Adams, M. J. (1981). What good is orthographic redundancy? In O. J. L. Tzeng & H. Singer (Eds.), Perception of print: Reading research in experimental psychology (pp. 197–221). Hillsdale: Erlbaum.
Apel, K. (2009). The acquisition of mental orthographic representations for reading and spelling development. Communication Disorders Quarterly, 31
Barker, T. A., Torgesen, J. K., & Wagner, R. K. (1992). The role of orthographic processing skills on five different reading tasks. Reading Research Quarterly, 27
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction (3rd ed.). Upper Saddle River: Prentice-Hall.
Berninger, V. W. (1987). Global, component, and serial processing of printed words in beginning reading. Journal of Experimental Child Psychology, 43
Berninger, V. W., & Abbott, R. D. (1994). Multiple orthographic and phonological codes in literacy acquisition: An evolving research program. In V. W. Berninger (Ed.), The varieties of orthographic knowledge, 1: Theoretical and developmental issues (pp. 277–319). Dordrecht: Kluwer Academic Publishers.
Berninger, V. W., & Wolf, B. J. (2009). Teaching students with dyslexia and dysgraphia: Lessons from Teaching and Science. Baltimore: Paul H. Brookes.
Berninger, V. W., Yates, C., & Lester, K. (1991). Multiple orthographic codes in reading and writing acquisition. Reading and Writing, 3
Bosman, A. M. T., & Van Orden, G. C. (1997). Why spelling is more difficult than reading. In C. A. Perfetti (Ed.), Learning to spell (pp. 173–193). Hillsdale: Erlbaum.
Bowers, P. G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Journal Reading and Writing, 5
Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. Mahwah: Erlbaum.
Bruck, M. (1993). Component spelling skills of college students with childhood diagnoses of dyslexia. Learning Disability Quarterly, 16
Casco, C., & Prunetti, E. (1996). Visual search of good and poor readers: Effects with targets having single and combined features. Perceptual and Motor Skills, 82, 1155–1167.
Casco, C., Tressoldi, P. E., & Dellantonio, A. (1998). Visual selective attention and reading efficiency are related in children. Cortex: A Journal Devoted to the Study of the Nervous System and Behavior, 34, 531–546.
Castles, A., & Nation, K. (2008). Learning to be a good orthographic reader. Journal of Research in Reading, 31
Chall, J. (1983). Learning to read: The great debate. New York: McGraw-Hill.
Cohen, L., Dehaene, S., Naccache, L., Lehéricy, S., Dehaene-Lambertz, G., Hénaff, M., et al. (2000). The visual word form area: Spatial and temporal characterization of an initial stage of reading in normal subjects and posterior split-brain patients. Brain, 123
Compton, D. L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4
Compton, P. E., Grossenbacher, P. G., Posner, M. I., & Tucker, D. M. (1991). A cognitive-anatomical approach to attention in lexical access. Journal of Cognitive Neuroscience, 3
Conrad, N., & Levy, B. (2007). Letter processing and the formation of memory representations in children with naming speed deficits. Reading and Writing, 20
Corcos, E., & Willows, D. (1993). The role of visual processing in good and poor readers’ utilization of orthographic information in letter strings. In S. Wright & R. Groner (Eds.), Facets of dyslexia and its remediation. Amsterdam: Elsevier.
Cornelissen, P., Bradley, L., Fowler, S., & Stein, J. (1994). What children see affects how they spell. Developmental Medicine and Child Neurology, 36
Cornelissen, P., & Hansen, P. (1998). Motion detection, letter position encoding, and single word reading. Annals of Dyslexia, 48
Cornelissen, P., Hansen, P., Hutton, J., Evangelinou, V., & Stein, J. (1998). Magnocellular visual function and children’s single word reading. Vision Research, 38
Dehaene, S., Naccache, L., Cohen, L., Le Bihan, D., Mangin, J.-F., Poline, J.-B., et al. (2001). Cerebral mechanisms of word masking and unconscious repetition priming. Nature Neuroscience, 4
Denckla, M., & Rudel, R. (1974). Rapid “automatized” naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10(2), 186–202.
Denckla, M., & Rudel, R. (1976). Rapid automatized naming (RAN): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14
Ecalle, J., Magnan, A., & Calmus, C. (2009). Lasting effects on literacy skills with a computer-assisted learning using syllabic units in low-progress readers. Computers & Education, 52
Ehri, L. (1979). Linguistic insight: Threshold of reading acquisition. Reading research: Advances in theory and practice, 1, 63–114.
Ehri, L. (1989). The development of spelling knowledge and its role in reading acquisition and reading disability. Journal of Learning Disabilities, 22
Ehri, L. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. Reading acquisition, 5, 107–143.
