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. 333358
References

References

Becher, M. A., Grimm, V., Thorbek, P., Horn, J., Kennedy, P. J. & Osborne, J. L.
(2014) BEEHAVE: A systems model of honeybee colony dynamics and foraging to explore multifactorial causes of colony failure. Journal of Applied Ecology, 51, 470–482. DOI logoGoogle Scholar
Bechtel, W. & Abrahamsen, A.
(2005) Explanation: A mechanistic alternative. Studies in History and Philosophy of Biological and Biomedical Sciences, 36, 421–441. DOI logoGoogle Scholar
(2010) Dynamic mechanistic explanation: Computational modeling of circadian rhythms as an exemplar for cognitive science. Studies in History and Philosophy of Science, 41, 321–333. DOI logoGoogle Scholar
Bishop, D. V. M.
(2015) The interface between genetics and psychology: Lessons from developmental dyslexia. Proceedings of the Royal Society B, 282: 20143139. DOI logoGoogle Scholar
Bishop, D. V. M., & Snowling, M. J.
(2004) Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858–886. DOI logoGoogle Scholar
Boets, B., de Beeck, H. P. O., Vandermosten, M., Scott, S. K., Gillebert, C. R., Mantini, D., … & Ghesquière, P.
(2013) Intact but less accessible phonetic representations in adults with dyslexia. Science, 342, 1251–1254. DOI logoGoogle Scholar
Boets, B., Vandermosten, M., Poelmans, H., Luts, H., Wouters, J., & Ghesquière, P.
(2011) Preschool impairments in auditory processing and speech perception uniquely predict future reading problems. Research in Developmental Disabilities, 32, 560–570. DOI logoGoogle Scholar
Bosse, M. L., Tainturier, M. J., & Valdois, S.
(2007) Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104, 198–230. DOI logoGoogle Scholar
Carrion-Castillo, A., Franke, B. & Fisher, S. E.
(2013) Molecular genetics of dyslexia: An overview. Dyslexia, 19, 214–240. DOI logoGoogle Scholar
Castles, A., & Coltheart, M.
(1993) Varieties of developmental dyslexia. Cognition, 47, 149–180. DOI logoGoogle Scholar
(2004) Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111. DOI logoGoogle Scholar
Catts, H. W., Compton, D., Tomblin, J. B., & Bridges, M. S.
(2012) Prevalence and nature of late-emerging poor readers. Journal of Educational Psychology, 105, 166–181. DOI logoGoogle Scholar
Charney, E. & English, W.
(2012) Candidate genes and political behavior. American Political Science Review, 106, 1–34. DOI logoGoogle Scholar
Coltheart, M.
(2012) Dual-route theories of reading aloud. In J. S. Adelman (Ed.), Visual word recognition, volume 1: Models and methods, orthography and phonology (pp. 3–27). Hove, UK: Psychology Press.Google 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, 204–256. DOI logoGoogle Scholar
de Kovel, C. G., Hol, F. A., Heister, J. G., Willemen, J. J., Sandkuijl, L. A., Franke, B.,…Padberg, G. W.
(2004) Genomewide scan identifies susceptibility locus for dyslexia on Xq27 in an extended Dutch family. Journal of Medical Genetics, 41, 652–657. DOI logoGoogle Scholar
Dehaene, S., Pegado, F., Braga, L., Ventura, P., Nunes Filho, G., Jobert, A., … Cohen, L.
(2010) How learning to read changes the cortical networks for vision and language. Science, 330, 1359–1364. DOI logoGoogle Scholar
de Jong, P. F.
(2011) What discrete and serial rapid automatized naming can reveal about reading. Scientific Studies of Reading, 15, 314–337. DOI logoGoogle Scholar
Denckla, M. B., & Rudel, R. G.
(1976) Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471–479. DOI logoGoogle Scholar
Elliott, J. G., & Grigorenko, E. L.
(2014) The dyslexia debate. Cambridge University Press. DOI logoGoogle Scholar
Facoetti, A., Trussardi, A. N., Ruffino, M., Lorusso, M. L., Cattaneo, C., Galli, R., … & Zorzi, M.
