Academic Publications
Please note that many of the research articles listed can only be found as abstracts online, which will include a summary of the study and its conclusion. These articles come from professional journals and are subject to their paywalls. We wish this were not true because our mission is to educate the public. However, Rooted in Language does not publish these articles, nor do we have any affiliation with these journals. Copyright laws prohibit us from sharing the full articles online, and we have no control over the fees charged to access them.
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Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic. Michal Shany, Ibrahim Asadi, David L. Share. Scientific Studies of Reading, Vol. 27. 2023.
Advantage of Handwriting Over Typing on Learning Words: Evidence From an N400 Event-Related Potential Index. Aya S. Ihara, Kae Nakajima, Akiyuki Kake, Kizuku Ishimaru, Kiyoyuki Osugi, Yasushi Naruse. Frontiers in Human Neuroscience, Vol. 15. June 2021.
Affix Meaning Knowledge in First Through Third Grade Students. Kenn Apel, Victoria Suzanne Henbest. Language, Speech, and Hearing Services in Schools, Vol. 46. April 2016.
Analyzing ‘‘Inconsistencies’’ in Practice: Teachers’ Continued Use of Round Robin Reading. Gwynne Ellen Ash, Melanie R. Kuhn, Sharon Walpole. Reading and Writing Quarterly. Vol 25. 2009.
Are Vocabulary and Word Reading Reciprocally Related? George Georgiou, Tomohiro Inoue, Rauno Parrila. Scientific Studies of Reading, Vol. 27. 2023.
Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision? Kathryn S. McCarthy, Rod D. Roscoe, Laura K. Allen, Aaron D. Likens, Danielle S. McNamara. Assessing Writing 52. 2022.
A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis. May Irene Furenes, Natalia Kucirkova, Adriana G. Bus. Review of Educational Research. 2021.
A Different View on the Simple View of Reading. Kenn Apel, PhD. Remedial and Special Education, Hammill Institute on Disabilities. Vol. 43. 2022.
A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development. Francina J. Clayton, Gillian West, Claire Sears, Charles Hulme, Arne Lervåg. Scientific Studies of Reading. Vol. 24. 2020.
A Speech-to-Print Approach to Teaching Reading. LDA Bulletin. Vol. 53. 2021.
Beginning to Read: Thinking and learning about print. M.J. Adams. Cambridge, MA: The MIT Press.
Beyond Decoding: A Meta-Analysis of the Effects of Language Comprehension Interventions on K–5 Students’ Language and Literacy Outcomes. Rebecca D. Silverman, Erika Johnson, Kristin Keane, and Saurabh Khanna. Reading Research Quarterly, 55(S1). © 2020 International Literacy Association.
A Bill Introduced to Require Cursive Instruction. Decoding Dyslexia OH. University of Washington. 2017.
Bye-Bye Bunny: Place and Manner Sequences in Children’s C1VC2V-Shaped Words. Barbara L. Davis, Katsura Aoyama, Rebekka Cassidy. Journal of Speech, Language, and Hearing Research, Vol. 66. February 2023.
CASL Handwriting Program (Grade 1). Steve Graham, Karen R. Harris. University of Maryland.
Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review. Lucie Broc, Nelly Joye, Julie E. Dockrell, Thierry Olivec. Language, Speech, and Hearing Services in Schools. Vol. 52. 2021.
Cognitive mechanisms of statistical learning and segmentation of continuous sensory input. Leona Polyanskaya. Memory & Cognition. 2022.
Commentary on the What Works Clearinghouse Standards and Procedures Handbook (v. 4.1) for the Review of Single-Case Research. Daniel M. Maggin, Erin Barton, Brian Reichow, Kathleen Lynne Lane, Karrie A. Shogren. Remedial and Special Education, Vol. 43. 2022.
Compensatory Skills and Dyslexia: What Does the Science Say? Fleming Peck, Alicia Leong, Leo Zekelman, Fumiko Hoeft M.D. Ph.D. International Dyslexia Association. Vol. 7. 2018.
Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words. Selenid M. Gonzalez-Frey & Linnea C. Ehri. Routledge Scientific Studies of Reading. 2020.
The contribution of discrete-trial naming and visual recognition to rapid automatized naming deficits of dyslexic children with and without a history of language delay. Filippo Gasperini, Daniela Brizzolara, Paola Cristofani, Claudia Casalini, Anna Maria Chilosi. Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris. 2014.
The Contribution of Phonological Processing to Reading and Spelling in Students With Cochlear Implants. Krystal L. Werfel, Alison Eisel Hendricks. Language, Speech, and Hearing Services in Schools. Vol 54. July 2023.
The Contributions of Prosodic and Phonological Awareness to Reading. Lesly Wade-Woolley, Lindsay Heggie. ResearchGate. 2016.
The Contribution of Vocabulary, Grammar, and Phonological Awareness Across a Continuum of Narrative Ability Levels in Young Children. Kiren S. Khan, Jessica Logan, Laura M. Justice, Ryan P. Bowles, and Shayne B. Piastaa. Journal of Speech, Language, and Hearing Research. September 2021.
The co-occurrence of neurodevelopmental problems in dyslexia. Katarzyna Brimo, Lisa Dinkler, Christopher Gillberg, Paul Lichtenstein, Sebastian Lundström, Jakob Åsberg Johnels. Dyslexia, Wiley. 2021.
Copy Skills and Writing Abilities in Children With and Without Specific Learning Disabilities. Anna Maria Re, Francesca De Vita, Cesare Cornoldi, Susanna Schmidt. Journal of Learning Disabilities, Hammill Institute on Disabilities. 2023.
Corrigendum: Ending the Reading Wars: Reading Acquisition From Novice to Expert. A. Castles, K. Rastle, K. Nation. Psychological Science in the Public Interest. 2018.
A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia. Nitzan Kligler, Yafit Gabay. Routledge, Scientific Studies of Reading. 2023.
Curriculum Evaluation Guidelines. The Reading League, March 2023.
Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities. Elizabeth A. Stevens, Christy Austin, Clint Moore, Nancy Scammacca, Alexis N. Boucher, Sharon Vaughn. Except Child. 2021.
The Dimensionality of Language Ability in School-Age Children. J. Bruce Tomblin, Xuyang Zhang. Journal of Speech, Language, and Hearing Research. Vol. 49. 2006.
Decoding and Reading Comprehension: A Test of the Decoding Threshold Hypothesis. Zuowei Wang, John Sabatini, Tenaha O’Reilly, Jonathan Weeks. Journal of Educational Psychology, Vol. 111. 2019.
Decoding and word recognition in English as a native and a foreign language in students with and without dyslexia (English vs. Polish students). Marta Łockiewicz, Martyna Jaskulska, Angela Fawcett. Dyslexia, Wiley Online Library. Vol. 26. 2020.
Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers. Ruth Huntley Bahr, Elaine R. Silliman, Virginia W. Berninger. Language, Speech, and Hearing Services in Schools. Vol. 51. July 2020.
Development of Sight Work Reading: Phases and Findings. Linnea C. Ehri. 2004.
Developmental Language Disorder. U.S. Department of Health and Human Services, National Institute on Deafness and Other Communication Disorders. October 2022.
Developmental Sentence Types: A Method for Comparing Normal and Deviant Syntactic Development. Laura L. Lee. Journal of Speech and Hearing Disorders, 1966.
Differences in Detecting Statistical Visual Regularities between Typical and Poor Readers. Haitham Taha. Reading Psychology. February 2023.
Differentiating Reading Profiles of Children With Specific Comprehension Deficits From Skilled Readers: A Systematic Review. Daibao Guo , Luxi Feng, Tracey S. Hodges. Learning Disability Quarterly. Vol 46. 2023.
Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes During Reading. Elizabeth L. Tighe, Gal Kaldes, Amani Talwar, Scott A. Crossley, Daphne Greenberg, Stephen Skalicky. Journal of Learning Disabilities. Vol 56. 2023.
Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities. Kristie L. Calvin, Shelley Gray. Learning Disability Quarterly. Vol 45. 2022.
Do You Know Which Indicators Explain Intervention Effectiveness Most Reliably? David A. Kilpatrick. International Dyslexia Association. 2017.
Does feedback targeting text comprehension trigger the use of reading strategies or changes in readers’ attitudes? A meta-analysis. Elise K. Swart, Thijs M.J. Nielen, Maria T. Sikkema-de Jong, Journal of Research in Reading. Vol 00. 2022.
Does poor spelling equate to slow reading? The relationship between reading, spelling, and orthographic quality. Sandra Martin-Chang, Gene Ouellette, Melanie Madden. Read Write 2014.
Drawing to improve metacomprehension accuracy. Keith W. Thiede, Katherine L. Wright, Sara Hagenah, Julianne Wenner, Jadelyn Abbott, Angela Arechiga. Learning and Instruction. 2021.
Early Handwriting Ability Predicts the Growth of Spelling, But Not Reading, Skills. E. Verena Pritchard, Stephanie A. Malone, Charles Hulme. Scientific Studies of Reading, Routledge Taylor and Francis Group, 2020.
Early Precursors of Reading Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis. Insiya Bhalloo, Monika Molnar. Perspectives on the ASHA Special Interest Groups. Vol. 8. October 2023.
Effects of Affix Type and Base Word Transparency on Students’ Performance on Different Morphological Awareness Measures. Kenn Apel, Victoria S. Henbest, Yaacov Petscher. Journal of Speech, Language, and Hearing Research. Vol. 66. 2023.
The Effects of Script and Orthographic Complexity on the Handwriting and Spelling Performance of Children With Dyslexia. Barbara Arfé, Francesca Corato, Eleonora Pizzocaro, Anne Merella. Journal of Learning Disabilities. 2019.
Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching. William H. Rupley, Timothy R. Blair, William D. Nichols. Reading and Writing Quarterly, Taylor & Francis Online. Vol. 29. 2009.
Effects of Target Age and Genre on Morphological Complexity in Children’s Reading Material. Nicola Dawson, Yaling Hsiao, Alvin Wei Ming Tan, Nilanjana Banerji, Kate Nation. Scientific Studies of Reading. 2023.
Effective Word Reading Instruction: What Does the Evidence Tell Us? Victoria S. Henbest, Kenn Apel. Hammill Institute on Disabilities, Communication Disorders Quarterly. Vol. 39. 2017.
The English Lexicon Project. David A. Balota, Melvin J. Yao, Michael J. Cortese, Keith A. Hutchison, Brett Kessler, Bjorn Loftus, James H. Neely, Douglas L. Nelson, Greg B. Simpson, Rebecca Treiman. Behavior Research Methods. 2007.
Establishing a Reading Mindset Measure: A Validation Study. Jamie L. Tock, Jamie M. Quinn, Stephanie Al Otaiba, Yaacov Petscher, and Jeanne Wanzek. Hammill Institute on Disabilities. 2020.
Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read. Stephanie M. Hammerschmidt‐Snidarich, Kathrin E. Maki, Sarah R. Adams. Psychol Schs, Wiley Periodicals. 2019.
Evidence for Complementary Effects of Code- and Knowledge-Focused Reading Instruction. Meghan Vollebregt, Jana Leggett, Sherry Raffalovitch, Colin King, Deanna Friesen, Lisa MD Archibald. Child Language Teaching and Therapy. 2021.
Examining the Word-Level Skill and Reading Comprehension Profiles of Adolescents With and Without Specific Learning Disabilities. Cassidi L. Richmond , Mia C. Daucourt, Sara A. Hart, Emily J. Solari. Learning Disability Quarterly. 2023.
Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Catherine H. Balthazar, Susan Ebbels, and Rob Zwitserloodd. Language, Speech, and Hearing Services in Schools, Vol. 51. April 2020. Copyright © 2020 American Speech-Language-Hearing Association.
Exploring How Initial Response to Instruction Predicts Morphology Outcomes Among Students With Decoding Difficulties. Yujeong Park, Mary T. Brownell, Deborah K. Reed, Sana Tibi, Linda J. Lombardino. Language, Speech, and Hearing Services in Schools. Vol. 51. 2020.
Eye Movements and Phonological Parafoveal Preview: Effects of Reading Skill. Kathryn H. Chace, Keith Rayner, Arnold D. Well. Canadian Journal of Experimental Psychology. 2005.
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta-Analysis. Colby Hall Katlynn Dahl-Leonard, Eunsoo Cho, Emily J. Solari, Philip Capin, Carlin L. Conner, Alyssa R. Henry, Lysandra Cook, Latisha Hayes, Isabel Vargas, Cassidi L. Richmond, Karen F. Kehoe. International Literacy Association, Reading Research Quarterly. 2022.
Foundations of Writing for School-Age Children and Adolescents. Anthony D. Koutsoftas. Seton Hall University. ASHA 19801/19802.
Foundational Skills. Timothy Shanahan. University of Illinois at Chicago.
From Reading to Spelling and Spelling to Reading: Transfer Goes Both Ways. Nicole J. Conrad. American Psychological Association, Journal of Educational Psychology. Vol. 100. 2008.
Guiding Children’s Invented Spellings: A Gateway Into Literacy Learning. Gene Ouellette, Monique Senechal, and Allyson Haley. The Journal of Experimental Education, 81(2). 2013.
Graphosyllabic Analysis Helps Adolescent Struggling Readers Read and Spell Words. Alpana Bhattcharya, Linnea C. Ehri. Journal of Learning Disabilities. Vol 37. 2004.
Growing up with dyslexia: Child and parent perspectives on school struggles, self-esteem, and mental health. Adrienne Wilmot, Hannah Pizzey, Suze Leitao, Penelope Hasking, Mark Boyes. Dyslexia, Vol. 29. 2023
Handwriting but not typewriting leads to widespread brain connectivity: a high-density EEG study with implications for the classroom. F. R. (Ruud) Van der Weel, Audrey L. H. Van der Meer. Frontiers in Psychology. January 2024.
Hemispheric Specialization for Visual Words is Shaped by Attention to Sublexical Units During Initial Learning. Yuliya N.Yoncheva, JessicaWise, Bruce McCandliss. Brain and Language. Vol. 145-146. 2015.
Here’s Why Schools Should Use Structured Literacy. Louise Spear-Swerling. International Dyslexia Association. Vol. 8, Issue 2. 2019.
How Children Learn to Read Words: Ehri’s Phases. Holly B. Lane. University of Florida Literacy Institute. 1995.
How RAN stimulus type and repetition affect RAN’s relation with decoding efficiency and reading comprehension. Mads Poulsen, Athanassios Protopapas, Holger Juul. Reading and Writing, Department of Nordic Studies and Linguistics. January 2023.
How We Fail Children With Developmental Language Disorder. Karla K. McGregor. Language, Speech, and Hearing Services in Schools, Vol. 51. October 2020.
Identifying Reliable Generalizations for Spelling Words: The Importance of Multilevel Analysis. Mary Abbott. The Elementary School Journal. Vol. 101. 2000.
The Impact of Transcription Writing Interventions for First-Grade Students. Jeanne Wanzeck, Brandy Gatlin, Stephanie Al Otaiba, Young-Suk Grace Kim. 2016.
This research investigates the impact of explicit handwriting and spelling instruction for 1st graders. Students who received explicit handwriting instruction saw improvement in at least one area of handwriting, spelling, or written expression. Students with explicit spelling instruction saw improvements in spelling, but not in their handwriting. The article discusses the importance of both areas of explicit instruction, especially at a young age.
