Cover not available

Article published In: Written Language & Literacy
Vol. 19:1 (2016) ► pp.94113

Get fulltext from our e-platform
References (31)
Acha, J. & M. Perea (2008). The effects of length and transposed-letter similarity in lexical decision: Evidence with beginning, intermediate, and adult readers. British Journal of Psychology 991: 245–264. Google Scholar logo with link to Google Scholar
Carreiras, M., L. Ferrand, J. Grainger & M. Perea (2005). Sequential effects of phonological priming in visual word recognition. Psychological Science 161: 585–589. Google Scholar logo with link to Google Scholar
Castles, A., C. Davis, P. Cavalot & K. Forster (2007). Tracking the acquisition of orthographic skills in developing readers: Masked priming effects. Journal of Experimental Child Psychology 971: 165–182. Google Scholar logo with link to Google Scholar
Coltheart, M., K. Rastle, C. Perry, R. Langdon & J. Ziegler (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review 1081: 204–256. Google Scholar logo with link to Google Scholar
Dimitropoulou, M., J. A. Duñabeitia & M. Carreiras (2011). Influence of prime lexicality, frequency, and pronounceability on the masked onset priming effect. The Quarterly Journal of Experimental Psychology 631: 1813–1837. Google Scholar logo with link to Google Scholar
Forster, K. I. & C. Davis (1991). The density constraint on form-priming in the naming task: Interference effects from a masked prime. Journal of Memory and Language 301: 1–25. Google Scholar logo with link to Google Scholar
Goldinger, S. D., P. A. Luce & D. B. Pisoni (1989). Priming lexical neighbors of spoken words: Effects of competition and inhibition. Journal of Memory and Language 281: 501–518. Google Scholar logo with link to Google Scholar
Grainger, J. & L. Ferrand (1996). Masked orthographic and phonological priming in visual word recognition and naming: Cross-task comparisons. Journal of Memory and Language 351: 623–647. Google Scholar logo with link to Google Scholar
Grainger, J., B. Lété, D. Bertrand, S. Dufau & J. C. Ziegler (2012). Evidence for multiple routes in learning to read. Cognition 1231: 280–292. Google Scholar logo with link to Google Scholar
Kinoshita, S. (2000). The left-to-right nature of the masked onset effect in naming. Psychonomic Bulletin & Reviews 71: 133–141. Google Scholar logo with link to Google Scholar
Kinoshita, S. & A. Woollams (2002). The masked onset priming effect in naming: Computation of phonology or speech-planning. Memory & Cognition 301: 237–245. Google Scholar logo with link to Google Scholar
Lété, B. & M. Fayol (2013). Substituted-letter and transposed-letter effects in a masked priming paradigm with French developing readers and dyslexics. Journal of Experimental Child Psychology 1141: 47–62. Google Scholar logo with link to Google Scholar
Marinus, E. & P. F. De Jong (2010). Size does not matter, frequency does: Sensitivity to orthographic neighbors in normal and dyslexic readers. Journal of Experimental Child Psychology 1061: 129–144. Google Scholar logo with link to Google Scholar
Martens, V. E. G. & P. F. De Jong (2006). The effect of word length on lexical decision in dyslexic and normal reading children. Brain and Language 981: 140–149. Google Scholar logo with link to Google Scholar
Mousikou, P., M. Coltheart, M. Finkbeiner & S. Saunders (2010). Can the dual-route cascaded computational model of reading offer a valid account of the masked onset priming effect? The Quarterly Journal of Experimental Psychology 631: 984–1003. Google Scholar logo with link to Google Scholar
Schaerlaekens, A., D. Kohnstamm, M. Lejaegere, A. de Vries, L. Peeters & I. Zink (1999). Streeflijst woordenschat voor 6-jarigen: Derde en herziene versie gebaseerd op nieuw onderzoek in Nederland en Belgë. [Vocabulary achievement in six-year-olds in the Netherlands and Belgium]. Lisse, Belgium: Swets & Zeitlinger.Google Scholar logo with link to Google Scholar
Schafer, J. L. & J. W. Graham (2002). Missing data: Our view of the state of the art. Psychological Methods 71: 147–177. Google Scholar logo with link to Google Scholar
Schiller, N. O. (1998). The effect of visually masked syllable primes on the naming latencies of words and pictures. Journal of Memory and Language 391: 484–507. Google Scholar logo with link to Google Scholar
. (2004). The onset effect in word naming. Journal of Memory and Language 501: 477–490. Google Scholar logo with link to Google Scholar
. (2008). The masked onset priming effect in picture naming. Cognition 1061: 952–962. Google Scholar logo with link to Google Scholar
Schiller, N. O. & S. Kinoshita (2007). The effect of mismatching segmental information on the masked onset priming effect (MOPE). In International Congress of Phonetic Science (ICPhS) XVI , Saarbrucken, August (Vol. 6, No. 10).
Schmalz, X., E. Marinus & A. Castles (2013). Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children. The Quarterly Journal of Experimental Psychology 661: 338–346. Google Scholar logo with link to Google Scholar
Schultz, T. & M. Wand (2010). Modeling coarticulation in EMG-based continuous speech recognition. Speech Communication 521: 341–353. Google Scholar logo with link to Google Scholar
Schreuder, R. & W. H. Van Bon (1989). Phonemic analysis: Effects of word properties. Journal of Research in Reading 121: 59–78. Google Scholar logo with link to Google Scholar
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition 551: 151–218. Google Scholar logo with link to Google Scholar
. (2004). Orthographic learning at a glance: On the time course and developmental onset of selfteaching. Journal of Experimental Child Psychology 871: 267–298. Google Scholar logo with link to Google Scholar
Van den Boer, M., P. F. de Jong & M. M. Haentjens-van Meeteren (2012). Lexical decision in children: Sublexical processing or lexical search? The Quarterly Journal of Experimental Psychology 651: 1214–1228. Google Scholar logo with link to Google Scholar
Verhoeven, L. (1995). Drie-minuten-toets. Handleiding. [Three Minute Test. Manual]. Arnhem, The Netherlands: Cito.Google Scholar logo with link to Google Scholar
Zeguers, M. H. T., P. Snellings, H. M. Huizenga & M. W. Van der Molen (2014). Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography. The Quarterly Journal of Experimental Psychology 671: 1925–1943. Google Scholar logo with link to Google Scholar
Ziegler, J. C., C. Perry, A. M. Jacobs, A. My-Wyatt, D. Ladner & G. Schulte-Krne (2003). Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology 861: 169–193. Google Scholar logo with link to Google Scholar
Zoccolotti, P., M. De Luca, E. Di Pace, F. Gasperini, A. Judica & D. Spinelli (2005). Word length effect in early reading and in developmental dyslexia. Brain and Language 931: 269–373. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue