Article: Reading ability and the use of context in orthographic information processing.

Studies of the role of context in word recognition have consistently shown that words embedded in meaningful sentence contexts are recognized more rapidly than words that are not so embedded (Ehrlich & Rayner, 1981; Stanovich & West, 1983; West & Stanovich, 1982). Reading research conducted more than a decade ago (Perfetti & Roth, 1981; Stanovich, 1980; West & Stanovich, 1978) has provided evidence for the hypothesis that in word identification, poor readers are more context dependent than normal readers are. Context dependency and reading ability have been topics on the research agenda ever since the interactive-compensatory hypothesis (Stanovich, 1980) was launched.

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