Phase-dependent word perception emerges from region-specific sensitivity to the statistics of language.

Neural oscillations reflect fluctuations in excitability, which biases the percept of ambiguous sensory input. Why this bias occurs is still not fully understood. We hypothesized that neural populations representing likely events are more sensitive, and thereby become active on earlier oscillatory phases, when the ensemble itself is less excitable. Perception of ambiguous input presented during less-excitable phases should therefore be biased toward frequent or predictable stimuli that have lower activation thresholds. Here, we show such a frequency bias in spoken word recognition using psychophysics, magnetoencephalography (MEG), and computational modelling. With MEG, we found a double dissociation, where the phase of oscillations in the superior temporal gyrus and medial temporal gyrus biased word-identification behavior based on phoneme and lexical frequencies, respectively. This finding was reproduced in a computational model. These results demonstrate that oscillations provide a temporal ordering of neural activity based on the sensitivity of separable neural populations.

With childhood hemispherectomy, one hemisphere can support-but is suboptimal for-word and face recognition.

The right and left cerebral hemispheres are important for face and word recognition, respectively-a specialization that emerges over human development. The question is whether this bilateral distribution is necessary or whether a single hemisphere, be it left or right, can support both face and word recognition. Here, face and word recognition accuracy in patients (median age 16.7 y) with a single hemisphere following childhood hemispherectomy was compared against matched typical controls. In experiment 1, participants viewed stimuli in central vision. Across both face and word tasks, accuracy of both left and right hemispherectomy patients, while significantly lower than controls' accuracy, averaged above 80% and did not differ from each other. To compare patients' single hemisphere more directly to one hemisphere of controls, in experiment 2, participants viewed stimuli in one visual field to constrain initial processing chiefly to a single (contralateral) hemisphere. Whereas controls had higher word accuracy when words were presented to the right than to the left visual field, there was no field/hemispheric difference for faces. In contrast, left and right hemispherectomy patients, again, showed comparable performance to one another on both face and word recognition, albeit significantly lower than controls. Altogether, the findings indicate that a single developing hemisphere, either left or right, may be sufficiently plastic for comparable representation of faces and words. However, perhaps due to increased competition or "neural crowding," constraining cortical representations to one hemisphere may collectively hamper face and word recognition, relative to that observed in typical development with two hemispheres.

The effect of inter-letter spacing on the N170 during visual word recognition: An event-related potentials experiment.

Previous behavioral studies have shown that inter-letter spacing affects visual word recognition and reading. While condensed spacing may hinder the early stages of letter encoding because of increased crowding effects, the impact of expanded inter-letter spacing is still unclear. To examine the electrophysiological signature of inter-letter spacing on visual word recognition, we presented words in three different inter-letter spacing conditions (default, condensed [-1.5 points] or expanded [+1.5 points]) in an event-related potentials go/no-go semantic categorization task. Our focus was on the N170, an event-related potentials component associated with the early encoding of orthographic information, which also is sensitive to crowding effects. Results revealed that the N170 amplitude reached the largest values for the condensed condition than for the default and expanded spacing conditions, which did not differ. While increased crowding impacted the early encoding of orthographic information, extra letter spacing (compared with default spacing) did not. This outcome is consistent with the Modified Receptive Field hypothesis, in which letter receptors adapt their size to cope with letter crowding. These findings reveal that reducing the space between letters more than the default spacing impairs the ability to process written words, whereas slightly expanding the space between letters does not provide any additional benefit.

Letters away from the looking glass: Developmental trajectory of mirrored and rotated letter processing within words.

