A longitudinal twin study of Chinese children learning to read English as a second language by Wong, W

“…Children were tested twice, a year apart, with measures of visual word recognition, receptive vocabulary, phonological awareness, phonological memory and speech perception in both Chinese and English and Chinese tone awareness. …”

Investigating lexical categorization in reading based on joint diagnostic and training approaches for language learners by Benjamin Gagl, Klara Gregorová

“…Here, we use an individualized diagnostics and training framework to investigate processes in visual word recognition and evaluate its usefulness for detecting training responders. …”
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The timing and strength of regional brain activation associated with word recognition in children with reading difficulties by Roozbeh eRezaie, Panagiotis G Simos, Jack M Fletcher, Jenifer eJuranek, Paul T Cirino, Zhimin eLi, Antony D Passaro, Andrew C Papanicolaou

“…The study investigates the relative degree and timing of cortical activation across parietal, temporal, and frontal regions during performance of a continuous visual word recognition task in children who experience reading difficulties (N=44, RD) and typical readers (N=40, NI). …”
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Rapid extraction of lexical tone phonology in Chinese characters: a visual mismatch negativity study. by Xiao-Dong Wang, A-Ping Liu, Yin-Yuan Wu, Peng Wang

“…BACKGROUND: In alphabetic languages, emerging evidence from behavioral and neuroimaging studies shows the rapid and automatic activation of phonological information in visual word recognition. In the mapping from orthography to phonology, unlike most alphabetic languages in which there is a natural correspondence between the visual and phonological forms, in logographic Chinese, the mapping between visual and phonological forms is rather arbitrary and depends on learning and experience. …”
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Language Dominance Modulates Transposed-Letter N400 Priming Effects in Bilinguals by Gabriela Meade, Jonathan Grainger, Phillip J. Holcomb

“…Models of visual word recognition differ as to how print exposure modulates orthographic precision. …”
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Reading without phonology: ERP evidence from skilled deaf readers of Spanish by Brendan Costello, Sendy Caffarra, Noemi Fariña, Jon Andoni Duñabeitia, Manuel Carreiras

“…These results offer converging evidence that skilled deaf readers do not rely on phonological coding during visual word recognition. Furthermore, the finding demonstrates that reading can take place in the absence of phonological activation, and we speculate about the alternative mechanisms that allow these deaf individuals to read competently.…”
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The effect of language dominance on radical awareness and statistical learning in Singaporean Chinese bilinguals by Tan, Jun Yi

“…Findings of this study can be used to establish a more comprehensive research base for understanding bilingual lexical access in visual word recognition.…”
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Lexical and sub-lexical auditory phonological priming effects on word reading in grades 4 and 5 by Varun A. G. Uthappa, Keith S H Wolgemuth, Benjamin J. Becerra

“…There is emerging evidence that phonology contributes to visual word recognition independent of orthography in the upper elementary grades, more so when reading less frequent words. …”
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Fast priming of grammatical decisions: repetition and transposed-word priming effects by Jonathan Mirault, Mathieu Declerck, Jonathan Grainger

“…We conclude that fast primed grammatical decisions might offer investigations of written sentence processing what fast primed lexical decisions have offered studies of visual word recognition.…”
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New conditions on the role of color in perceptual organization and an extension to how color influences reading by Pinna Baingio, Deiana Katia

“…Conditions, different from those used by Gestalt psychologists, were chosen, and aimed to understand how color can influence visual organization and through it, other perceptual and complex processes such as reading and visual word recognition. In fact, involving cognitive and metacognitive domains, permits exploration of broader issues concerning perception, memory, knowledge, representation and learning, where color can express its biological advantages for humans more clearly. …”
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Subtitle-based word frequencies as the best estimate of reading behaviour: the case of Greek by Maria eDimitropoulou, Maria eDimitropoulou, Jon Andoni Duñabeitia, Alberto eAvilés, Alberto eAvilés, Jose Corral, Manuel Carreiras, Manuel Carreiras, Manuel Carreiras