(2010) Multisensory spatial attention deficits are predictive of phonological decoding skills in developmental dyslexia. Journal of Cognitive Neuroscience, 22, 1011–1025. DOI logoGoogle Scholar
Facoetti, A., Zorzi, M., Cestnick, L., Lorusso, M. L., Molteni, M., Paganoni, P., … & Mascetti, G. G.
(2006) The relationship between visuo-spatial attention and nonword reading in developmental dyslexia. Cognitive Neuropsychology, 23, 841–855. DOI logoGoogle Scholar
Ford, D. H. & Lerner, R. M.
(1992) Developmental systems theory: An integrative approach. Newsbury Park, CA: Sage.Google Scholar
Franceschini, S., Gori, S., Ruffino, M., Pedrolli, K., & Facoetti, A.
(2012) A causal link between visual spatial attention and reading acquisition. Current Biology, 22, 814–819. DOI logoGoogle Scholar
Gaab, N., Gabrieli, J. D. E., Deutsch, G. K., Tallal, P., & Temple, E.
(2007) Neural correlates of rapid auditory processing are disrupted in children with developmental dyslexia and ameliorated with training: An fMRI study. Restorative Neurology and Neuroscience, 25, 295–310.Google Scholar
Gabrieli, J. D. E.
(2009) Dyslexia: A new synergy between education and cognitive neuroscience. Science, 325, 280–283. DOI logoGoogle Scholar
Georgiou, G. K., Aro, M., Liao, C. H., & Parrila, R.
(2015) The contribution of RAN pause time and articulation time to reading across languages: Evidence from a more representative sample of children. Scientific Studies of Reading, 19, 135–144. DOI logoGoogle Scholar
Georgiou, G. & Parrila, R.
(2012) Rapid naming and reading. In L. Swanson, K. Harris & S. Graham (eds.), Handbook of learning disabilities (2nd ed., pp. 169–185). New York: Guilford.Google Scholar
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, 218–225. DOI logoGoogle Scholar
Giraud, A.-L. & Ramus, F.
(2013) Neurogenetics and auditory processing in developmental dyslexia. Current Opinion in Neurobiology, 23, 37–42. DOI logoGoogle Scholar
Gordon, P. C., & Hoedemaker, R. S.
(2016) Effective scheduling of looking and talking during rapid automatized naming. Journal of Experimental Psychology: Human Perception and Performance, 42, 742–760.Google Scholar
Gori, S., & Facoetti, A.
(2015) How the visual aspects can be crucial in reading acquisition? The intriguing case of crowding and developmental dyslexia. Journal of Vision, 15, 1–20. DOI logoGoogle Scholar
Goswami, U.
(2011) A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15, 3–10. DOI logoGoogle Scholar
(2015) Sensory theories of developmental dyslexia: Three challenges for research. Nature Reviews Neuroscience, 16, 43–54. DOI logoGoogle Scholar
Gottlieb, G.
(1983) The psychobiological approach to developmental issues. In M. M. Haith & J. J. Campos (Eds.), Handbook of child psychology (4th ed., vol. 2, pp. 1–26). New York: John Wiley & Sons.Google Scholar
(1991) Experiential canalization of behavioral development: Theory. Developmental Psychology, 27, 4–13. DOI logoGoogle Scholar
(1997) Synthesizing nature-nurture: Prenatal roots of instinctive behavior. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
(2002) Individual development and evolution. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gottlieb, G. & Halpern, C. T.
(2002) A relational view of causality in normal and abnormal development. Development and Psychopathology, 14, 421–435. DOI logoGoogle Scholar
Gottlieb, G., Wahlsten, D., & Lickliter, R.
(2006) The significance of biology for human development: A developmental psychobiological systems view. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology (6 ed., Vol. 1, pp. 210–257). Hoboken, NJ: John Wiley & Sons.Google Scholar
Griffiths, P. E. & Tabery, J.
