Word Reconition Problem

8/10/2019 Word Reconition Problem

1/33


2/33

The term "sight words" has two somewhat related but different meanings in reading instruction:

the many common words in English that do not conform to rules of Word Analysis or phonetic decodingwords

like said, would, night, was, were, etc. (Some people refer to these words as "non-phonetic.")

any words a reader can recognize instantly without sounding them out.

For the sake of clarity, ASRP uses the term sight words in the first sense onlythe common words that do not

conform to rules of Word Analysis. The second meaningany words a reader can recognize instantlyASRP

includes in the category of Word Recognition.

With any learner scoring below GE 4 in Word Recognition, it is a good idea to assess her/his knowledge of the most

common sight words. Two lists you can use to assess sight word knowledge can be downloaded free on this Web

site:Dolch Basic Wordsand theFry Instant Words.(The Fry list is based on word frequency in written English, so it

includes some common words that are easily decodable such as did.)

Methods for teaching sight words as whole units vary. It all boils down to using as many modalities as necessary to

help learners remember the forms and recognize these words instantaneously. Flash cards or other ways to have

repeated visual exposure to the word, writing the word, using a finger to trace the letter sequence, and visualizing the

word are some strategies for learning the words. Saying the word while looking, tracing, or visualizing brings in

another sensehearingto help impress the word in memory. Again, repetition is the key to acquiring mastery and

automaticity with sight words.Approaches to instruction

Sight word teaching techniques should not be used as a substitute for teaching Word Analysis skills. Because most

adult poor readers have difficulty with Word Analysis skills, they tend to use a sight word approach on unfamiliar

words, when they should attempt to decode them. They substitute a word they know well for a new word that

somewhat resembles it, e.g., carrot for carriage. The result is guessing, self-corrections, and misreading.RR

Non-native Speakers of English (NNSE) in Beginning and Intermediate Level ABE classes who already read an

alphabetic language proficiently can usually transfer what they know about decoding from their native language to

English. However, like native English speakers, they will need direct instruction with the many English sight words

that are not phonetically regular (e.g., would) as well as the letter combinations that can be pronounced in various

ways (e.g., -oughin rough, bough,and thought ).

To find out more aboutWord Recognition- (700k)

back to top

http://lincs.ed.gov/readingprofiles/MC_Word_Recognition.htm

http://www.readingrockets.org/article/6316/

Stories from the Documentary:

Nathan V. Lauren Sarah Lee Adam

Nathan S.
http://lincs.ed.gov/readingprofiles/PF_Basic_Words.htmhttp://lincs.ed.gov/readingprofiles/PF_Basic_Words.htmhttp://lincs.ed.gov/readingprofiles/PF_Basic_Words.htmhttp://lincs.ed.gov/readingprofiles/PF_Instant_Words.htmhttp://lincs.ed.gov/readingprofiles/PF_Instant_Words.htmhttp://lincs.ed.gov/readingprofiles/PF_Instant_Words.htmhttp://lincs.ed.gov/readingprofiles/SW_Greenberg_Pop.htmhttp://lincs.ed.gov/readingprofiles/SW_Greenberg_Pop.htmhttp://lincs.ed.gov/readingprofiles/SW_Greenberg_Pop.htmhttp://lincs.ed.gov/publications/pdf/adult_ed_02.pdfhttp://lincs.ed.gov/publications/pdf/adult_ed_02.pdfhttp://lincs.ed.gov/publications/pdf/adult_ed_02.pdfhttp://lincs.ed.gov/readingprofiles/MC_Word_Recognition.htm#contenthttp://lincs.ed.gov/readingprofiles/MC_Word_Recognition.htm#contenthttp://lincs.ed.gov/readingprofiles/MC_Word_Recognition.htmhttp://lincs.ed.gov/readingprofiles/MC_Word_Recognition.htmhttp://www.readingrockets.org/article/6316/http://www.readingrockets.org/article/6316/http://www.pbs.org/wgbh/misunderstoodminds/meetnathanV.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/meetlauren.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/meetsarah.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/meetadam.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/meetnathanS.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/meetnathanS.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlhttp://www.pbs.org/search/http://www.shoppbs.org/entry.point?target=z&source=PBSCS_CONTENT_TOPNAV:N:DGR:N:N:707:QPBShttp://www.pbs.org/cgi-registry/sitemembershiplink.cgirhttp://video.pbs.org/http://www.pbs.org/hplink/redir/tvschedules/http://www.pbs.org/programs/http://www.pbs.org/http://www.pbs.org/http://www.pbs.org/cgi-registry/stationlink.cgirhttp://www.pbs.org/wgbh/misunderstoodminds/meetnathanS.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/meetadam.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/meetsarah.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/meetlauren.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/meetnathanV.htmlhttp://www.readingrockets.org/article/6316/http://lincs.ed.gov/readingprofiles/MC_Word_Recognition.htmhttp://lincs.ed.gov/readingprofiles/MC_Word_Recognition.htm#contenthttp://lincs.ed.gov/publications/pdf/adult_ed_02.pdfhttp://lincs.ed.gov/readingprofiles/SW_Greenberg_Pop.htmhttp://lincs.ed.gov/readingprofiles/PF_Instant_Words.htmhttp://lincs.ed.gov/readingprofiles/PF_Basic_Words.htm


