Corrigendum: Reading Single Words Aloud With Monocular Presentation: The Effect of Word Frequency

Corrigendum: Reading Single Words Aloud With Monocular Presentation: The Effect of Word Frequency

Bibliographic Details
Main Authors:	Serje Robidoux, Derek Besner
Format:	Article
Language:	English
Published:	Frontiers Media S.A. 2018-08-01
Series:	Frontiers in Communication
Subjects:	visual word recognition binocular reading reading aloud word frequency monocular reading Bayesian analysis
Online Access:	https://www.frontiersin.org/article/10.3389/fcomm.2018.00033/full

Similar Items

Reading Single Words Aloud With Monocular Presentation: The Effect of Word Frequency
by: Serje Robidoux, et al.
Published: (2018-04-01)

Jargon in reading aloud sparing Arabic digits but not number words
by: Carlo Semenza, et al.
Published: (2015-04-01)

Early Brain Sensitivity to Word Frequency and Lexicality During Reading Aloud and Implicit Reading
by: Luís Faísca, et al.
Published: (2019-04-01)

Reading Aloud: Feedback is Never Necessary
by: Robidoux, Serje Marc
Published: (2010)

Reading Aloud: Feedback is Never Necessary
by: Robidoux, Serje Marc
Published: (2010)

Reading Aloud: Qualitative Differences in the Relation between Stimulus Quality and Word Frequency as a Function of Context
by: O'Malley, Shannon
Published: (2008)

Reading Aloud: Qualitative Differences in the Relation between Stimulus Quality and Word Frequency as a Function of Context
by: O'Malley, Shannon
Published: (2008)

Effects of Spatial Frequencies on Word Identification by Fast and Slow Readers: Evidence from Eye Movements
by: Timothy R Jordan, et al.
Published: (2016-09-01)

Reading aloud is not automatic: Processing capacity is required to generate a phonological code from print
by: Chan-Reynolds, Michael G.
Published: (2006)

Reading aloud is not automatic: Processing capacity is required to generate a phonological code from print
by: Chan-Reynolds, Michael G.
Published: (2006)

Hierarchical Clustering Analysis of Reading Aloud Data: A New Technique for Evaluating the Performance of Computational Models
by: Serje eRobidoux, et al.
Published: (2014-03-01)

Can words be read without abstract letter identities?
by: Simon Fischer-Baum
Published: (2014-04-01)

Individual Differences in the Neural and Cognitive Mechanisms of Single Word Reading
by: Simon Fischer-Baum, et al.
Published: (2018-07-01)

The relationship between knowledge of word recognition generalizations and reading achievement /
by: Rosso, Barbara Rak
Published: (1971)

The locus of word frequency effects /
by: McRae, Ken, 1962-
Published: (1988)

DIFFERENTIAL CLUES EMPLOYED IN WORD RECOGNITION FOR KNOWN AND UNKNOWN WORDS
by: Freeman, Joseph Francis, 1931-
Published: (1973)

When does picture naming take longer than word reading?
by: Andrea eValente, et al.
Published: (2016-01-01)

Understanding the connectionist modeling of quasiregular mappings in reading aloud
by: Kim, Woojae
Published: (2007)

A study of the effectiveness of projected illustrations for the development of word recognition in third-grade reading.
by: Joyal, Adelard-Marie,Sister.
Published: (2014)

A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students
by: Garcia, Norma Garza
Published: (2010)

CERTAIN RELATIONSHIPS BETWEEN WORD RECOGNITION AND COMPREHENSION OF SECOND AND FIFTH GRADE CHILDREN
by: Hays, Warren Sherman, 1926-
Published: (1972)

EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION
by: Vincent, Erin
Published: (2009)

Inferencing unknown words in reading
by: Davies, David Rees
Published: (1991)

The Cognitive Chronometric Architecture of Reading Aloud: Semantic and Lexical Effects on Naming Onset and Duration.
by: Layla eGould, et al.
Published: (2012-10-01)

The Implementation of Reading Aloud in Developing Students' Speaking Skill
by: Ardhy Supraba, et al.
Published: (2020-06-01)

Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach
by: Askildson, Lance
Published: (2008)

Spatial attention in written word perception
by: Veronica eMontani, et al.
Published: (2014-02-01)

Applying the Think-Aloud Strategy to Improve Reading Comprehension of Science Content
by: Virginie Jackson
Published: (2016-05-01)

The effects of contextual cues and word frequency on word recognition /
by: Matchim, Joan Oldford
Published: (1985)

Reading Aloud in the Context of the Task Set Paradigm: New Perspectives
by: O'Malley, Shannon
Published: (2011)

Reading Aloud in the Context of the Task Set Paradigm: New Perspectives
by: O'Malley, Shannon
Published: (2011)

The Contribution of General High-Frequency, Core-Academic, and Academic-Technical Words to ESP Reading Comprehension
by: Ali Derakhshan, et al.
Published: (2017-12-01)

Word’s Contextual Predictability and Its Character Frequency Effects in Chinese Reading: Evidence From Eye Movements
by: Zhifang Liu, et al.
Published: (2020-08-01)

Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge
by: Ojwaya, Jael A.
Published: (2008)

A compositional neural code in high-level visual cortex can explain jumbled word reading
by: Aakash Agrawal, et al.
Published: (2020-05-01)

A Word on Words in Words: How Do Embedded Words Affect Reading?
by: Joshua Snell, et al.
Published: (2018-09-01)

Reading Aloud Activity in ESP Class in the Perspectives of Students
by: Titien Indrianti
Published: (2019-02-01)

Reading Development, Word Length and Frequency Effects: An Eye-Tracking Study with Slow and Fast Readers
by: Sabrina Gerth, et al.
Published: (2021-09-01)

Context but not reading speed modulates transposed-word effects in Chinese reading
by: Zhiwei Liu, et al.
Published: (2021-04-01)

EFFECTS OF REDUNDANCY ON READING COMPREHENSION OF SECOND AND FIFTH GRADE CHILDREN
by: Treadway, Gerald Hatch, 1944-
Published: (1970)