(2013) Developmental systems theory: What does it explain, and how does it explain it? In R. M. Lerner & J. B. Benson (eds.), Advances in child development and behavior (vol. 44, pp. 65–94). Waltham, MA: Academic Press.Google Scholar
Hallgren, B.
(1950) Specific dyslexia (congenital word-blindness); a clinical and genetic study. Acta Psychiatrica et Neurologica Scandinavica Supplementum, 65, 1–287.Google Scholar
Hazan, V., Messaoud-Galusi, S., Rosen, S., Nouwens, S., & Shakespeare, B.
(2009) Speech perception abilities of adults with dyslexia: Is there any evidence for a true deficit? Journal of Speech, Language, and Hearing Research, 52, 1510–1529. DOI logoGoogle Scholar
International Dyslexia Association
(2002) Definition of dyslexia. Retrieved from [URL]
Jablonka, E. & Lamb, M. J.
(2014) Evolution in four dimensions (rev. ed.). Cambridge, MA: The MIT Press.Google Scholar
Jednorog, K., Marchewka, A., Altarelli, I., Monzalvo Lopez, A. K., van Ermingen-Marbach, M., Grande, M., Grabowska, A., Heim, S. & Ramus, F.
(2015) How reliable are gray matter disruptions in specific reading disability across multiple countries and Languages? Insights from a Large-scale voxel-based morphometry study. Human Brain Mapping, 36, 1741–1754. DOI logoGoogle 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, 567–572. DOI logoGoogle Scholar
Kere, J.
(2014) The molecular genetics and neurobiology of developmental dyslexia as model of a complex phenotype. Biochemical and Biophysical Research Communications, 452, 236–243. DOI logoGoogle Scholar
Kirby, J. R., Georgiou, G. K., Martinussen, R., & Parrila, R.
(2010) Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45, 341–362. DOI logoGoogle Scholar
Kirby, J. R., Parrila, R. K. & Pfeiffer, S. L.
(2003) Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95, 453–464. DOI logoGoogle Scholar
Krafnick, A. J., Flowers, D. L., Luetje, M. M., Napoliello, E. M. & Eden, G. F.
(2014) An investigation into the origin of anatomical differences in dyslexia. The Journal of Neuroscience, 34, 901–908. DOI logoGoogle Scholar
Linkersdörfer, J., Lonnemann, J., Lindberg, S., Hasselhorn, M., & Fiebach, C. J.
(2012) Grey matter alterations co-localize with functional abnormalities in developmental dyslexia: An ALE meta-analysis. PLoS ONE, 7, e43122. DOI logoGoogle Scholar
Lobier, M. A., Peyrin, C., Pichat, C., Le Bas, J. F., & Valdois, S.
(2014) Visual processing of multiple elements in the dyslexic brain: Evidence for a superior parietal dysfunction. Frontiers in Human Neuroscience, 8, 479. DOI logoGoogle Scholar
Lobier, M., Zoubrinetzky, R., & Valdois, S.
(2012) The visual attention span deficit in dyslexia is visual and not verbal. Cortex, 48, 768–773. DOI logoGoogle Scholar
Lyytinen, H., Ahonen, T., Aro, M., Aro, T., Närhi, V., & Räsänen, P.
(1998) Learning disabilities: A view of developmental neuropsychology. In R. Licht, A. Bouma, W. Slot, & W. Koops (Eds.), Child neuropsychology: Reading disability and more (pp. 29–54). Delft, NL: Eburon.Google Scholar
Magnuson, J. S., Kukona, A., Braze, D., Johns, C. L., Van Dyke, J. A., Tabor, W., Mencl, W. E., Pugh, K. R., & Shankweiler, D.
(2011) Phonological instability in young adult poor readers: Time course measures and computational modeling. In P. McCardle, B. Miller, J. R. Lee, & O. J. L. Tseng (Eds.). Dyslexia across languages (pp. 184–201). Baltimore, MD: Paul H. Brookes.Google Scholar
Manis, F. R., Seidenberg, M. S., Doi, L. M., McBride-Chang, C., & Petersen, A.