3/33

about the

project

order

videos

your

comments

credits

site map

READING:Basics| Difficulties|Respon

ses

Difficulties with Reading

What mystifies many parents is where and whythe reading process breaks down. Although,

problems may occur in any area, decoding,

comprehension, or retention, the root of most

reading problems, in the view of many experts,

is decoding.

Reading Facts

o Roughly 85% of children diagnosedwith learning difficulties have a primaryproblem with reading and relatedlanguage skills.

o Reading difficulties areneurodevelopmental in nature.

o Neurodevelopmental problems don't goaway, but they do not mean that astudent (or an adult) cannot learn or

progress in school and life.o Most children with reading difficulties

can be taught reading and strategiesfor success in school.

o When children's reading problems areidentified early, they are more likely tolearn strategies that will raise theirreading to grade level.

Decoding DifficultiesDecoding is the process by which a word is

broken into individual phonemes and recognized

based on those phonemes. For instance,

proficient decoders separate the sounds "buh,"

"aah," and "guh" in the word "bag." Someone

who has difficulty decoding, and thus difficulty

reading easily, may not hear and differentiate

these phonemes. "Buh," "aah," and "guh" might

be meaningless to them in relation to the word

"bag" on the page.

Experts have no one explanation for thisphenomenon. In some cases, it may reflect that

some people simply require more time to

separate sounds -- time that isn't there.

Signs of decoding difficulty:

o trouble sounding out words andrecognizing words out of context

o confusion between letters and the

UP CLOSE:

Dyslexia

Problems with phonemes

Contrary to popular

misconception, dyslexia is not

characterized by letter or word

reversal. In fact, dyslexia is a

language-processing difficulty

caused by the inability to break

words into phonemes. Experts

estimate that dyslexia, the most

common reading difficulty,

affects as many as 15 percent ofall Americans.

Recent studies show a

neurobiological basis for

dyslexia, suggesting the

potential for early diagnosis and

new forms of treatment. This

research describes a biological

cause of the disorder; evidence

that dyslexia does not reflect

lack of intelligence, or attention,

or effort. In addition, this

reasearch may reveal better

ways of diagnosing and treating

reading problems.

In one experiment, for example,

scientists presented a group of

dyslexics and people who read

easily with an increasingly

difficult series of reading tasks.

The researchers used brain-

imaging equipment to monitor

the level of activity (as indicated

by the flow of oxygenated

blood) in each subject's brain

during the tasks. In proficient

readers, as the tasks grew more

difficult, new regions of the

brain were recruited. This

recruitment traveled generally

from the rear of the brain

toward the front. In contast,

activity in poor readers occurred

less in rear portions of the brain

and much more in front portions

of the brain than in proficient

readers.

produced by

2002WGBH

Educational

Foundation

All rights

reserved
http://www.pbs.org/wgbh/misunderstoodminds/about.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/about.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/about.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/videos.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/videos.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/videos.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/comments.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/comments.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/comments.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/credits.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/credits.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/sitemap.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/sitemap.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingbasics.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingbasics.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingbasics.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingstrats.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingstrats.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingstrats.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingstrats.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/copyright.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/copyright.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.wgbh.org/http://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/resources.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/math.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/writing.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/attention.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/intro.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/copyright.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingstrats.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingstrats.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingbasics.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/sitemap.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/credits.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/comments.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/comments.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/videos.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/videos.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/about.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/about.html


4/33

sounds they represento slow oral reading rate (reading word-

by-word)

o reading without expressiono ignoring punctuation while reading

Try it yourself.Experience a decodingdifficulty.

Comprehension DifficultiesComprehension relies on mastery of decoding;

children who struggle to decode find it difficult

to understand and remember what has been

read. Because their efforts to grasp individual

words are so exhausting, they have no

resources left for understanding.

Signs of comprehension difficulty:

o confusion about the meaning of wordsand sentences

o inability to connect ideas in a passageo omission of, or glossing over detailo difficulty distinguishing significant

information from minor detailso lack of concentration during reading

Retention DifficultiesRetention requires both decoding and

comprehending what is written. This task relies

on high level cognitive skills, including memory

and the ability to group and retrieve related

ideas. As students progress through grade

levels, they are expected to retain more and

more of what they read. From third grade on,

reading to learn is central to classroom work.

