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Journal of Cognitive Psychology Volume 27, 2015 - Issue 5: Developmental eye-tracking research in reading
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The role of syllables in word recognition among beginning Finnish readers: Evidence from eye movements during reading

Tuomo Häikiö Department of Psychology, University of Turku , FIN-20014Turku, FinlandCorrespondence[email protected]
,
Jukka Hyönä Department of Psychology, University of Turku , FIN-20014Turku, Finland
&
Raymond Bertram Department of Psychology, University of Turku , FIN-20014Turku, Finland
Pages 562-577 | Published online: 27 Nov 2014

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Read on this site (4)

Lisa Hintermeier, Jarkko Hautala & Mikko Aro. (2023) Rapid Coding of Syllable Structure by Dysfluent Developing Readers. Scientific Studies of Reading 27:6, pages 493-512.
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Tuomo Häikiö & Tinja Luotojärvi. (2022) The Effect of Syllable-level Hyphenation on Novel Word Reading in Early Finnish Readers: Evidence from Eye Movements. Scientific Studies of Reading 26:1, pages 38-46.
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Simon P. Liversedge, Sascha Schroeder, Jukka Hyönä & Keith Rayner. (2015) Emerging issues in developmental eye-tracking research: Insights from the workshop in Hannover, October 2013. Journal of Cognitive Psychology 27:5, pages 677-683.
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Sascha Schroeder, Jukka Hyönä & Simon P. Liversedge. (2015) Developmental eye-tracking research in reading: Introduction to the special issue. Journal of Cognitive Psychology 27:5, pages 500-510.
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Articles from other publishers (17)

Frode Eika Sandnes. (2023) To wrap or not to wrap? A study of how long words are split when reflowed on magnified web pages. Universal Access in the Information Society.
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Elisabetta De Simone, Kristina Moll, Lisa Feldmann, Xenia Schmalz & Elisabeth Beyersmann. (2023) The role of syllables and morphemes in silent reading: An eye-tracking study. Quarterly Journal of Experimental Psychology 76:11, pages 2493-2513.
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Stefan Hess, Petroula Mousikou & Sascha Schroeder. (2021) Morphological processing in developmental handwriting production: evidence from kinematics. Reading and Writing 35:4, pages 899-917.
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Victor Kuperman & Avital Deutsch. (2020) Morphological and visual cues in compound word reading: Eye-tracking evidence from Hebrew. Quarterly Journal of Experimental Psychology 73:12, pages 2177-2187.
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Jean Ecalle, Jean-Luc Vidalenc, Carine Ballet & Annie Magnan. (2019) From Fundamental Research to the Design of a Software Solution to Help Poor Readers. Journal of Educational Computing Research 58:2, pages 297-318.
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Bettina Müller, Tobias Richter & Panagiotis Karageorgos. (2020) Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2. Learning and Instruction 66, pages 101304.
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Veronica Montani, Valérie Chanoine, Jonathan Grainger & Johannes C. Ziegler. (2019) Frequency-tagged visual evoked responses track syllable effects in visual word recognition. Cortex 121, pages 60-77.
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Ana Marcet, Manuel Perea, Ana Baciero & Pablo Gomez. (2018) Can letter position encoding be modified by visual perceptual elements?. Quarterly Journal of Experimental Psychology 72:6, pages 1344-1353.
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Tuomo HÄIKIÖ & Seppo VAINIO. (2018) Syllables and inflectional morphemes in early Finnish readers: evidence from eye-movements. Journal of Child Language 45:5, pages 1227-1245.
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Hye K. PaeSun-A Kim, Quintino R. ManoMin Wang. 2018. Writing Systems, Reading Processes, and Cross-Linguistic Influences. Writing Systems, Reading Processes, and Cross-Linguistic Influences 353 372 .
Wei Zhou, Aiping Wang, Hua Shu, Reinhold Kliegl & Ming Yan. (2018) Word segmentation by alternating colors facilitates eye guidance in Chinese reading. Memory & Cognition 46:5, pages 729-740.
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Manuel Perea & Xiaoyun Wang. (2017) Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers. Memory & Cognition 45:7, pages 1160-1170.
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Bettina Müller, Tobias Richter, Panagiotis Karageorgos, Sabine Krawietz & Marco Ennemoser. (2017) Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders. Frontiers in Psychology 8.
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H. Jarodzka & S. Brand-Gruwel. (2017) Tracking the reading eye: towards a model of real-world reading. Journal of Computer Assisted Learning 33:3, pages 193-201.
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JANA HASENÄCKER & SASCHA SCHROEDER. (2016) Syllables and morphemes in German reading development: Evidence from second graders, fourth graders, and adults. Applied Psycholinguistics 38:3, pages 733-753.
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Jonathan Grainger, Stéphane Dufau & Johannes C. Ziegler. (2016) A Vision of Reading. Trends in Cognitive Sciences 20:3, pages 171-179.
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Tuomo Häikiö, Raymond Bertram & Jukka Hyönä. (2015) The hyphen as a syllabification cue in reading bisyllabic and multisyllabic words among Finnish 1st and 2nd graders. Reading and Writing 29:1, pages 159-182.
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