(1996) On the bases of two subtypes of development dyslexia. Cognition, 58, 157–195. DOI logoGoogle Scholar
Manis, F. R., Seidenberg, M. S., Stallings, L., Joanisse, M., Bailey, C., Freedman, L., … & Keating, P.
(1999) Development of dyslexic subgroups. Annals of Dyslexia, 49, 105–134. DOI logoGoogle Scholar
Maisog, J. M., Einbinder, E. R., Flowers, D. L., Turkeltaub, P. E. & Eden, G. F.
(2008) A meta-analysis of functional neuroimaging studies of dyslexia. Annals of the New York Academy of Sciences, 1145, 237–259. DOI logoGoogle Scholar
McCardle, P., Miller, B., Lee, J. R., & Tzeng, O. J. L.
(2011) Dyslexia across languages: Orthography and the brain-gene-behavior link. Baltimore, MD: Paul H. Brookes.Google Scholar
Molenaar, P. C. M., Lerner, R. M., & Newell, K. M.
(eds.)(2014) Handbook of developmental systems theory and methodology. New York: Guilford.Google Scholar
Nation, K., & Snowling, M.
(1998) Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39, 85–101. DOI logoGoogle Scholar
Noordenbos, M. W., Segers, E., Serniclaes, W., & Verhoeven, L.
(2013) Neural evidence of the allophonic mode of speech perception in adults with dyslexia. Clinical Neurophysiology, 124, 1151–1162. DOI logoGoogle Scholar
Nopola-Hemmi, J., Taipale, M., Haltia, T., Lehesjoki, A-E., Voutilainen, A. & Kere, J.
(2000) Two translocations of chromosome 15q associated with dyslexia. Journal of Medical Genetics, 37, 771–775. DOI logoGoogle 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 logoGoogle Scholar
Nurmi, J.-E.
(2012) Students’ characteristics and teacher-child relationships in instruction: A meta-analysis. Educational Research Review, 7, 177–197. DOI logoGoogle Scholar
Parrila, R. K., Kirby, J. R., McQuarrie, L.
(2004) Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development? Scientific Studies of Reading, 8, 3–26. DOI logoGoogle 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: Lawrence Erlbaum.Google Scholar
Pennington, B. F.
(2006) From single to multiple deficit models of developmental disorders. Cognition, 101, 385–413. DOI logoGoogle Scholar
Pennington, B. F., Santerre-Lemon, L., Rosenberg, J., McDonald, B., Boada, R., Friend, A. … Olson, R. K.
(2012) Individual prediction of dyslexia by single versus multiple deficit models. Journal of Abnormal Psychology, 121, 212–224. DOI logoGoogle Scholar
Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K.
(1996) Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56–115. DOI logoGoogle Scholar
Protopapas, A.
(2014) From temporal processing to developmental language disorders: mind the gap. Philosophical Transactions of the Royal Society B: Biological Sciences, 369, 1–11.Google Scholar
Protopapas, A., Altani, A., & Georgiou, G. K.
(2013) Development of serial processing in reading and rapid naming. Journal of Experimental Child Psychology, 116, 914–929. DOI logoGoogle Scholar
Pugh, K. R., Mencl, W. E., Jenner, A. R., Katz, L., Frost, S. J., Lee, J. R., et al.
(2000) Functional neuroimaging studies of reading and reading disability (developmental dyslexia). Mental Retardation & Developmental Disabilities Research Reviews, 6, 207–213. DOI logoGoogle Scholar
Rack, J. P., Snowling, M. J., & Olson, R. K.
(1992) The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 29–53. DOI logoGoogle Scholar
Railsback, S. F. & Grimm, V.
(2011) Agent-based and individual-based modeling: A practical introduction. Princeton, NJ: Princeton University Press.Google Scholar
Ramus, F.
(2003) Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinion in Neurobiology, 13, 212–218. DOI logoGoogle Scholar
Ramus, F., & Ahissar, M.