By high school it is an essential task.

Signs of retention difficulty:

o trouble remembering or summarizingwhat is read

o difficulty connecting what is read toprior knowledge

o difficulty applying content of a text topersonal experiences

READING:Basics| Difficulties|Responses

This pattern is now believed to

be the "neural signature" of

dyslexia. As more is learned

about the meaning of this

"signature," more strategies for

improving reading will be

developed.
http://www.pbs.org/wgbh/misunderstoodminds/experiences/readexp1a.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/experiences/readexp1a.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingbasics.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingbasics.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingbasics.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingstrats.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingstrats.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingstrats.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/experiences/readexp1a.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingstrats.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingbasics.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/reading.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/experiences/readexp1a.html


5/33

http://www.pbs.org/wgbh/misunderstoodminds/readingdiffs.html

The DRC Model of Visual Word Recognition

and Reading Aloud

Skip to content

About

Updates

Builds

Latest BuildsExperimental BuildsDocs

Understanding DRCs OutputWorking With DRCs ParametersWriting DRC Batch FilesDRCView

Utilities

CELEX N CalculatorDRC N CalculatorGPC Strength CalculatorDRC Letter ConfusabilitySpieler-Balota

Reaction TimesAbout

The DRC model is a computational model

of reading which is intended to explain how skilled readers perform certain basic reading tasks.

The acronym emphasizes the two fundamental properties of the model: it is a Dual Route model,

and within the model information processing occurs in a Cascaded fashion.

The model consists of three routes, the lexical semantic route, the lexical nonsemantic route,

and the GPC route. Each route is composed of a number of interacting layers. These layers
http://www.pbs.org/wgbh/misunderstoodminds/readingdiffs.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingdiffs.htmlhttp://www.maccs.mq.edu.au/~ssaunder/DRC/http://www.maccs.mq.edu.au/~ssaunder/DRC/http://www.maccs.mq.edu.au/~ssaunder/DRC/#contenthttp://www.maccs.mq.edu.au/~ssaunder/DRC/#contenthttp://www.maccs.mq.edu.au/~ssaunder/DRChttp://www.maccs.mq.edu.au/~ssaunder/DRChttp://www.maccs.mq.edu.au/~ssaunder/DRC/updates/http://www.maccs.mq.edu.au/~ssaunder/DRC/updates/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/experimental-builds/http://www.maccs.mq.edu.au/~ssaunder/DRC#docshttp://www.maccs.mq.edu.au/~ssaunder/DRC#docshttp://www.maccs.mq.edu.au/~ssaunder/DRC/understanding-drcs-output/http://www.maccs.mq.edu.au/~ssaunder/DRC/understanding-drcs-output/http://www.maccs.mq.edu.au/~ssaunder/DRC/working-with-drcs-parameters/http://www.maccs.mq.edu.au/~ssaunder/DRC/writing-drc-batch-files/http://www.maccs.mq.edu.au/~ssaunder/DRC/writing-drc-batch-files/http://www.maccs.mq.edu.au/~ssaunder/DRC/drcview/http://www.maccs.mq.edu.au/~ssaunder/DRC/drcview/http://www.maccs.mq.edu.au/~ssaunder/DRC/drcview/http://www.maccs.mq.edu.au/~ssaunder/utils/index.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/index.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/celexN.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/drcN.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/gpcstrengths.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/lc.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/SpielerBalota.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/SpielerBalota.phphttp://www.maccs.mq.edu.au/~ssaunder/DRC/wp-content/uploads/2011/03/DRC-Diagram.pnghttp://www.maccs.mq.edu.au/~ssaunder/utils/SpielerBalota.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/SpielerBalota.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/lc.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/gpcstrengths.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/drcN.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/celexN.phphttp://www.maccs.mq.edu.au/~ssaunder/utils/index.phphttp://www.maccs.mq.edu.au/~ssaunder/DRC/drcview/http://www.maccs.mq.edu.au/~ssaunder/DRC/writing-drc-batch-files/http://www.maccs.mq.edu.au/~ssaunder/DRC/working-with-drcs-parameters/http://www.maccs.mq.edu.au/~ssaunder/DRC/understanding-drcs-output/http://www.maccs.mq.edu.au/~ssaunder/DRC#docshttp://www.maccs.mq.edu.au/~ssaunder/DRC/experimental-builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/updates/http://www.maccs.mq.edu.au/~ssaunder/DRChttp://www.maccs.mq.edu.au/~ssaunder/DRC/#contenthttp://www.maccs.mq.edu.au/~ssaunder/DRC/http://www.maccs.mq.edu.au/~ssaunder/DRC/http://www.pbs.org/wgbh/misunderstoodminds/readingdiffs.html


6/33

contain sets of units. The units represent the smallest individual symbolic parts of the model,

such as words in the orthographic lexicon or letters in the letter unit layer.

