- 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 whether sound is involved in the process of skilled (and apparently silent) reading of words and texts, and, if so, how. The term “phonological coding” encompasses a broad variety of phenomena, such as inner speech and subvocalization. In the research on single-word encoding, the focus has largely been on the level of phonemic coding, and the controversies have largely been about whether readers do this encoding with something like a rule-governed process or by learning correlations between visual and auditory patterns. The chapter also reviews the large literature that examines phonological coding in reading sentences and text using eye-movement methodology, including display change techniques. Other aspects of phonological coding discussed include its role to mark stress and its role in short-term memory to facilitate the reading of text. In addition, the chapter attempts to clarify the relationship between phonological coding and subvocalization.
Alexander Pollatsek, Department of Psychology, University of Massachusetts, Amherst, Amherst, MA
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