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knowledge concerning the target words can recognize words and make fewer errors than poor readers with no prior knowledge. Instead of blending sounds of individual letters, adult learners are more likely to recognize words automatically. However, this can lead to errors when a similarly spelled, yet different word, is mistaken for one the reader is familiar with. Errors such as these are considered to be due to the learner's experiences and exposure. Younger and newer learners tend to focus more on the implications from the text and rely less on background knowledge or experience. Poor readers with prior knowledge utilize the semantic aspects of the word, whereas proficient readers rely on only graphic information for word recognition. However, practice and improved proficiency tend to lead to a more efficient use of combining reading ability and background knowledge for effective word recognition.
785:(EEG) provide a more accurate temporal measurement by recording event-related potentials each millisecond. Though identifying where the electrical responses occur can be easier with an MEG, an EEG is a more pervasive form of research in word recognition. Event-related potentials help measure both the strength and the latency of brain activity in certain areas during readings. Furthermore, by combining the usefulness of the event-related potentials with eye movement monitoring, researchers are able to correlate fixations during readings with word recognition in the brain in real-time. Since saccades and fixations are indicative of word recognition,
671:
inhibit connections to other words in a person's memory. The words with characters that match the visual representation of the observed word receive excitatory signals. As the mind further processes the appearance of the word, inhibitory signals simultaneously reduce activation to words in one's memory with a dissimilar appearance. This neural strengthening of connections to relevant letters and words, as well as the simultaneous weakening of associations with irrelevant ones, eventually activates the correct word as part of word recognition in the neural network.
641:, refers to the overall outline, or shape, of a word. Herman Bouma discussed the role of "global word shape" in his word recognition experiment conducted in 1973. Theories of bouma shape became popular in word recognition, suggesting people recognize words from the shape the letters make in a group relative to each other. This contrasts the idea that letters are read individually. Instead, via prior exposure, people become familiar with outlines, and thereby recognize them the next time they are presented with the same word, or bouma.
645:
Cattell also supported this theory through his study, which gave evidence for an effect he called word superiority. This referred to the improved ability of people to deduce letters if the letters were presented within a word, rather than a mix of random letters. Furthermore, multiple studies have demonstrated that readers are less likely to notice misspelled words with a similar bouma shape than misspelled words with a different bouma shape.
802:
this, many educational experts highlight the importance of repetition in word exposure. This utilizes the frequency effect by increasing the reader's familiarity with the target word, and thereby improving both future speed and accuracy in reading. This repetition can be in the form of flash cards, word-tracing, reading aloud, picturing the word, and other forms of practice that improve the association of the visual text with word recall.
811:
saccadic eye movements while they read. This has furthered understanding of how certain patterns of eye movement increases word recognition and processing. Furthermore, changes can be simultaneously made to text just outside the reader's area of focus without the reader being made aware. This has provided more information on where the eye focuses when an individual is reading and where the boundaries of attention lie.
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that mimic phonetic conventions, ex. shing). This role of the anterior fusiform gyrus may correlate to higher processing of the word's concept and meaning. Both these regions are distinct from areas that respond to other types of complex stimuli, such as faces or colored patterns, and are part of a functionally specialized ventral pathway. Within 100 milliseconds (ms) of fixating on a word, an area of the left
624:
reliable and efficient forms of teaching may be discovered for both children and adult learners of first-language literacy. Such information may also benefit second-language learners with acquisition of novel words and letter characters. Furthermore, a better understanding of the processes involved in word recognition may enable more specific treatments for individuals with reading disabilities.
723:
fixations. Lexical processing does, however, continue during saccades. The timing and accuracy of word recognition relies on where in the word the eye is currently fixating. Recognition is fastest and most accurate when fixating in the middle of the word. This is due to a decrease in visual acuity that results as letters are situated farther from the fixated location and become harder to see.
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learning can be digitally demonstrated. For example, a computer can now mimic a child's learning progress and induce general language rules when exposed to a list of words with only a limited number of explanations. Nevertheless, as no universal model has yet been agreed upon, the generalizability of word recognition models and its simulations may be limited.
