Abstract
Several studies of reading are reviewed with particular reference to the type of code, visual or phonological, adopted by the reader to obtain meaning from printed symbols. Integrated into the review are reports of recent studies on phonological encoding in children, skilled readers, poor readers, and the deaf. The role of orthography in pre- and postlexical encoding is also reviewed and it is concluded that phonological encoding takes place and is prelexical for pronunciation tasks, but when sentences rather than single words are presented to the reader, phonological encoding, if it occurs at all, is probably postlexical.
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