There are two ways in which the units of different layers interact. One is through inhibition,

where the activation of a unit makes it more difficult for the activation of other units to rise. The

other is through excitation, where the activation of a unit contributes to the activation of other

units. Units may also interact on the same level through lateral inhibition.

The2001 Psychological Review paper on DRC(9.1MB PDF) byColtheartet al. describes version 1.0

of the model in detail.

Simulator

A simulatorof the lexical nonsemantic and GPC routes is available for Mac OS X, Linux (x86)

and Windows. It is a command line application, so it must be operated from the Terminal

application in Mac OS X, the Shellin Linux or the Command(or DOS) Promptin Windows.

If you are not familiar with the use of this kind of software, there are many excellent tutorials

available viaGoogle search.

To get started download the latest build and use the following command line to see a list of

options the simulator supports:

drc --help

A straightforward simulation of reading aloud a word can be achieved with the command:

drc word

Docs

Simulator users may find the following documents useful:

Understanding DRCs Output

Working With DRCs Parameters

Writing DRC Batch Files
http://www.maccs.mq.edu.au/~ssaunder/files/DRC-PsychReview2001.pdfhttp://www.maccs.mq.edu.au/~ssaunder/files/DRC-PsychReview2001.pdfhttp://www.maccs.mq.edu.au/~ssaunder/files/DRC-PsychReview2001.pdfhttp://www.maccs.mq.edu.au/~max/http://www.maccs.mq.edu.au/~max/http://www.maccs.mq.edu.au/~max/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/drc/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/drc/builds/http://google.com/http://google.com/http://google.com/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/drc/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/drc/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/understanding-drcs-output/http://www.maccs.mq.edu.au/~ssaunder/DRC/understanding-drcs-output/http://www.maccs.mq.edu.au/~ssaunder/DRC/understanding-drcs-output/http://www.maccs.mq.edu.au/~ssaunder/DRC/working-with-drcs-parameters/http://www.maccs.mq.edu.au/~ssaunder/DRC/working-with-drcs-parameters/http://www.maccs.mq.edu.au/~ssaunder/DRC/writing-drc-batch-files/http://www.maccs.mq.edu.au/~ssaunder/DRC/writing-drc-batch-files/http://www.maccs.mq.edu.au/~ssaunder/DRC/writing-drc-batch-files/http://www.maccs.mq.edu.au/~ssaunder/DRC/working-with-drcs-parameters/http://www.maccs.mq.edu.au/~ssaunder/DRC/understanding-drcs-output/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/drc/builds/http://google.com/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/drc/builds/http://www.maccs.mq.edu.au/~max/http://www.maccs.mq.edu.au/~ssaunder/files/DRC-PsychReview2001.pdf


7/33

Links

Some other resources related to DRC and reading:

Max Colthearts WebsiteUniversity of OttawaOmnilex Database

The ARC Nonword Database

Related Papers

Coltheart, M. and Rastle, K. (1994). Serial Processing in Reading Aloud: Evidence for Dual-

Route Models of Reading.Journal of Experimental Psychology: Human Perception and

Performance, 20, 1197-1211.

Coltheart, M. and Leahy, J. (1996). Assessment of lexical and nonlexical reading abilities in

children: Some normative data.Australian Journal of Psychology, 48, 136-140.

Coltheart, M., Langdon, R. and Haller, M. (1996). Computational cognitive neuropsychology. In

Dodd B, Worrall L and Campbell R (eds).Evaluating Theories of Language: Evidence from

Disordered Communication. London: Whurr Publishers.

Rastle, K and Coltheart, M. (1998). Whammies and double whammies: The effect of length onnonword reading.Psychonomic Bulletin & Review, 5, 277-282.

Cestnick, L. and Coltheart, M. (1999). The relationship between language-processing and visual-

processing deficits in developmental dyslexia. Cognition, 71, 231-255.

Coltheart, M., Woollams, A., Kinoshita, S. and Perry, C. (1999). A position-sensitive Stroop

effect: Further evidence for a left-to-right component in print-to-speech.Psychonomic Bulletin

& Review, 6, 456-463.

Rastle, K. and Coltheart, M. (1999). Serial and strategic effects in reading aloud.Journal of

Experimental Psychology: Human Perception & Performance, 25, 482-503.