58:
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increases in inter-letter spacing, most likely due to a reduction in lateral inhibition in the neural network. When letters are farther apart, it is more likely that individuals will focus their fixations at the beginning of words, whereas default letter spacing on word processing software encourages fixation at the center of words.
818:
Despite this lack of consensus regarding parameters in simulation designs, any progress in the area of word recognition is helpful to future research regarding which learning styles may be most successful in classrooms. Correlations also exist between reading ability, spoken language development, and
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fonts by an average of 8 ms. These fonts have significantly more inter-letter spacing, and studies have shown that responses to words with increased inter-letter spacing were faster, regardless of word frequency and length. This demonstrates an inverse relationship between fixation duration and small
814:
With this additional information, researchers have proposed new models of word recognition that can be programmed into computers. As a result, computers can now mimic how a human would perceive and react to language and novel words. This technology has advanced to the point where models of literacy
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suggests that words that appear the most in printed language are easier to recognize than words that appear less frequently. Recognition of these words is faster and more accurate than other words. The word frequency effect is one of the most robust and most commonly reported effects in contemporary
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approximately three to four times per second. Saccades are separated by fixations, which are moments when the eyes are not moving. During saccades, visual sensitivity is diminished, which is called saccadic suppression. This ensures that the majority of the intake of visual information occurs during
810:
Improvements in technology have greatly contributed to advances in the understanding and research in word recognition. New word recognition capabilities have made computer-based learning programs more effective and reliable. Improved technology has enabled eye-tracking, which monitors individuals'
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Parallel letter recognition is the most widely accepted model of word recognition by psychologists today. In this model, all letters within a group are perceived simultaneously for word recognition. In contrast, the serial recognition model proposes that letters are recognized individually, one by
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Though these effects have been consistently replicated, many of their findings have been contested. Some have suggested that the reading ability of upper-case words is due to the amount of practice a person has with them. People who practice become faster at reading upper-case words, countering the
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The accuracy with which readers recognize words depends on the area of the retina that is stimulated. Reading in
English selectively trains specific regions of the left hemiretina for processing this type of visual information, making this part of the visual field optimal for word recognition. As
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Scarborough, H. S. (2009). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In F. Fletcher-Campbell, J. Soler & G. Reid (Eds.), Approaching difficulties in literacy development: Assessment, pedagogy and programmes (1 ed., pp. 23–38).
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According to the LINCS website, the role of word recognition results in differences between the habits of adults and the habits of children learning how to read. For non-literate adults learning to read, many rely more on word recognition than on phonics and word analysis. Poor readers with prior
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that respond specifically to strings of letters. The posterior fusiform gyrus responds to words and non-words, regardless of their semantic context. The anterior fusiform gyrus is affected by the semantic context, and whether letter combinations are words or pseudowords (novel letter combinations
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The role of the frequency effect has been greatly incorporated into the learning process. While the word analysis approach is extremely beneficial, many words defy regular grammatical structures and are more easily incorporated into the lexical memory by automatic word recognition. To facilitate
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A more modern approach to word recognition has been based on recent research on neuron functioning. The visual aspects of a word, such as horizontal and vertical lines or curves, are thought to activate word-recognizing receptors. From those receptors, neural signals are sent to either excite or
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Word recognition is measured as a matter of speed, such that a word with a high level of recognition is read faster than a novel one. This manner of testing suggests that comprehension of the meaning of the words being read is not required, but rather the ability to recognize them in a way that
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The slower pace with which people read words written entirely in upper-case, or with alternating upper- and lower-case letters, supports the bouma theory. The theory holds that a novel bouma shape created by changing the lower-case letters to upper-case hinders a person's recall ability. James
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The intrinsic value of word recognition may be obvious due to the prevalence of literacy in modern society. However, its role may be less conspicuous in the areas of literacy learning, second-language learning, and developmental delays in reading. As word recognition is better understood, more
789:(EOG) is used to measure eye movements and the amount of time required for lexical access to target words. This has been demonstrated by studies in which longer, less common words induce longer fixations, and smaller, less important words may not be fixated on at all while reading a sentence.
