Early literacy experiences constrain L1 and L2 reading procedures.

Computational models of reading posit that there are two pathways to word recognition, using sublexical phonology or morphological/orthographic information. They further theorize that everyone uses both pathways to some extent, but the division of labor between the pathways can vary. This review argues that the first language one was taught to read, and the instructional method by which one was taught, can have profound and long-lasting effects on how one reads, not only in one's first language, but also in one's second language.

Developmental differences in masked form priming are not driven by vocabulary growth.

As children develop into skilled readers, they are able to more quickly and accurately distinguish between words with similar visual forms (i.e., they develop precise lexical representations).