(2012) Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance. Cognitive Neuropsychology, 29, 104–122. DOI logoGoogle Scholar
Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., & Frith, U.
(2003) Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841–865. DOI logoGoogle Scholar
Ramus, F., & Szenkovits, G.
(2008) What phonological deficit? The Quarterly Journal of Experimental Psychology, 61, 129–141. DOI logoGoogle Scholar
(2009) Understanding the nature of the phonological deficit. In K. Pugh & P. McCardle (Eds.), How children learn to read (pp. 153–169). New York, NY: Psychology Press.Google Scholar
Richlan, F., Kronbichler, M., & Wimmer, H.
(2009) Functional abnormalities in the dyslexic brain: A quantitative meta-analysis of neuroimaging studies. Human Brain Mapping, 30, 3299–3308. DOI logoGoogle Scholar
(2011) Meta-analyzing brain dysfunctions in dyslexic children and adults. Neuroimage, 56, 1735–1742. DOI logoGoogle Scholar
(2013) Structural abnormalities in the dyslexic brain: A meta-analysis of voxel-based morphometry studies. Human Brain Mapping, 34, 3055–3065. DOI logoGoogle Scholar
Ricketts, J., Nation, K., & Bishop, D. V. M.
(2007) Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11, 235–257. DOI logoGoogle Scholar
Rosen, S., & Manganari, E.
(2001) Is there a relationship between speech and nonspeech auditory processing in children with dyslexia? Journal of Speech, Language, and Hearing Research, 44, 720–736. DOI logoGoogle Scholar
Ruffino, M., Gori, S., Boccardi, D., Molteni, M., & Facoetti, A.
(2014) Spatial and temporal attention in developmental dyslexia. Frontiers in Human Neuroscience, 8, 331. DOI logoGoogle Scholar
Serniclaes, W., Van Heghe, S., Mousty, P., Carré, R., & Sprenger-Charolles, L.
(2004) Allophonic mode of speech perception in dyslexia. Journal of Experimental Child Psychology, 87, 336–361. DOI logoGoogle Scholar
Share, D. L.
(2008) On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134, 584–615. DOI logoGoogle Scholar
Shaywitz, S. E.
(1996) Dyslexia. Scientific American, 275, 98–104. DOI logoGoogle Scholar
Simos, P. G., Fletcher, J. M., Bergman, E., Breier, J. I., Foorman, B. R., Castillo, E. M., Davis, R. N., Fitzgerald, M., & Papanicolaou, A. C.
(2002) Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1203–1213. DOI logoGoogle Scholar
Snowling, M. J.
(2000) Dyslexia (2nd ed.). Oxford, UK: Blackwell.Google Scholar
(2013) Early identification and interventions for dyslexia: A contemporary view. Journal of Research in Special Educational Needs, 13, 7–14. DOI logoGoogle Scholar
Snowling, M. J. & Melby-Lervåg, M.
(2016) Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142, 498–545. DOI logoGoogle Scholar
Stanovich, K. E., Siegel, L. S., & Gottardo, A.
(1997) Converging evidence for phonological and surface subtypes of reading disability. Journal of Educational Psychology, 89, 114–127. DOI logoGoogle Scholar
Steacy, L. M., Kirby, J. R., Parrila, R., & Compton, D. L.
(2014) Classification of double deficit groups across time: An analysis of group stability from kindergarten to second grade. Scientific Studies of Reading, 18, 255–273. DOI logoGoogle Scholar
Tabery, J.
(2014) Beyond versus: The struggle to understand the interaction between nature and nurture. Cambridge, MA: The MIT Press. DOI logoGoogle Scholar
Tallal, P.
(1980) Auditory temporal perception, phonics, and reading disabilities in children. Brain and Language, 9, 182–198. DOI logoGoogle Scholar
Thelen, E. & Smith, L. B.
(1994) A dynamic systems approach to the development of cognition and action. Cambridge, MA: The MIT Press.Google Scholar
Torppa, M., Eklund, K., van Bergen, E., & Lyytinen, H.
