Chapter published in:
Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven
Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
References

References

American Psychiatric Association
(2013) Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association. CrossrefGoogle Scholar
Bergey, B. W., Deacon, S. H., & Parrila, R.
(2015) The metacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulty. Journal of Learning Disabilities. Advance online publication. CrossrefGoogle Scholar
Bergey, B. W., Horne-Robinson, H., Parrila, R. K., & Deacon, S. H.
submitted). Academic support service use and academic achievement of university students with a history of reading difficulty: A mixed method study. Manuscript under review for publication.
Bergey, B. W., Laroche, A., & Deacon, H.
(2014, May). The impacts of early challenges in acquiring reading: the learning, reading and organizational skills of university students with a history of reading difficulties. In H. Deacon (Chair), Recent Canadian reading research across educational contexts. Symposium at Canadian Conference on Developmental Psychology, Ottawa, Ontario.
Bowers, P., Kirby, J. R., & Deacon, S. H.
(2010) The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80(2), 144–172. CrossrefGoogle Scholar
Burt, J. S.
(2006) What is orthographic processing skill and how does it relate to word identification in reading? Journal of Research in Reading, 29(4), 400–417. CrossrefGoogle Scholar
Carlisle, J. F.
(2000) Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169–190. CrossrefGoogle Scholar
(2010) Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464–487. CrossrefGoogle Scholar
Carlisle, J. F., & Stone, C.
(2005) Exploring the role of morphemes in word reading. Reading Research Quarterly, 40(4), 428–449. CrossrefGoogle Scholar
Cassar, M., & Treiman, R.
(1997) The beginnings of orthographic knowledge: Children’s knowledge of double letters in words. Journal of Educational Psychology, 89, 631–644. CrossrefGoogle Scholar
Castles, A., & Coltheart, M.
(1993) Varieties of developmental dyslexia. Cognition, 47(2), 149–180. CrossrefGoogle Scholar
Castles, A., & Nation, K.
(2006) How does orthographic learning happen? From Inkmarks to Ideas: Current Issues in Lexical Processing, 151–179.Google Scholar
Chevalier, T. M., Parrila, R., Ritchie, K. C., & Deacon, S. H.
(2015) The role of metacognitive reading strategies, metacognitive study and learning Strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities, 50(1), 34–48. CrossrefGoogle Scholar
Conrad, N., & Deacon, S. H.
submitted). Children’s orthographic knowledge and their word reading skill: Testing bi-directional relations. Scientific Studies of Reading.
Corkett, J. K., Hein, S. F., & Parrila, R.
(2008) Compensating for reading difficulties: A qualitative investigation of university students’ experiences of influential personal characteristics. Exceptionality Education International, 18(2), 51–68.Google Scholar
Deacon, S. H.
(2008) The metric matters: Determining the extent of children’s knowledge of morphological spelling regularities. Developmental Science, 11(3), 396–406. CrossrefGoogle Scholar
(2012) Sounds, letters, and meanings: The independent influences of phonological, morphological, and orthographic skills on early word reading accuracy. Journal of Research in Reading, 35(4), 456–475. CrossrefGoogle Scholar
Deacon, S. H., Benere, J., & Castles, A.
(2012) Chicken or egg? Untangling the relationship between orthographic processing and reading. Cognition, 122(1), 110–117. CrossrefGoogle Scholar
Deacon, S. H., Benere, J., & Pasquerella, A.
(2013) Reciprocal relationship: Children’s morphological awareness and their reading accuracy across grade 2 to 3. Developmental Psychology, 49(6), 1113–1126. CrossrefGoogle Scholar
Deacon, S. H., Cook, K., & Parrila, R.
(2012) Identifying high-functioning dyslexics: Is self-report of early reading problems enough? Annals of Dyslexia, 62(2), 120–134. CrossrefGoogle Scholar
Deacon, S. H., Kieffer, M. J., & Laroche, A.
(2014) The relation between morphological awareness and reading comprehension: Evidence from mediation and longitudinal models. Scientific Studies of Reading, 18(6), 432–451. CrossrefGoogle Scholar
Deacon, S. H., & Kirby, J.
(2004) Morphological awareness: Just ‘more phonological’? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. CrossrefGoogle Scholar
Deacon, S. H., Kirby, J., & Bell-Casselman, M.