Ehri, L. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9
Ehri, L., & Saltmarsh, J. (1995). Beginning readers outperform older disabled readers in learning to read words by sight. Reading and Writing, 7
Engelmann, S., & Bruner, E. (1988). Reading mastery I/II fast cycle: Teacher’s guide. Chicago: Science Research Associates.
Engelmann, S., Johnson, G., Carnine, L., Meyer, L., Becher, W., & Eisele, J. (1988). Corrective Reading: Decoding strategies. Chicago: Science Research Associates.
Facoetti, A., & Molteni, M. (2001). The gradient of visual attention in developmental dyslexia. Neuropsychologia, 39
Facoetti, A., Paganoni, P., Turatto, M., Marzola, V., & Mascetti, G. (2000). Visual-spatial attention in developmental dyslexia. Cortex, 36
Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301–330). Hillsdale: Erlbaum.
Gerber, M. (1984). Techniques to teach generalizable spelling skills. Academic Therapy, 20(1), 49–58.
Geva, E., & Willows, D. (1994). Orthographic knowledge is orthographic knowledge is orthographic knowledge. In V. W. Berninger (Ed.), The varieties of orthographic knowledge I. Theoretical and developmental issues (pp. 359–380). Dordrecht: Kluwer.
Geyer, L. (1977). Recognition and confusion of the lowercase alphabet. Perception & Psychophysics, 22
Gibson, E., Pick, A., Osser, H., & Hammond, M. (1962). The role of grapheme-phoneme correspondence in the perception of words. The American Journal of Psychology, 75
Henderson, E. H. (1992). The interface of lexical competence and knowledge of written words. In S. Templeton & D. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edward H. Henderson (pp. 1–30). Hillsdale: Erlbaum.
Hultquist, A. (1997). Orthographic processing abilities of adolescents with dyslexia. Annals of Dyslexia, 47
Invernizzi, M. (1992). The vowel and what follows: a phonological frame of orthographic analysis. In S. Templeton & D. Bear (Eds.), The development of orthographic knowledge: Foundations of literacy (pp. 105–136). New York: Erlbaum.
Jastak, S., & Wilkinson, G. S. (1984). Wide range achievement test-revised. Wilmington: Jastak Associates.
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95
Kame’enui, E., Simmons, D., Good, R., & Harn, B. (2001). The use of fluency-based measures in early identification and evaluation of intervention efficacy in schools. In M. Wolf (Ed.), Dyslexia, Fluency, and the Brain (pp. 307–331). Timonium: York Press.
Katz, L. (1977). Reading ability and single-letter orthographic redundancy. Journal of Educational Psychology, 69
Kaufman, A. S., & Kaufman, N. L. (1990). Kaufman brief intelligence test. Circle Pines: American Guidance Service.
Kemp, N., Parrilla, R., & Kirby, J. (2008). Phonological and orthographic spelling in high-functioning adult dyslexics. Dyslexia, 15
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95
LaBerge, D., & Samuels, S. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6
Leslie, L., & Shannon, A. (1981). Recognition of orthographic structure during beginning reading. Journal of Reading Behavior, 13(4), 313–324.
Levy, B. A., Abello, B., & Lysynchuk, L. (1997). Transfer from word training to reading in context: Gains in fluency and comprehension. Learning Disabilities Quarterly, 20
Levy, B. A., Bourassa, D. C., & Horn, C. (1999). Fast and slow namers: Benefits of segmentation and whole word training. Journal of Experimental Child Psychology, 73
Lovett, M. W., Lacerenza, L., & Borden, S. L. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33
Manis, F. R., Doi, L. M., & Badha, B. (2000). Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of Learning Disabilities, 33
Manis, F. R., Seidenberg, M. S., & Doi, L. M. (1999). See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3
Markwardt, F. C. (1998). Peabody individual achievement test-revised/NU. Circle Pines: American Guidance Service.
Mason, J. (1980). When do children begin to read? An exploration of four year old children’s letter and word reading competencies. Reading Research Quarterly, 15
Massaro, D. W., Taylor, G. A., Venezky, R. L., Jastrzembski, J. E., & Lucas, P. A. (1980). Letter and word perception: Orthographic structure and visual processing in reading. Amsterdam: North-Holland.
Mather, N., Hammill, D. D., Allen, E. A., & Roberts, R. (2004). Test of Silent Word Reading Fluency (TOSWRF). Austin: Pro-Ed, Inc.
Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40
Maurer, U., Brandeis, D., & McCandliss, B. D. (2005). Fast, visual specialization for reading in English revealed by the topography of the N170 ERP response. Behavioral and Brain Functions, 1
Maurer, U., Brem, S., Krantz, F., Bucher, K., Benz, R., Halder, P., et al., (2006). Course neural tuning for print peaks when children learn to read. NeuroImage, 33
McCandliss, B. D., Cohen, L., & Dehaene, S. (2003). The visual word form area: expertise for reading in the fusiform gyrus. Trends in Cognitive Sciences, 7
McCandliss, B. D., Posner, M. I., & Givo’n, T. (1997). Brain plasticity in learning visual words. Cognitive Psychology, 33
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49
Miles, T. R. (1983). Dyslexia: The pattern of difficulties. London: Granada.
Morris, R. D., Lovett, M. W., Wolf, M., Sevcik, R. A., Steinbach, K. A., Frijters, J. C., et al. (2010). Multiple-component remediation for developmental reading disabilities: IQ, socioeconomic status, and race as factors in remedial outcome. Journal of Learning Disabilities (in press).
Notenboom, A., & Reitsma, P. (2003). Investigating the dimensions of spelling ability. Educational and Psychological Measurement, 63
Olson, R. K., Kliegl, R., Davidson, B. J., & Foltz, G. (1985). Individual and developmental differences in reading disability. In G. E. MacKinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice (Vol. 4). Orlando: Academic.
Olson, R. K., & Wise, B. W. (1992). Reading on the computer with orthographic and speech feedback: An overview of the Colorado Remedial Reading Project. Reading and Writing: An Interdisciplinary Journal, 4
Pammer, K., Lavis, R., Hansen, P., & Cornelissen, P. L. (2004). Symbol-string sensitivity and children’s reading. Brain and Language, 89
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), reading acquisition (pp. 145–174). Hillsdale: Erlbaum.
Perfetti, C., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33(3), 283–319.
Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–213). Philadelphia: John Benjamins Publishing Company.
Plaut, D. C. (1997). Structure and function in the lexical system: Insight from distributed models of word reading and lexical decision. Language and Cognitive Processes, 12
Posner, M., & McCandliss, B. D. (2000). Brain circuitry during reading. In R. Klein & P. McMullen (Eds.), Converging methods for understanding reading and dyslexia (pp. 305–337). Cambridge: MIT Press.
Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppänen, P. H. T., Poikkeus, A., et al. (2008). Developmental links of very early phonological and language skills to second grade reading outcomes strong to accuracy but only minor to fluency. Journal of Learning Disabilities, 41
Rashotte, C. A., & Torgesen, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20
Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2
Reitsma, P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology, 36
Roach, N. W., & Hogben, J. H. (2004). Attentional modulation of visual processing in adult dyslexia: A spatial-cuing deficit. Psychological Science, 15
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403–408.
Scarborough, H. S. (1984). Continuity between childhood dyslexia and adult reading. British Journal of Psychology, 75
Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96
Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96
Share, D. (2004). Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology, 87
Sharp, A. C., Sinatra, G. M., & Reynolds, R. E. (2008). The development of children’s orthographic knowledge: A microgenetic perspective. Reading Research Quarterly, 43
Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based tests of the phonological-core variable-difference model. Journal of Educational Psychology, 86
Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24
Sunseth, K., & Bowers, P. G. (2002). Rapid naming and phonemic awareness: Contributions to reading, spelling, and orthographic knowledge. Scientific Studies of Reading, 6
Tabachnick, B. G., & Fidell, L. S. (1989). Using multivariate statistics. New York: Harper Collins Publishers.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency. Examiner’s manual. Austin: PRO-ED.
Treiman, R. (1997). Spelling in normal children and dyslexics. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 191–219). Mahwah: Erlbaum.
Vellutino, F. R., Scanlon, D. M., & Tanzman, M. S. (1994). Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 279–329). Baltimore: Paul H. Brookes.
Vidyasagar, T. R., & Pammer, K. (1999). Impaired visual search in dyslexia relates to the role of the magnocellular pathway in attention. NeuroReport, 10
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). The development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30
Wechsler, D. (1991). Wechsler intelligence scale for children-third edition. San Antonio: Psychological Corporation.
Whitney, C. (2001). How the brain encodes the order of letters in a printed word: The SERIOL model and selective literature review. Psychonomic Bulletin & Review, 8
Wiederholt, J. L., & Bryant, B. R. (2001). Gray oral reading tests. Examiner’s manual. Austin: PRO-ED.
Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33
Wolf, M., & Denckla, M. B. (2004). Rapid automatized naming and rapid alternating stimulus tests (RAN/RAS). Austin: PRO-ED.
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5
Wolf, M., Miller, L. T., & Donnelly, K. (2000). Retrieval, automaticity, vocabulary elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading intervention program. Journal of Learning Disabilities, 33
Woodcock, R. W. (1998). Woodcock reading mastery tests-revised/NU. Examiner’s manual. Circle Pines: American Guidance Service.
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III. Itasca: Riverside Publishing.
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131