(2015) Late-emerging and resolving dyslexia: A follow-up study from age 3 to 14. Journal of Abnormal Child Psychology, 43, 1389–1401. DOI logoGoogle Scholar
Torppa, M., Parrila, R., Niemi, P., Poikkeus, A.-M., Lerkkanen, M.-K., & Nurmi, J.-E.
(2013) The double deficit hypothesis in the transparent Finnish orthography: A longitudinal study from kindergarten to grade 2. Reading and Writing: An Interdisciplinary Journal, 26, 1353–1380. DOI logoGoogle Scholar
Tunmer, W. & Greaney, K.
(2010) Defining dyslexia. Journal of Learning Disabilities, 43, 229–243. DOI logoGoogle Scholar
van Bergen, E., Bishop, D. V. M., van Zuijen, T. L., & de Jong, P. F.
(2015) How does parental reading influence children’s reading. A study of cognitive mediation. Scientific Studies of Reading, 19, 325–339. DOI logoGoogle Scholar
van Bergen, E., van der Leij, A. & de Jong, P. F.
(2014) The intergenerational multiple deficit model and the case of dyslexia. Frontiers in Human Neuroscience, 8, 346. DOI logoGoogle Scholar
van den Boer, M., Georgiou, G. K., & 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
Van den Broeck, W., & Geudens, A.
(2012) Old and new ways to study characteristics of reading disability: The case of the nonword-reading deficit. Cognitive Psychology, 65, 414–456. DOI logoGoogle Scholar
Vandermosten, M., Boets, B., Wouters, J. & Ghesquière, P.
(2012) A qualitative and quantitative review of diffusion tensor imaging studies in reading and dyslexia. Neuroscience and Biobehavioral Reviews, 36, 1532–1552 DOI logoGoogle Scholar
Velicer, W. F., Babbin, S. F., & Palumbo, R.
(2014) Idiographic applications: Issues of ergodicity and generalizability. In P. C. M. Molenaar, R. M. Lerner & K. M. Newell (eds.), Handbook of developmental systems theory and methodology (pp. 425–441). New York: Guilford.Google Scholar
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R. S., & Denckla, M. S.
(1996) Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601–638. DOI logoGoogle Scholar
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M.
(2004) Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2–40. DOI logoGoogle Scholar
Vidyasagar, T. R., & Pammer, K.
(2010) Dyslexia: A deficit in visuo-spatial attention, not in phonological processing. Trends in Cognitive Sciences, 14, 57–63. DOI logoGoogle Scholar
Waters, C. K.
(2007) Causes that make a difference. Journal of Philosophy, 104, 551–579. DOI logoGoogle Scholar
Wilensky, U. & Rand, W.
(2015) An introduction to agent-based modeling: Modeling natural, social and engineered complex systems with NetLogo. Cambridge, MA: The MIT Press.Google Scholar
Wolf, M., & Bowers, P. G.
(1999) The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415–438. DOI logoGoogle Scholar
Wolf, M., Bowers, P. G., & Biddle, K.
(2000) Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387–407. DOI logoGoogle Scholar
Woollams, A. M.
(2014) Connectionist neuropsychology: Uncovering ultimate causes of acquired dyslexia. Philosophical Transactions of the Royal Society B: Biological Sciences, 369, 20120398.Google Scholar
Ziegler, J. C., & Goswami, U.
(2005) Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29. DOI logoGoogle 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, F8–F14. DOI logoGoogle 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, 639–647. DOI logoGoogle Scholar
Zoccolotti, P., De Luca, M., & Spinelli, D.
(2015) Discrete versus multiple word displays: A re-analysis of studies comparing dyslexic and typically developing children. Frontiers in Psychology, 6, 01530. DOI logoGoogle Scholar
Zoubrinetzky, R., Bielle, F., & Valdois, S.