“…Results showed that SUBTLEX-GR frequency estimates effectively accounted for participants’ reading performance in two different visual word recognition experiments. More importantly, different analyses showed that frequencies estimated from a subtitle corpus explained the obtained results significantly better than traditional frequencies derived from written corpora.…”
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A Word on Words in Words: How Do Embedded Words Affect Reading? by Joshua Snell, Jonathan Grainger, Mathieu Declerck

“…A surprisingly small portion of reading research has been dedicated to investigating how the visual word recognition process is influenced by embedded words (e.g., ‘'arm'’ in ‘'charm'’), and no research has yet investigated embedded words in a natural reading setting. …”
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How Task Set and Task Switching Modulate Perceptual Processes: Is Recognition of Facial Emotion an Exception? by Heike Elchlepp, Stephen Monsell, Aureliu Lavric

“…Such effects have been documented even for a process often considered ‘automatic’ – visual word recognition: ERP markers of word frequency and word/nonword status are (1) delayed when the word recognition task follows a judgement of a perceptual property compared to repeating the lexical task, and (2) strongly attenuated during the perceptual judgements. …”
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Zero-derived forms in the mental lexicon: Experimental evidence from Italian by Dal Maso Serena, Piccinin Sabrina

“…Our paper investigates how zero-affixed verbal forms (specifically, denominal and deadjectival verbs) are processed by native speakers of Italian during visual word recognition. More specifically, we verify whether, and possibly to what extent, the processing of such forms differs from or resembles the processing of verbs resulting from two other productive word formation schemas in Italian, i. e., suffixation and parasynthesis. …”
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Influences of First and Second Language Phonology on Spanish Children Learning to Read in English by Carmen Hevia-Tuero, Sara Incera, Paz Suárez-Coalla

“…We explored the effects of school (Monolingual, Bilingual) and grade (2nd, 4th, and 6th) on phonological activation during a visual word recognition task. Elementary school children from Spain completed a lexical decision task in English. …”
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Morpheme Position Coding in Reading Development as Explored With a Letter Search Task by Jana Hasenäcker, Maria Ktori, Davide Crepaldi

“…Suffixes have been shown to be recognized as units of processing in visual word recognition and their identification has been argued to be position-specific in skilled adult readers: in lexical decision tasks suffixes are automatically identified at word endings, but not at word beginnings. …”
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A developmental study of eye movements in Hebrew word reading: the effects of word familiarity, word length, and reading proficiency by Hend Lahoud, Hend Lahoud, David L. Share, David L. Share, Adi Shechter, Adi Shechter

“…Previous studies examining the link between visual word recognition and eye movements have shown that eye movements reflect the time-course of cognitive processes involved in reading. …”
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Eye Movement Measures of Within-Language and Cross-Language Activation During Reading in Monolingual and Bilingual Children and Adults: A Focus on Neighborhood Density Effects by Veronica Whitford, Marc F. Joanisse

“…We used eye movement measures of first-language (L1) and second-language (L2) paragraph reading to investigate how the activation of multiple lexical candidates, both within and across languages, influences visual word recognition in four different age and language groups: (1) monolingual children; (2) monolingual young adults; (3) bilingual children; and (4) bilingual young adults. …”
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Seeing the Meaning: Top–Down Effects on Letter Identification by Anna M. Woollams, Gemma A. L. Evans, Matthew A. Lambon Ralph

“…Most models of reading agree that visual word recognition is underpinned by a highly interactive network in which both bottom–up and top–down processes contribute. …”
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Understanding the Sequence of Learning in Arabic Text -- Saudi Arabian Dyslexics and Learning Aid Software by Nahla Aljojo

“…A decision-making analysis of the key interactive components of the Arabic alphabet puzzle app for dyslexics is performed, and the finding of the study reveals that the speed and accuracy of visual word recognition and meaning description increases and significantly influences visual short-term memory The analysis of the most important factors that influence all the other factors of the user experience of the Arabic alphabet puzzle app for dyslexics shows that ‘desirability’ constitutes the key attribute in enhancing visual-spatial attention and accelerating word recognition and meaning description for Arabic-speaking dyslexics.…”
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