Basic processes in reading: Computation of abstract letter identities.

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Abstract
A speeded classification experiment examines the hypothesis that an early processing stage in reading involves the computation of abstract letter identities. When subjects are asked to base their classification on physical criteria (respond same if physically identical, respond different if not), letter strings which differ in case but share the same letter identities (e.g., HILE/hile) are classified as different less efficiently than strings with a common phonological code but different spelling (e.g., HILE/hyle). Letter strings with a common phonological code but different spelling are classified as efficiently as letter strings without a common phonological code (e.g., HILE/hule). Converging evidence was provided for a representation and comparison process which is neither visual nor phonological but is based on abstract letter identities. Evidently, the computation of abstract letter identities is a precursor to lexical assess during reading. Implications for the interpretation of certain developmental reading difficulties are also noted.

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