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Research Articles

CROSS-LINGUISTIC STUDIES

  • Goswami, U. (2002). Phonology, reading development and dyslexia: A cross-linguistic perspective. Annals of Dyslexia. 52, 141-163.
  • Goulandris, N. (Ed.). (2002). Dyslexia in different languages. London, UK: Whurr Publishers.
  • Leong, C. K., & Joshi, R. M. (Eds.). (1997). Cross-language studies of learning to read and spell. Dordrecht, Holland: Kluwer Academic Publishers.
  • Lundberg, I. (2002). Second language learning and reading with the  additional load of dyslexia. Annals of Dyslexia. 52, 165-187.
  • Paulesu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., Cappa, S. F., Cossu, G., Habib, M., Frith, C. D., & Frith, U. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291, 2165-2167.

DEFINITION

  • Lyon, G.R. (1995). Towards a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
  • Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003).  Defining dyslexia, comorbidity, teachers’ knowledge of Language and Reading:  A definition of dyslexia.  Annals of Dyslexia, 53, 1-14.
  • Shaw, et al. (1995). Operationalizing a definition of learning disabilities, 28, 586-597.
  • Shaywitz, et al. (1995). Defining and classifying learning  disabilites and attention deficit/hyperactivity disorder. Journal of Child Neurology, 10, S50-57.

ELECTROPHYSIOLOGY

  • Naylor, et al. (1995). Event related potentials in adults diagnosed as reading disabled in childhood. International Journal of Neuroscience, 80, 339-52.

FLUENCY

  • Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
  • Torgesen, J. K., Rashotte, C. A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, Fluency, and the Brain. Parkton, MD: York Press.
  • Torgesen, J. K., Rashotte, C. A., Alexander, A., & MacPhee, K. (2003). Progress towards understanding the instructional conditions necessary for remediating reading difficulties in older children. In B. Foorman (Ed.). Preventing and Remediating Reading Difficulties: Bringing Science to Scale. Parkton, MD: York Press.

GENDER DIFFERENCES

  • Alarcon, et al. (1995). Etiology of individual differences in reading performance: A test of sex limitation. Behavioral Genetics, 25, 17-23.
  • Liederman, et al. (1995). The sex ratios of families with a neurodevelopmentally disordered child. Journal of Child Psychology and Psychiatry, 36, 511-517.

GENERAL

  • Fletcher, J.M., Fuchs, L.S., Barnes, M.A. (2006).  Learning disabilities:  From identification to intervention. New York, NY: Guilford Press Lyon, G. R. (1995). Research initiatives in learning disabilities: Contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Neurology, 10, S120-126.
  • Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg M. S. (2001). How psychological science informs the teaching of reading. Psychological Science 2(2 Suppl), 31-74.

GENETICS

  • Pennington, B. F. (1999). Toward an integrated understanding of dyslexia: Genetic, neurological, and cognitive mechanisms. Development and Psychopathology, 11, 629-654.
  • Pennington, B. F. (1995). Genetics of Learning Disabilities. Journal of Child Neurology, 10, S69-77.

NEUROANATOMY

  • Filipek (1995). Neurologic correlates of developmental dyslexia: How  do dyslexics’ brains differ from those of normal readers? Journal of Child Neurology, 10, S62-69.
  • Hynd, et al. (1995). Dyslexia and corpus callosum morphology. Archives of Neurology, 52, 32-38.

NEUROLOGY

  • Eden: G. F., & Moats, L. (2002). The role of neuroscience in the Remediation of students with dyslexia. National Neuroscience, (5 Suppl), 1080-1084.
  • Helenius, P., Salmelin, R., Service, E., Connolly, J. F., Leinonen, S., & Lyytinen, H. (2002). Cortical activation during spoken-word segmentation in nonreading-impaired and dyslexic adults. Journal of Neuroscience, 22(7), 2936-2944.
  • Ramus, F., Rosen, S., Dakin, S. C., Day, B. L. Castellote, J. M., White, S., & Frith, U. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126 (Pt 4), 841-865.
  • Renvall, H., & Hari, R. (2002). Auditory cortical responses to speech-like stimuli in dyslexic adults. Journal of Cognitive Neuroscience, 14(5), 757-768.
  • Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarski, P., Constable, R. T., Marchione, K. E., Fletcher, J. M., Lyon, G. R., & Gore, J. C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52(2), 101-110.
  • Virsu, V., Lahti-Nuuttila, P., & Laasonen, M. (2003). Crossmodal Temporal processing acuity impairment aggravates with age in developmental dyslexia. Neuroscience Letters, 336(3), 151-154.