(2014) New insights on developmental dyslexia subtypes: Heterogeneity of mixed reading profiles. PloS one, 9, e99337. DOI logoGoogle Scholar
Cited by

Cited by 16 other publications

Ali Mohammed Hussien , Bothina
2023. Using Online Orton-Gillingham Lessons to Teach Reading Comprehension and Word Recognition to Preschool Children at Risk for Dyslexia. PSYCHOLINGUISTICS 33:2  pp. 6 ff. DOI logo
Akgün, Özer & Gönül Akçamete
2023. The Efficacy of the Reading Intervention Programme (OKU-GEL) in Developing the Fluent Reading Skills of Students with Dyslexia. Reading & Writing Quarterly  pp. 1 ff. DOI logo
Christoforou, Christoforos, Timothy C. Papadopoulos & Maria Theodorou
2022. Toward the Study of the Neural-Underpinnings of Dyslexia During Final-Phoneme Elision: A Machine Learning Approach. In Brain Informatics [Lecture Notes in Computer Science, 13406],  pp. 74 ff. DOI logo
Diamanti, Vassiliki, Nata Goulandris, Ruth Campbell & Athanassios Protopapas
2018. Dyslexia Profiles Across Orthographies Differing in Transparency: An Evaluation of Theoretical Predictions Contrasting English and Greek. Scientific Studies of Reading 22:1  pp. 55 ff. DOI logo
Georgiou, George K. & J. P. Das
2019. A Cognitive Framework for Tracing the Roots of Reading Disabilities Among University Students. In The Wiley Handbook of Adult Literacy,  pp. 215 ff. DOI logo
Layes, Smail, Sana Tibi, Marjolaine Cohen & Linda Lombardino
2023. Rapid Automatized Naming and Visual Searching in Arabic-Speaking Children With and Without Dyslexia: The Potential Effect of Color. Learning Disability Quarterly  pp. 073194872311765 ff. DOI logo
Metsala, Jamie L. & Margaret D. David
2022. Improving English reading fluency and comprehension for children with reading fluency disabilities. Dyslexia 28:1  pp. 79 ff. DOI logo
Niolaki, Georgia, Laura Marie Taylor, Aris Terzopoulos & Rachael Davies
2020. Literacy difficulties in higher education: Identifying students’ needs with a hybrid model. Educational and Child Psychology 37:2  pp. 80 ff. DOI logo
Ottosen, Helle Fredslund, Katrine H. Bønnerup, Ethan Weed & Rauno Parrila
2022. Identifying dyslexia at the university: assessing phonological coding is not enough. Annals of Dyslexia 72:1  pp. 147 ff. DOI logo
Parrila, Rauno, Dean Dudley, Shuang Song & George K. Georgiou
2020. A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Annals of Dyslexia 70:1  pp. 1 ff. DOI logo
Parrila, Rauno, George K. Georgiou & Timothy C. Papadopoulos
2020. Dyslexia in a consistent orthography: Evidence from reading‐level match design. Dyslexia 26:4  pp. 343 ff. DOI logo
Protopapas, Athanassios
2019. Evolving Concepts of Dyslexia and Their Implications for Research and Remediation. Frontiers in Psychology 10 DOI logo
Protopapas, Athanassios & Rauno Parrila
2019. Dyslexia: Still Not a Neurodevelopmental Disorder. Brain Sciences 9:1  pp. 9 ff. DOI logo
Rakhlin, Natalia, Catalina Mourgues, Tatiana Logvinenko, Alexander N. Kornev & Elena L. Grigorenko
2023. What Reading-Level Match Design Reveals about Specific Reading Disability in a Transparent Orthography and How Much We Can Trust It. Scientific Studies of Reading 27:2  pp. 101 ff. DOI logo
Tibi, Sana & John R. Kirby
2018. Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic. Scientific Studies of Reading 22:1  pp. 70 ff. DOI logo
Tsiampa, Athanasia Maria & Konstantina Skolariki
2020. Neurocognitive Interventions and Brain Function in Children with Dyslexia. In Brain Function Assessment in Learning [Lecture Notes in Computer Science, 12462],  pp. 45 ff. DOI logo

This list is based on CrossRef data as of 13 may 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.