Skip to main content Accessibility help
×
Home
  • Print publication year: 2017
  • Online publication date: October 2017

1 - Introduction

Adams, B. C., Bell, L. C. & Perfetti, C. A. (1995). A trading relationship between reading skill and domain knowledge in children’s text comprehension. Discourse Processes, 20, 307323.
Anderson, R. C. & Freebody, P. (1981). Vocabulary knowledge. In Guthrie, J. (Ed.), Comprehension and teaching: Research reviews (pp. 77117). Newark, DE: International Reading Association.
Aro, M. & Wimmer, H. (2003). Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24, 621635.
Bast, J. & Reitsma, P. (1998). Analyzing the development of individual differences in terms of Matthew effects in reading: Results from a Dutch longitudinal study. Developmental Psychology, 34, 13731399.
Carver, R. P. (1993). Merging the simple view of reading with rauding theory. Journal of Reading Behavior, 25, 439455.
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, 204256.
Daniels, P. T. & Bright, W. (1996). The world’s writing systems. New York: Oxford University Press.
De Graaff, S., Bosman, A., Hasselman, F. & Verhoeven, L. (2009). Benefits of systematic phonics instruction. Scientific Studies of Reading, 13(4), 318333.
Ehri, L. C. (2005). Learning to read words: Theory, findings and issues. Scientific Studies of Reading, 9, 167189.
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory and vocabulary learning. Scientific Studies of Reading, 18, 521.
Ellis, A. W. & Lambon Ralph, M. A. (2000). Age of acquisition effects in adult lexical processing reflect loss of plasticity in maturing systems: Insights from connectionist networks. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 11031123.
Ellis, N. C. & Hooper, A. M. (2001). Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests. Applied Psycholinguistics, 22(4), 571599.
Feldman, L. B., Pnini, T. & Frost, R. (1995). Decomposing words into their constituent morphemes: Evidence from English and Hebrew. Journal of Experimental Psychology, 21, 947960.
Frazier, L. & Clifton, C. (1996). Construal. Cambridge, MA: MIT Press.
Frith, U., Wimmer, H. & Landerl, K. (1998). Differences in phonological recoding in German- and English-speaking children. Scientific Studies of Reading, 2, 3154.
Frost, R. (2012). Towards a universal model of reading. Behavioral and Brain Sciences, 35(5), 263279.
Frost, R., Katz, L. & Bentin, S. (1987). Strategies for visual word recognition and orthographic depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104115.
Gelb, I. J. (1952). A study of writing. University of Chicago Press.
Gerrig, R. & McKoon, G. (1998). The readiness is all: The functionality of memory-based text processing. Discourse Processes, 26, 6786.
Goswami, U. (2000). Phonological and lexical processes. In Kamil, M. L., Rosenthal, P. B., Pearson, P. D. & Barr, R. (Eds.), Handbook of reading research, Vol. III (pp. 251268). Mahwah, NJ: Lawrence Erlbaum.
Goswami, U., Gombert, J. E. & de Barrera, L. F. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French and Spanish. Applied Psycholinguistics, 19, 1952.
Goswami, U., Porpodas, C. & Wheelwright, S. (1997). Children’s orthographic representations in English and Greek. Journal of Memory and Language, 45, 648664.
Hagoort, P. (2005). On Broca, brain, and binding: A new framework. Trends in Cognitive Sciences, 9, 416423.
Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127160.
Hyönä, J. & Pollatsek, A. (1998). Reading Finnish compound words: Eye fixations are affected by component morphemes. Journal of Experimental Psychology: Human Perception and Performance, 24, 16121627.
Jorm, A. F. & Share, D. L. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics, 4, 103147.
Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163182.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
Kuhl, P. K., Andruski, J. E., Chistovich, I. A., Chistovich, L. A., Kozhevnikova, E. V., Ryskina, V. L., Stolyarova, E. I., Sundberg, U. & Lacerda, F. (1997). Cross-language analysis of phonetic units in language addressed to infants. Science, 277, 684686.
Leinenger, M. (2014). Phonological coding during reading. Psychological Bulletin, 140, 15341555.
Liberman, I. Y. & Shankweiler, D. (1985). Phonology and the problems of learning to read and write. Topical Issue (Liberman, I. Y., Guest Editor), Remedial and Special Education, 6(6), 817.
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading and Writing Quarterly, 13, 123146.
Lorch, R. F. & Lorch, E. P. (1996). Effects of headings on text recall and summarization. Contemporary Educational Psychology, 21(3), 261278.
