Articles and Books of Interest

(in alphabetical order by first author's last name)
  1. Apel, K. (2009). The Acquisition of Mental Orthographic Representations for Reading and Spelling Development.
            Communication Disorders Quarterly, 31 (1), 31-42. doi: 10.1177/1525740108325553

  2. Apel, K., Brimo, D., Diehm, E., & Apel, L. (2013). Morphological Awareness Intervention With Kindergartners and
            First- and Second-Grade Students From Low Socioeconomic Status Homes: A Feasibility Study. Language,
            Speech, and Hearing Services in Schools, 44 (2),
    161-173. doi: 10.1044/0161-1461(2012/12-0042)

  3. Araújo, S., Faísca, L., Petersson, K. M., & Reis, A. (n.d.). What can rapid naming tell us about dyslexia?
            (2010). Avances en Psiocología Latinoamericana, 29 (2), 199-213. (Click for Link)

  4. Beach, K. D. & O'Connor, R. E. (published online July 12, 2013). Early response-to-intervention measures and
            criteria as predictors of reading disability in the beginning of third grade. Journal of Leaning Disabilities,
           
    1-28. doi: 10.1177/0022219413495451

  5. Berninger, V. and Abbott, R. (2013). Differences between children with dyslexia who are and are not gifted in 
            verbal reasoning. Gifted Child Quarterly, 57 (4), 223-233.

  6. Berninger, V. W., & May, M. O. (2011). Evidence-Based Diagnosis and Treatment for Specific Learning Disabilities
            Involving Impairments in Written and/or Oral Language. Journal of Learning Disabilities, 44 (2), 167-183.

  7. Boudah, D.J. (2013). The main idea strategy: A strategy to improve reading comprehension through inferential
            thinking. Intervention in School and Clinic, 49, 148-155.

  8. Catts, H. W., Compton, D., Tomblin, J. B., & Bridges, M. S. (2012). Prevalence and nature of late-emerging poor
            readers. Journal of Educational Psychology, 104, 166-181.

  9. Cirino, P. T., Romain, M. A., et al. (2012). Reading Skill Components
            and Impairments in Middle School Struggling Readers. Reading and Writing: An Interdisciplinary Journal.
            doi: 10.1007/s11145-012-9406-3

  10. Darki, F., Peyrard-Janvid, M., Matsson, H., Kere, J., & Klingberg, T. (2012). Three dyslexia susceptibilitiy genes,
            DYX1C1, DCDC2, and KIAA0319, affect temporo-parietal white matter structure. Biological Psychiatry, 72 (8),
            671-678. (Click for Link)

  11. Elbro, C. (2010). Dyslexia as a disability or handicap: When does vocabulary matter? Journal of Learning
            Disabilities, 43 (5), 469-478. doi: 10.1177/0022219409357349

  12. Fletcher, J. M., Stuebing, K. K., et al. (2011). Cognitive Correlates of Inadequate Response to Reading Intervention.
            School Psychology Review, 40 (1), 3-22.

  13. Georgiou, G. K., Parrila, R., Cui, Y., & Papadopoulos, T. C. (2013). Why is rapid automated naming related to
            reading? Journal of Experimental Child Psychology, 115, 218-225.

  14. Handler, S. M., Fierson, W. M., et al. (2011). Learning Disabilities, Dyslexia, and Vision. PEDIATRICS, 127 (3),
            e818 -e856. (Click for Abstract and Link to Full Article)

  15. Just the Facts: Recommended Reading for Professionals. The International Dyslexia Association, 40 York Road,
            4th Floor, Baltimore, Maryland. 21204. (Click for Link)

  16. Kilpatrick, D. A. (2012). Phonological Segmentation Assessment Is Not Enough: A Comparison of Three
            Phonological Awareness Tests With First and Second Graders. Canadian Journal of School Psychology, 27 (2),
            150-165. doi: 10.1177/0829573512438635

  17. Logan, J.R., Schatschneider, C., & Wagner, R. K. (2011). Rapid serial naming and reading ability: The role of
            lexical access. Reading and Writing, 24 (1), 1-25. doi: 10.1007/s11145-009-9199-1

  18. Loveall, S. J., et al (2013). Phonological recoding, rapid automatized naming, and orthographic knowledge. Journal
            of E
    xperimental Child Psychology. doi: 10.1016/j.jecp.2013.05.009

  19. Meisinger, E. B., Bloom, J. S., & Hynd, G. W. (2010). Reading fluency: implications for the assessment of children
            with reading disabilities. Annals of Dyslexia, 60 (1), 1-17. (Click for Link)

  20. Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2013). Links between early rhythm skills, musical
            training, and phonological awareness. Reading and Writing, 26, 739-769.

  21. Mortimore, T. (2013). Dyslexia in higher education: creating a fully inclusive institution. Journal of Research in
            Special Educational Needs, 13, 38-47. doi: 10.1111/j.1471-3802.2012.01231.x

  22. 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: 10.1146/annurev-psych-120710-100431

  23. Pennington, B. F. and Bishop, D. V. M. (2009). Relations among speech, language, and reading disorders.
            Annual Review of Psychology (60), 283-306.

  24. Pennington, et al. (2012). Individual Prediction of Dyslexia by Single Versus Multiple Deficit Models. Journal of
            Abnormal Psychology, 121 (1), 212-224.

  25. Peterson, R. L. and Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 397 (9830), 1997-2007.
            (Click for Link)

  26. Reed, D. K., & Sturges, K. M. (2013). An Examination of Assessment Fidelity in the Administration and
            Interpretation of Reading Tests. Remedial and Special Education, 34 (5), 259-268. doi: 
            10.1177/0741932512464580

  27. Reilhac, C., Jucla, M., Iannuzzi, S., Valdois, S., & Demonet, J. (2012). Effect of orthographic processes on
            letter identity and letter-position encoding in dyslexic children. Frontiers in Psychology, 3. doi:
            10.3389/fpsyg.2012.00154

  28. Robertson, et al. (2009). Spoken sentence comprehension in children with dyslexia and language impairment:
            The roles of syntax and working memory. Applied Psycholinguistics, 21, 141-165.

  29. Sela I, Izzetoglu M, Izzetoglu K, Onaral B (2012). A Working Memory Deficit among Dyslexic Readers with No
            Phonological Impairment as Measured Using the N-Back Task: An fNIR Study. PLoS ONE 7 (11): e46527.
            doi:10.1371/journal.pone.0046527

  30. van Bergen, E., de Jong, P., Plakas, A., Maassen, B. & van der Leij, A. (2012). Children and parental literacy levels
            within families with a history of dyslexia. The Journal of Child Psychology and Psychiatry; 53:1, pp. 28-36.
            doi: 10.1111/j.469-7610.2011.02418.x

  31. Veenendaal, N. J., Groen, M. A., and Verhoeven, L. (2014). What oral text reading fluency can reveal about
            reading comprehension. Journal of Research in Reading, 0(0), pp. 1-13. doi: 10.1111/1467-9817.12024

The previous article system can still be accessed here.