Rastle, K. and Coltheart, M. (1999). Lexical and nonlexical phonological priming in reading

aloud.Journal of Experimental Psychology: Human Perception & Performance, 25, 461-481.
http://www.maccs.mq.edu.au/~max/http://www.maccs.mq.edu.au/~max/http://www.maccs.mq.edu.au/~max/http://www.omnilex.uottawa.ca/http://www.omnilex.uottawa.ca/http://www.omnilex.uottawa.ca/http://www.omnilex.uottawa.ca/http://www.maccs.mq.edu.au/~nwdb/http://www.maccs.mq.edu.au/~nwdb/http://www.maccs.mq.edu.au/~nwdb/http://www.omnilex.uottawa.ca/http://www.maccs.mq.edu.au/~max/http://www.maccs.mq.edu.au/~max/


8/33

Rastle, K. and Coltheart, M. (2000). Serial processing in reading aloud: Reply to Zorzi (2000).

Journal of Experimental Psychology: Human Perception & Performance, 26, 1232-1235.

Rastle, K. and Coltheart, M. (2000). Lexical and nonlexical print-to-sound translation of

disyllabic words and nonwords.Journal of Memory & Language, 42, 342-364.

Rastle, K., Harrington, J.M., Coltheart, M. and Palethorpe, S. (2000). Reading aloud begins

when the computation of phonology is complete.Journal of Experimental Psychology: Human

Perception & Performance, 26, 1178-1191.

Coltheart, M., Rastle, K., Perry, C., Langdon, R. & Ziegler, J. (2001). DRC: A Dual Route

Cascaded model of visual word recognition and reading aloud.Psychological Review, 108, 204-

256.

Roberts, M., Rastle, K., Coltheart, M. & Besner, D. (2003). When parallel processing in visual

word recognition is not enough: New evidence from naming.Psychonomic Bulletin & Review,

12, 405-414.

Coltheart, M. (2004). Are there lexicons? Quarterly Journal of Experimental Psychology, 57A,

1153-1171.

Blazely, A., Coltheart, M., & Casey, B. (2005). Semantic dementia with and without surface

dyslexia. Cognitive Neuropsychology, 22, 695-717.

Coltheart, M. (2005). Analysing developmental disorders of reading.Advances in Speech-

Language Pathology, 7, 49-57.

Coltheart, M. (2005). Modelling reading: The dual-route approach. For Snowling, M.J. &

Hulme, C. (Eds). The Science of Reading. Oxford: Blackwells Publishing.

Bates, T.C., Castles, A., Luciano, M., Wright, M.J., Coltheart, M. & Martin, N.G. (2006). Genetic

and environmental bases of reading & spelling: A unified genetic dual route model.Reading and

Writing, 20, 147-171.

Castles, A., Bates, T. & Coltheart, M. (2006). John Marshall and the developmental dyslexias.

Aphasiology, 20, 871-892.


9/33

Castles, A., Bates, T., Coltheart, M., Luciano, M. & Martin, N.G. (2006). Cognitive modelling and

the behavior genetics of reading.Journal of Research in Reading, 29, 92-103.

Coltheart, M. (2006). Acquired dyslexias and the computational modelling of reading. Cognitive

Neuropsychology, 23, 96-109.

Coltheart, M. (2006). Dual route and connectionist models of reading: An overview.London

Review of Education, 4, 5-17.

Howard, D., Nickels, L., Coltheart, M. & Cole-Virtue, J. (2006). Cumulative semantic inhibition

in picture naming: experimental and computational studies. Cognition, 100, 464-482.

Rastle, K., & Coltheart, M. (2006). Is there serial processing in the reading system; and are therelocal representations? In Andrews, S. (Ed).All about words: Current issues in lexical

processing. Hove: Psychology Press.

Coltheart, M., Tree, J., & Saunders, S. (2008). Computational modelling of reading impairments

in semantic dementia [Abstract].Australian Journal of Psychology, 60(1), 64.

Mousikou, P., Coltheart, M. & Saunders, S. (2008). What is the nature of the masked onset

priming effect: phonological, graphemic or both? Evidence from behavioural and computational

data [Abstract].Australian Journal of Psychology, 60(Suppl. 1), 88.

Nickels, L., Biedermann, B., Coltheart, M., Saunders, S. & Tree, J. (2008). Computational

modeling of phonological dyslexia: How does the DRC model fare? [Special Issue]. Cognitive

Neuropsychology, 25(2), 165-193.

Rastle, K., Havelka, J., Wydell, T.N., Coltheart, M. & Besner, D. (2009). The cross-script length

effect: Further evidence challenging PDP models of reading aloud.Journal of Experimental

Psychology: Learning, Memory and Cognition, 35, 238-246.

Mousikou, P., Coltheart, M., Saunders, S., & Yen, L. (2010). Is the orthographic/phonological

onset a single unit in reading aloud?Journal of Experimental Psychology: Human Perception

& Performance, 36(1), 175-194.


10/33

Mousikou, B., Coltheart, M., & Saunders, S. (2010). Computational modelling of the masked

onset priming effect in reading aloud [Special Issue].European Journal of Cognitive

Psychology, 22(5), 725-763.

