Individual differences in subphonemic sensitivity and phonological skills.

Many studies have established a link between phonological abilities (indexed by phonological awareness and phonological memory tasks) and typical and atypical reading development. Individuals who perform poorly on phonological assessments have been mostly assumed to have (or "fuzzy") phonological representations, with typical phonemic categories, but with greater category overlap due to imprecise encoding. An alternative posits that poor readers have phonological representations, with speech sounds perceived allophonically (phonetically distinct variants of a single phonemic category).

Individual differences in decoding skill, print exposure, and cortical structure in young adults.

This exploratory study investigated relations between individual differences in cortical grey matter structure and young adult readers' cognitive profiles. Whole-brain analyses revealed neuroanatomical correlations with word and nonword reading ability (decoding), and experience with printed matter. Decoding was positively correlated with grey matter volume (GMV) in left superior temporal sulcus, and thickness (GMT) in right superior temporal gyrus.

The real-time prediction and inhibition of linguistic outcomes: Effects of language and literacy skill.

Recent studies have found considerable individual variation in language comprehenders' predictive behaviors, as revealed by their anticipatory eye movements during language comprehension. The current study investigated the relationship between these predictive behaviors and the language and literacy skills of a diverse, community-based sample of young adults. We found that rapid automatized naming (RAN) was a key determinant of comprehenders' prediction ability (e.

Vocabulary does not complicate the simple view of reading.

Gough and Tunmer's (1986) simple view of reading (SVR) proposed that reading comprehension (RC) is a function of language comprehension (LC) and word recognition/decoding. Braze et al. (2007) presented data suggesting an extension of the SVR in which knowledge of vocabulary (V) affected RC over and above the effects of LC.

Immediate memory for pseudowords and phonological awareness are associated in adults and pre-reading children.

This study investigated phonological components of reading skill at two ages, using a novel pseudoword repetition task for assessing phonological memory (PM). Pseudowords were designed to incorporate control over segmental, prosodic and lexical features. In Experiment 1, the materials were administered to 3- and 4-year-old children together with a standardized test of phonological awareness (PA).

Unification of sentence processing via ear and eye: an fMRI study.

We present new evidence based on fMRI for the existence and neural architecture of an abstract supramodal language system that can integrate linguistic inputs arising from different modalities such that speech and print each activate a common code. Working with sentence material, our aim was to find out where the putative supramodal system is located and how it responds to comprehension challenges. To probe these questions we examined BOLD activity in experienced readers while they performed a semantic categorization task with matched written or spoken sentences that were either well-formed or contained anomalies of syntactic form or pragmatic content.

Speaking up for vocabulary: reading skill differences in young adults.

This study is part of a broader project aimed at developing cognitive and neurocognitive profiles of adolescent and young adult readers whose educational and occupational prospects are constrained by their limited literacy skills. We explore the relationships among reading-related abilities in participants ages 16 to 24 years spanning a wide range of reading ability. Two specific questions are addressed: (a) Does the simple view of reading capture all nonrandom variation in reading comprehension? (b) Does orally assessed vocabulary knowledge account for variance in reading comprehension, as predicted by the lexical quality hypothesis? A comprehensive battery of cognitive and educational tests was employed to assess phonological awareness, decoding, verbal working memory, listening comprehension, reading comprehension, word knowledge, and experience with print.