Cover -- Half Title -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Table of Contents -- Preface -- Overview: Relevancy of Experimental Psychology to Reading Instruction -- 1. Teaching the Acquisition Phase of Reading Development: An Historical Perspective -- American Reading Instruction: Then and Now -- 2. Integration Processes in Word Recognition -- Models of Word Perception -- The Pattern-Unit Model -- Summary and Conclusions -- 3. Understanding Word Perception: Clues from Studying the Word-Superiority Effect -- Measuring the Word-Superiority Effect -- Theories of the Word-Superiority Effect -- Evidence Against Type 1 (More Features) Theories -- Evidence Against Type 2 (Redundancy) Theories -- The Problem with Type 3 (Retention) Theories -- A New Type 3 (Retention) Theory -- Some Evidence for the New Theory -- Conclusion -- 4. Words and Contexts -- Context and Context -- Global Context -- Local Context -- Form and Context -- Summary -- 5. Processing Words in Context -- Effects of Single-Word Contexts -- Effects of Sentence Context -- Context Usage and Reading Skill -- Experiments Investigating Word Processing in Sentence Contexts -- Summary and Conclusions -- 6. Exploring the Nature of a Basic Visual-Processing Component of Reading Ability -- Evidence of a Visual Encoding Skill -- Visual Encoding Processes -- Memory Access and Practice -- Summary -- 7. Recoding of Printed Words to Internal Speech: Does Recoding Come Before Lexical Access? -- The Locus of Speech Recoding in Reading -- Experiments on Speech Recoding -- Experiments 1 and 2: Homophonic Confusion in Visual Search -- Experiment 3-6: Homophonic Effects in Judgments of Category Membership -- Conclusions -- 8. Some Aspects of Language Perception by Eye: The Beginning Reader -- Reading as a Special Kind of Visual Perception