Impaired Perception and Neural Processing of Rules in Developmental Dyslexia. Paula Virtala, Eino Partanen, Teija Kujala. Journal of Learning Disabilities. Vol 54. 2021.
The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults. Eve Ose Askvik, F.R. Van Der Reel, Audrey L.H. Van Der Meer. Frontiers in Psychology, Natural Advantages of Handwriting Over Typewriting. July 2020.
Inside the Letterbox: How Literacy Transforms the Human Brain. Stanislas Dehaene, Ph.D. Cerebrum, June 2013.
The Interaction of Reading, Spelling, and Handwriting Difficulties with Writing Development. Anna L. Barnett, PhD, Vincent Connelly, PhD, and Brett Miller, PhD. Journal of Learning Disabilities 2020, Vol. 53.
Internal Cognitive Load Differentially Influences Acoustic and Lexical Context Effects in Speech Perception: Evidence From a Population With Attention-Deficit/Hyperactivity Disorder. Hadeer Derawi, Eva Reinisch, Yafit Gabay. Journal of Speech, Language, and Hearing Research. Vol. 66. October 2023.
Interventions to Improve Young Children’s Early Literacy Skills. Laura Justice, PhD. The Ohio State University.
Invented Spelling: Developmental Patterns in Kindergarten Children and Guidelines for Early Literacy Intervention. Linda J. Lombardino, Tara Bedford, Christine Fortier, Jennifer Carter, John Brandi. Language, Speech, and Hearing Services in Schools, Vol. 28. October 1997.
Investigating Reading from Screens and Mind Wandering in the Context of Standards of Coherence. Virginia Clinton-Lisell. Scientific Studies of Reading, Vol. 27. 2023.
Is English Spelling Chaotic? Misconceptions Concerning Its Irregularity. Brett Kessler and Rebecca Treiman. Reading Psychology, 24. 2003.
Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text. Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, Ladislao Salmerón. Reading and Writing. Springer. Aug 2022.
Is Phonological Awareness Related to Pitch, Rhythm, and Speech-in-Noise Discrimination in Young Children? Renata Eccles,Jeannie van der Linde, Mia le Roux, Jenny Holloway, Douglas MacCutcheon, Robert Ljung, De Wet Swanepoela. Language, Speech, and Hearing Services in Schools. Vol. 52. 2021.
Language is literacy and Literacy is language: The challenge for Speech-Language Pathologists. Geraldine P. Wallach, PhD. Department of Speech-Language Pathology. California State University, Long Beach.
Learning Disabilities, Dyslexia and Vision. American Academy on Ophthalmology, The Eye M.D. Association.
Learning strategies: a synthesis and conceptual model. John AC Hattie, Gregory M Donoghue. Science of Learning Research Centre, Nature Partner Journals. 2016.
The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities. Lisa M. Oefinger and Stephen T. Peverly. Journal of Learning Disabilities, Hammill Institute of Disabilities. 2020.
Linguistic Contributions to Word-Level Spelling Accuracy in Elementary School Children With and Without Specific Language Impairment. Krystal L. Werfel, C. Melanie Schuele, Paul Reed. AJSLP Research Article. 2018.
Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1–9. Ruth Huntley Bahr, Elaine R. Silliman, Virginia W. Berninger, Michael Dow. Journal of Speech, Language, and Hearing Research, Vol. 55. December 2012.
Listening Ears or Reading Eyes: A Meta-Analysis of Reading and Listening Comprehension Comparisons. Virginia Clinton-Lisell. Review of Educational Research. August 2022, Vol. 92, No. 4.
Longitudinal stability of pre-reading skill profiles of kindergarten children: Implications for early screening and theories of reading. Ola Ozernov-Palchik, Elizabeth S. Norton, Georgios Sideridis, Sara D. Beach, Maryanne Wolf, John D. E. Gabrieli, Nadine Gaab. Dev Sci. 2017.
