List of publication from the NICHD Reading Research

THE NICHD READING RESEARCH PROGRAM:
THREE DECADES OF RESEARCH TO UNDERSTAND HOW CHILDREN LEARN TO READ, WHY SOME CHILDREN HAVE DIFFICULTIES DOING SO, AND WHAT CAN BE DONE TO PREVENT AND REMEDIATE READING FAILURE

The publications cited are organized according to the principle investigators primary affiliation. The following programs and universities are represented:

* The NICHD Reading Research Program - NICHD - Dr. Reid Lyon

* The Haskins Laboratory - Dr. Carol Fowler

* The Yale Center for Learning and Attention - Drs. Bennett and Sally Shaywitz

* The University of Colorado LD Center - Dr. John DeFries

* The Center for Academic and Reading Skills - University of Texas Health Science Center/Houston - Drs. Barbara Foorman, Jack Fletcher and David Francis

* The Bowman Gray-Wake Forest University reading Research Program - Dr. Frank Wood

* The Florida State University Reading Research Program - Dr. Joseph Torgesen

* The SUNY-Albany Reading Research Program - Dr. Frank Vellutino

* The Harvard/Beth Israel Learning Disability Research Program - Dr. Alber Galaburda

* The Georgia State/Tufts/Toronto Reading Research Program - Drs. Robin Morris, Maryanne Wolf, and Maureen Lovett

* The University of Louisville Language and Reading Research Program - Drs. Dennis and Victoria Molfese

* The University of Georgia Neurolinguistic and Reading Research Program - Dr. George Hynd

* The Georgetown University Learning Research Center - Dr. Guinevere Eden

* The University of Southern California Reading Research Program - Dr. Frank Manis

* The University of Massachusetts Language and Reading Research Program - Dr. Keith Rayner

* The University of Michigan School and Cognitive Development Research Program - Dr. Fred Morrison

THE NICHD READING RESEARCH PROGRAM/CHILD DEVELOPMENT AND BEHAVIOR BRANCH: Dr. Reid Lyon

PUBLICATIONS (1981 - Present )
(publications from 1975 to 1981 available on request)

Books:

Lyon, G.R., Gray, D.B., Krasnegor, N.A., & Kavanagh, J.F. (Eds.) (l993). Better understanding learning disabilities: New views from research and their implications for education and public policies. Baltimore: Paul H. Brookes Publishing Company.

Lyon, G.R. (Ed.) (l994). Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore: Paul H. Brookes Publishing Company.

Thatcher, R.W., Lyon, G.R., Rumsey, J., & Krasnegor, N.A. (Eds.) (1996). Developmental neuroimaging: Mapping the development of brain and behavior. New York: Academic Press.

Lyon, G.R. & Krasnegor, N.A. (l996). Attention, Memory and Executive Function. Baltimore: Paul H. Brookes.

Lyon, G.R. & Rumsey, J. (l996). Neuroimaging: A Window to the Neurological Foundations of Learning and Behavior in Children. Baltimore: Paul H. Brookes.

Krasnegor, N.A., Lyon, G.R., Goldman-Rakic, P. (1997). Development of the pre-frontal cortex: Evolution, neurobiology, and behavior. Baltimore: Paul H. Brookes.

Journal Articles:

Shaywitz, S.E., Shaywitz, B.A., Fullbright, R.K., Skudlarski, P., Mencel, W.E., Constable, R.T., Pugh, K.R., Holahan, J.M., Marchione, K.M., Fletcher, J.M., Lyon, G.R., & Gore, J.C. (In press). Neural systems for compensation and persistence: Young adult outcomes of childhood reading disability. Biological Psychiatry.

Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Mencel, E., Fulbright, R., Skudlarski, P., Constable, T., Marcxhione, K., Fletcher, J.M., Lyon, G.R., & Gore, J. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52, 101-110.

Steubing, K., Fletcher, J.M., LeDoux, J.M., Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2002). Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39, 469-518.

Sternberg, R.J., & Lyon, G.R. (2002). Making a difference to education: Will psychology pass up the chance? Monitor on Psychology, 33, 76-78.

Lyon, G.R. (2002). Reading development, reading difficulties, and reading instruction: Educational and public health issues. Journal of School Psychology, 40, 3-6.

Lyon, G.R. & Fletcher, J.M. (2001). Early warning system: How to prevent reading disabilities. Education Matters , summer, 22-29.

Lyon, G.R. & Fletcher, J.M. (2001). The Diagnosis and management of learning disabilities. Annales Nestle 59, 112-120.

Lyon, G.R. & Fletcher, J.M. (2001). Early intervention for children at risk for reading failure.

Basic Education, 46, 12-15.

Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Fullbright, R.K., Mencl, W.E., Constable, R.T., Skudlarski, P., Fletcher, J.M., Lyon, G.R., Gore, J.C. (2001). The neurobiology of dyslexia. Clinical Neuroscience Research, 1, 291-299.