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and word analysis, as a different method of recognizing and verbalizing visual language (i.e. reading). Word recognition functions primarily on automaticity. On the other hand, phonetics and word analysis rely on the basis of cognitively applying learned grammatical rules for the blending of
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indicates that we use the letters within a word to recognize a word". Over time, other theories have been put forth proposing the mechanisms by which words are recognized in isolation, yet with both speed and accuracy. These theories focus more on the significance of individual letters and
1226:
Campbell, J. R., Kelly, D. L., Mullis, I. V. S., Martin, M. O., & Sainsbury, M. (2001). Framework and specifications for pirls assessment 2001 . (2nd ed., p. 6). Chestnut Hill, MA, USA: International Study Center, Lynch School of
Education, Boston College. Retrieved from
545:, according to Literacy Information and Communication System (LINCS) is "the ability of a reader to recognize written words correctly and virtually effortlessly". It is sometimes referred to as "isolated word recognition" because it involves a reader's ability to recognize
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wrote that "the single immutable and nonoptional fact about skilful reading is that it involves relatively complete processing of the individual letters of print." The article "The
Science of Word Recognition" says that "evidence from the last 20 years of work in
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learning disabilities. Therefore, advances in any one of these areas may assist understanding in inter-related subjects. Ultimately, the development of word recognition may facilitate the breakthrough between "learning to read" and "reading to learn".
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suggests that "early word recognition is key to lifelong reading skills". There are different ways to develop these skills. For example, creating flash cards for words that appear at a high frequency is considered a tool for overcoming
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importance of the bouma. Additionally, the word superiority effect might result from familiarity with phonetic combinations of letters, rather than the outlines of words, according to psychologists James McClelland and James
Johnson.
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one, before being integrated for word recognition. It predicts that single letters are identified faster and more accurately than many letters together, as in a word. However, this model was rejected because it cannot explain the
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processes its surface structure. Semantic information begins to be processed after 150 ms and shows widely distributed cortical network activation. After 200 ms, the integration of the different kinds of information occurs.
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allows proper pronunciation. Therefore, context is unimportant, and word recognition is often assessed with words presented in isolation in formats such as flash cards
Nevertheless, ease in word recognition, as in
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Kruidenier, K. (2002). Research-based principles for adult basic education reading instruction (Contract no. ED-01-PO-1037). Retrieved from
National Institute for Literacy website:
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help. LINCS continues to say that "rapid and effortless word recognition is the main component of fluent reading" and explains that these skills can be improved by "practic with
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Word recognition is a manner of reading based upon the immediate perception of what word a familiar grouping of letters represents. This process exists in opposition to
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words drift from this optimal area, word recognition accuracy declines. Because of this training, effective neural organization develops in the corresponding left
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neighbor that is higher in frequency than itself. Orthographic neighbors are words of all the same length that differ by only one letter of that word.
1265:
Everson, M. E. (2011). "Word recognition among learners of
Chinese as a foreign language: Investigating the relationship between naming and knowing".
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Davis, S. B.; Mermelstein, P. (1980). "Comparison of parametric representations for monosyllabic word recognition in continuously spoken sentences".
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1216:, & Bouwhuis, D. (1979). Visual word recognition of three-letter words as derived from the recognition of the constituent letters"
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740:. Furthermore, the neighborhood frequency effect states that word recognition is slower and less accurate when the target has an
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662:, which states that readers can identify letters more quickly and accurately in the context of a word rather than in isolation.
777:(fMRI) are used to study the activation of various parts of the brain while participants perform reading-based tasks. However,
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Luckner, J. L.; Urbach, J. (2012). "Reading fluency and students who are deaf or hard of hearing: Synthesis of the research".
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1400:
Larsen, K. (2004, July). The science of word recognition. Advanced
Reading Technology, Microsoft Corporation, Retrieved from
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Sereno, S. C.; Rayner, K. (2003). "Measuring word recognition in reading: Eye movements and event-related potentials".
