@article{LCNL:41,
	author={Caroline E. Bailey and Franklin R. Manis and William C. Pedersen and Mark S. Seidenberg},
	year={2004},
	title={Variation among developmental dyslexics: Evidence from a printed-word-learning task.},
	journal={Journal of Experimental Child Psychology},
	volume={87},
	pages={125-154},
	abstract={Complex words consist of morphemic subunits that can recombine to form other words. Thus midnight is standardly analyzed as consisting of the prefix mid- and stem night, which also occur in words such as midstream and nightly. A considerable body of empirical and theoretical research suggests that morphological structure governs the representation of words in memory and that many words are decomposed into morphological components in processing. We investigated an alternative approach in which morphology arises from the interaction of semantic, phonological, and orthographic codes. Five cross-modal lexical decision experiments show that the magnitude of priming (e.g., for pairs such as teacher-teach) is affected by the degree of semantic and phonological overlap between words. Crucially, items that are only moderately similar produce intermediate facilitation effects (e.g., latelylate). This pattern is observed both for words standardly treated as morphologically related (e.g., teacher-teach) and for morphologically unrelated words that exhibit similar degrees of semantic and phonological overlap (e.g., snarl-sneer). The results can be understood in terms of connectionist models employing distributed representations rather than discrete morphemes.},
	language={English},
	keywords={Reading; Dyslexia; Subgroups; Phonological skill; Word identification; Models of reading},
	URL={http://lcnl.wisc.edu/publications/archive/41.pdf},
}