Discrimination of reversible mirrored letters (e.g., d and b) poses a challenge when learning to read as it requires overcoming mirror invariance, an evolutionary-old perceptual tendency of processing mirror images as equivalent. The present study investigated when, in reading development, mirror-image discrimination becomes automatic during visual word recognition. The developmental trajectory of masked priming effects was investigated from 2nd to 6th grade and in adults, by manipulating letter type (nonreversible; reversible) and prime condition (control; identity; mirrored; rotated). Standardized identity priming increased along reading development. Beginning readers showed mirror invariance during reversible and nonreversible letter processing. A mirror cost (slower word recognition in mirrored-letter than identity prime condition) was found by 5th-grade but only for reversible letters. By 6th grade, orthographic processing was no longer captive of mirror invariance. A multiple linear regression showed that letter representations, but not phonological processes or age, were a reliable predictor of the rise of mirror-image discrimination in 2nd-4th-graders. The present results suggest a protracted development of automatic mirror-image discrimination during orthographic processing, contingent upon the quality of abstract letter representations. RESEARCH HIGHLIGHTS: We traced the developmental trajectory of mirrored-letter and rotated-letter priming effects (e.g., ibea and ipea as primes of IDEA) in visual word recognition. Beginning readers (2nd-4th-graders) showed mirror invariance and plane-rotation sensitivity in orthographic processing, thus still being susceptible to the perceptual biases in charge in object recognition. A mirror cost was found in 5th-graders but only for reversible letters; orthographic processing was no longer captive of mirror invariance by 6th-grade. The automation of mirror-image discrimination during orthographic processing depends on the quality of letter representations but not on phonological processes or age.

Event-related potentials of familiar monosyllabic words with unexpected lexical tones: A picture-word study of Mandarin-speaking preschoolers with and without a history of late talking.

This study examined how Mandarin-speaking preschoolers with and without a history of late talking (LT) process familiar monosyllabic words with unexpected lexical tones, focusing on both phonological and semantic violations. This study initially enrolled 64 Mandarin-speaking toddlers: 31 with a history of LT (mean age: 27.67 months) and 33 without a history of LT (non-LT) (mean age: 27.85 months). Event-related potentials were recorded at the age of 4 years during a picture-word mismatch task (LT mean age: 51.36 months; non-LT mean age: 51.20 months); in this task, the participants were presented with auditory words either matching (Tone 3) or mismatching with images in terms of their lexical tones; the mismatches encompassed acoustically dissimilar (Tone 1) and similar (Tone 2) mismatches. A significant difference in the phonological mapping negativity (PMN) responses to Tones 1 and 3 was observed only in the non-LT group. However, differences in the N400 responses to Tones 1 and 3 remained consistent across both groups. In addition, greater differences in the PMN responses between Tones 1 and 3 were associated with higher language proficiency during the preschool period. The PMN response serves as an indicator of neural correlates in lexical tone processing, reflecting challenges encountered by preschoolers with a history of LT when processing the lexical tones of familiar words. Furthermore, the PMN response was correlated with concurrent language abilities. These findings indicate the importance of early tonal perception development for Mandarin speakers with a history of LT. RESEARCH HIGHLIGHTS: Preschoolers with a history of late talking (LT), similar to preschoolers without such a history, can establish word expectations and detect the lexical tone violation in real time. However, those with a history of LT require additional time to process acoustic cues and differentiate between word semantics based on lexical tone information. The phonological mapping negativity response serves as an indicator of neural correlates in lexical tone processing, reflecting challenges encountered by preschoolers with a history of LT when processing the lexical tones of familiar words. The present findings indicate the importance of early intervention for Mandarin speakers with a history of LT, with an emphasis on lexical tone processing from toddlerhood.

Multisyllabic decoding achievement and relation to vocabulary at the end of elementary school.

Multisyllabic decoding poses a significant challenge to upper elementary grade readers. The purposes of this study were to (a) examine the reliability and validity of a classroom assessment, the Multisyllabic Decoding Inventory (MDI); (b) describe fourth- and fifth-grade students' decoding of multisyllabic words in relation to their semantic difficulty (age of acquisition ratings); (c) investigate which aspects of word knowledge (word recognition and decoding skill, vocabulary knowledge, and morphological knowledge) predict real word and nonword reading for multisyllabic words; and (d) determine how student word knowledge and semantic difficulty of words jointly affect the odds of accurately recognizing a multisyllabic word. We found that (a) the MDI demonstrated acceptable internal consistency reliability and concurrent validity with standardized measures of word recognition and oral reading fluency; (b) students demonstrated strong performance in reading multisyllabic words and nonwords, but words with higher age of acquisition were less frequently recognized; (c) multisyllabic word reading was predicted by word recognition and decoding skill, vocabulary knowledge, and morphological knowledge, whereas multisyllabic nonword reading was predicted by decoding skills and morphological knowledge only; and (d) grade level, word recognition and decoding skill, and vocabulary at the student level increased the odds of recognizing a multisyllabic word correctly, whereas a word's age of acquisition rating decreased the odds of recognizing a multisyllabic word correctly. The results suggest that students in the upper elementary grades may benefit from multisyllabic decoding instruction that integrates decoding and vocabulary strategies.