Lyon, G.R. (1999). In celebration of science in the study of reading development, reading difficulties, and reading instruction: The NICHD perspective. Issues in Education: Contributions from Educational Psychology, 5, 85-115.

Vellutino, F.R., Scanlon, D.M., & Lyon, G.R. (2000). IQ scores do not differentiate between difficult to remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33,223-238.

Morris, R.D., Steubing, K., Fletcher, S., Lyon, G.R., et al. (1998). Suntypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 347-373.

Fletcher, J.M., Francis, D.J., Shaywitz, S.E., Lyon, G.R., et al. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research and Practice, 13, 186-203.

Lyon, G.R. (1998). Why reading is not a natural process. Educational Leadership, March, 14-18.

Lyon, G.R. (1998). Current scientific knowledge about reading development and reading disorders: Congressional testimony. Their World.

Lyon, G.R., & Moats, L.C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 30, 578-588.

Lyon, G.R. & Alexander, D. (1997). The NICHD research program in learning disabilities. Their World, 10, 13-15.

Lyon, G.R., Alexander, D., & Yaffe, S. (1997). Progress and promise in research in learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 8, 1-6.

Moats, L.C., & Lyon, G.R. (1996). Wanted: Teachers with Knowledge of Language. Topics in Language Disorders, 16, 73-86.

Lyon, G.R. & Chhabra, V. (l996). The current state of science and the future of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 2-9.

Lyon, G.R. (1995a). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.

Lyon, G.R. (l995b). Learning disabilities: Past, present, and future perspectives. The Future of Children, 6, 24-46.

Lyon, G.R. (l995c). Research initiatives in learning disabilities contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Neurology, 10, 120-127.

Lyon, G.R. & Kavanagh, J.F. (l995). The relationship between disorders of attention and the development and disorders of language. Topics in Language Disorders, 15, 4-7.

Morris, R., Lyon, G.R., Alexander, D., Gray, D.B., & Kavanagh, J. (l994). Proposed guidelines and criteria for the description of samples of learning disabled persons. Journal of Clinical and Experimental Neuropsychology, 12, 107-111.

Moats, L.& Lyon, G.R. (l993). Learning disabilities in the United States: Advocacy, science, and the future of the field. Journal of Learning Disabilities, 26, 282-294.

Lyon, G.R. & Gray, D.B. (l992) NICHD Learning Disability Research Centers. Learning Disabilities: A Multidisciplinary Journal, 4, 3-4.

Lyon, G.R. (l989). IQ is irrelevant to the definition of Learning Disabilities: A position in search of logic and data. Journal of Learning Disabilities, 22, 504-512.

Lyon, G. R., Vaassen, M., & Toomey, F. (l989). Teacher perceptions of their undergraduate and graduate training. Teacher Education and Special Education, 12, 164-169.

Lyon, G.R. & Moats, L. (l988). Critical issues in the instruction of the learning disabled. Journal of Consulting and Clinical Psychology, 56, 830-835.

Lyon, G.R. (l988). The concept of severe discrepancy in the diagnosis of learning disabilities: Theoretical, developmental, psychometric, and educational implications. Learning Disabilities Research, 3, 1, 9-11.

Thousand, J., & Lyon, G.R. (l988). Addressing individual differences in the classroom: Are we up to the job? Teacher Education and Special Education, 3, 1, 22-29.

Lyon, G.R. (l985). Identification and remediation of learning disability subtypes. Learning Disability Focus, 1, 32-51.

Bailet, L. & Lyon, G.R. (l985). Deficient rule application in a learning disabled speller: A case study. Journal of Learning Disabilities, 18, 162-165.

Lyon, G. R. (l985). Neuropsychology and learning disabilities. Neurology and Neurosurgery, 5, 1-8.

Lyon, G.R. & Podhajski, B. (l985). Diagnosis and remediation of learning disabilities. Neurology and Neurosurgery, 5, 1-12.

Lyon G. R. & Toomey, F. (l985). Neurological, neuropsychological, and cognitive-developmental approaches to learning disabilities. Topics in Learning disabilities, 1, 1-10.

Lyon, G.R. (l985). Attention deficit disorders in children. Topics in Learning Disabilities, 2, 3-10.

Lyon, G.R., Stewart, N., & Freedman, D. (l982). Neuropsychological characteristics of subgroups of learning disabled readers. Journal of Clinical and Experimental Neuropsychology, 4, 343-365.

Pasternack, R. & Lyon, G.R. (l982). Clinical and empirical identification of learning disabled juvenile delinquents. Journal of Correctional Education, Summer, 1-5.

Lyon, G. R. & Watson, B.L. (l981). Empirically derived subgroups of learning disabled readers: Diagnostic characteristics. Journal of Learning Disabilities, 14, 256-261.