Manual Rhythmic Sequencing Skills in Children With Childhood Apraxia of Speech. Janet Vuolo, Allison Kinross, Katlyn DeHart. Journal of Speech, Language, and Hearing Research. Vol. 66. October 2023.
A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. Steve Graham, Sharlene Kithara, Debra McKeown, Karen R. Harris. Journal of Educational Psychology. Vol 104. 2012.
Measuring Young Children’s Alphabet Knowledge: Development and Validation of Brief Letter-Sound Knowledge Assessments. Shayne B. Piasta, Beth M. Phillips, Jeffrey M. Williams, Ryan P. Bowles, Jason L. Anthony. The Elementary School Journal. Vol. 116. 2016.
A Meta-Analysis of Phonemic Awareness Instruction Provided to Children Suspected of Having a Reading Disability. David M. Rehfeld, Marie Kirkpatrick, Nicole O’Guinn, Rachel Renbarger. Language, Speech, and Hearing Services in Schools. Vol. 53. 2022.
Mind the Gap Between Comprehension and Metacomprehension: Meta-Analysis of Metacomprehension Accuracy and Intervention Effectiveness. Chunliang Yang, Wenbo Zhao, Bo Yuan, Liang Luo, David R. Shanks. Review of Educational Research, Month 201X, Vol. XX, No. X. 2022
Monster Test: You Can Analyze Developmental Spelling. Dr. J. Richard Gentry. May 1985.
Morphemes as letter chunks: Linguistic information enhances the learning of visual regularities. Jarosław R. Lelonkiewicz, Maria Ktori, Davide Crepaldi. Journal of Memory and Language, Vol. 130. November 2021.
Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. Ashley Bourque Meaux, Julie A. Wolter, Ginger G. Collinsa. Language, Speech, and Hearing Services in Schools. Vol. 51. 2020.
Morphological Awareness Performance Profiles of First- Through Sixth-Grade Students. Kenn Apel, Victoria S. Henbest, Yaacov Petscherc. American Speech-Language-Hearing Association. 2021.
Morphological Priming in Children: Disentangling the Effects of School-grade and Reading Skill. Jana Hasenäcker, Elisabeth Beyersmann, Sascha Schroeder. Scientific Studies of Reading. Vol. 0. 2020.
Morpheme Frequency in Academic Words: Identifying High-Utility Morphemes for Instruction, Literacy Research and Instruction. Holly B. Lane, Linda Gutlohn & Wilhelmina van Dijk. Research and Instruction, 58:3, 184-209. 2019.
Multiple dimensions of afx spelling complexity: analyzing the performance of children with dyslexia and typically developing controls. Rachel Schiff, Shani Levy-Shimon, Ayelet Sasson, Ella Kimmel, Dorit Ravid. Reading and Writing. Springer. November 2022.
Musical perceptual skills, but not neural auditory processing, are associated with better reading ability in childhood. Eino Partanen, Riia Kivimaki, Minna Huotilainen, Sari Ylinen, Mari Tervaniemi. Neuropsychologia, Vol. 169. 2022.
The Myths and Truths of Dyslexia in Different Writing Systems. Fumiko Hoeft, Peggy McCardle, Kenneth Pugh. International Dyslexia Association. 2015.
Narrative Intervention: Principles to Practice. Trina D. Spencera, Douglas B. Petersen. Language, Speech, and Hearing Services in Schools. Vol 51. 2020.
The Nation’s Report Card: Writing 2011. Institute of Education Sciences, U.S. Department of Education, Washington, D.C. 2012
Neuroimaging Correlates of Handwriting Quality as Children Learn to Read and Write. Paul Gimenez, Nicolle Bugescu, Jessica M. Black,Roeland Hancock, Kenneth Pugh, Masanori Nagamine, Emily Kutner, Paul Mazaika, Robert Hendren, Bruce D. McCandliss, Fumiko Hoeft. Frontiers in Human Neuroscience March 2014, Vol 8, Article 155.