Mousikou, P., Coltheart, M., Finkbeiner, M. & Saunders, S. (2010). Can the dual-route cascaded

computational model of reading offer a valid account of the masked onset priming

effect? The Quarterly Journal of Experimental Psychology, 63(5), 984-1003.

Biedermann, B., Nickels, L., & Coltheart, M. (in press). Effects of homophony on reading aloud:

Implications for models of speech production.Language and Cognitive Processes.

Coltheart, M., Tree, J. & Saunders, S. (in press). Computational modelling of reading in

semantic dementia: Comment on Woollams, Lambon Ralph, Plaut and Patterson (2007).Psychological Review.

Search for:Search

Recent Updates Important Bugfix: Linux and Windows

Working With DRCs Parameters

DRCView 0.9.1

DRC Letter Confusability Utility

DRC N Utility

Categories Builds

DRCView

Miscellaneous

Utilities

The DRC Model of Visual Word Recognition and Reading AloudProudly powered by WordPress.

Click Here to Install Silverlight

United States Change | All Microsoft Sites
http://www.maccs.mq.edu.au/~ssaunder/DRC/2011/03/important-bugfix-linux-and-windows/http://www.maccs.mq.edu.au/~ssaunder/DRC/2011/03/important-bugfix-linux-and-windows/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/05/working-with-drcs-parameters/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/05/working-with-drcs-parameters/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/03/drcview-0-9-1/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/03/drcview-0-9-1/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/03/drc-letter-confusability-utility/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/03/drc-letter-confusability-utility/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/02/drc-n-utility/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/02/drc-n-utility/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/drcview/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/drcview/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/miscellaneous/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/miscellaneous/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/utilities/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/utilities/http://www.maccs.mq.edu.au/~ssaunder/DRC/http://wordpress.org/http://go.microsoft.com/fwlink/?LinkID=92799http://go.microsoft.com/fwlink/?LinkID=92799http://www.microsoft.com/worldwidehttp://www.microsoft.com/en/us/sitemap.aspxhttp://www.microsoft.com/en/us/sitemap.aspxhttp://www.microsoft.com/en/us/sitemap.aspxhttp://www.microsoft.com/worldwidehttp://go.microsoft.com/fwlink/?LinkID=92799http://wordpress.org/http://www.maccs.mq.edu.au/~ssaunder/DRC/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/utilities/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/miscellaneous/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/drcview/http://www.maccs.mq.edu.au/~ssaunder/DRC/category/builds/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/02/drc-n-utility/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/03/drc-letter-confusability-utility/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/03/drcview-0-9-1/http://www.maccs.mq.edu.au/~ssaunder/DRC/2010/05/working-with-drcs-parameters/http://www.maccs.mq.edu.au/~ssaunder/DRC/2011/03/important-bugfix-linux-and-windows/