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760:, i.e.: fonts with small appendages at the end of strokes, hinder lexical access. Word recognition is quicker with
41:
1696:
Pereaa, M.; Moret-Tataya, C.; Gomezc, P. (2011). "The effects of interletter spacing in visual-word recognition".
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letter-shape recognition (ex. serial letter recognition and parallel letter recognition). Other factors such as
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literature on word recognition. It has played a role in the development of many theories, such as the
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Literacy
Information and Communication System. (n.d.). Print skills (alphabetics). Retrieved from
1316:"The time course of visual word recognition as revealed by linear regression analysis of erp data"
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1645:"Subtle Increases in Interletter Spacing Facilitate the Encoding of Words during Normal Reading"
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1558:"Letter visibility and word recognition: The optimal viewing position in printed words"
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and the linear relationship between letters also affect the way we recognize words.
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Hauk, O.; Davis, M. H.; Ford, M.; Pulvermuller, F.; Marslen-Wilson, W. D. (2006).
1288:"Word frequency and neighborhood frequency effects in lexical decision and naming"
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delays and language&ots=rwlKKbBdkp&sig=CfBJDpub7IyfHyf9Et6B9TlpZNk
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https://books.google.com/books?id=sfKpsYBGX2MC&dq=reading&pg=PA23
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932:"Early Word Recognition Is Key To Lifelong Reading Skills Says New Study"
620:, enables proficiency that fosters comprehension of the text being read.
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Ranum, O. (1998). Paul saenger's "space between words". Retrieved from
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1522:"Do serifs provide an advantage in the recognition of written words?"
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1358:
Irwin, D (1998). "Lexical processing during saccadic eye movements".
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In her 1990 review of the science of learning to read, psychologist
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1737:"How prior knowledge affects word identification and comprehension"
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1451:"The role of familiar units in perception of words and nonwords"
1402:
http://www.microsoft.com/typography/ctfonts/wordrecognition.aspx
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1236:
IEEE Transactions on
Acoustics, Speech, and Signal Processing
1200:(Campbell, Kelly, Mullis, Martin & Sainsbury, 2001, p.6)
1068:(Hauk, Davis, Ford, Pulvermuller & Marslen-Wilson, 2006)
1408:
http://lincs.ed.gov/readingprofiles/MC_Word_Recognition.htm
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http://timssandpirls.bc.edu/pirls2001i/pdf/PIRLS_frame2.pdf
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http://alexandria.tue.nl/repository/freearticles/734512.pdf
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individually from a list without needing similar words for
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Beginning to read : thinking and learning about print
1593:"Word recognition in the human inferior temporal lobe"
692:, researchers have located two separate areas in the
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Bouma shape, named after the Dutch vision researcher
1735:
Priebe, S. J.; Keenan, J. M.; Miller, A. C. (2010).
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http://lincs.ed.gov/publications/pdf/adult_ed_02.pdf
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1074:
980:ftp://128.46.154.21/harper/muri/Chen_PDSR_SP04.pdf
1489:"Word recognition as a function or retinal locus"
956:"Flash Card Word Recognition Skills for Dyslexia"
1173:(Literacy Information and Communication System)
1160:
1158:
1080:(Mishkin, Mortimer, Forgays & Donald, 1952)
718:Eyes make brief, unnoticeable movements called
1556:Nazir, T. A.; Heller, D.; Sussman, C. (1992).
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30:For word recognition in computer vision, see
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1591:Nobre, A.; Truett, A.; McCarthy, G. (1994).
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836:"Assessment Strategies and Reading Profiles"
1487:Mishkin, Mortimer; Forgays; Donald (1952).
1449:McClelland, J. L.; Johnston, J. C. (1977).
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653:Parallel recognition vs. serial recognition
592:, the patterns of rhythm and sound used in
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1131:(Pereaa, Moret-Tataya & Gomezc, 2011)
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204:Directed listening and thinking activity
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775:functional magnetic resonance imaging
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1059:(Nobre, Truett & McCarthy, 1994)
714:Saccadic eye movements and fixations
329:Reading differences and disabilities
1520:Moret-Tatay, C.; Perea, M. (2011).
