Part of
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 169190
References

References

Anthony, J. L., Aghara, R. G., Dunkelberger, M. J., Anthony, T. I., Williams, J. M., & Zhang, Z.
(2011) What factors place children with speech sound disorders at risk for reading problems? American Journal of Speech-Language Pathology, 20, 146–160. DOI logoGoogle Scholar
Bloomfield, L.
(1984, org. 1933) Language. Chicago: University of Chicago Press.Google Scholar
Bosman, A. M. T., van Hell, J. G., & Verhoeven, L.
(2006) Learning the spelling of strange words in Dutch benefits from regularized reading. Journal of Educational Psychology, 98, 879–890. DOI logoGoogle Scholar
Bürki, A., Spinelli, E., & Gareth Gaskell, M.
(2012) A written word is worth a thousand spoken words: The influence of spelling on spoken-word production. Journal of Memory and Language, 67, 449–467. DOI logoGoogle Scholar
Byrne, B.
(1998) The foundation of literacy: The child’s acquisition of the alphabetic principle. Hove, East Sussex: Psychology Press.Google Scholar
Caravolas, M., Lervåg, A., Defior, S., Málková, G. S., & Hulme, C.
(2013) Different patterns, but equivalent predictors, in growth in reading in consistent and inconsistent orthographies. Psychological Science, 24, 1398–1407. DOI logoGoogle Scholar
Cardoso-Martins, C., Mesquita, T. C., & Ehri L.
(2011) Letter names and phonological awareness help children to learn letter-sound relations. Journal of Experimental Child Psychology, 109, 25–38. DOI logoGoogle Scholar
Carney, E.
(1994) A survey of English spelling. London: Routledge. DOI logoGoogle Scholar
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J.
(2001) DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–56. DOI logoGoogle Scholar
Connine, C. M.
(2004) It’s not what you hear but how often you hear it: On the neglected role of phonological variant frequency in auditory word recognition. Psychonomic Bulletin & Review, 11, 1084–1089. DOI logoGoogle Scholar
Connine, C. M., Ranbom, L. J., & Patterson, D. J.
(2008) Processing variant forms in spoken word recognition: The role of variant frequency. Perception and Psychophysics, 70, 403–411. DOI logoGoogle Scholar
de Jong, P. F.
(2007) Phonological awareness and the use of phonological similarity in letter-sound learning. Journal of Experimental Child Psychology, 98, 131–152. DOI logoGoogle Scholar
(2011) What discrete and serial rapid automatized naming can reveal about reading. Scientific Studies of Reading, 15, 314–337. DOI logoGoogle Scholar
de Jong, P. F. & van der Leij, A.
(1999) Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450–476. DOI logoGoogle Scholar
(2003) Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22–40. DOI logoGoogle Scholar
Drake, D. A. & Ehri, L. C.
(1984): Spelling acquisition: Effects of pronouncing words on memory for their spellings. Cognition and Instruction, 1, 297–320. DOI logoGoogle Scholar
Ehri, L. C.
(1992) Reconceptualizing the development of sight word reading and its relationship to recoding. In P. B. Gough, L. C. Ehri & R. Treiman (Eds.), Reading Acquisition (pp. 107–143). Hillsdale, NJ: Erlbaum.Google Scholar
(2005) Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167–188. DOI logoGoogle Scholar
Elbro, C.
(1996) Early linguistic abilities and reading development: A review and a hypothesis. Reading and Writing: An Interdisciplinary Journal, 8, 453–485. DOI logoGoogle Scholar
(2005) Literacy acquisition in Danish: A deep orthography in cross-linguistic light. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 31–45). Mahwah, NJ: Erlbaum.Google Scholar
Elbro, C., Borstrøm, I., & Petersen, D. K.
(1998) Predicting dyslexia from kindergarten. The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33, 36–60. DOI logoGoogle Scholar
Elbro, C., de Jong, P. F., Houter, D., & Nielsen, A.-M. V.
(2012) From spelling pronunciation to lexical access: A second step in word decoding? Scientific Studies of Reading, 16, 341–359. DOI logoGoogle Scholar
Elbro, C., & Jensen, M. N.
(2005) Quality of phonological representations, word learning, and phoneme awareness in dyslexic and normal readers. Scandinavian Journal of Psychology, 46, 375–384. DOI logoGoogle Scholar
Elbro, C., Nielsen, I., & Petersen, D. K.
(1994) Dyslexia in adults: Evidence for deficits in non-word reading and in the phonological representation of lexical items. Annals of Dyslexia, 44, 205–226. DOI logoGoogle Scholar
Elbro, C., & Petersen, D. K.
