez, Ashley A. Edwards, Nancy Marencin, Matt Cooper Borkenhagen, Laura M. Steacy & Donald L. Compton. (2023) Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality. Scientific Studies of Reading 0:0, pages 1-22.
Read now
Read now
Brennan Payne & Kara D. Federmeier. (2019) Individual Differences in Reading Speed are Linked to Variability in the Processing of Lexical and Contextual Information: Evidence from Single-trial Event-related Brain Potentials. WORD 65:4, pages 252-272.
Read now
Read now
Calvin Yu, Jens F. Beckmann & Damian P. Birney. (2019) Cognitive flexibility as a meta-competency / Flexibilidad cognitiva como meta-competencia. Studies in Psychology 40:3, pages 563-584.
Read now
Read now
Sadaf Rahmanian & Victor Kuperman. (2019) Spelling Errors Impede Recognition of Correctly Spelled Word Forms. Scientific Studies of Reading 23:1, pages 24-36.
Read now
Read now
Shukhan Ng, Brennan R. Payne, Allison A. Steen, Elizabeth A. L. Stine-Morrow & Kara D. Federmeier. (2017) Use of Contextual Information and Prediction by Struggling Adult Readers: Evidence From Reading Times and Event-Related Potentials. Scientific Studies of Reading 21:5, pages 359-375.
Read now
Read now
Jennifer S. Burt & Sophie Duncum. (2017) Masked form priming is moderated by the size of the letter-order-free orthographic neighbourhood. The Quarterly Journal of Experimental Psychology 70:1, pages 127-141.
Read now
Read now
Jennifer S. Burt & Debra Jared. (2016) The role of lexical expertise in reading homophones. The Quarterly Journal of Experimental Psychology 69:7, pages 1302-1321.
Read now
Read now
Aaron Veldre & Sally Andrews. (2014) Lexical quality and eye movements: Individual differences in the perceptual span of skilled adult readers. The Quarterly Journal of Experimental Psychology 67:4, pages 703-727.
Read now
Read now
Charles Perfetti & Joseph Stafura. (2014) Word Knowledge in a Theory of Reading Comprehension. Scientific Studies of Reading 18:1, pages 22-37.
Read now
Read now
Tobias Richter, Maj-Britt Isberner, Johannes Naumann & Yvonne Neeb. (2013) Lexical Quality and Reading Comprehension in Primary School Children. Scientific Studies of Reading 17:6, pages 415-434.
Read now
Read now
StephenT. Hamilton, ErinM. Freed & DebraL. Long. (2013) Modeling Reader and Text Interactions During Narrative Comprehension: A Test of the Lexical Quality Hypothesis. Discourse Processes 50:2, pages 139-163.
Read now
Read now
Articles from other publishers (26)
Claire Ballot, Christelle Robert, Emilie Dujardin & Stéphanie Mathey. (2023) Effects of lexical skills and orthographic neighborhood size in word memory. Memory & Cognition.
Crossref
Crossref
Stephanie Fuchs, Tami Katzir & Janina Kahn-Horwitz. (2022) EFL literacy instruction as reflected in elementary school textbooks in Israel. Reading and Writing 36:1, pages 29-49.
Crossref
Crossref
Zed Sevcikova Sehyr & Karen Emmorey. (2022) Contribution of Lexical Quality and Sign Language Variables to Reading Comprehension. The Journal of Deaf Studies and Deaf Education 27:4, pages 355-372.
Crossref
Crossref
Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti & Benjamin B. Rickles. (2022) The role of word knowledge in error detection: a challenge to the broken error monitor account of dyslexia. Annals of Dyslexia 72:2, pages 384-402.
Crossref
Crossref
Lianzhen He, Lidi Xiong & Shangchao Min. (2022) Diagnosing listening and reading skills in the Chinese EFL context: Performance stability and variability across modalities and performance levels. System 106, pages 102787.
Crossref
Crossref
Eva Viviani & Davide Crepaldi. (2022) Masked Morphological Priming and Sensitivity to the Statistical Structure of Form–to–Meaning Mapping in L2. Journal of Cognition 5:1, pages 30.
Crossref
Crossref
Michael A. Eskenazi, Robert L. Askew & Jocelyn R. Folk. (2022) Precision in the measurement of lexical expertise: the selection of optimal items for a spelling assessment. Behavior Research Methods 55:2, pages 623-632.
