Originally published in 1981, this volume is the edited proceedings of a conference held at the Learning Research and Development Center of the University of Pittsburgh in September 1979. The 15 chapters share a number of common issues. These include the role of contextual influences on lexical access, specific models of lexical access and word pronunciation, speech and visual processes in reading, the role of knowledge in comprehension, and sources of skill difference and skill development.
Table of Contents
Preface. 1. Interactive Processing During Reading Betty Ann Levy 2. Interactive Processing Through Spreading Activation David E. Rumelhart and James L. McClelland 3. Principles for Pronouncing Print: The Psychology of Phonography Robert J. Glushko 4. Linguistic Coding in Word Recognition: Comparisons Between a Deep and a Shallow Orthography Leonard Katz and Laurie B. Feldman 5. Inner Active Processes in Reading: The Inner Voice, The Inner Ear, and the Inner Eye Alan Baddeley and Vivien Lewis 6. An Interactive Analysis of Oral Reading Joseph H. Danks and Gregory O. Hill 7. Language Constraints and the Functional Stimulus in Reading George W. McConkie and David Zola 8. Cognitive Processes in Reading: Models Based on Readers’ Eye Fixations Patricia A. Carpenter and Marcel Adam Just 9. Sources of Knowledge in Reading Comprehension: Cognitive Development and Expertise in a Content Domain Gay L. Bisanz and James F. Voss 10. Attentional and Automatic Context Effects in Reading Keith E. Stanovich 11. Some of the Interactive Processes in Reading and their Role in Reading Skill Charles A. Perfetti and Steven F. Roth 12. Reading Skill and Reading Strategies Roderick W. Barron 13. Learning to Read Words Efficiently Alan M. Lesgold and Mary E. Curtis 14. Sources of Process Interactions in Reading John R. Frederiksen 15. Interactive Processes in Reading: Where Do We Stand? Alan M. Lesgold and Charles A. Perfetti. Author Index. Subject Index.