Barreto, H., Moreira, A., & Ferreira, C. (2008). Wechsler Adult Intelligence Scale (WAIS-III): Versão Portuguesa [WAIS-III: Portuguese version]. Lisboa: Cegoc.
Google Scholar
Bellocchi, S., Muneaux, M., Bastien-Toniazzo, M., & Ducrot, S. (2013). I can read it in your eyes: what eye movements tell us about visuo-attentional processes in developmental dyslexia. Research in Developmental Disabilities, 34(1), 452–460. doi:10.1016/j.ridd.2012.09.002.
Article
Google Scholar
Blomert, L., & Vaessen, A. (2009). 3DM differential diagnostics for dyslexia: cognitive analysis of reading and spelling. Amsterdam: Boom Test.
Google Scholar
Bosse, M.-L., Tainturier, M. J., & Valdois, S. (2007). Developmental dyslexia: the visual attention span deficit hypothesis. Cognition, 104(2), 198–230. doi:10.1016/j.cognition.2006.05.009.
Article
Google Scholar
Bouma, H. (1973). Visual interference in the parafoveal recognition of initial and final letters of words. Vision Research, 13(4), 767–782. doi:10.1016/0042-6989(73)90041-2.
Article
Google Scholar
Bouma, H., & Legein, C. P. (1977). Foveal and parafoveal recognition of letters and words by dyslexics and by average readers. Neuropsychologia, 15(1), 69–80. doi:10.1016/0028-3932(77)90116-6.
Article
Google Scholar
Callens, M., Whitney, C., Tops, W., & Brysbaert, M. (2013). No deficiency in left-to-right processing of words in dyslexia but evidence for enhanced visual crowding. The Quarterly Journal of Experimental Psychology, 66(9), 1803–1817. doi:10.1080/17470218.2013.766898.
Article
Google Scholar
Castro, S. L., & Alves, R. A. (2005). Despistagem da dislexia em adultos através do Questionário de História de Leitura. Iberpsicología: Revista Electrónica de la Federación española de Asociaciones de Psicología, 10(8), 9–. Accessed 11 Mar 2015.
Chace, K. H., Rayner, K., & Well, A. D. (2005). Eye movements and phonological parafoveal preview: effects of reading skill. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 59(3), 209–217. doi:10.1037/h0087476.
Article
Google Scholar
De Luca, M., Di Pace, E., Judica, A., Spinelli, D., & Zoccolotti, P. (1999). Eye movement patterns in linguistic and non-linguistic tasks in developmental surface dyslexia. Neuropsychologia, 37(12), 1407–1420. doi:10.1016/S0028-3932(99)00038-X.
Article
Google Scholar
Denckla, M. B., & Rudel, R. G. (1976). Rapid “automatized” naming (R.A.N.): dyslexia differentiated from other learning disabilities. Neuropsychologia, 14(4), 471–479. doi:10.1016/0028-3932(76)90075-0.
Article
Google Scholar
Di Filippo, G., Brizzolara, D., Chilosi, A., De Luca, M., Judica, A., Pecini, C., et al. (2005). Rapid naming, not cancellation speed or articulation rate, predicts reading in an orthographically regular language (Italian). Child Neuropsychology, 11(4), 349–361. doi:10.1080/09297040490916947.
Article
Google Scholar
Di Filippo, G., Brizzolara, D., Chilosi, A., De Luca, M., Judica, A., Pecini, C., et al. (2006). Naming speed and visual search deficits in readers with disabilities: evidence from an orthographically regular language (Italian). Developmental Neuropsychology, 30(3), 885–904. doi:10.1207/s15326942dn3003_7.
Article
Google Scholar
Fernandes, T., Araújo, S., Sucena, A., Reis, A., & Castro, S. L. (2014). The 1-min screening test for reading problems in college students: psychometric properties and dyslexic readers profile. Submitted.
Georgiou, G. K., Parrila, R., Cui, Y., & Papadopoulos, T. C. (2013). Why is rapid automatized naming related to reading? Journal of Experimental Child Psychology, 115(1), 218–225. doi:10.1016/j.jecp.2012.10.015.
Article
Google Scholar
Germano, G. D., Reilhac, C., Capellini, S. A., & Valdois, S. (2014). The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children. Frontiers in Psychology, 5. doi:10.3389/fpsyg.2014.01169.
