- Oxford Library of Psychology
- The Oxford Handbook of Reading
- Oxford Library of Psychology
- About the Editors
- The Oxford Handbook of Reading: Setting the Stage
- Writing Systems: Their Properties and Implications for Reading
- Visual Word Recognition
- The Work of the Eyes During Reading
- Visual Word Recognition in the Bayesian Reader Framework
- Neighborhood Effects in Visual Word Recognition and Reading
- Cross-Linguistic Perspectives on Letter-Order Processing: Empirical Findings and Theoretical Considerations
- The Nature of Lexical Representation in Visual Word Recognition
- Are Polymorphemic Words Processed Differently From Other Words During Reading?
- Individual Differences Among Skilled Readers: The Role of Lexical Quality
- What Does Acquired Dyslexia Tell Us About Reading in the Mind and Brain?
- Literacy and Literacy Development in Bilinguals
- The Role of Sound in Silent Reading
- Reading Sentences: Syntactic Parsing and Semantic Interpretation
- Models of Discourse Comprehension
- The Role of Words in Chinese Reading
- How Is Information Integrated Across Fixations in Reading?
- Direct Lexical and Nonlexical Control of Fixation Duration in Reading
- E-Z Reader: An Overview of the Model and Two Recent Applications
- How Children Learn to Read Words
- Children’s Spelling Development: Theories and Evidence
- Learning to Read and Spell Words in Different Writing Systems
- Children’s Reading Comprehension and Comprehension Difficulties
- Development of Dyslexia
- How Learning to Read Influences Language and Cognition
- Young Children’s Home Literacy Experiences
- Primary Grade Reading Instruction in the United States
- African American English and Its Link to Reading Achievement
- Teachers’ Knowledge About Beginning Reading Development and Instruction
- Adolescent Literacy: Development and Instruction
- Name Index
- Subject Index
Abstract and Keywords
This chapter discusses research on how words that are orthographically (or phonologically) similar to a printed word influence the speed and accuracy of its encoding. The relevant set of words (the word’s neighbors) was previously defined to be those lexical units differing from the target stimulus by a single letter in a given position. Recent evidence has revealed that a better definition of a word’s neighborhood includes lexical units of different length and lexical units created by transpositions. The study of a word’s neighborhood has revealed that that the activation of neighbors may interfere with the processing of the target words in word-identification tasks and during sentence reading, supporting the basic claims of interactive activation models. Some challenges to the current definitions of the sets of word neighborhoods are also examined, in particular the need to include differences between how consonants and vowels are encoded during word processing.
Manuel Perea, Universitat de València and Basque Center on Cognition, Brain and Language, Spain
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