1164:(Priebe, Keenan & Miller, 2010)
1493:Journal of Experimental Psychology
1279:10.1111/j.1540-4781.1998.tb01192.x
1098:(Nazir, Heller & Sussman, 1992
32:Scene text § Word recognition
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1422:Communication Disorders Quarterly
1050:(McClelland & Johnston, 1977)
912:"The Science of Word Recognition"
1335:10.1016/j.neuroimage.2005.11.048
866:. Cambridge: MIT Press. p.
596:, can improve word recognition.
127:The active view of reading model
56:
1779:http://www.ranumspanat.com/html
1529:Journal of Cognitive Psychology
1182:(Davis & Mermelstein, 1980)
1122:(Moret-Tatay & Perea, 2011)
27:Process of reading single words
1458:Perception & Psychophysics
1295:Journal of Memory and Language
1218:Perception & Psychophysics
100:Scientific theories and models
1:
1220:25(1), 12-22. Retrieved from
860:Adams, Marilyn Jager (1990).
1795:Trends in Cognitive Sciences
1720:10.1016/j.actpsy.2011.04.003
1670:10.1371/journal.pone.0047568
1562:Perception and Psychophysics
1541:10.1080/20445911.2011.546781
1307:10.1016/0749-596x(90)90074-a
1041:(Bouma & Bouwhuis, 1979)
1014:(Luckner & Urbach, 2012)
686:positron emission tomography
1643:Perea, M; Gomez, P (2012).
1267:The Modern Language Journal
1152:(Sereno & Rayner, 2003)
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1807:10.1016/j.tics.2003.09.010
1258:10.1109/tassp.1980.1163420
588:. It has been argued that
557:, lists, and word grids".
122:Scarborough's Reading Rope
29:
1753:10.1007/s11145-010-9260-0
351:Reading for special needs
1434:10.1177/1525740111412582
1143:(Perea & Gomez 2012)
690:event-related potentials
675:Physiological background
239:Sustained silent reading
748:Real world applications
660:word superiority effect
234:Structured word inquiry
1372:10.1006/cogp.1998.0682
783:electroencephalography
779:magnetoencephalography
769:Tools and measurements
572:saccadic eye movements
157:Phonological awareness
112:Simple view of reading
82:Vocabulary development
733:word frequency effect
699:inferotemporal cortex
480:Functional illiteracy
1360:Cognitive Psychology
1286:Grainger, J (1990).
936:www.sciencedaily.com
753:Inter-letter spacing
567:cognitive psychology
373:Alphabetic principle
306:Automatic assessment
1741:Reading and Writing
1661:2012PLoSO...747568P
1612:1994Natur.372..260N
1191:(Scarborough, 2009)
708:cerebral hemisphere
562:Marilyn Jager Adams
393:History of printing
229:Reciprocal teaching
214:Independent reading
181:Reading instruction
140:Cognitive processes
87:Vocabulary learning
18:Word identification
1781:pages/saenger.html
1575:10.3758/bf03209148
1471:10.3758/bf03199687
1413:2017-05-13 at the
1005:(Kruidenier, 2002)
806:Role of technology
787:electrooculography
490:Literary criticism
346:Reading disability
152:Phonemic awareness
117:Science of reading
1851:Psycholinguistics
1846:Reading (process)
1698:Acta Psychologica
877:978-0-262-51076-9
727:Frequency effects
604:letters, sounds,
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460:Critical literacy
244:Synthetic phonics
219:Literature circle
107:Dual route theory
77:Reading readiness
16:(Redirected from
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428:Written language
316:Readability test
284:Words per minute
199:Concept-oriented
189:Analytic phonics
167:Word recognition
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321:
320:
301:
300:
289:
288:
264:
263:
254:
253:
184:
183:
172:
171:
162:Subvocalization
142:
141:
132:
131:
102:
101:
92:
91:
72:
71:
35:
28:
23:
22:
15:
12:
11:
5:
1869:
1867:
1859:
1858:
1853:
1848:
1843:
1833:
1832:
1828:
1827:
1790:
1782:
1775:
1732:
1711:10.1.1.389.137
1704:(3): 345–351.