Neurobiology of Dyslexia. Elizabeth S. Norton, Sara D. Beach, John D. E. Gabrieli. Curr Opin Neurobiol. 2015.
Neural phoneme discrimination in variable speech in newborns – Associations with dyslexia risk and later language skills. P. Virtala, T. Kujala, E. Partanen, J.A. Hamalainen, I. Winkler. Brain and Cognition. March 2022.
Note-Taking Skills of Middle School Students With and Without Learning Disabilities. Joseph R. Boyle. Journal of Learning Disabilities, Hammill Institute of Disabilities. 2010.
Novel word learning deficits in infants at family risk for dyslexia. Marina Kalashnikova, Usha Goswami, Denis Burnham. Wiley, Dyslexia. 2019.
One Teacher's Use of Curriculum-Based Measurement: A Changed Opinion. Jan E. Hasbrouck , Tanya Woldbeck , Candyce Ihnot, Richard I. Parker. Learning Disabilities Research & Practice, Routledge. 1999.
Oral Language Deficits in Familial Dyslexia: A Meta-Analysis and Review. Margaret J. Snowling, Monica Melby-Lervåg. Psychological Bulletin. Vol 142. 2016.
Oral vocabulary knowledge and learning to read new words: A theoretical review. Signy Wegener, Elisabeth Beyersmann, Hua-Chen Wang, Anne Castles. Australian Journal of Learning Difficulties. 2022.
The Pen is Mightier than the Keyboard: Advantages of Longhand Over Laptop Note Taking. P.A. Mueller, D.M. Oppenheimer, Psychological Science, 2014.
The Persistence of Neuromyths in the Educational Settings: A Systematic Review. Marta Torrijos-Muelas, Sixto González-Víllora, Ana Rosa Bodoque-Osma. Frontiers in Psychology. Vol. 11. 2021.
Phonological Awareness and Written Word Decoding. Linda K. Swank, Hugh W. Catts. Language, Speech, and Hearing Services in Schools, Vol. 25. 1994.
The Place of Morphology in Learning to Read in English. Kathleen Rastle. Department of Psychology, Royal Halloway, University of London. 2018.
Policy Statement: Learning Disabilities, Dyslexia and Vision. American Academy of Ophthalmology, The Eye M.D. Association. 2009.
Predicting Children’s Long-Term Knowledge of Taught Words and Transfer Words After a Morphological Vocabulary Intervention. Anna S. Gellert. Language, Speech, and Hearing Services in Schools, Vol. 54. April 2023.
Predicting Intervention Effects With Preintervention Measures of Decoding: Evidence for a Skill-by-Treatment Interaction With Kindergarten and First-Grade Students. Matthew K. Burns, Helen Young, Elizabeth M. McCollom, Mallory A. Stevens, Jared T. Izumi. Hammill Institute on Disabilities, Learning Disability Quarterly. Vol. 45. 2022.
Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners. Robert Savage, George Georgiou, Rauno Parrila, Kristina Maiorino. Scientific Studies of Reading, Vol 22, No 3. 2018.
Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities. Steven Graham, Karen R. Harris, and Lynn Larsen. LD Online. 2001.
The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics. Nicola K. Currie, Gillian Francey, Robert Davies, Shelley Gray, Mindy S. Bridges, Maria Adelaida Restrepo, Marilyn S. Thompson, Margeaux F. Ciraolo, Jinxiang Hu, Kate Cain. Scientific Studies of Reading, Routledge. 2020.
Promoting Early Literacy via Practicing Invented Spelling: A Comparison of Different Mediation Routines. Iris Levin and Dorit Aram. Reading Research Quarterly, 48(3). 2013.
Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence, and Future Research. Lesly Wade-Woolley, Clare Wood, Jessica Chan, Sarah Weidman. 2021.
Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities. Elizabeth S. Norton, Maryanne Wolf. Annual Rev. Psyschol, Eliot-Pearson Department of Child Development. 2012.