(2004) Long-term effects of phoneme awareness and letter name training. An intervention study with children at risk of dyslexia. Journal of Educational Psychology, 96, 660–670. DOI logoGoogle Scholar
Elbro, C., & Scarborough, H. S.
(2004a) Early identification. In T. Nunes & P. Bryant (Eds.), Handbook of Children’s Literacy (pp. 339–359). Dordrecht: Kluwer. DOI logoGoogle Scholar
(2004b) Early intervention. In T. Nunes & P. Bryant (Eds.), Handbook of Children’s Literacy (pp. 361–381). Dordrecht: Kluwer. DOI logoGoogle Scholar
Ellefson, M. R., Treiman, R., & Kessler, B.
(2009) Learning to label letters by sounds or names: a comparison of England and the United States. Journal of Experimental Child Psychology, 102, 323–41. DOI logoGoogle Scholar
Fowler, A. E., & Swainson, B.
(2004) Relationships of naming skills to reading, memory, and receptive vocabulary: Evidence for imprecise phonological representations of words by poor readers. Annals of Dyslexia, 54, 247–281. DOI logoGoogle Scholar
Harm, M. W., McCandliss, B. D., & Seidenberg, M. S.
(2003) Modeling the successes and failures of interventions for disabled readers. Scientific Studies of Reading, 7, 155–182. DOI logoGoogle Scholar
Harm, M. W., & Seidenberg, M. S.
(1999) Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491–528. DOI logoGoogle Scholar
Harm, M. W., & Seidenberg MS.
(2004) Computing the meanings of words in reading: Cooperative division of labour between visual and phonological processes. Psychological Review, 111, 662–720. DOI logoGoogle Scholar
Heltbech, M. A. & Nemholt, P. S.
(2007) Indlæring og brug af skriftnære udtaler – en undersøgelse af voksne ordblindes tilegnelse og anvendelse af skriftnære udtaler til lagring af ordspecifikke stavemåder [’Learning and application of spelling pronunciations of word-specific spellings. A study of adult dyslexics’]. Unpublished MA thesis, Copenhagen: Department of Nordic Studies and Linguistics, University of Copenhagen.Google Scholar
Hilte, M., Bos, M., & Reitsma, P.
(2005) Effects of spelling pronunciations during spelling practice in Dutch. Written Language and Literacy, 8, 137–153. DOI logoGoogle Scholar
Hilte, M. & Reitsma, P.
(2006) Spelling pronunciation and visual preview both facilitate learning to spell irregular words. Annals of Dyslexia, 56, 301–318. DOI logoGoogle Scholar
Huang, F. L., Tortorelli, L. S., & Invernizzi, M. A.
(2014) An investigation of factors associated with letter-sound knowledge at kindergarten entry. Early Childhood Research Quarterly, 29(2), 182–192. DOI logoGoogle Scholar
Hulme, C., Goetz, K., Gooch, D., Adams, J., & Snowling, M. J.
(2007) Paired-associate learning, phoneme awareness, and learning to read. Journal of Experimental Child Psychology, 96, 150–66. DOI logoGoogle Scholar
Kim, Y.-S., Petscher, Y., Foorman, B. R. & Zhou, C.
(2010) The contributions of phonological awareness and letter-name knowledge to letter-sound acquisition – a cross-classified multilevel model approach. Journal of Educational Psychology, 102, 313–326. DOI logoGoogle Scholar
Lervåg, A., Bråten, I., & Hulme, C.
(2009) The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study. Developmental Psychology, 45, 764–781. DOI logoGoogle Scholar
Levin, I., Shatil-Carmon, S., & Asif-Rave, O.
(2006) Learning of letter names and sounds and their contribution to word recognition. Journal of Experimental Child Psychology, 93, 139–165. DOI logoGoogle Scholar
Liberman, A. M.
(1992) The relation of speech to reading and writing. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning. Advances in Psychology, 94, 167–178. DOI logoGoogle Scholar
Liberman, I. Y., Shankweiler, D. S., Fisher, F. W., & Carter, B.
(1974) Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201–212. DOI logoGoogle Scholar
Litt, R. A., de Jong, P. F., van Bergen, E., & Nation, K.
(2013) Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL – reading relationship? Journal of Experimental Child Psychology, 115, 137–149. DOI logoGoogle Scholar
Litt, R. A., & Nation, K.
(2014) The nature and specificity of paired associate learning deficits in children with dyslexia. Journal of Memory and Language, 71, 71–88. DOI logoGoogle Scholar
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A.
(2003) A definition of dyslexia. Annals of Dyslexia, 53, 1–14. DOI logoGoogle Scholar
Marinus, E., & de Jong, P. F.