Indirect and direct contributions of executive functions to reading comprehension.

In the current study, we investigated the role of executive functions in explaining how word recognition and language comprehension jointly predict reading comprehension in multilingual and monolingual students (Grades 1 and 2). Specifically, mediation and moderation models were tested and compared to offer a more nuanced understanding of the role of executive functions in reading comprehension. The results provided support for the mediation model in which executive functions indirectly contribute to reading comprehension via word recognition and language comprehension in both language groups. In addition, executive functions directly predicted reading comprehension (i.e., partial mediation). These findings suggest that executive functions serve as general cognitive processes that support word recognition, language comprehension, and reading comprehension (i.e., direct contribution) as well as facilitate connecting word recognition and language comprehension in support for reading comprehension (i.e., indirect contribution). These findings are consistent with prominent models of reading comprehension.

Predictive factors of reading in children with developmental language disorder.

The current study aimed to fill the gap in research on factors predictive of word reading in French-speaking children with developmental language disorder (DLD) by finding out whether the same predictors of written word recognition evidenced in typically developing children would be retrieved in children with DLD or if some predictors could be specific to children with DLD, especially in the phonological domain. In total, 38 children with DLD and 44 control children were followed from 6 to 8 years in a longitudinal design including two time points: (1) just before explicit reading instruction, where potential predictors of reading were assessed (oral language skills and reading-related skills), and (2) after 2 years of learning to read, where isolated word reading and text reading were assessed in addition to the assessment of oral language skills and reading-related skills. The study mainly showed that the predictors of reading identified in typically developing children are retrieved in children with DLD except for phonemic awareness; the latter result was probably explained by a floor effect. Among the predictors in the phonological domain, phonological instability appeared as a promising predictor of reading irregular words. These results are consistent with the findings of many previous studies and tend to confirm the idea of a strong link between oral phonological skills and written word recognition skills; they also call for attention to specific features in the phonological development of children with DLD when learning to read, particularly phonological instability as a direction for future exploration.

Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors.

Across word reading development, there are important and evolving relationships between oral and written semantic knowledge. Recent research has focused on these relationships, with accumulating evidence supporting the role of word knowledge and related word characteristics as important factors influencing polysyllabic word reading abilities. The purpose of this study was to investigate how semantic-related effects across child-level skills (e.g., general vocabulary knowledge), word-level properties (e.g., age of acquisition), child-by-word-level familiarity (e.g., item-level familiarity), and interactions between key child attributes and word characteristics (e.g., word reading skill by age of acquisition) contribute to polysyllabic word reading. Specifically, we emphasize the semantic contributions of word-level features to word reading development, which have been relatively underexplored in the literature. A sample of elementary school students oversampled for word reading difficulty (N = 92) in Grades 3 to 5 read a set of polysyllabic words (J = 45) and completed a battery of reading and language-related measures. Using cross-classified random-effects models and accounting for various control variables, semantic-related variables representing item-level familiarity; child-level set for variability; and word-level age of acquisition and number of morphemes were significant predictors in the main-effects model. A significant interaction between sight word efficiency and age of acquisition indicated higher probabilities of correctly reading polysyllabic words at lower levels of acquisition for better readers. Results indicate important semantic-related influences on polysyllabic word reading at the child, word, and child-by-word levels, suggesting meaningful relationships between knowledge of the orthographic form of a word and semantic knowledge in developing readers.

Visual word identification beyond common words: The role of font and letter case in brand names.

While abstractionist theories of visual word recognition propose that perceptual elements like font and letter case are filtered out during lexical access, instance-based theories allow for the possibility that these surface details influence this process. To disentangle these accounts, we focused on brand names embedded in logotypes. The consistent visual presentation of brand names may render them much more susceptible to perceptual factors than common words. In the present study, we compared original and modified brand logos, varying in font or letter case. In Experiment 1, participants decided whether the stimuli corresponded to existing brand names or not, regardless of graphical information. In Experiment 2, participants had to categorize existing brand names semantically - whether they corresponded to a brand in the transportation sector or not. Both experiments showed longer response times for the modified brand names, regardless of font or letter-case changes. These findings challenge the notion that only abstract units drive visual word recognition. Instead, they favor those models that assume that, under some circumstances, the traces in lexical memory may contain surface perceptual information.