1693:
1655:(10): e47568.
1640:
1588:
1568:(3): 315–328.
1553:
1535:(5): 619–624.
1517:
1484:
1464:(3): 249–261.
1446:
1428:(4): 230–241.
1417:
1404:
1398:
1392:
1355:
1311:
1301:(2): 228–244.
1283:
1273:(2): 194–204.
1262:
1242:(4): 357–366.
1231:
1224:
1210:
1208:
1205:
1203:
1202:
1193:
1184:
1175:
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1043:
1034:
1025:
1016:
1007:
983:
972:
947:
923:
903:
901:(Larsen, 2004)
883:
876:
852:
826:
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821:
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804:
794:
791:
770:
767:
754:
751:
749:
746:
728:
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715:
712:
694:fusiform gyrus
681:
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664:
654:
651:
634:
631:
629:
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577:An article in
538:
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438:Writing system
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249:Whole language
246:
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209:Guided reading
206:
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196:
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185:
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159:
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109:
103:
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62:
61:
53:
52:
46:
45:
26:
24:
14:
13:
10:
9:
6:
4:
3:
2:
1868:
1857:
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1796:
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1707:
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1609:
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1594:
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1576:
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1563:
1559:
1554:
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1523:
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1506:
1502:
1498:
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1477:
1472:
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1463:
1459:
1452:
1447:
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1435:
1431:
1427:
1423:
1418:
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1412:
1409:
1405:
1403:
1399:
1397:
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1377:
1373:
1369:
1365:
1361:
1356:
1352:
1348:
1344:
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1328:
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1317:
1312:
1308:
1304:
1300:
1296:
1289:
1284:
1280:
1276:
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1268:
1263:
1259:
1255:
1250:
1245:
1241:
1237:
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1230:
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1223:
1219:
1215:
1212:
1211:
1206:
1197:
1194:
1188:
1185:
1179:
1176:
1170:
1167:
1161:
1159:
1155:
1149:
1146:
1140:
1138:
1134:
1128:
1125:
1119:
1117:
1113:
1107:
1105:
1101:
1095:
1092:
1089:(Irwin, 1998)
1086:
1083:
1077:
1075:
1071:
1065:
1062:
1056:
1053:
1047:
1044:
1038:
1035:
1032:(Ranum, 1998)
1029:
1026:
1020:
1017:
1011:
1008:
1002:
1000:
998:
996:
994:
992:
990:
988:
984:
981:
976:
973:
962:on 2016-12-22
961:
957:
951:
948:
937:
933:
927:
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919:
918:
913:
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904:
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879:
873:
869:
865:
864:
856:
853:
842:on 2017-05-13
841:
837:
831:
828:
822:
820:
816:
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805:
803:
799:
792:
790:
788:
784:
780:
776:
773:Both PET and
768:
766:
763:
759:
752:
747:
745:
743:
739:
734:
726:
724:
721:
713:
711:
709:
703:
700:
695:
691:
687:
679:
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672:
665:
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661:
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642:
640:
632:
627:
625:
621:
619:
613:
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602:
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595:
591:
587:
582:
581:
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573:
568:
563:
558:
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528:
526:
521:
519:
514:
513:
511:
510:
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498:
497:
496:
493:
491:
488:
486:
483:
481:
478:
476:
473:
471:
468:
466:
465:Close reading
463:
461:
458:
457:
453:
447:
446:
439:
436:
434:
431:
429:
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424:
421:
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366:
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333:
325:
324:
317:
314:
312:
309:
307:
304:
303:
299:
293:
292:
285:
282:
280:
279:Speed reading
277:
275:
272:
270:
267:
266:
258:
257:
250:
247:
245:
242:
240:
237:
235:
232:
230:
227:
225:
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220:
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197:
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192:
190:
187:
186:
182:
176:
175:
168:
165:
163:
160:
158:
155:
153:
150:
148:
147:Comprehension
145:
144:
136:
135:
128:
125:
123:
120:
118:
115:
113:
110:
108:
105:
104:
96:
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64:
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59:
55:
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51:
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43:
39:
38:
33:
19:
1798:
1794:
1744:
1740:
1701:
1697:
1652:
1648:
1603:
1599:
1565:
1561:
1532:
1528:
1499:(1): 43–48.