Crossref
Crossref
Kyla McConnell & Alice Blumenthal-Dramé. (2021) Usage-Based Individual Differences in the Probabilistic Processing of Multi-Word Sequences. Frontiers in Communication 6.
Crossref
Crossref
Jianping Xiong, Yujie Zhang & Ping Ju. (2021) The Effects of Orthographic Neighborhood Size and the Influence of Individual Differences in Linguistic Skills During the Recognition of Chinese Words. Frontiers in Psychology 12.
Crossref
Crossref
David Souto, Olivia Marsh, Claire Hutchinson, Simon Judge & Kevin B. Paterson. (2021) Cognitive plasticity induced by gaze-control technology: Gaze-typing improves performance in the antisaccade task. Computers in Human Behavior 122, pages 106831.
Crossref
Crossref
文 仝. (2021) The Effect of Syntactic Markers on Chinese-English Bilinguals’ English Sentence Reading. Modern Linguistics 09:04, pages 1067-1073.
Crossref
Crossref
丹 田. (2021) The Influence of Contextual Predictability on Preview Processing in Chinese Reading. Advances in Psychology 11:12, pages 2922-2928.
Crossref
Crossref
Li Yin, R. Malatesha Joshi, Daoxin Li & Seon-Kee Kim. (2020) Decisions about consonant doubling among non-native speakers of English: graphotactic and phonological influences. Reading and Writing 33:7, pages 1839-1858.
Crossref
Crossref
Stephanie Fuchs, Janina Kahn-Horwitz & Tami Katzir. (2019) Theory and reported practice in EFL literacy instruction: EFL teachers’ perceptions about classroom practices. Annals of Dyslexia 69:1, pages 114-135.
Crossref
Crossref
Vassiliki Diamanti, Nata Goulandris, Morag Stuart, Ruth Campbell & Athanassios Protopapas. (2018) Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia 24:2, pages 170-189.
Crossref
Crossref
Stephen C. Pritchard, Max Coltheart, Eva Marinus & Anne Castles. (2018) A Computational Model of the Self-Teaching Hypothesis Based on the Dual-Route Cascaded Model of Reading. Cognitive Science 42:3, pages 722-770.
Crossref
Crossref
Sabine S. Fesel, Eliane Segers & Ludo Verhoeven. (2018) Individual variation in children's reading comprehension across digital text types. Journal of Research in Reading 41:1, pages 106-121.
Crossref
Crossref
Charles A. Perfetti. 2017. Developmental Perspectives in Written Language and Literacy. Developmental Perspectives in Written Language and Literacy.
Joseph Z. Stafura & Charles A. Perfetti. 2017. Theories of Reading Development. Theories of Reading Development
9
32
.
Rebecca Treiman & Kelly Boland. (2017) Graphotactics and spelling: Evidence from consonant doubling. Journal of Memory and Language 92, pages 254-264.
Crossref
Crossref
Christina L. Dobbs & Devin Kearns. (2016) Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary. Reading and Writing 29:9, pages 1817-1843.
Crossref
Crossref
Timothy R. Jordan, Jasmine Dixon, Victoria A. McGowan, Stoyan Kurtev & Kevin B. Paterson. (2016) Effects of Spatial Frequencies on Word Identification by Fast and Slow Readers: Evidence from Eye Movements. Frontiers in Psychology 7.
Crossref
Crossref
Stefan Hawelka, Sarah Schuster, Benjamin Gagl & Florian Hutzler. (2015) On forward inferences of fast and slow readers. An eye movement study. Scientific Reports 5:1.
Crossref
Crossref
Sandra Martin-Chang, Gene Ouellette & Melanie Madden. (2014) Does poor spelling equate to slow reading? The relationship between reading, spelling, and orthographic quality. Reading and Writing 27:8, pages 1485-1505.
Crossref
Crossref
Jan Retelsdorf & Olaf Köller. (2014) Reciprocal effects between reading comprehension and spelling. Learning and Individual Differences 30, pages 77-83.
Crossref
Crossref
Sally Andrews & Steson Lo. (2013) Is morphological priming stronger for transparent than opaque words? It depends on individual differences in spelling and vocabulary. Journal of Memory and Language 68:3, pages 279-296.
Crossref
Crossref