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Reading is a highly complex skill that is prerequisite to success in many societies in which a great deal of information is communicated in written form. Since the 1970s, much has been learned about the reading process from research by cognitive psychologists. This book summarizes that important work and puts it into a coherent framework. The book’s central theme is how readers go about extracting information from the printed page and comprehending the text. Like its predecessor, this thoroughly updated 2nd Edition encompasses all aspects of the psychology of reading with chapters on writing systems, word recognition, the work of the eyes during reading, inner speech, sentence processing, discourse processing, learning to read, dyslexia, individual differences and speed reading. Psychology of Reading, 2 nd Edition , is essential reading for undergraduates, graduates, and researchers in cognitive psychology and could be used as a core textbook on courses on the psychology of reading and related topics. In addition, the clear writing style makes the book accessible to people without a background in psychology but who have a personal or professional interest in the process of reading. Keith Rayner is the Atkinson Professor of Psychology at the University of California, San Diego and Emeritus Distinguished University Professor at the University of Massachusetts.　 He has published widely on topics related to reading, eye movements, and language processing. Alexander Pollatsek is Emeritus Professor of Psychology and Research Professor at the University of Massachusetts Amherst.　 His primary research interests are in reading, word recognition, scene perception, and driving behavior.　 He has published widely in each area. Jane Ashby is an Assistant Professor of Psychology at Central Michigan University. Her primary interests are in skilled reading, phonological processing, dyslexia, and reading development. Charles Clifton, Jr is Emeritus Professor of Psychology and Research Professor at the University of Massachusetts Amherst.　 He is primarily interested in psycholinguistics and has published numerous papers dealing with linguistic processing, parsing, and syntactic ambiguity. Preface. Part 1. Background Information. 1. Introduction and Preliminary Information. 2. Writing Systems. 3. Word Perception I: Some Basic Issues and Methods. Part 2. Skilled Reading of Text. 4. The Work of the Eyes. 5. Word Perception II: Word Identification in Text. 6. A Model of Eye Movements in Reading. Part 3. Understanding Text. 7. Inner Speech. 8. Words and Sentences. 9. Comprehension of Discourse. Part 4. Beginning Reading, Reading Disability, Individual Differences. 10. Stages of Reading Development. 11. Learning to Read. 12. Reading Disorders. 13. Speed Reading, Proofreading, and Individual Differences. 14. Overview. \"I don’t think it’s possible to overstate the importance of this book. It’s written by some of the very best-known and respected researchers in the field who, to a very large degree, have defined the field itself. In short, reading research would not have been the same without these authors, and to the present day they’re still amongst the most prominent scholars in the world.\" -Steven Frisson, Ph.D., University of Birmingham, UK \"I absolutely loved reading this book. The level of detail and analysis provided in several of the chapters was exceptional. In fact, given the attention to detail, and the continual use of presenting data followed by argument/criticism to build a position, results in a book that will be valuable at many levels.\" -Edward O’Brien, Ph.D., University of New Hampshire, US \"The original Psychology of Reading by Rayner and Pollatsek - of which this current book is a thoroughly revised and updated version - has often been described as a seminal book. Only too frequently this term is used to describe books which have received considerable attention in the field but in hindsight fail to meet the criterion for using that specific, powerful epithet . . . The current book is a rightful heir to the throne of the [first edition].\" -Denis Drieghe, Ph.D., University of Southampton, UK

Previous research has examined parafoveal processing during silent reading, but little is known about the role of these processes in oral reading. Given that masking parafoveal information slows down silent reading, we asked whether a similar effect also occurs in oral reading. To investigate the role of parafoveal processing in silent and oral reading, we manipulated the parafoveal information available to readers by changing the size of a gaze-contingent moving window. Participants read silently and orally in a one-word window and a three-word window condition as we monitored their eye movements. The lack of parafoveal information slowed reading speed in both oral and silent reading. However, the effects of parafoveal information were larger in silent reading than in oral reading, because of different effects of preview information on both when the eyes move and how often. Parafoveal information benefitted silent reading for faster readers more than for slower readers.

Research consistently indicates the importance of phonological processing in early reading development, yet the role of phonology in skilled reading is still not well understood. Two event-related potential (ERP) experiments investigated the nature and time course of phonological processing during skilled visual word recognition using a masked priming paradigm. Phonological syllable priming was examined by presenting prime-target pairs either with the same first syllable, or with one letter more or fewer. In this visually matched design, items like po## -PONY and pon### -PONDER appeared in the congruent condition. Conversely, pon# -PONY and po### -PONDER appeared in the incongruent condition. In both experiments, the magnitude of the first negative peak (N1) was reduced in the phonologically congruent condition as compared to the incongruent condition. This syllable congruency effect is the first neurophysiological evidence for phonological syllable activation in the initial moments of visual word recognition. The early time course of this activation indicates that suprasegmental phonological processing is fundamental to skilled reading.

