The role of phonology in visual word recognition : reading acquisition vs. skilled reading

The goal of this paper is to investigate the role phonology plays for visual word recognition and phonology’s change in the course of reading acquisition by providing data on German readers at different stages of reading proficiency. Erroneous responses in a semantic decision task, which employ words that are either homophonous or graphemically similar to a word of a previously given semantic field, were compared at different stages of reading development (i.e. in second- and fourth-grade school children and adults). In all age groups, subjects committed significantly more errors with homophones than with words graphemically similar to a word related to the given semantic field. The results show that phonological recoding plays an important role for visual word recognition not only with beginners but also in skilled readers and, hence, corroborate phonological models of reading