Hawelka, S., & Wimmer, H. (2005). Impaired visual processing of multi-element arrays is associated with increased number of eye movements in dyslexic reading. Vision Research, 45(7), 855–863. doi:10.1016/j.visres.2004.10.007.
Article
Google Scholar
Hawelka, S., & Wimmer, H. (2008). Visual target detection is not impaired in dyslexic readers. Vision Research, 48(6), 850–852. doi:10.1016/j.visres.2007.11.003.
Article
Google Scholar
Henderson, J. M., & Ferreira, F. (1990). Effects of foveal processing difficulty on the perceptual span in reading: implications for attention and eye movement control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(3), 417–429. doi:10.1037/0278-7393.16.3.417.
Google Scholar
Jones, M. W., Kelly, M. L., & Corley, M. (2007). Adult dyslexic readers do not demonstrate regularity effects in sentence processing: evidence from eye-movements. Reading and Writing, 20(9), 933–943. doi:10.1007/s11145-007-9060-3.
Jones, M. W., Obregón, M., Louise Kelly, M., & Branigan, H. P. (2008). Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: an eye-tracking study. Cognition, 109(3), 389–407. doi:10.1016/j.cognition.2008.10.005.
Article
Google Scholar
Jones, M. W., Branigan, H. P., & Kelly, M. L. (2009). Dyslexic and nondyslexic reading fluency: rapid automatized naming and the importance of continuous lists. Psychonomic Bulletin & Review, 16(3), 567–572. doi:10.3758/PBR.16.3.567.
Article
Google Scholar
Lassus-Sangosse, D., N’guyen-Morel, M.-A., & Valdois, S. (2008). Sequential or simultaneous visual processing deficit in developmental dyslexia? Vision Research, 48(8), 979–988. doi:10.1016/j.visres.2008.01.025.
Article
Google Scholar
Lewandowska, M., Milner, R., Ganc, M., Włodarczyk, E., & Skarżyński, H. (2014). Attention dysfunction subtypes of developmental dyslexia. Medical Science Monitor: International Medical Journal of Experimental and Clinical Research, 20, 2256–2268. doi:10.12659/MSM.890969.
Article
Google Scholar
Martelli, M., Di Filippo, G., Spinelli, D., & Zoccolotti, P. (2009). Crowding, reading, and developmental dyslexia. Journal of Vision, 9(4), 14. doi:10.1167/9.4.14.
Article
Google Scholar
McConkie, G. W., & Rayner, K. (1975). The span of the effective stimulus during a fixation in reading. Perception & Psychophysics, 17(6), 578–586. doi:10.3758/BF03203972.
Article
Google Scholar
Moll, K., & Jones, M. (2013). Naming fluency in dyslexic and nondyslexic readers: differential effects of visual crowding in foveal, parafoveal, and peripheral vision. The Quarterly Journal of Experimental Psychology, 66(11), 2085–2091. doi:10.1080/17470218.2013.840852.
Article
Google Scholar
Moores, E., Cassim, R., & Talcott, J. B. (2011). Adults with dyslexia exhibit large effects of crowding, increased dependence on cues, and detrimental effects of distractors in visual search tasks. Neuropsychologia, 49(14), 3881–3890. doi:10.1016/j.neuropsychologia.2011.10.005.
Article
Google Scholar
Nergård-Nilssen, T., & Hulme, C. (2014). Developmental dyslexia in adults: behavioural manifestations and cognitive correlates. Dyslexia, 20(3), 191–207. doi:10.1002/dys.1477.
Article
Google Scholar
Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427–452. doi:10.1146/annurev-psych-120710-100431.
Article
Google Scholar
Pavlidis, G. T. (1981). Do eye movements hold the key to dyslexia? Neuropsychologia, 19(1), 57–64.
Article
Google Scholar
Perea, M., Panadero, V., Moret-Tatay, C., & Gómez, P. (2012). The effects of inter-letter spacing in visual-word recognition: evidence with young normal readers and developmental dyslexics. Learning and Instruction, 22(6), 420–430. doi:10.1016/j.learninstruc.2012.04.001.
Article
Google Scholar
Pernet, C., Valdois, S., Celsis, P., & Démonet, J.-F. (2006). Lateral masking, levels of processing and stimulus category: a comparative study between normal and dyslexic readers. Neuropsychologia, 44(12), 2374–2385. doi:10.1016/j.neuropsychologia.2006.05.003.