(2010) Variability in the word-reading performance of dyslexic readers: Effects of letter length, phoneme length and digraph presence. Cortex, 46, 1259–1271. DOI logoGoogle Scholar
McBride-Chang, C.
(1999) The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 285–308.Google Scholar
McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y. C., Wong, T. T. Y., & Wong, S. W. L.
(2011) Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles. Journal of Child Psychology and Psychiatry, 52, 204–211. DOI logoGoogle Scholar
McGuinness, D.
(1998) Why children can’t read and what we can do about it. A scientific revolution in reading. London: Penguin.Google Scholar
Messbauer, V. C. S., & de Jong, P. F.
(2003) Word, nonword and visual paired associate learning in Dutch dyslexic children. Journal of Experimental Child Psychology, 84, 77–96. DOI logoGoogle Scholar
Metsala, J. L., & Walley, A. C.
(1998) Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89–120). Mahwah, NJ: Erlbaum..Google Scholar
Moll, K., Loff, A., & Snowling, M.
(2013) Cognitive endophenotypes of dyslexia. Scientific Studies of Reading, 17, 385–397. DOI logoGoogle Scholar
Morais, J. & Kolinsky, R.
(2005) Literacy and cognitive change. In M. Snowling & C. Hulme (Eds.), The Science of Reading: A Handbook (pp. 188–203). Oxford: Blackwell. DOI logoGoogle Scholar
National Early Reading Panel
(2008) Developing Early Literacy. Report of the National Early Reading Panel. Jessup, Maryland: National Institute for Literacy.Google Scholar
Oakhill, A. E.
(1960) Personal communication. Morden, London.Google Scholar
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, NJ: Erlbaum.Google Scholar
Piasta, S. B., & Wagner, R. K.
(2010) Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill. Journal of Experimental Child Psychology, 105, 324–344. DOI logoGoogle Scholar
Pinker, S.
(1994) The language instinct. The new science of language and mind. London: Allen Lane.Google Scholar
Ramus, F., & Szenkovits, G.
(2008) What phonological deficit? The Quarterly Journal of Experimental Psychology, 61, 129–141. DOI logoGoogle Scholar
Ranbom, L. J., & Connine, C. M.
(2011) Silent letters are activated in spoken word recognition. Language and Cognitive Processes, 26, 236–261. DOI logoGoogle Scholar
Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. & Foorman, B. R.
(2004) Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265–282. DOI logoGoogle Scholar
Share, D. L.
(2004) Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology, 88, 213–233. DOI logoGoogle Scholar
Snowling, M. J.
(2000) Dyslexia (2nd ed.). Oxford: Blackwell.Google Scholar
Snowling, M. & Hulme, C.
(2012) Annual research review: The nature and classification of reading disorders – commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry, 53, 593–607. DOI logoGoogle Scholar
Thaler, V., Landerl, K., & Reitsma, P.
(2008) An evaluation of spelling pronunciations as a means of improving spelling of orthographic markers. European Journal of Psychology of Education, 23, 3–23. DOI logoGoogle Scholar
Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., & Lyytinen, H.
(2010) Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. Journal of Learning Disabilities, 43, 308–321. DOI logoGoogle Scholar
Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. J.
(1998) The foundations of literacy: Learning the sounds of letters. Child Development, 69, 1524–1540. DOI logoGoogle Scholar
Tunmer, W. E., & Chapman, J. W.
(2012) Does set for variability mediate the influence of vocabulary knowledge on the development of word recognition skills? Scientific Studies of Reading, 16, 122–140. DOI logoGoogle Scholar
van Bergen, E., de Jong, P. F., Plakas, A., Maassen, B. & van der Leij, A.
(2012) Child and parental literacy levels within families with a history of dyslexia. Journal of Child Psychology and Psychiatry, 53, 28–36. DOI logoGoogle Scholar
van Bergen, E., de Jong, P. F., Maassen, B., & van der Leij, A.
(2014) The effect of parents’ literacy skills and children’s preliteracy skills on the risk of dyslexia. Journal of Abnormal Child Psychology, 42, 1187–1200. DOI logoGoogle Scholar
van den Boer, M. & de Jong, P. F.
(2015) Parallel and serial reading processes in children’s word and nonword reading. Journal of Educational Psychology, 107, 141–151. DOI logoGoogle Scholar
van den Boer, M., Georgiou, G., & de Jong, P. F.
(2016) Naming of short words is (almost) the same as naming of alphanumeric symbols: Evidence from two orthographies. Journal of Experimental Child Psychology, 144, 152–165. DOI logoGoogle Scholar
Vellutino, F. R., Steger, J. A., & Pruzek, R. M.