MacDonald, M. C., Perlmutter, N. J. & Seidenberg, M. S. (1994). The lexical nature of syntactic ambiguity resolution. Psychological Review, 101, 676703.
McBride-Chang, C., Bialystok, E., Chong, K. K. Y. & Li, Y. (2004). Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89(2), 93111.
McBride-Chang, C., Tardif, T., Cho, J.-R., Shu, Hua, Fletcher, P., Stokes, S. F., Wong, A. M.-Y. & Leung, K. W. (2008). What’s in a word? Morphological awareness and vocabulary knowledge in three languages. Applied Psycholinguistics, 29(3), 413436.
McQueen, J. M. & Cutler, A. (1997). Cognitive processes in spoken-word recognition. In Hardcastle, W. J. & Laver, J. D. M. H. (Eds.), The handbook of phonetic sciences (pp. 566585). Oxford: Blackwell.
Moll, K., Ramus, F., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N., Streiftau, S., Lyytinen, H., Leppänen, P. H. T, Lohvansuu, K., et al. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies: Is English an outlier orthography? Learning and Instruction, 29, 6577.
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: The National Institute of Child Health and Human Development.
Olson, D. R. (1977). Oral and written language and the cognitive processes of children. Journal of Communication, 27, 1026.
Patel, T. K., Snowling, M. J. & de Jong, P. (2004). A cross-linguistic comparison of children learning to read in English and Dutch. Journal of Educational Psychology, 96, 785797.
Perfetti, C. A. (1992). The representation problem in reading acquisition. In Gough, P. B., Ehri, L. C. & Treiman, R. (Eds.), Reading acquisition (pp. 145174). Hillsdale, NJ: Lawrence Erlbaum.
Perfetti, C. A. (1997). The psycholinguistics of spelling and reading. In Perfetti, C. A., Rieben, L. & Fayol, M. (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 2138). Mahwah, NJ: Lawrence Erlbaum.
Perfetti, C. A. (1999). Comprehending written language: A blueprint of the reader. In Brown, C. M. & Hagoort, P. (Eds.), The neurocognition of language processing (pp. 167208). Oxford University Press.
Perfetti, C. A. (2003). The universal grammar of reading. Scientific Studies of Reading, 7(1), 324.
Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357383.
Perfetti, C. A. & Harris, L. N. (2013). Universal reading processes are modulated by language and writing system. Language Learning and Development, 9(4), 296316.
Perfetti, C. A. & Hart, L. (2001). The lexical quality hypothesis. In Verhoeven, L., Elbro, C. & Reitsma, P. (Eds.), Precursors of functional literacy (pp. 189214). Amsterdam and Philadelphia: John Benjamins.
Perfetti, C. & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 2237.
Perfetti, C. A., Cao, F. & Booth, J. (2013). Specialization and universals in the development of reading skill: How Chinese research informs a universal science of reading. Scientific Studies of Reading, 17(1), 521.
Perfetti, C. A., Liu, Y. & Tan, L. H. (2005). The Lexical Constituency Model: Some implications of research on Chinese for general theories of reading. Psychological Review, 12(11), 4359.
Perfetti, C. A., Zhang, S. & Berent, I. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Frost, R. & Katz, L. (Eds.), Orthography, phonology, morphology, and meaning (pp. 227248). Amsterdam: North-Holland.
Plaut, D. C. & Gonnerman, L. M. (2000). Are nonsemantic morphological effects incompatible with a distributed connectionist approach to lexical processing? Language and Cognitive Processing, 15, 445485.
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, 56115.
Protopapas, A., Simos, P. G., Sideridis, G. D., Mouzaki, A. (2012). The components of the simple view of reading: A confirmatory factor analysis. Reading Psychology, 33(3), 217240.
Reichle, E. D. & Perfetti, C. A. (2003). Morphology in word identification. Scientific Studies of Reading, 7, 219238.
Reichle, E. D., Pollatsek, A., Fisher, D. L. & Rayner, K. (1998). Toward a model of eye-movement control in reading. Psychological Review, 105, 125157.
Sampson, G. (1985). Writing systems: A linguistic introduction. Stanford University Press.
Schilling, H. E. H., Rayner, K. & Chumbley, J. I. (1998). Comparing naming, lexical decision, and eye fixation times: Word frequency effects and individual differences. Memory & Cognition, 26, 12701281.
Schreuder, R. & Baayen, R. H. (1995). Modeling morphological processing. In Feldman, L. (Ed.), Morphological aspects of language processing (pp. 131157). Hillsdale, NJ: Lawrence Erlbaum.
