The independence of letter identity and letter doubling in reading.

The ability to read requires processing the letter identities in the word and their order, but it is by no means obvious that our long-term memory representations of words spellings consist of only these dimensions of information. The current investigation focuses on whether we process information about another dimension-letter doubling (i.e., that there is a double letter in WEED)-independently of the identity of the letter being doubled. Two experiments that use the illusory word paradigm are reported to test this question. In both experiments, participants are more likely to misperceive a target word with only singleton letters (e.g., WED) as a word with a double (e.g., WEED) when the target is presented with a distractor that contains a different double letter (e.g., WOOD) than when the distractor does not contain a double letter (e.g., WORD). This pattern of results is not predicted by existing computational models of word reading but is consistent with the hypothesis that written language separately represents letter identity and letter doubling information, as previously shown in written language production. These results support a view that the orthographic representations that underlie our ability to read are internally complex and suggest that reading and writing rely on a common level of orthographic representation.