Baddeley, A. D. (1986).Working memory. Oxford, UK: Clarendon Press.
Bates, E. (1993). Nature, nurture, and language. Invited address, Society for Research in Child Development, New Orleans.
Berninger, V. (1992). Intraindividual differences in levels of written language in developing sentence comprehension. Submitted.
Berninger, V. (1994a).Reading and Writing Acquisition: A Developmental Neuropsychological Perspective. Dubuque, IA: Brown & Benchmark.
Berninger, V. (1994b). Codes, connections, constructive processes, and context: Integrating the Lurian and Vygotskian perspectives. In: E. Assink (ed.),Literacy Acquisition and Social Context (in press).
Berninger, V. & Abbott, R. (1992). Multiple orthographic and phonological codes and code connections in reading and spelling single words. American Educational Research Association, San Francisco, CA.
Berninger, V. & Fuller, F. (1992). Gender differences in orthographic, verbal and compositional fluency: Implications for assessing writing disabilities in primary grade children,Journal of School Psychology 30: 363–382.
Berninger, V., Mizokawa, D. & Bragg, R. (1991). Theory-based diagnosis and remediation of writing disabilities,Journal of School Psychology 29: 57–79.
Berninger, V., Mizokawa, D., Bragg, R., Cartwright, A. & Yates, C. (1993). Intraindividual differences in levels of written language,Reading and Writing Quarterly (in press).
Berninger, V. & Rutberg, J. (1992). Relationship of finger function to beginning writing: Application to diagnosis of writing disabilities,Developmental Medicine & Child Neurology 34: 155–172.
Berninger, V., Thalberg, S., DeBruyn, I. & Smith, R. (1987). Preventing reading difficulties by assessing and remediating phonemic skills,School Psychology Review 16: 554–555.
Berninger, V. & Whitaker, D. (1993). Theory-based, branching diagnosis of writing disabilities,School Psychology Review (in press).
Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E. & Abbott, R. (1992). Lower-level developmental skills in beginning writing,Reading and Writing: An Interdisciplinary Journal 4: 257–280.
Berninger, V., Yates, C. & Lester, C. (1991). Multiple orthographic codes in acquisition of reading and writing skills,Reading and Writing 3: 115–149.
Boning, R. (1973).Specific Skills Series. Baldwin, NY: Barnell Loft, Ltd.
Byrne, B. & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity,Journal of Educational Psychology 82: 805–812.
Cunningham, A. E. & Stanovich, K. E. (1990). Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience,Journal of Educational Psychology 82: 733–740.
Daneman, J. & Carpenter, P. A. (1980). Individual differences in working memory and reading,Journal of Verbal Learning and Verbal Behavior 19: 450–466.
Decker, S. N. & DeFries, J. C. (1981), Cognitive ability profiles in families of reading-disabled children,Developmental Medicine and Child Neurology 23: 217–227.
DeFries, J. C. (1985). Colorado reading project. In: D. B. Gray & J. F. Kavanaugh (eds.),Biobehavioral Measures of Dyslexia (pp. 107–122). Parkton, MD: York Press.
Ehri, L. (1980). The role of orthographic images in learning printed words. In: J. F. Kavanaugh & R. L. Venezky (eds.),Orthography, Reading, and Dyslexia (pp. 155–170). Baltimore: University Park Press.
Ellis, A. (1985). The cognitive neuropsychology of developmental (and acquired) dyslexia: A critical survey,Cognitive Neuropsychology 2: 169–205.
Ellis, A. (1987). Review on problems in developing cognitively transmitted cognitive modules,Mind & Language 2: 242–251.
Hammill, D. & Larsen, S. (1983).Test of Written Language. Austin, TX: Pro-Ed.
Jastak, S. & Wilkinson, G. (1984).Wide Range Achievement Test-Revised. Wilmington, DE: Jastak Associates.
Juel, C., Griffith, P. & Gough, P. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade,Journal of Educational Psychology 78: 243–255.
Just, M. & Daneman, J. (1992). A capacity theory of comprehension: Individual differences in working memory,Psychological Review 99: 122–149.
Liberman, I. Y., Shankweiler, D., Liberman, A., Fowler, C & Fischer, F. (1977). Phonetic segmentation and recoding in the beginning reader. In: A. Reber & D. Scarborough (eds.),Toward a Psychology of Reading (pp. 207–225). Hillsdale, NJ: Erlbaum.