(2009) How robust is the contribution of morphological awareness to spelling? Reading Psychology, 30(4), 301–318. CrossrefGoogle Scholar
Deacon, S. H., Marinus, E., Tims, T., Castles, A.
in preparation). How children’s orthographic learning predicts their word reading development.
Deacon, S. H., Parrila, R., & Kirby, J. R.
(2006) Processing of derived forms in high-functioning dyslexics. Annals of Dyslexia, 56(1), 103–128. CrossrefGoogle Scholar
Deacon, S. H., Tong, X., & Francis, K.
(2015) The relationship of morphological analysis and morphological decoding to reading comprehension. Journal of Research in Reading. Advance online publication. CrossrefGoogle Scholar
Deacon, S. H., Tucker, R., Bergey, B. W., Laroche, A., & Parrila, R.
(2017) Outreach to university students with a history of reading difficulties: Early screening and outreach to support academically at-risk students. Journal of College Student Development, 58(3), 432–450. CrossrefGoogle Scholar
Deacon, S. H., Whalen, R., & Kirby, J. R.
(2011) Do children see the danger in dangerous? Grade 4, 6 and 8 children’s reading of morphologically complex words. Applied Psycholinguistics, 32 (3), 467–481. CrossrefGoogle Scholar
Ehri, L. C.
(1995) Phases of development in learning to read words by sight. Journal of research in Reading, 18(2), 116–125. CrossrefGoogle Scholar
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M.
(2001) Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393–447. CrossrefGoogle Scholar
Goodwin, A. P., & Ahn, S.
(2010) A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60(2), 183–208. CrossrefGoogle Scholar
Hammill, D. D., & Newcomer, P. L.
(1996) Test of Language Development-Primary: 3. USA: Pearson Assessments.Google Scholar
Heiman, T., & Precel, K.
(2003) Students with learning disabilities in higher education: Academic strategies profile. Journal of Learning Disabilities, 36(3), 248–258. CrossrefGoogle Scholar
Horne-Robinson, H., & Deacon, S. H.
(2015, April). Wordology! Words as building blocks. Poster presented at the Nova Scotia Developmental Psychology Conference, Wolfville, Nova Scotia, Canada.Google Scholar
Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parilla, R.
(2012) Children’s morphological awareness and reading ability. Reading & Writing: An Interdisciplinary Journal, 25(2), 389–410. CrossrefGoogle Scholar
Kruk, R. S., & Bergman, K.
(2013) The reciprocal relations between morphological processes and reading. Journal of Experimental Child Psychology, 114(1), 10–34. CrossrefGoogle Scholar
Lefly, D. L., & Pennington, B. F.
(1991) Spelling errors and reading fluency in compensated adult dyslexics. Annals of Dyslexia, 41(1), 141–162. CrossrefGoogle Scholar
Levesque, K., Deacon, S. H., & Kieffer, M. J.
(2015, July). Direct and indirect morphological contributions to children’s reading comprehension: A multiple mediation approach. Paper presented at the 22nd annual meeting of the Society for the Scientific Study of Reading, Hawaii, USAGoogle Scholar
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A.
(2003) A definition of dyslexia. Annals of Dyslexia, 53(1), 1–14. CrossrefGoogle Scholar
McGonnell, M., Parrila, R., & Deacon, S. H.
(2007) The recruitment and description of university students who self-report difficulty acquiring early reading skills. Exceptionality Education Canada, 17(1/2), 155.Google Scholar
Nation, K., Angells, P., & Castles, A.
(2007) Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability, and context. Journal of Experimental Child Psychology, 96(1), 71–84. CrossrefGoogle Scholar
Pacton, S., Foulin, J. N., Casalis, S., & Treiman, R.
(2013) Children benefit from morphological relatedness when they learn to spell new words. Frontiers in Psychology, 4(696), 1–7. CrossrefGoogle Scholar
Parrila, R., Corkett, J., Kirby, J., & Hein, S.
(2003) Adult reading history questionnaire–revised. Unpublished questionnaire, University of Alberta, Edmonton, Canada.Google Scholar
Parrila, R., Georgiou, G., & Corkett, J.
(2007) University students with a significant history of reading difficulties: What is and is not compensated? Exceptionality Education Canada, 17(2), 195–220.Google Scholar
Parrila, R., & McQuarrie, L.
