Natural reading development gradually builds up to the adult vocabulary over a period of
years. This has an effect on lexical processing: early-acquired words are processed more …

Does the type of reading instruction experienced during the initial years at school have any
continuing effect on the ways in which adults read words? The question has arisen in current …

Recent studies have suggested that age of acquisition (AoA) has an impact on skilled
reading independent of factors such as frequency. This result raises questions about …

Cognitive development is shaped by interactions between cognitive architecture and
environmental experiences of the growing brain. We examined the extent to which this …

Several studies have reported that the age at which a word is learned affects skilled reading.
This age-of-acquisition effect is potentially important for theories of reading and learning …

The rapid automatic naming (RAN) task has been widely used in studies of reading
acquisition and found to be reliably related to reading achievement. This study addressed …

In this study, the relationship between latent constructs of phonological awareness (PA) and
rapid automatized naming (RAN) was investigated and related to later measures of reading …

In reading research, morphological processing and monomorphemic word identification
have generally been treated separately. We describe a computational model that brings …

Reading acquisition involves learning to associate visual symbols with spoken language.
Multiple lines of evidence indicate that instruction on the relationship between spellings and …

Determining word meanings that ought to be taught or introduced is important for educators.
A sequence for vocabulary growth can be inferred from many sources, including testing …