(1973) Inter vs. intrasensory deficit in paired-associates learning in poor and normal readers. Canadian Journal of Behavioral Science, 5, 111–123. DOI logoGoogle Scholar
Venezky, R. L.
(1972) Language and cognition in reading (Tech. Rep. No. 188). Madison, WI: Wisconsin Research and Development Center for Cognitive Learning, University of Wisconsin.Google Scholar
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., et al.
(1997) Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468–479. DOI logoGoogle Scholar
Warmington, M. & Hulme, C.
(2012) Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability. Scientific Studies of Reading, 16, 45–62. DOI logoGoogle Scholar
Windfuhr, K. L., & Snowling, M. J.
(2001) The relationship between paired associate learning and phonological skills in normally developing readers. Journal of Experimental Child Psychology, 80, 160–173. DOI logoGoogle Scholar
Ziegler, J. C., Perry, C., Ma-Wyatt, A., Ladner, D. & Schulte-Körne, G.
(2003) Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology, 86, 169–193. DOI logoGoogle Scholar
Zoccolotti, P., De Luca, M., Di Pace, E., Gasperini, F., Judica, A. & Spinelli, D.
(2005) Word length effect in early reading and in developmental dyslexia. Brain and Language, 93, 369–373. DOI logoGoogle Scholar
Cited by

Cited by 14 other publications

Boldrini, Greta, Amy C. Fox & Robert S. Savage
2023. Flexible phonics: a complementary ‘next generation’ approach for teaching early reading. Literacy 57:1  pp. 72 ff. DOI logo
Castles, Anne, Kathleen Rastle & Kate Nation
2018. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest 19:1  pp. 5 ff. DOI logo
Edwards, Ashley A., Valeria M. Rigobon, Laura M. Steacy & Donald L. Compton
2023. Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words. Behavior Research Methods DOI logo
Gruhn, Sophie, Eliane Segers & Ludo Verhoeven
2019. The Efficiency of Briefly Presenting Word Forms in a Computerized Repeated Spelling Training. Reading & Writing Quarterly 35:3  pp. 225 ff. DOI logo
Hsu, Fu-Hui & Chieh-Fang Hu
2019. Identifying the Linguistic Profile of Persistent Foreign Language Learning Difficulties: a Chinese Case Study. English Teaching & Learning 43:3  pp. 235 ff. DOI logo
Inoue, Tomohiro, George K. Georgiou, Naoko Muroya, Miyuki Hosokawa, Hisao Maekawa & Rauno Parrila
2020. Predicting the early growth of word and nonword reading fluency in a consistent syllabic orthography. Journal of Research in Reading 43:3  pp. 364 ff. DOI logo
Krepel, Alexander, Elise H. de Bree, Evelien Mulder, Marco van de Ven, Eliane Segers, Ludo Verhoeven & Peter F. de Jong
2021. The unique contribution of vocabulary in the reading development of English as a foreign language. Journal of Research in Reading 44:3  pp. 453 ff. DOI logo
Maluch, Jessica Tsimprea
2022. Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students. Language and Education 36:6  pp. 576 ff. DOI logo
Murray, Lyndall, Signy Wegener, Hua-Chen Wang, Rauno Parrila & Anne Castles
2022. Children Processing Novel Irregular and Regular Words During Reading: An Eye Tracking Study. Scientific Studies of Reading 26:5  pp. 417 ff. DOI logo
Rigobon, Valeria M., Nuria Gutiérrez, Ashley A. Edwards, Nancy Marencin, Matt Cooper Borkenhagen, Laura M. Steacy & Donald L. Compton
2024. Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality. Scientific Studies of Reading 28:2  pp. 120 ff. DOI logo
Savage, Robert
2022. Teaching Children to Read. In The Science of Reading,  pp. 209 ff. DOI logo
Savage, Robert, George Georgiou, Rauno Parrila & Kristina Maiorino
2018. Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners. Scientific Studies of Reading 22:3  pp. 225 ff. DOI logo
Steacy, Laura M., Donald L. Compton, Yaacov Petscher, James D. Elliott, Kathryn Smith, Jay G. Rueckl, Oliver Sawi, Stephen J. Frost & Kenneth R. Pugh
2019. Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers. Scientific Studies of Reading 23:1  pp. 49 ff. DOI logo
Steacy, Laura M., Ashley A. Edwards, Valeria M. Rigobon, Nuria Gutiérrez, Nancy C. Marencin, Noam Siegelman, Alexandra C. Himelhoch, Cristina Himelhoch, Jay Rueckl & Donald L. Compton
2023. Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia. Reading Research Quarterly 58:2  pp. 254 ff. DOI logo

This list is based on CrossRef data as of 12 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.