1496:
1492:
1461:
1457:
1425:
1421:
1363:
1359:
1326:
1322:
1298:
1294:
1270:
1266:
1239:
1235:
1217:
1196:
1187:
1178:
1169:
1148:
1127:
1094:
1085:
1064:
1055:
1046:
1037:
1028:
1019:
1010:
975:
964:. Retrieved
960:the original
950:
939:. Retrieved
935:
926:
915:
906:
862:
855:
844:. Retrieved
840:the original
830:
817:
813:
809:
800:
796:
772:
756:
742:orthographic
730:
717:
704:
683:
669:
656:
647:
643:
639:Herman Bouma
636:
622:
614:
598:
580:ScienceDaily
578:
576:
559:
542:
541:
274:Slow reading
262:Reading rate
194:Basal reader
166:
1856:Orthography
1366:(1): 1–27.
758:Serif fonts
738:bouma shape
633:Bouma shape
485:Great books
408:Orthography
298:Readability
1835:Categories
1323:NeuroImage
966:2011-12-04
941:2017-01-09
846:2011-12-04
823:References
781:(MEG) and
762:sans-serif
555:flashcards
551:contextual
500:Children's
495:Literature
423:Vocabulary
418:Sight word
341:Hyperlexia
311:Legibility
1747:: 581–6.
1706:CiteSeerX
1480:144497014
1442:145617612
1244:CiteSeerX
1214:Bouma, H.
1207:Citations
917:Microsoft
680:The brain
610:morphemes
606:graphemes
601:phonetics
1815:14585445
1771:21799586
1728:21545978
1689:23082178
1649:PLOS ONE
1636:11167389
1513:14907990
1411:Archived
1388:25066325
1351:17367093
1343:16460964
793:Learning
720:saccades
628:Theories
586:dyslexia
452:Literacy
403:Morpheme
398:Language
388:Grapheme
365:Language
336:Dyslexia
42:a series
40:Part of
1823:7156916
1762:3142886
1680:3474730
1657:Bibcode
1628:7969469
1608:Bibcode
1584:1408642
1549:8427809
1380:9679075
618:fluency
590:prosody
433:Writing
413:Phoneme
378:Braille
269:Fluency
224:Phonics
50:Reading
1821:
1813:
1769:
1759:
1726:
1708:
1687:
1677:
1634:
1626:
1600:Nature
1582:
1547:
1511:
1478:
1440:
1386:
1378:
1349:
1341:
1246:
874:
684:Using
608:, and
594:poetry
1819:S2CID
1632:S2CID
1596:(PDF)
1545:S2CID
1525:(PDF)
1476:S2CID
1454:(PDF)
1438:S2CID
1384:S2CID
1347:S2CID
1319:(PDF)
1291:(PDF)
547:words
1811:PMID
1767:PMID
1724:PMID
1685:PMID
1624:PMID
1580:PMID
1509:PMID
1376:PMID
1339:PMID
872:ISBN
731:The
1803:doi
1757:PMC
1749:doi
1716:doi
1702:137
1675:PMC
1665:doi
1616:doi
1604:372
1570:doi
1537:doi
1501:doi
1466:doi
1430:doi
1368:doi
1331:doi
1303:doi
1275:doi
1254:doi
868:105
1837::
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1809:.
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1578:.
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1564:.
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1531:.
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1507:.
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1327:30
1325:.
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1297:.
1293:.
1271:82
1269:.
1252:.
1240:28
1238:.
1157:^
1136:^
1115:^
1103:^
1073:^
986:^
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914:.
886:^
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612:.
44:on
1825:.
1805::
1799:7
1773:.
1751::
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1730:.
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1610::
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1305::
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849:.
531:e
524:t
517:v
34:.
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