IntroductionFollowing the success of a pilot IDSVA within sexual health, the project was expanded to provide funding for 4 IDVSA’s and one team leader. We undertook a review of the expanded IDSVA service.MethodsElectronic records of eligible patients who consented to referral to IDSVA project were included in the review. Health and demographic characteristics were analysed.ResultsIn 6 months from July 2022 to Jan 2023, 87 individuals were referred to the IDSVA project.Patient’s characteristics shown below:Abstract P096 Table 1GenderFemale:77 (89%) [n (%)] male:10 (11%) [n (%)] Sexuality Heterosexual: Bisexual Homosexual: 70 (91%)4 (5%)2 (3%) 1 (10%) 9 (90%) HIV 2 HIV+ (3%) 6 HIV+ (60%) Type(s) of abuseSexual Violence (SV)Domestic Abuse (DA)SV & DA 45 (59%)41 (53%)9 (12%) 9 (90%)3 (30%)2 (20%) Childhood sexual abuse 8 (10%) 1 (10%) STI < 1 year 15 (19%) 3 (30%) Emergency contraception < 1 year 12 (14%) Mental Health problems Anxiety Depression Other 61 (79%) 23 (30%) 27 (35%) 11 (14%) 4 (40%) 0 3 (30%) 1 (10%) Learning Disability 8 (10%) Chronic physical health condition 41 (53%) 9 (90%) DiscussionDA and SV are largely gendered offences, and this data shows the majority of clients referred were heterosexual women and homosexual men, indicating that the abuse was largely perpetrated by male partners. The very high rates of STI observed in this group, highlights the link between abuse and STI, and may be due to assault, and/or lack of health control. Very high rates of mental and physical health issues were reported and may be a result of abuse and/or represent vulnerabilities to DA and SV.The project confirms high volume, high needs of clients disclosing DA/SV in Sexual Health. We recommend that Sexual Health IDSVAs should be routinely commissioned within sexual health services.

IntroductionDomestic abuse (DA) is highly prevalent and results in wide-ranging negative consequences for individuals, families and wider society. Sexual safety and security is a core domain determining sexual wellbeing. We investigated reported DA amongst service users attending our sexual Problems and Assessment and Treatment Service (SPATS).MethodsAll patients attending between January 2018 - November 2022 were included. Clinical records were reviewed. For those patients who had experienced DA, health and demographic data was collated in excel.Results830 patients were seen in the SPATS service during this period, 73 reported experiencing DA; 11/73 (15%) had occurred within <3 months.Characteristics of those disclosing DA are shown below:Gender Female:47 (%) male:25 (%) Sexuality Heterosexual: Bisexual Homosexual: 43(91%) 4 (9%) 7(28%)5 (20%)11(44%) HIV 0 6 HIV+ (24%) Unwanted sexual experiences/Sexual assault 27 (57%) 8 (32%) Concern’s around self-harm 19 (40%) 8 (32%) Mood difficulties 36 (77%) 13 (52%) Recreational Drug Use 11 (23%) 15 (60%) FGM 3 (6%) EC during study period 17 (36%) (range 1–8) DiscussionReports of unwanted sexual experiences, mood problems, self-harm and drug use were all very high in this group, and may be both a cause of, and result in, sexual problems.The relationship between these factors, DA and sexual difficulties is linked and complex, and there is likely to be an intersection of risks making individuals vulnerable to sexual difficulties.High rates of repeat EC was seen in this group which could reflect lack of contraceptive control in abusive partnerships.Effective intervention for sexual difficulties relies upon sexual safety and security, and the adequate management of pre-existing trauma. This highlights the importance of a holistic approach to supporting sexual difficulties, including screening for DA and addressing other determinants of sexual wellbeing such as mood difficulties, effective contraceptive choice and supporting substance misuse.

IntroductionFollowing the success of a pilot IDSVA service within sexual health, an expanded IDSVA service was commissioned, increasing from one IDSVA, to four IDSVA’s and a team leader. An evaluation of sexual health staff’s experience of the expanded project was undertaken.MethodsAll staff within service were invited to complete a google forms questionnaire reporting their experiences of the expanded service. The results were analysed in Excel.Results24 responses were received. 23/24 staff had heard about the IDSVA project, 18/24 staff had spoken with an IDSVA since the project began, 13/24 had received advice and 12/24 staff had referred patients to the IDSVA team; Of these, 70% reported the referral had led to increased support for the person disclosing abuse; feedback to the referrer about the outcome of the referral was received in 58% of referrals.20/24 reported the sexual health IDVSA project has increased support for them as a professional.Reported benefits of the project included exceptional support with clients, good educational input for staff, speedy links to known expert advice and ease of access to support.Reported barriers to the project included staffing and recruitment difficulties, the need for referral to a different organisation and separate patient record systems.Suggestions for improving the project included shared patient records, IDSVA based mainly on site and IDSVA within the same provider organisation as sexual health.DiscussionStaff experiences were overwhelmingly positive about the support they had received and the role of the IDSVAs within a sexual health setting. Responses revealed a theme that IDSVAs sitting in a separate organisation to sexual health, representing challenges to seamless patient care and engagement.We recommend future commissioning of IDSVA services should aim to embed the IDSVAs within the same provider organisation as sexual health to streamline referrals, increase patient engagement and maximise impact.

The study sought to identify the therapeutic positional preferences held by pregnant women at different stages of their pregnancy. This was a longitudinal, observational study on 13 healthy pregnant women. Participants were assessed at 20–22 weeks gestation in a face-to-face session where anthropometric data was gathered. Participants were then placed in each of three treatment positions (side lying, quarter turn from prone and forward leaning sitting) typical of those used in physiotherapy management. The positions were presented to the participants in random order and they were asked to rank their least to most preferred positions. Participants verbally repeated the task of ranking their positional preferences by telephone interview at 26, 32 and 38 weeks of their pregnancy. Photographs of the three treatment options had been issued to the participants to serve as a prompt prior to the commencement of the interview sessions. The results showed that the positional preferences are distinct and varied throughout pregnancy, and that side lying was the most preferred  therapeutic position of the three options. Sitting was the second choice for most women and was increasingly favoured as pregnancy progressed. Pregnant women experiencing pain consistently preferred side lying over other positional options.