11/33

en-us iso-8859-1 Search Mic

Submit

Typography Home

About fonts

Overview

OpenType

ClearType

FAQs

Find Fonts

Resources

Links, news &

contacts

Registered vendor

list

Font foundry list

Free font tools

Developing fonts

Overview

Specifications

Articles

Tools & SDKs

Communities

About fonts>ClearType

The Science of Word Recognition

or how I learned to stop worrying and love the bouma

Kevin Larson

Advanced Reading Technology, Microsoft Corporation

July 2004

On This PageIntroduction

Model #1: Word Shape

Model #2: Serial Letter Recognition

Model #3: Parallel Letter Recognition

Moving Window Study

Boundary Study

Evidence for Word Shape Revisited

Neural Network Modeling

Conclusions

Introduction

Evidence from the last 20 years of work in cognitive psychology indicate that we

use the letters within a word to recognize a word. Many typographers and other

text enthusiasts Ive met insist that words are recognized by the outline made

around the word shape. Some have used the term bouma as a synonym for word
http://www.microsoft.com/http://www.microsoft.com/typography/default.mspxhttp://www.microsoft.com/typography/AboutFontsOverview.mspxhttp://www.microsoft.com/typography/WhatIsOpenType.mspxhttp://www.microsoft.com/typography/ClearTypeInfo.mspxhttp://www.microsoft.com/typography/TrueTypeFAQ.mspxhttp://www.microsoft.com/typography/fonts/default.aspxhttp://www.microsoft.com/typography/links/default.aspxhttp://www.microsoft.com/typography/links/default.aspxhttp://www.microsoft.com/typography/links/links.aspx?type=vendor&part=1http://www.microsoft.com/typography/links/links.aspx?type=vendor&part=1http://www.microsoft.com/typography/links/links.aspx?type=foundries&part=1http://www.microsoft.com/typography/FreeToolsOverview.mspxhttp://www.microsoft.com/typography/DevOverview.mspxhttp://www.microsoft.com/typography/SpecificationsOverview.mspxhttp://www.microsoft.com/typography/DevArticles.mspxhttp://www.microsoft.com/typography/DevToolsOverview.mspxhttp://www.microsoft.com/typography/links/news.aspx?NID=1122http://www.microsoft.com/typography/AboutFontsOverview.mspxhttp://www.microsoft.com/typography/AboutFontsOverview.mspxhttp://www.microsoft.com/typography/ClearTypeInfo.mspxhttp://www.microsoft.com/typography/ClearTypeInfo.mspxhttp://www.microsoft.com/typography/ClearTypeInfo.mspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#introhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#m1http://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#m2http://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#m3http://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#winhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#boundhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#evidhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#nethttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#conhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspxhttp://www.microsoft.com/http://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#conhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#nethttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#evidhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#boundhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#winhttp://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#m3http://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#m2http://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#m1http://www.microsoft.com/typography/ctfonts/wordrecognition.aspx#introhttp://www.microsoft.com/typography/ClearTypeInfo.mspxhttp://www.microsoft.com/typography/AboutFontsOverview.mspxhttp://www.microsoft.com/typography/links/news.aspx?NID=1122http://www.microsoft.com/typography/DevToolsOverview.mspxhttp://www.microsoft.com/typography/DevArticles.mspxhttp://www.microsoft.com/typography/SpecificationsOverview.mspxhttp://www.microsoft.com/typography/DevOverview.mspxhttp://www.microsoft.com/typography/FreeToolsOverview.mspxhttp://www.microsoft.com/typography/links/links.aspx?type=foundries&part=1http://www.microsoft.com/typography/links/links.aspx?type=vendor&part=1http://www.microsoft.com/typography/links/links.aspx?type=vendor&part=1http://www.microsoft.com/typography/links/default.aspxhttp://www.microsoft.com/typography/links/default.aspxhttp://www.microsoft.com/typography/fonts/default.aspxhttp://www.microsoft.com/typography/TrueTypeFAQ.mspxhttp://www.microsoft.com/typography/ClearTypeInfo.mspxhttp://www.microsoft.com/typography/WhatIsOpenType.mspxhttp://www.microsoft.com/typography/AboutFontsOverview.mspxhttp://www.microsoft.com/typography/default.mspx


12/33

shape, though I was unfamiliar with the term. The term bouma appears in Paul

Saengers 1997 book Space Between Words: The Origins of Silent Reading. There

I learned to my chagrin that we recognize words from their word shape and that

Modern psychologists call this image the Bouma shape.

This paper is written from the perspective of a reading psychologist. The data

from dozens of experiments all come from peer reviewed journals where the

experiments are well specified so that anyone could reproduce the experiment

and expect to achieve the same result. This paper was originally presented as a

talk at theATypIconference in Vancouver in September, 2003.

The goal of this paper is to review the history of why psychologists moved from a

word shape model of word recognition to a letter recognition model, and to help

others to come to the same conclusion. This paper will cover many topics in

relatively few pages. Along the way I will present experiments and models that Icouldnt hope to cover completely without boring the reader. If you want more

details on an experiment, all of the references are at the end of the paper as well

as suggested readings for those interested in more information on some topics.

Most papers are widely available at academic libraries.

I will start by describing three major categories of word recognition models: the

word shape model, and serial and parallel models of letter recognition. I will

present representative data that was used as evidence to support each model.

After all the evidence has been presented, I will evaluate the models in terms of

their ability to support the data. And finally I will describe some recent

developments in word recognition and a more detailed model that is currently

popular among psychologists.

Model #1: Word Shape

The word recognition model that says words are recognized as complete units is

the oldest model in the psychological literature, and is likely much older than the

psychological literature. The general idea is that we see words as a complete

patterns rather than the sum of letter parts. Some claim that the information usedto recognize a word is the pattern of ascending, descending, and neutral

characters. Another formulation is to use the envelope created by the outline of

the word. The word patterns are recognizable to us as an image because we have

seen each of the patterns many times before. James Cattell (1886) was the first

psychologist to propose this as a model of word recognition. Cattell is recognized

as an influential founder of the field of psycholinguistics, which includes the

scientific study of reading.
http://www.atypi.org/http://www.atypi.org/http://www.atypi.org/http://www.atypi.org/


13/33

Figure 1: Word shape recognition using the pattern of ascending, descending,and neutral characters

characters

Figure 2: Word shape recognition using the envelope around the word

Cattell supported the word shape model because it provided the best explanation

of the available experimental evidence. Cattell had discovered a fascinating effect

that today we call the Word Superiority Effect. He presented letter and word

stimuli to subjects for a very brief period of time (5-10ms), and found that

subjects were more accurate at recognizing the words than the letters. He

concluded that subjects were more accurate at recognizing words in a short

period of time because whole words are the units that we recognize.

