References

• 1980Individual differences in working memory and reading6,334 cited
• 1999The double-deficit hypothesis for the developmental dyslexias.1,800 cited
• 1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities1,457 cited
• 1988Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader1,078 cited
• 1989The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children842 cited
• 2000Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters787 cited
• 2000Naming-Speed Processes, Timing, and Reading710 cited
• 1993Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia663 cited
• 1997Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children641 cited
• 1989IQ Is Irrelevant to the Definition of Learning Disabilities617 cited
• 1996On the bases of two subtypes of development dyslexia443 cited
• 2000The double-deficit hypothesis and difficulties in learning to read a regular orthography.433 cited
• 1986Automaticity, Retrieval Processes, and Reading: A Longitudinal Study in Average and Impaired Readers385 cited
• 1998Differences in Phonological Recoding in German- and English-Speaking Children