Examining skilled reading processes

Abstract

Skilled reading often occurs with little effort. However, when basic reading processes are analyzed in detail, the illusion of simplicity is removed. The present research focuses on the proficiency with which a skilled reader can successfully access lexical (i.e., whole-word) and sublexical (i.e., sub-word) levels of orthographic and phonological knowledge. In particular, I will address questions pertaining to: (1) the nature of the connections between sub-processes of basic visual word recognition, (2) the degree to which context affects whole-word versus sub-word processing, and (3) whether there are neuroanatomical correlates that correspond to the sub-processes of basic visual word recognition. The findings presented in this set of experiments support:(1) facilitation-dominant connections from orthography to phonology, (2) context related whole-word and sub-word processing, and (3) lexical and sublexical neuroanatomical correlates of basic reading processes. The findings are discussed with respect to the issue of whether there is a single processing route from orthography to phonology or if there are two processing routes from orthography to phonology.