Investigates whether 11-year-old children in Singapore, from English Dominant or English Non-Dominant backgrounds, read better orally when words were presented in list or text. Finds that readers with less exposure to English relied more on contextual information than more experienced readers, and that reading miscues varied according to whether…

Concludes that the regularity effect is phonologically, not orthographically, mediated; that good readers use a predominantly phonological strategy in lexical decisions, while poor readers do not; and that for the best readers-spellers, orthographically and phonologically irregular words have a special status, allowing them to gain fast and…

Reviews experiments designed to determine whether pictures have an effect upon the derivation of meaning from the text printed in children's reading materials and notes ways that pictures support and possibly interfere with meaning. (MKM)

Describes two tasks: one involving picture-word interference, the other involving a lexical decision paradigm. Indicates that poor readers use a phonological route to lexical access independent of task demand. Discusses findings using K. E. Stanovich's interactive-compensatory model of reading. (JD)

Concludes that skilled adult readers may use the meanings of words ahead of fixation to enrich their interpretation of a text or use those words more simply as markers to guide further eye movements to the location of the next useful fixation. (FL)