Reading Aloud Improves Proofreading (but Using Sans Forgetica Font Does Not). Cassandra Cushing, Glen E. Bodner. Journal of Applied Research in Memory and Cognition. Vol 11. 2022.
Reading as Statistical Learning. Joanne Arciuli. Language, Speech, and Hearing Services in Schools, Vol. 49. 2018.
Reading to babies: Exploring the beginnings of literacy. Janet L Towell, Lydia Bartram, Susan Morrow, Susannah L. Brown. Journal of Early Childhood Literacy, Florida Atlantic University. 2019.
Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years? Bruna Rodrigues, Iolanda Ribeiro, Irene Cadime. Reading and Writing. Springer. October 2022.
Reading Science and Educational Practice: Some Tenets for Teachers. Mark S. Seidenberg, Matt Cooper Borkenhagen. The Reading League Journal. Department of Psychology, University of Wisconsin-Madison.
Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction. Jeffrey S. Bowers. University of Bristol, Educational Psychology Review. 2020.
The relation between time spent reading and reading comprehension throughout the life course. Franziska Maria Locher, Maximilian Pfost. Journal of Research in Reading. Vol 43. 2019.
The Relations of Morphological Awareness with Language and Literacy Skills Vary Depending on Orthographic Depth and Nature of Morphological Awareness. Joong won Lee, Alissa Wolters, Young-Suk Grace Kim. Review of Educational Research, University of California Irvine. 2022.
A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice. Amy M. Elleman, Eric L. Oslund, Natalie M. Griffin, Katie E. Myersa. Language, Speech, and Hearing Services in Schools. Vol 50. 2019.
Revisiting the definition of dyslexia. Hugh W. Catts, Nicole Patton Terry, Christopher J. Lonigan, Donald L. Compton, Richard K. Wagner, Laura M. Steacy, Kelly Farquharson, Yaacov Petscher. Florida Center for Reading Research, Annals of Dyslexia. December 2023.
Reduced pattern similarity in brain activation during orthographic processing in children with developmental dyslexia. Yu Wu, Guoyan Feng, Xiaohui Yan, Kyle Perkins, Lanfang Liu, Xin Yan, Fan Cao. Brain and Language. 2022.
Reexamining the word length effect in visual word recognition: New evidence from the English Lexicon Project. Boris New, Ludovic Ferrand, Christophe Pallier, Marc Brysbaert. Psychonomic Bulletin & Review. 2006.
Revisiting Multifactor Models of Dyslexia: Do They Fit Empirical Data and What Are Their Implications for Intervention? Maria Luisa Lorusso, Alessio Toraldo. Brain Sciences, Vol. 13. 2023.
Revisiting the Within-Person Self-Efficacy and Performance Relation. Erin M. Richard, James M. Diefendorff, James H. Martin. Human Performance, Vol. 19. 2006.
The Rising Star Scaffolding Guide: Supporting Young Children’s Early Spelling Skills. Stefanie B. Copp, Sonia Q. Cabell, Clariebelle Gabas, Debbie Slik, Jennifer Todd. The Reading Teacher, Vol. 76. 2022.
The Role of Complex Sentence Knowledge in Children with Reading and Writing Difficulties. Cheryl M. Scott, Catherine Balthazar. Perspect Lang Lit. 2013.
The Role of Orthography and Phonology in Written Word Recognition: Evidence From Eye-Tracking in the Visual World Paradigm. Jina Kim, Lindsey Meyer, Kristi Hendrickson. Journal of Speech, Language, and Hearing Research. Vol 65. 2022.
The “Science of Reading” is a Work in Progress. Mark Seidenberg. Reading Matters. March 2022.
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading. Nell K. Duke, Kelly B. Cartwright. International Literacy Association, Reading Research Quarterly. 2021.
Second Chances: Improving Decoding Skills in the Older Student. Kenn Apel, Linda K. Swank. Language, Speech, and Hearing Services in Schools. Vol. 30. 1999.
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