Cattells study was sloppy by modern standards, but the same effect was

replicated in 1969 by Reicher. He presented strings of letters half the time real

words, half the time not for brief periods. The subjects were asked if one of two

letters were contained in the string, for example Dor K. Reicher found that

subjects were more accurate at recognizing Dwhen it was in the context of WORD

than when in the context of ORWD. This supports the word shape model because

the word allows the subject to quickly recognize the familiar shape. Once the

shape has been recognized, then the subject can deduce the presence of the

correct letter long after the stimulus presentation.

The second key piece of experimental data to support the word shape model is

that lowercase text is read faster than uppercase text. Woodworth (1938) was thefirst to report this finding in his influential textbookExperimental Psychology.

This finding has been confirmed more recently by Smith (1969) and Fisher

(1975). Participants were asked to read comparable passages of text, half

completely in uppercase text and half presented in standard lowercase text. In

each study, participants read reliably faster with the lowercase text by a 5-10%

speed difference. This supports the word shape model because lowercase text

enables unique patterns of ascending, descending, and neutral characters. When


14/33

text is presented in all uppercase, all letters have the same text size and thus are

more difficult and slower to read.

The patterns of errors that are missed while proofreading text provide the third

key piece of experimental evidence to support the word shape model. Subjectswere asked to carefully read passages of text for comprehension and at the same

time mark any misspelling they found in the passage. The passage had been

carefully designed to have an equal number of two kinds of misspellings:

misspellings that are consistent with word shape, and misspellings that are

inconsistent with word shape. A misspelling that is consistent with word shape is

one that contains the same patterns of ascenders, descenders, and neutral

characters, while a misspelling that is inconsistent with word shape changes the

pattern of ascenders, descenders, and neutral characters. If testis the correctly

spelled word, tesfwould be an example of a misspelling consistent with word

shape and tescwould be an example of a misspelling inconsistent with word

shape. The word shape model would predict that consistent word shapes would

be caught less often than an inconsistent word shape because words are moreconfusable if they have the same shape. Haber & Schindler (1981) and Monk &

Hulme (1983) found that misspellings consistent with word shape were twice as

likely to be missed as misspellings inconsistent with word shape.

Target word: test Error rate

Consistent word shape (tesf) 13%

Inconsistent word shape (tesc) 7%

Figure 3: Misspellings that are consistent with word shape are missed more

often

The fourth piece of evidence supporting the word shape model is that it is difficult

to read text in alternating case. AlTeRnAtInG case is where the letters of a word

change from uppercase to lowercase multiple times within a word. The word

shape model predicts that this is difficult because it gives a pattern of ascending,

descending, and neutral characters that is different than exists in a word in its

natural all lowercase form. Alternating case has been shown to be more difficultthan either lowercase or uppercase text in a variety of studies. Smith (1969)

showed that it slowed the reading speed of a passage of text, Mason (1978)

showed that the time to name a word was slowed, Pollatsek, Well, & Schindler

(1975) showed that same-difference matching was hindered, and Meyer &

Gutschera (1975) showed that category decision times were decreased.


15/33

Model #2: Serial Letter Recognition

The shortest lived model of word recognition is that words are read letter-by-

letter serially from left to right. Gough (1972) proposed this model because it was

easy to understand, and far more testable than the word shape model of reading.In essence, recognizing a word in the mental lexicon was analogous to looking up

a word in a dictionary. You start off by finding the first letter, than the second,

and so on until you recognize the word.

This model is consistent with Sperlings (1963) finding that letters can be

recognized at a rate of 10-20ms per letter. Sperling showed participants strings of

random letters for brief periods of time, asking if a particular letter was contained

in the string. He found that if participants were given 10ms per letter, they could

successfully complete the task. For example, if the target letter was in the fourth

position and the string was presented for 30ms, the participant couldnt completethe task successfully, but if string was presented for 40ms, they could complete

the task successfully. Gough noted that a rate of 10ms per letter would be

consistent with a typical reading rate of 300 wpm.

The serial letter recognition model is also able to successfully predict that shorter

words are recognized faster than longer words. It is a very robust finding that

word recognition takes more time with longer words. It takes more time to

recognize a 5-letter word than a 4-letter word, and 6-letter words take more time

to recognize than 5-letter words. The serial letter recognition model predicts that

this should happen, while a word shape model does not make this prediction. In

fact, the word shape model should expect longer words with more unique

patterns to be easier to recognize than shorter words.

The serial letter recognition model fails because it cannot explain the Word

Superiority Effect. The Word Superiority Effect showed that readers are better

able to identify letters in the context of a word than in isolation, while the serial

letter recognition model would expect that a letter in the third position in a word

Documents

Word Reconition Problem