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Word recognition in early reading: A review of the direct and indirect access hypotheses [Book Review]
Cognition 24 (1-2):93-119 (1986)
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Citations of this work
Phonological recoding and self-teaching: sine qua non of reading acquisition.David L. Share - 1995 - Cognition 55 (2):151-218.
Literacy training and speech segmentation.José Morais, Paul Bertelson, Luz Cary & Jesus Alegria - 1986 - Cognition 24 (1-2):45-64.
Parafoveal Processing in Chinese Sentence Reading: Early Extraction of Radical Level Phonology.Jiefei Luo, Yan Wu & Runkai Jiao - 2018 - Frontiers in Psychology 9.
References found in this work
An interactive activation model of context effects in letter perception: I. An account of basic findings.James L. McClelland & David E. Rumelhart - 1981 - Psychological Review 88 (5):375-407.
Nonanalytic concept formation and memory for instances.Lee R. Brooks - 1978 - In Eleanor Rosch & Barbara Lloyd (eds.), Cognition and Categorization. Lawrence Elbaum Associates. pp. 3--170.
Are there independent lexical and nonlexical routes in word processing? An evaluation of the dual-route theory of reading.Glyn W. Humphreys & Lindsay J. Evett - 1985 - Behavioral and Brain Sciences 8 (4):689-705.
An activation–verification model for letter and word recognition: The word-superiority effect.Kenneth R. Paap, Sandra L. Newsome, James E. McDonald & Roger W. Schvaneveldt - 1982 - Psychological Review 89 (5):573-594.
The time course of phonological code activation in two writing systems.Mark S. Seidenberg - 1985 - Cognition 19 (1):1-30.
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