Articles and Books of Interest

  1. Allor, J. H., Mathes, P., Roberts, K., Cheatham, J. P., & Al Otaiba, S. (2014). Is Scientifically Based Reading Instruction Effective for Students with Below-Average IQs? Exceptional Children, 80 (3), 287-306. doi: 10.1177/0014402914522208

  2. 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

  3. 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)

  4. 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.

  5. 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

  6. 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.

  7. 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.

  8. Betjemann, R. S., Keenan, J M., Olson, R. K., & DeFries, J. C. (2011). Choice of reading comprehension test influences the outcomes of genetic analyses. Scientific Studies of Reading, 15, 363-382. doi: 10.1080/10888438.2010.493965

  9. 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.

  10. 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.

  11. 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

  12. 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.

  13. 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

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

  15. 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.

  16. Georgiou, G. K., & Papadopoulus, T. C. (2014). Different RAN components relate to reading at different points in time. 2014(27), 1379-1394 DOI: 10.1007/s11145-014-9496-1.

  17. Gooch, D., Hulme, C., Nash, H., & Snowling, M. (2013). Comorbidities in preschool children at family risk of dyslexia. Journal of Child Psychology and Psychiatry.

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

  19. Just the Facts: Recommended Reading for Professionals. The International Dyslexia Association, 40 York Road, 4th Floor, Baltimore, Maryland. 21204.

  20. 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

  21. 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

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

  23. Lovett, B., & Sparks, R. (2011). The Identification and Performance of Gifted Students With Learning Disability Diagnoses: A Quantitative Synthesis. Journal of Learning Disabilities, 2013-46, 304-316. (Online version)

  24. 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.

  25. Miller, A., Keenan, J., Betjemann, R., Willcutt, E., Pennington, B., & Olson, R. (2013). Reading comprehension in  children with ADHD: cognitive underpinnings of the centrality deficit. Journal of the Abnormal Child Psychology, 41, 473-483.

  26. 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.

  27. 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

  28. 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

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

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

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

  32. 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

  33. 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

  34. 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.

  35. 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

  36. Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading stories activates neural representations of visual and motor experiences. Psychological Science, 20, 989-999. doi: 10.1111/j.1467-9280.2009.02397.x

  37. 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

  38. Van Viersen, S., Kroesbergen, E., Slot, E., & De Bree, E. (2014). High Reading Skills Mask Dyslexia in Gifted ChildrenJournal of Learning Disabilities. doi: 10.1177/0022219414538517

  39. 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

  40. Weis, R., Speridakos, E. C., and Ludwig, K. (2013). Community College Students with Learning Disabilities: Evidence of Impairment, Possible Misclassification, and a Documentation Disconnect. Journal of Learning Disabilitiesdoi:10.1177/0022219413483175

  41. Williams, K. J., M. A. Walker, S. Vaughn, and J. Wanzek. "A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities." Journal of Learning Disabilities (2016): n. pag. Sage Journals. Web.