Semantic Stroop interference is modulated by the availability of executive resources: Insights from delta-plot analyses and cognitive load manipulation.

We investigated whether, during visual word recognition, semantic processing is modulated by attentional control mechanisms directed at matching semantic information with task-relevant goals. In previous research, we analyzed the semantic Stroop interference as a function of response latency (delta-plot analyses) and found that this phenomenon mainly occurs in the slowest responses. Here, we investigated whether this pattern is due to reduced ability to proactively maintain the task goal in these slowest trials. In two pairs of experiments, participants completed two semantic Stroop tasks: a classic semantic Stroop task (Experiment 1A and 2A) and a semantic Stroop task combined with an n-back task (Experiment 1B and 2B). The two pairs of experiments only differed in the trial pace, which was slightly faster in Experiments 2A and 2B than in Experiments 1A and 1B. By taxing the executive control system, the n-back task was expected to hinder proactive control. Delta-plot analyses of the semantic Stroop task replicated the enhanced effect in the slowest responses, but only under sufficient time pressure. Combining the semantic Stroop task with the n-back task produced a change in the distributional profile of semantic Stroop interference, which we ascribe to a general difficulty in the use of proactive control. Our findings suggest that semantic Stroop interference is, to some extent, dependent on the available executive resources, while also being sensitive to subtle variations in task conditions.

Emotion processing in concrete and abstract words: evidence from eye fixations during reading.

We replicated and extended the findings of Yao et al. [(2018). Differential emotional processing in concrete and abstract words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(7), 1064-1074] regarding the interaction of emotionality, concreteness, and imageability in word processing by measuring eye fixation times on target words during normal reading. A 3 (Emotion: negative, neutral, positive) × 2 (Concreteness: abstract, concrete) design was used with 22 items per condition, with each set of six target words matched across conditions in terms of word length and frequency. Abstract (e.g. shocking, reserved, fabulous) and concrete (e.g. massacre, calendar, treasure) target words appeared (separately) within contextually neutral, plausible sentences. Sixty-three participants each read all 132 experimental sentences while their eye movements were recorded. Analyses using Gamma generalised linear mixed models revealed significant effects of both Emotion and Concreteness on all fixation measures, indicating faster processing for emotional and concrete words. Additionally, there was a significant Emotion × Concreteness interaction which, critically, was modulated by Imageability in early fixation time measures. Emotion effects were significantly larger in higher-imageability abstract words than in lower-imageability ones, but remained unaffected by imageability in concrete words. These findings support the multimodal induction hypothesis and highlight the intricate interplay of these factors in the immediate stages of word processing during fluent reading.

Emotion effects survive non-standard orthographic representations.

Digital communication has generated forms of written speech that may deviate from standard ones, such as Greeklish (a Latin-alphabet-based script) vs. Greek. The question of interest is how different orthographic representations of the same referent (e.g. petaloyda, "butterfly", in Greeklish vs. πϵταλούδα "butterfly" in Greek) may influence word processing, particularly visual word recognition and access to affective connotations. 120 Greek native speakers were tested on a lexical decision task, in which script (Greeklish vs. Greek) and valence (positive vs. negative vs. neutral) were manipulated within participants. Words were matched for word class, frequency, concreteness, length, number of syllables and orthographic neighbourhood. Emotional words differed from neutral ones in valence and arousal. Results yielded faster response times for words written in the standard script (Greek) than the non-standard script (Greeklish). Moreover, regardless of script, response times were negatively correlated with the words' valence, with slowest responses for negative words and fastest for positive ones, suggesting that positive content accelerates lexical access, whereas negative content slows it down. To sum up, although script type was found to affect word recognition, activation of and access to emotional content seemed to resist non-standard characteristics of visual word processing.

The relationship and interdependence of auditory thresholds, proposed behavioural measures of hidden hearing loss, and physiological measures of auditory function.

