College subjects witnessed repeated presentations of words, pseudohomophones and control nonwords, making lexical judgments on all items for each presentation. A pseudohomophone effect, an estimate of phonological recoding, was initially present but gradually eliminated over the course of stimulus repetitions. For the first presentation of stimuli, the size of the pseudohomophone effect was related to reading ability of the subjects; good readers were less likely than poor readers to demonstrate this effect. These data are supportive of LaBerge and Samuel's (1974) theory of Automatic Information Processing in Reading.
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