Luria, A. R. (1973).The Working Brain. New York: Basic Books.
Ojemann, G. (1991). Cortical organization of language,The Journal of Neuroscience 11: 2281–2287.
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, pp. 1–64). New York: Academic Press.
Olson, R. K., Wise, B., Conners, F., Rack, J. & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences,Journal of Learning Disabilities 22: 339–348.
Perfetti, C. & Hogaboam, T. (1975). The relationship between single word decoding and reading comprehension skill,Journal of Educational Psychology 67: 461–469.
Shanahan, T. (1984). Nature of the reading-writing relation: An exploratory multivariate analysis,Journal of Educational Psychology 76: 466–477.
Shanahan, T. & Lomax, D. (1986). An analysis and comparison of theoretical models of the reading-writing relationship,Journal of Educational Psychology 78: 116–123.
Siegel, L. (1989). IQ is irrelevant to the definition of learning disabilities,Journal of Learning Disabilities 22: 469–486.
Siegel, L. (1992). An evaluation of the discrepancy definition of dyslexia,Journal of Learning Disabilities 25: 618–629.
Stanovich, K., Cunningham, A. & Feeman, D. (1984). Intelligence, cognitive skills, and early reading progress,Reading Research Quarterly 19: 278–303.
Stanovich, K. E. & West, R. F. (1989). Exposure to print and orthographic processing,Reading Research Quarterly 24: 402–433.
Stanovich, K. E., West, R. F. & Cunningham, A. E. (1991). Beyond phonological processes: Print-exposure and orthographic processing. In: S. Brady & D. Shankweiler (eds.),Phonological Processes in Literary (pp. 219–235). Hillsdale, NJ: Erlbaum.
Swanson, H. L. (1992).Mental Processing Potential Test (MPPT): A Manual. Austin, TX: Pro-Ed (in preparation).
Swanson, H. L. (1993a). The generality and modifiability of working memory among skilled and less-skilled readers,Journal of Educational Psychology 84: 473–488.
Swanson, H. L. (1993b). Individual differences in working memory: A model testing and subtype analysis of learning disabled and skilled readers,Intelligence 17: 285–332.
Swanson, H. L. & Berninger, V. (1993). Working memory as a source of individual differences in children's writing. In: E. Butterfield (ed.),Children's Writing: Toward a Process Theory of Development of Skilled Writing. Greenwich, CT: JAI Press (in press).
Swanson, H. L., Cochran, K. & Ewars, C. (1989). Working memory and reading disabilities,Journal of Abnormal Child Psychology 17: 745–766.
Swanson, H. L., Cochran, K. & Ewars, C. (1990). Can learning disabilities be determined from working memory performance?,Journal of Learning Disabilities 23: 59–67.
Vellutino, F. & Scanlon, D. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study,Merrill-Palmer Quarterly 33: 321–363.
Vellutino, F. R., Scanlon, D. M., Small, S. G. & Tanzman, M. S. (1991). The linguistic basis of reading ability: Converting written to oral language,Text 11: 99–133.
Vellutino, F., Scanlon, D. & Tanzman, M. (1991). Bridging the gap between cognitive and neuropsychological conceptualizations of reading disability,Learning and Individual Differences 3: 181–203.
Wechsler, D. (1974).Manual for the Wechsler Intelligence Scale for Children-Revised. San Antonio: The Psychological Corporation.
Whitaker, D., Berninger, V., Johnston, J. & Swanson, H. L. (1993). Developmental and individual differences in planning, translating, and revising in intermediate grade writers,Learning and Individual Differences (in press).
Wolf, M. (1991). ‘Word-wraiths’: The unique contribution of the naming system to reading prediction and intervention in developmental dyslexia. Paper presented at the biennial meeting at the Society for Research in Child Development, Seattle, WA.
Wolff, P. H., Gunnoe, C. & Cohen, C. (1983). Associated movements as a measure of developmental age,Developmental Medicine & Child Neurology 25: 417–429.
Woodcock, R. (1987).Woodcock Reading Mastery Tests-Revised. Circle Prines, MN: American Guidance Service.
Woodcock, R. W. & Johnson, M. B. (1989, 1990).The Woodcock-Johnson Psychoeducational Battery-Revised. Allen, TX: DLM Teaching Resources.