OBJECTIVES: Standard diagnostic measures focus on threshold elevation but hearing concerns may occur independently of threshold elevation - referred to as "hidden hearing loss" (HHL). A deeper understanding of HHL requires measurements that locate dysfunction along the auditory pathway. This study aimed to describe the relationship and interdependence between certain behavioural and physiological measures of auditory function that are thought to be indicative of HHL. DESIGN: Data were collected on a battery of behavioural and physiological measures of hearing. Threshold-dependent variance was removed from each measure prior to generating a multiple regression model of the behavioural measures using the physiological measures. STUDY SAMPLE: 224 adults in the United States with audiometric thresholds ≤65 dB HL. RESULTS: Thresholds accounted for between 21 and 60% of the variance in our behavioural measures and 5-51% in our physiological measures of hearing. There was no evidence that the behavioural measures of hearing could be predicted by the selected physiological measures. CONCLUSIONS: Several proposed behavioural measures for HHL: thresholds-in-noise, frequency-modulation detection, and speech recognition in difficult listening conditions, are influenced by hearing sensitivity and are not predicted by outer hair cell or auditory nerve physiology. Therefore, these measures may not be able to assess threshold-independent hearing disorders.

An easy method to determine crucial AMEI performance parameters from clinical routine data in individuals - Part 2: dynamic range.

OBJECTIVE: The dynamic range (DR) available to the patient is a central parameter to determine speech intelligibility in quiet. DESIGN: In this retrospective study, the DR for the Vibrant Soundbridge implanted in individual patients was calculated using in situ thresholds of the patients and technical data of the implant system. The average DR across frequencies (0.5, 1, 2, 4 kHz) was correlated with the patients' assigned word recognition score (WRS) in quiet. STUDY SAMPLE: A data set of 66 cases (4 bilateral and 2 revised cases) from 60 implanted patients between 14.3-81.8 years were analysed. RESULTS: The relationship between DR and WRS was described by a sigmoidal growth function with R2=0.6371 and a maximum WRS (upper asymptote) of 93.5%. Word recognition scores in quiet improved with increasing DR. A significant shift in performance was detected from DR bin 2 (10-20 dB, median WRS 55%) to bin 3 (20-30 dB, median WRS 80%) and from DR bin 4 (30-40 dB, median WRS 82.5%) to bin 5 (40-50 dB, median WRS 90%). CONCLUSION: A minimum DR of 20 dB can yield sufficient speech intelligibility in quiet in implanted patients, however, an optimum DR is suggested to be 40 dB.

Associations between illness perceptions, word recognition, and perceived sound quality in cochlear implant users.

OBJECTIVE: Illness perceptions refer to thoughts and ideas an individual has about an illness. The aim was to understand how cochlear implant (CI) users' illness perceptions, in addition to their monosyllabic word recognition abilities, are associated with their self-perceived sound quality. DESIGN: Data were collected during routine CI check-up appointments. Participants completed the Brief Illness Perception Questionnaire (assessing their illness perceptions) and the Hearing Implant Sound Quality Index (assessing their subjective sound quality). Additionally, monosyllabic word recognition abilities were measured with the Freiburg Monosyllable Word Test. Hierarchical regression analysis were utilised to model users' sound quality ratings. Participants' age was entered first as a control variable. In the next step, monosyllabic word recognition was entered. Finally, participants' illness perceptions were entered. STUDY SAMPLE: Fifty-five participants with unilateral CI provision. RESULTS: Monosyllabic word recognition was significant in the second step. When illness perceptions and monosyllabic word recognition were both included in the third step, illness perceptions, but not monosyllabic word recognition, were significant. The model explained 22% of the variance of subjective sound quality. CONCLUSIONS: Monosyllabic word recognition abilities and illness perceptions of CI users are important for their self-reported sound quality, but illness perceptions appear to be potentially more relevant.

The role of body-object interaction in children's concept processing: insights from two Chinese communities.

A rating of body-object interactions (BOIs) reflects the ease with which a human body can interact physically with a word's referent. Studies with adults have demonstrated a facilitating BOI effect in language tasks, with faster and more accurate responses for high BOI words (e.g., cup) than low BOI words (e.g., coal). A few studies have explored the BOI effect in children. However, these studies have all adopted adult-rated BOIs, which may differ from children's. Using child-rated BOIs, the present study investigated the BOI effect in Chinese children and its relationship with age, as well as whether there was a community difference in the BOI effect. Children (aged 7-8) from Mainland China (N = 100) and Hong Kong SAR (HK; N = 90) completed a lexical decision task used to measure the BOI effect. The children were asked to judge whether each item was a real Chinese word; each real word was assigned a child-rated BOI score. After controlling nonverbal intelligence, gender, working memory, and Chinese character reading, a significant BOI effect was observed at the response accuracy and speed levels. The accuracy and latency analyses illustrated a community difference; the BOI effect was smaller in the HK children. This study suggests that BOI measures may be sensitive to the ecological differences between tested communities. The findings support the need for further investigations into the BOI effect across Chinese communities, particularly those in Mainland China.

