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Converging methods for understanding reading and dyslexia

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References

1994Visual lexical access is initially phonological: I. Evidence from associative priming by words, homophones, and pseudohomophones.278 cited

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2007Reading development subtypes and their early characteristics163 cited
2003Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read158 cited
2002Ambiguity and synonymy effects in lexical decision, naming, and semantic categorization tasks: Interactions between orthography, phonology, and semantics.158 cited
1998A LITERATURE REVIEW AND NEW DATA SUPPORTING AN INTERACTIVE ACCOUNT OF LETTER-BY-LETTER READING155 cited
2008A Multidisciplinary Approach to Understanding Developmental Dyslexia Within Working-Memory Architecture: Genotypes, Phenotypes, Brain, and Instruction149 cited
1997The Effectiveness of Remedial Programs for Reading Disabled Children of Different Ages: Does the Benefit Decrease for Older Children?125 cited
2006FMRI of Ventral and Dorsal Processing Streams in Basic Reading Processes: Insular Sensitivity to Phonology121 cited
2010Replication of CNTNAP2 association with nonword repetition and support for FOXP2 association with timed reading and motor activities in a dyslexia family sample117 cited
2007Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia106 cited
2002The genetic basis of dyslexia99 cited
2006Children’s spelling of base, inflected, and derived words: Links with morphological awareness

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92 cited

2010Development of Visual Expertise for Reading: Rapid Emergence of Visual Familiarity for an Artificial Script91 cited

2004Linkage analyses of four regions previously implicated in dyslexia: Confirmation of a locus on chromosome 15q91 cited

2002Dyslexia: nature and nurture90 cited

2013Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders89 cited

2008fMRI activation differences between 11-year-old good and poor spellers' access in working memory to temporary and long-term orthographic representations86 cited