Article
Google Scholar
Pollatsek, A., Reichle, E. D., & Rayner, K. (2006). Tests of the E-Z Reader model: exploring the interface between cognition and eye-movement control. Cognitive Psychology, 52(1), 1–56. doi:10.1016/j.cogpsych.2005.06.001.
Article
Google Scholar
Rayner, K., Murphy, L. A., Henderson, J. M., & Pollatsek, A. (1989). Selective attentional dyslexia. Cognitive Neuropsychology, 6(4), 357–378. doi:10.1080/02643298908253288.
Article
Google Scholar
Reichle, E. D., Rayner, K., & Pollatsek, A. (2003). The E-Z reader model of eye-movement control in reading: comparisons to other models. The Behavioral and Brain Sciences, 26(4), 445–476. discussion 477–526.
Article
Google Scholar
Reis, A., Faísca, L., Castro, S., Inácio, F., Pacheco, A., Araújo, S., & Santos, M. (2014). Versão Portuguesa da Bateria 3DM para avaliação da leitura e da escrita [3DM Portuguese version to assess reading and spelling skills]. Manuscript in preparation.
Schotter, E. R., Angele, B., & Rayner, K. (2012). Parafoveal processing in reading. Attention, Perception, & Psychophysics, 74(1), 5–35. doi:10.3758/s13414-011-0219-2.
Article
Google Scholar
Sperlich, A., Schad, D. J., & Laubrock, J. (2015). When preview information starts to matter: development of the perceptual span in German beginning readers. Journal of Cognitive Psychology, 5, 1–20. doi:10.1080/20445911.2014.993990.
Google Scholar
Spinelli, D., De Luca, M., Judica, A., & Zoccolotti, P. (2002). Crowding effects on word identification in developmental dyslexia. Cortex, 38(2), 179–200. doi:10.1016/S0010-9452(08)70649-X.
Article
Google Scholar
Sucena, A., & Castro, S. L. (2010). Aprender a ler e avaliar a leitura. O TIL: Teste de Idade de Leitura. Coimbra: Almedina.
Google Scholar
Valdois, S., Bosse, M.-L., & Tainturier, M.-J. (2004). The cognitive deficits responsible for developmental dyslexia: review of evidence for a selective visual attentional disorder. Dyslexia (Chichester, England), 10(4), 339–363. doi:10.1002/dys.284.
Article
Google Scholar
Wechsler, D. (1997). WAIS-III, wechsler adult intelligence scale: administration and scoring manual. Psychological Corporation.
Wimmer, H., Mayringer, H., & Landerl, K. (1998). Poor reading: a deficit in skill-automatization or a phonological deficit? Scientific Studies of Reading, 2(4), 321–340. doi:10.1207/s1532799xssr0204_2.
Article
Google Scholar
Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415–438. doi:10.1037/0022-0663.91.3.415.
Article
Google Scholar
Yan, M., Pan, J., Laubrock, J., Kliegl, R., & Shu, H. (2013). Parafoveal processing efficiency in rapid automatized naming: a comparison between Chinese normal and dyslexic children. Journal of Experimental Child Psychology, 115(3), 579–589. doi:10.1016/j.jecp.2013.01.007.
Article
Google Scholar
Ziegler, J. C., Pech-Georgel, C., Dufau, S., & Grainger, J. (2010). Rapid processing of letters, digits and symbols: what purely visual-attentional deficit in developmental dyslexia? Developmental Science, 13(4), F8–F14. doi:10.1111/j.1467-7687.2010.00983.x.
Article
Google Scholar
Zoccolotti, P., De Luca, M., Lami, L., Pizzoli, C., Pontillo, M., & Spinelli, D. (2013). Multiple stimulus presentation yields larger deficits in children with developmental dyslexia: a study with reading and RAN-type tasks. Child Neuropsychology, 19(6), 639–647. doi:10.1080/09297049.2012.718325.
Article
Google Scholar
Zorzi, M., Barbiero, C., Facoetti, A., Lonciari, I., Carrozzi, M., Montico, M., et al. (2012). Extra-large letter spacing improves reading in dyslexia. Proceedings of the National Academy of Sciences, 109(28), 11455–11459. doi:10.1073/pnas.1205566109.
Article
Google Scholar