Lexical Access in Reading
Lexical Access in Reading: synthesis of results from eye-tracking studies and its implications for literacy
DOI:
https://doi.org/10.46230/2674-8266-13-7433Keywords:
Reading, Visual word recognition, Eye Tracker, Dual Route Cascade Model, Iterative Model of the Perceptual ProcessAbstract
This article aims to present the word visual recognition and lexical access in reading by both describing the steps of this process and integrating it into the knowledge resulting from the studies of Cognitive Psychology (models explaining the word reading processing) as well as from Psycholinguistics (evaluating the linguistics variables which affect lexical processing) focusing on the results obtained by the eye-tracking technology. The steps of the visual information recognition (orthographic processing), and the access to the phonological, morphological, and semantic levels of the word processing, are synthesized and discussed. This synthesis, comprising examples and graphic schemata, is intended to facilitate the access of this information to educators working with literacy. It also shows the skilled readers' cognitive processes to recognize and pronounce the words individually. It starts by outlining the work of the eyes during the reading process, focusing on the words of a sentence, and their relation to eye movements covering the written material, besides specifying how eye-trackers register the oculomotor movements. Next, it describes the sublexical and lexical processes of word processing, presenting two theoretical models (Dual Route Cascade and Iterative Model of the perceptual process) until the word is integrated into the sentence and the discourse.
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