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Scientific Studies of Reading Volume 26, 2022 - Issue 5
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Research Article

Children Processing Novel Irregular and Regular Words During Reading: An Eye Tracking Study

Lyndall Murraya Department of Cognitive Science and Macquarie University Centre for Reading, Macquarie University, Sydney, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0307-6663
ORCID Icon,
Signy Wegenera Department of Cognitive Science and Macquarie University Centre for Reading, Macquarie University, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0001-5364-0202
ORCID Icon,
Hua-Chen Wangb Department of Educational Studies and Macquarie University Centre for Reading, Macquarie University, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0002-9845-147X
ORCID Icon,
Rauno Parrilab Department of Educational Studies and Macquarie University Centre for Reading, Macquarie University, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0003-4250-8980
ORCID Icon &
Anne Castlesa Department of Cognitive Science and Macquarie University Centre for Reading, Macquarie University, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0001-8228-8260
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Pages 417-431 | Published online: 30 Jan 2022

Citations (3)

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Read on this site (2)

Yixun Li & Min Wang. (2023) A systematic review of orthographic learning via self-teaching. Educational Psychologist 58:1, pages 35-56.
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Signy Wegener, Elisabeth Beyersmann, Hua-Chen Wang & Anne Castles. (2022) Oral vocabulary knowledge and learning to read new words: A theoretical review. Australian Journal of Learning Difficulties 27:2, pages 253-278.
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Articles from other publishers (1)

Signy Wegener. (2022) Linking spoken and written word knowledge. Nature Reviews Psychology 1:7, pages 374-374.
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