PHONOLOGICAL SKILLS REFERENCE

  • Brady, S. (1997). Ability to encode phonological representations: An underlying difficulty of poor readers. In B.A. Blachman (Ed.) Foundations of Reading Acquisition and Dyslexia. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Brady & Bryant, P. (1983). Categorizing sounds and learning to read: A casual connection: Nature, 30, 419-121.
  • Catts, H. W. (1989) Defining dyslexia as a developmental language disorder. Annals of Dyslexia, 39, 50-64.
  • Catts, H. W., Fey, M., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten: A research-based model and its clinical implication. Language, Speech, & Hearing Services in Schools, 32, 38-50.
  • Elbro, C., Borstrom, I., & Petersen, D.K. (1998). Predicting dyslexia from kindergarten: The importance of distinctiveness of phonological representations of lexical items. Reading Research Quarterly, 33, 36-60.
  • Gough, P., & Tunmer, W. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
  • Liberman, I. Y. & Shankweiler, D. (1983). Phonology and the problems of learning to read and write. Remedial and Special Education, 6, 8-17.
  • Olson, R. K., Forsberg, H., Wise, B., & Rack, J. (1994). Measurement of word recognition, orthographic, and phonological skills. In G. R. Lyon (Ed.) Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore, MD: Paul H. Brookes Publishing Co.
  • Perfetti, C., Beck, I. & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first-grade children. Merrill-Palmer Quarterly, 33, 283-319.
  • Post, Y., Foorman, B., & Hiscock, M. (1997). Speech perception and speech production as indicators of reading difficulty. Annals of Dyslexia, 47, 1-25.
  • Rayner, K., Foorman, B., Perfetti, C., Pesetsky, D., & Seidenberg, M. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31-74.
  • Scarborough, H. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 48, 115-136.
  • Scarborough, H. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-43.
  • Share, D. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
  • Snowling, M. J. & Nation, K. (1997). Language, phonology and learning to read. In C. Hulme & M. Snowling (Eds.) Dyslexia: Biology, Cognition, and Intervention. London: Whurr Publishers, Ltd.
  • Stothard, et al. (1995). A comparison of phonological skills in children with reading comprehension difficulties and children with decoding difficulties. Journal of Child Psychology and Psychiatry, 36, 399-408.
  • Torgesen. J. & Bryant (2000). Comprehensive test of phonological processes (CTOPP). Austin, TX: Pro-Ed.
  • Vellutino, F. R. (1995). Semantic and phonological coding in poor and normal readers. Journal of Experimental Child Psychology, 59, 76-123.
  • Wagner, R., Torgesen, J., & Rashotte, C. (1994). Development of reading-related phonological processing abilities: Evidence of bi-directional causality from a latent-variable longitudinal study. Developmental Psychology, 85, 1-20.

SPELLING

  • Moats, L. C. (1995). Spelling: Development, disability, and instruction. Baltimore, MD: York Press.
  • Treiman, R. (1993). Beginning to spell. New York: Oxford University Press.
  • Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy, 289-313.
  • Mahwah, NJ: Erlbaum. Treiman, R. (2006). Knowledge about letters as a foundation for reading and spelling. In R. M.
  • Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy. Mahwah, NJ: Erlbaum.
  • Venezky, R. (1999). The American way of spelling. New York: Guilford Press.

TEMPORAL PROCESSING

  • Breier, J. I., Gray, L. C., Fletcher, J. M., Foorman, B., & Class, P. 2002). Perception of speech and nonspeech stimuli by children with and without reading disability and attention deficit hyperactivity disorder. Journal of Experimental Child Psychology, 82(3), 226-250.
  • Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., & Scott, S. K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Science of the United States of America, 99(16), 10911-10916.
  • Hari, R., & Renvall, H. (2001). Impaired processing of rapid stimulus sequences in dyslexia. Trends in Cognitive Sciences. 5(12), 525-532.
  • Heiervang, E., Stevenson, J., & Hugdahl, K. (2002). Auditory processing in children with dyslexia. Journal of Child Psychology and Psychiatry, 43(7), 931-938.
  • Helenius, P., Salmelin, R., Richardson, U., Leinonen, S., & Lyytinen, H. (2002). Abnormal auditory cortical activation in dyslexia 100 msec after speech onset. Journal of Neuroscience, 14(4), 603-617.
  • Laasonen, M., Service, E., & Virsu, V. (2002). Crossmodal temporal order and processing acuity in developmentally dyslexic young adults. Brain Language, 80(3), 340-354.
  • Merzenich, M., et al. (1996). Temporal processing deficits of language: Learning impaired children ameliorated by training. Science, 271, 77-81.
  • Talcott, J. B., Witton, C., Hebb, G. S., Stoodley, C. J., Westwood, E. A., France, S. J., Hansen, P. C., & Stein, J. F. (2002). On the relationship between dynamic visual and auditory processing and literacy skills: Results from a large primary-school study. Dyslexia, 8(4), 204-225.
  • Van Ingelghem, M., van Wieringen, A., Wouters, J., Vandnbussche, E., Onghena, P., & Ghesquiere, P. (2002). Psychophysical evidence for a general temporal processing deficit in children with dyslexia. Neuroreport, 12(16), 3603-3607.
  • Witton, C., Stein, J. F., Stoodley, C. J., Rosner, B. S., & Talcott, J. B. (2002). Separate influences of acoustic AM and FM sensitivity on the phonological decoding skills of impaired and normal readers. Journal of Cognitive Neuroscience, 14(6), 866-874.

VISUAL SYSTEM

  • Christenson, G. N., Griffin, J. R., & Taylor, M. (2001). Failure of blue-tinted lenses to change reading scores of dyslexic individuals. Optometry, 71(10), 627-633.
  • Solan, H. A. (2002). Response to Christenson, Griffin, and Taylor. Optometry, 73(1), 7.