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Date: 2015
Language: eng
Resource Type: journal article
Identifier: http://hdl.handle.net/1959.14/1053435
Description: Orthographic depth has been studied intensively as one of the sources of cross-linguistic differences in reading, and yet there has been little detailed analysis of what is meant by orthographic depth ... More
Reviewed: Reviewed
Date: 2015
Language: eng
Resource Type: journal article
Identifier: http://hdl.handle.net/1959.14/362971
Description: In this work, we develop an empirically driven model of visual attention to multiple words using the word–word interference (WWI) task. In this task, two words are simultaneously presented visually: a ... More
Reviewed: Reviewed
Date: 2014
Language: eng
Resource Type: journal article
Identifier: http://hdl.handle.net/1959.14/324932
Description: The type of sublexical correspondences employed during non-word reading has been a matter of considerable debate in the past decades of reading research. Non-words may be read either via small units ( ... More
Reviewed: Reviewed
Date: 2012
Language: eng
Resource Type: journal article
Identifier: http://hdl.handle.net/1959.14/182445
Description: Picture naming shows a cumulative semantic interference effect: Latency for naming a target picture increases as a function of the number of pictures semantically similar to the target that have previ ... More
Reviewed: Reviewed
Date: 2007
Language: eng
Resource Type: journal article
Identifier: http://hdl.handle.net/1959.14/47392
Description: Learning to read is not easy, and a substantial number of children struggle to do it. Children who read substantially less well than most children of their age may be referred to as exhibiting 'specif ... More
Reviewed: Reviewed
Date: 2001
Subject Keyword: Reading | Word recognition | Cognition
Language: eng
Resource Type: book
Identifier: http://hdl.handle.net/1959.14/190962
Description: 1. Introduction -- 2. Proximal and Distal Causes of Individual Differences in Reading -- 3. Dual-Route Theories of Reading -- 4. Acquired Dyslexia -- 5. Reading Acquisition -- 6. Reading Acquisition D ... More
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