Schreuder, R. & Baayen, R. H. (1997). How complex simplex word scan be. Journal of Memory and Language, 37, 118139.
Seidenberg, M. S. (2012). Writing systems: Not optimal but good enough. Behavioral and Brain Sciences, 35, 305307.
Seidenberg, M. S. & Gonnerman, L. M. (2000). Explaining derivational morphology as the convergence of codes. Trends in Cognitive Sciences, 4, 353361.
Seidenberg, M. S. & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523568.
Seymour, P. H., Aro, M. & Erskine, J. M. (2003). Foundation literacy in European orthographies. British Journal of Psychology, 94, 143174.
Shankweiler, D. & Liberman, I. (1989). Phonology and reading disability. Ann Arbor: University of Michigan Press.
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151218.
Share, D. L. (2004). Orthographic learning at a glance: On the time course and developmental onset of reading. Journal of Experimental Child Psychology, 87, 267298.
Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134, 584615.
Slobin, D. I. (1985). The cross-linguistic study of language acquisition, Vol. II. Hillsdale, NJ: Lawrence Erlbaum.
Snowling, M. J. (2000). Language and literacy skills: Who is at risk and why? In Bishop, D. V. M. and Leonard, L. B. (Eds.), Speech and language impairment in children: Causes, characteristics, interventions and outcome (pp. 245260). Hove, UK: Psychology Press.
Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
Torgeson, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S. & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Study of Reading, 1, 161195.
Treiman, R. (1998). Why spelling?: The benefits of incorporating spelling into beginning reading instruction. In Metsala, J. & Ehri, L. (Eds.), Word recognition in beginning literacy (pp. 289313). Mahwah, NJ: Lawrence Erlbaum.
Treiman, R. & Zukowski, A. (1996). Children’s sensitivity to syllables, onsets, rimes, and phonemes. Journal of Experimental Child Psychology, 61, 193215.
Tunmer, W. & Hoover, W. (1993). Components of variance models of language-related factors in reading disability: A conceptual overview. In Joshi, R. J. & Leong, C. K. (Eds.), Reading disabilities: Diagnosis and component processes (pp. 135173). Dordrecht: Kluwer.
United Nations (2014). Human development report. Geneva: UN Office.
van den Broek, P. W., Risden, K., Fletcher, C. R. & Thurlow, R. (1996). A “landscape” view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In Britton, B. K. & Graesser, A. C. (Eds.), Models of understanding text (pp. 165187). Hillsdale, NJ: Lawrence Erlbaum.
Verhoeven, L. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313330.
Verhoeven, L. & Perfetti, C. A. (2003). The role of morphology in learning to read. Scientific Studies of Reading, 7, 209217.
Verhoeven, L. & Perfetti, C. A. (2008). Advances in text comprehension: Model, process and development. Applied Cognitive Psychology, 22, 293301.
Verhoeven, L. & Perfetti, C. A. (2011a). Morphological processing in reading acquisition: A cross-linguistic perspective. Applied Psycholinguistics, 32, 457466.
Verhoeven, L. & Perfetti, C. A. (2011b). Vocabulary growth and reading skill. Scientific Studies of Reading 15, 17.
Verhoeven, L. & van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407423.
Verhoeven, L. & van Leeuwe, J. (2009). Modeling the growth of word decoding skills: Evidence from Dutch. Scientific Studies of Reading, 13, 205223.
Verhoeven, L., van Leeuwe, J. & Vermeer, A. (2011). Vocabulary growth and reading development across the elementary school years. Scientific Studies of Reading, 15(1), 825.
Wiley, J. & Rayner, K. (2000). Effects of titles on the processing of text and lexically ambiguous words: Evidence from eye movements. Memory and Cognition, 28(6), 10111021.
Wilson, P. T. & Anderson, R. C. (1986). What they don’t know will hurt them: The role of prior knowledge in comprehension. In Orasanu, J. (Ed.), Reading comprehension: From research to practice (pp. 3148). Hillsdale, NJ: LEA.
Yaden, D., Rowe, D. & MacGillivray, L. (2000). Emergent literacy: A matter (polyphony) of perspectives. In Kamil, M. L., Mosenthal, P. B., Pearson, P. D. & Barr, R. (Eds.), Handbook of reading research, Vol. III (pp. 425454). Mahwah, NJ: Lawrence Erlbaum.
Yang, J., Zevin, J. D., Shu, H., McCandliss, B. D. & Li, P. (2006) A triangle model of Chinese reading: Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society (pp. 912918). Mahwah, NJ: Lawrence Erlbaum.
Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 329.
Zwaan, R. A. & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162185.