Decoding the essence of two-character Chinese words: Unveiling valence, arousal, concreteness, familiarity, and imageability through word norming.

Investigation of affective and semantic dimensions of words is essential for studying word processing. In this study, we expanded Tse et al.'s (Behav Res Methods 49:1503-1519, 2017; Behav Res Methods 55:4382-4402, 2023) Chinese Lexicon Project by norming five word dimensions (valence, arousal, familiarity, concreteness, and imageability) for over 25,000 two-character Chinese words presented in traditional script. Through regression models that controlled for other variables, we examined the relationships among these dimensions. We included ambiguity, quantified by the standard deviation of the ratings of a given lexical variable across different raters, as separate variables (e.g., valence ambiguity) to explore their connections with other variables. The intensity-ambiguity relationships (i.e., between normed variables and their ambiguities, like valence with valence ambiguity) were also examined. In these analyses with a large pool of words and controlling for other lexical variables, we replicated the asymmetric U-shaped valence-arousal relationship, which was moderated by valence and arousal ambiguities. We also observed a curvilinear relationship between valence and familiarity and between valence and concreteness. Replicating Brainerd et al.'s (J Exp Psychol Gen 150:1476-1499, 2021; J Mem Lang 121:104286, 2021) quadratic intensity-ambiguity relationships, we found that the ambiguity of valence, arousal, concreteness, and imageability decreases as the value of these variables is extremely low or extremely high, although this was not generalized to familiarity. While concreteness and imageability were strongly correlated, they displayed different relationships with arousal, valence, familiarity, and valence ambiguity, suggesting their distinct conceptual nature. These findings further our understanding of the affective and semantic dimensions of two-character Chinese words. The normed values of all these variables can be accessed via https://osf.io/hwkv7 .

HeLP: The Hebrew Lexicon project.

Lexicon projects (LPs) are large-scale data resources in different languages that present behavioral results from visual word recognition tasks. Analyses using LP data in multiple languages provide evidence regarding cross-linguistic differences as well as similarities in visual word recognition. Here we present the first LP in a Semitic language-the Hebrew Lexicon Project (HeLP). HeLP assembled lexical decision (LD) responses to 10,000 Hebrew words and nonwords, and naming responses to a subset of 5000 Hebrew words. We used the large-scale HeLP data to estimate the impact of general predictors (lexicality, frequency, word length, orthographic neighborhood density), and Hebrew-specific predictors (Semitic structure, presence of clitics, phonological entropy) of visual word recognition performance. Our results revealed the typical effects of lexicality and frequency obtained in many languages, but more complex impact of word length and neighborhood density. Considering Hebrew-specific characteristics, HeLP data revealed better recognition of words with a Semitic structure than words that do not conform to it, and a drop in performance for words comprising clitics. These effects varied, however, across LD and naming tasks. Lastly, a significant inhibitory effect of phonological ambiguity was found in both naming and LD. The implications of these findings for understanding reading in a Semitic language are discussed.

Orthography-phonology consistency in English: Theory- and data-driven measures and their impact on auditory vs. visual word recognition.

Research on orthographic consistency in English words has selectively identified different sub-syllabic units in isolation (grapheme, onset, vowel, coda, rime), yet there is no comprehensive assessment of how these measures affect word identification when taken together. To study which aspects of consistency are more psychologically relevant, we investigated their independent and composite effects on human reading behavior using large-scale databases. Study 1 found effects on adults' naming responses of both feedforward consistency (orthography to phonology) and feedback consistency (phonology to orthography). Study 2 found feedback but no feedforward consistency effects on visual and auditory lexical decision tasks, with the best predictor being a composite measure of consistency across grapheme, rime, OVC, and word-initial letter-phoneme. In Study 3, we explicitly modeled the reading process with forward and backward flow in a bidirectionally connected neural network. The model captured latent dimensions of quasi-regular mapping that explain additional variance in human reading and spelling behavior, compared to the established measures. Together, the results suggest interactive activation between phonological and orthographic word representations. They also validate the role of computational analyses of language to better understand how print maps to sound, and what properties of natural language affect reading complexity.