Reading Acquisition and Developmental Dyslexia

Introduction. What Have We Learned from Studies with Skilled Adult Readers? Reading Acquisition in Deep and Shallow Orthographies. Reliability and Prevalence of Dyslexic Reading Deficits. Perceptual Explanations of Dyslexia. A Plausible Framework for Explaining Reading Acquisition and Developmental Dyslexia.

[1]  J. Werker,et al.  Speech perception in severely disabled and average reading children. , 1987, Canadian journal of psychology.

[2]  K. Stanovich.  Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. , 1986 .

[3]  S R Goldman,et al.  Reading skill and the identification of words in discourse context , 1979, Memory & cognition.

[4]  L Pring,et al.  Phonological codes and functional spelling units: Reality and implications , 1981, Perception & psychophysics.

[5]  Adrian Fourcin,et al.  Cross‐language study of speech‐pattern learning , 1977 .

[6]  Ellen Bouchard Ryan,et al.  Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children , 1988 .

[7]  J F Stein,et al.  Diagnosis of dyslexia by means of a new indicator of eye dominance. , 1982, The British journal of ophthalmology.

[8]  Virginia A. Mann,et al.  Phonological awareness: The role of reading experience , 1986, Cognition.

[9]  R. Treiman,et al.  Phonemic-analysis training helps children benefit from spelling-sound rules , 1983, Memory & cognition.

[10]  M. Haith,et al.  Automatic Processing as a Function of Age and Reading Ability. , 1978 .

[11]  Dunn Hl,et al.  International Classification of Diseases , 1958, Encyclopedia of Personality and Individual Differences.

[12]  F R Manis,et al.  A comparison of word recognition processes in dyslexic and normal readers at two reading-age levels. , 1987, Journal of experimental child psychology.

[13]  J. Werker,et al.  Phonemic and phonetic factors in adult cross-language speech perception. , 1984, The Journal of the Acoustical Society of America.

[14]  Ulrich Hans Frauenfelder,et al.  The syllable's role in speech segmentation , 1981 .

[15]  Philip B. Gough,et al.  Decoding, Reading, and Reading Disability , 1986 .

[16]  T. Gottfried,et al.  Effects of consonant context on the perception of French vowels , 1984 .

[17]  P. Bertelson,et al.  Does awareness of speech as a sequence of phones arise spontaneously? , 1979, Cognition.

[18]  C. C. Wood.  Discriminability, response bias, and phoneme categories in discrimination of voice onset time. , 1976, The Journal of the Acoustical Society of America.

[19]  K. Stanovich,et al.  The Developmental Lag Hypothesis in Reading: Longitudinal and Matched Reading-Level Comparisons. , 1988 .

[20]  J. Marshall,et al.  A case study of developmental phonological dyslexia. , 1983, British journal of psychology.

[21]  D. Share,et al.  Sources of Individual Differences in Reading Acquisition. , 1984 .

[22]  U. Goswami.  Children's use of analogy in learning to read: A developmental study , 1986 .

[23]  Linnea C. Ehri,et al.  Does Environmental Print Identification Lead Children into Word Reading? , 1984 .

[24]  Josef Ternus,et al.  The problem of phenomenal identity. , 1938 .

[25]  P. Seymour.  Cognitive analysis of dyslexia , 1986 .

[26]  U. Goswami.  Orthographic Analogies and Reading Development , 1988 .

[27]  J. Werker,et al.  Cross-language speech perception: Evidence for perceptual reorganization during the first year of life , 1984 .

[28]  F. M. Schwantes,et al.  Effects of Rapid Word Recognition Training on Sentence Context Effects in Children , 1987 .

[29]  J. Godfrey,et al.  Performance of dyslexic children on speech perception tests. , 1981, Journal of experimental child psychology.

[30]  Priscilla L. Griffith,et al.  Acquisition of literacy: A longitudinal study of children in first and second grade. , 1986 .

[31]  W L Cullinan,et al.  The perception of temporally segmented vowels and consonant-vowel syllables. , 1979, Journal of speech and hearing research.

[32]  M. Rutter,et al.  Over- and under-achievement in reading: distribution in the general population. , 1974, The British journal of educational psychology.

[33]  C. Juel.  Learning to read and write: A longitudinal study of 54 children from first through fourth grades. , 1988 .

[34]  Robert Ladd Thorndike,et al.  Reading comprehension education in fifteen countries;: An empirical study , 1973 .

[35]  R. Wagner,et al.  The nature of phonological processing and its causal role in the acquisition of reading skills. , 1987 .

[36]  Charles A. Perfetti,et al.  Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. , 1987 .

[37]  R. Glushko.  The Organization and Activation of Orthographic Knowledge in Reading Aloud. , 1979 .

[38]  Joy Stackhouse,et al.  Phonological dyslexia and dysgraphia—a developmental analysis , 1986 .

[39]  Keith E. Stanovich,et al.  Automatic Contextual Facilitation in Readers of Three Ages. , 1978 .

[40]  R. Treiman,et al.  Are there qualitative differences in reading behavior between dyslexics and normal readers? , 1985, Memory & cognition.

[41]  Anthony F. Jorm,et al.  Phonological recoding skills and learning to read: A longitudinal study , 1984, Applied Psycholinguistics.

[42]  James L. McClelland,et al.  A distributed, developmental model of word recognition and naming. , 1989, Psychological review.

[43]  P. Tallal.  Auditory temporal perception, phonics, and reading disabilities in children , 1980, Brain and Language.

[44]  I. Pollack,et al.  On the comparison between identification and discrimination tests in speech perception , 1971 .

[45]  Ingvar Lundberg,et al.  Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children. , 1988 .

[46]  J S Logan,et al.  Cross-language evidence for three factors in speech perception , 1985, Perception & psychophysics.