(2014) Cognitive processes and academic achievement: Multiple systems model of academic achievement. In T. C. Papadopoulos, R. Parrila, & J. R. Kirby (Eds.), Cognition, intelligence, and achievement: A tribute to J. P. Das (pp. 79–100). San Diego, CA: Elsevier.Google Scholar
Perfetti, C. A.
(1985) Reading ability. New York, NY: Oxford University Press.Google Scholar
Reed, D. K.
(2008) A synthesis of morphology interventions and effects on reading outcomes for students in grades K–12. Learning Disabilities Research & Practice, 23(1), 36–49. CrossrefGoogle Scholar
Roman, A., Kirby, J., Parrila, R., Wade-Woolley, L., & Deacon, S. H.
(2009) Towards a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102(1), 96–113. CrossrefGoogle Scholar
Sénéchal, M., Basque, M. T., & Leclaire, T.
(2006) Morphological knowledge as revealed in children’s spelling accuracy and reports of spelling strategies. Journal of Experimental Child Psychology, 95(4), 231–254. CrossrefGoogle Scholar
Share, D. L.
(1995) Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151–218. CrossrefGoogle Scholar
(1999) Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72(2), 95–129. CrossrefGoogle Scholar
(2008a) On the anglocentricities of current reading research and practice: The perils of overreliance on an "Outlier" orthography. Psychological Bulletin, 134(4), 584–615. CrossrefGoogle Scholar
(2008b) Orthographic learning, phonological recoding, and self-teaching. In R. V. Kail (Ed.), Advances in child development and behavior (Vol. 36, pp. 31–82). San Diego, CA US: Elsevier Academic Press. CrossrefGoogle Scholar
Snow, C. E., Burns, S., & Griffin, P.
(Eds.) (1998) Preventing reading difficulties in young children. Washington, DC: National Academy Press.Google Scholar
Stack-Cutler, H. L., Parrila, R. K., Jokisaari, M., & Nurmi, J.-E.
(2015) How university students with reading difficulties are supported in achieving their goals. Journal of Learning Disabilities, 48(3), 323–334. CrossrefGoogle Scholar
Stack-Cutler, H. L., Parrila, R. K., & Torppa, M.
(2014) Using a multidimensional measure of resilience to explain life satisfaction and academic achievement of adults with reading difficulties. Journal of Learning Disabilities, 1–12. CrossrefGoogle Scholar
Stanovich, K. E., & West, R. F.
(1989) Exposure to print and orthographic processing. Reading Research Quarterly, 21, 360–407. CrossrefGoogle Scholar
Stanovich, K. E., West, R. F., & Cunningham, A. E.
(1991) Beyond phonological processes: Print exposure and orthographic processing. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 219–235). Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.Google Scholar
Strucker, J., Yamamoto, K., & Kirsch, I.
(2005) The relationship of the component skills of reading to performance on the International Adult Literacy Survey (IALS). A NCSALL Research Brief. Retrieved from http://​www​.ncsall​.net​/fileadmin​/resources​/research​/reading​_ials​_rb​.pdf doi: Crossref
Tucker, R., Castles, A., Laroche, A., & Deacon, S. H.
(2016) The nature of orthographic learning in self-teaching: Testing the extent of transfer. Journal of Experimental Child Psychology, 145, 79–94. CrossrefGoogle 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(1), 2–40. CrossrefGoogle Scholar
Wang, H., Castles, A., Nickels, L., & Nation, K.
(2011) Context effects on orthographic learning of regular and irregular words. Journal of Experimental Child Psychology, 109(1), 39–57. CrossrefGoogle Scholar
Wolter, J. A., Self, T., & Apel, K.
(2011) Initial mental graphemic representation acquisition and later literacy achievement in children with language impairment: A longitudinal study. Journal of Learning Disabilities, 44, 543–555. CrossrefGoogle Scholar
Wood, C.
(2002) Orthographic analogies and phonological priming effects. Journal of Research in Reading, 25(2), 144–159. CrossrefGoogle Scholar
Wu, X., Anderson, R. C., Li., W., Wu, X., Li, H., Zhang, J., Zheng, Q., Zhu, J., Shu, H., Jiang, W., Chen, X., Wang, Q., Yin, L., He, Y., Packard, J., & Gaffney, J. S.
(2009) Morphological awareness and Chinese children’s literacy development: An intervention study. Scientific Studies of Reading, 13, 26–52. CrossrefGoogle Scholar