Lyon, G.R. Rietta, S., Watson, B.L., Porch, B., & Rhodes, J. R. (l981). Selected linguistic and perceptual abilities of empirically derived subgroups of learning disabled readers. Journal of School Psychology, 19, 152-166.

Book Chapters:

Shaywitz, B.A.., Lyon, G.R., & Shaywitz, S.E. (In Press) Imaging Reading . In H.L. Swanson, K.R. Harris, & S. Graham (Eds.), Handbook of learning disabilities. New York: Guilford Press.

Shaywitz, S.E., Shaywitz, B.A., Fulbright, R., Mencel, W., Constable R., Skudlarski, P., Pugh, K., Fletcher, J.M., Lyon, G.R., & Gore, J. (In press). The neuropsychology of dyslexia. In S. Segakowitz & I. Rapin (Eds.), Handbook of Neuropsychology (2nd edition, Volume 7: Child Neuropsychology). Amsterdam: Elsevier.

Lyon, G.R., Fletcher, J.M. & Barnes, M. (2003). Learning Disabilities. In E. Mash & R. Barkley (Eds.), Child Psychopathology - Second edition, (PP. 520-588). New York: Guilford Press.

Fletcher, J.M., Lyon, G.R., Barnes, M., et al. (2003). Classification of learning disabilities: An evidenced-based evaluation. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to Practice (pp.185-250). Mahwah, NJ: Erlbaum.

Fletcher, J.M., Morris, R.D., & Lyon, G.R. (2003). Classification and definition of learning disabilities: An integrative approach. In H. Lee Swanson (Ed.), Assessment of learning disabilities. New York: Guilford Press.

Shaywitz, S.E., Lyon, G.R., & Shaywitz, B.A. (2002). Dyslexia (Specific Reading Disability). In F.D. Burg, J. Ingelfinger, R. Polin, & A. Gershon (Eds.), Current pediatric therapy (pp. 385-386). Philadelphia: W.B. Saunders Co.

Lyon, G.R., Fletcher, J.M. Shaywitz, S.E., Shaywitz, B.A., Wood, F.B., Schulte, A., Olson, R.K., & Torgesen, J.K. (2001). Learning disabilities: An evidence-based conceptualization. Rethinking special education for a new century (pp. 259-287). Washington, D.C.: Fordham Foundation and Progressive Policy Institute.

Lyon, G.R. & S.E. Shaywitz (2000). Dyslexia. In R. Behrman, R. Kleigman, & A. Arvin (Eds.), Nelson textbook of pediatrics - 16th edition (pp. 203-205). New York: Saunders.

Lyon, G.R. (1999). Programmatic Research in learning disabilities. In R. Gallimore, L. Bernheimer, D. MacMillan, D. Speece, & S. Vaughn (Eds.), Developmental perspectives on children with high incidence disabilities (pp. 261-274). Mahwah, NJ: Erlbaum.

Fletcher, J.M., & Lyon, G.R. (1998). Reading: A research-based approach. In W. Evers (Ed.), What’s gone wrong in America=s classrooms (pp. 49-90). Stanford, CA: Hoover Institution Press.

Lyon, G. R., & Cutting, L. (1998). Treatment of learning disabilities. In E. Mash & R. Barkley (Eds.), Treatment of childhood disorders (pp. 468-500). New York: Guilford.

Lyon, G.R. (1998). Overview of reading and literacy research. In S. Patton & M. Holmes (Eds.), The keys to literacy (pp. 1-15). Washington, DC: Council for Basic Education Press.

Fletcher, J.M., Morris, R.D., Lyon, G.R., Steubing, K., Shaywitz, S.E., Shankweiler, D., Katz, L., & Shaywitz, B.A. (1997). Subtypes of dyslexia: An old problem revisited. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 95-114). Mahwah, NJ: Erlbaum.

Lyon, G.R. (l996a). Foundations of neuroanatomy and neuropsychology. In G.R. Lyon & J. Rumsey (Eds.), Neuroimaging: A window to the neurological foundations of learning and behavior in children (pp. 3-24). Baltimore: Paul H. Brookes.

Lyon, G.R. (l996b). The need for conceptual and theoretical clarity in the study of attention, memory, and executive function. In G.R. Lyon & N.A. Krasnegor (Eds.), Attention, memory and executive function (pp. 3-12). Baltimore: Paul H. Brookes.

Lyon, G.R. (l996c). Methodological issues and strategies for assessing developmental change and evaluating response to treatment. In D.L. Speece & B.K. Keogh (Eds.), Research on classroom ecologies: Implications for the inclusion of children with learning disabilities (pp. 213-228). Hillsdale, NJ: Erlbaum.

Lyon, G.R. (l996d). The state of research in learning disabilities. In S. Cramer & B. Ellis (Eds.), Learning disabilities: A national responsibility (pp. 3-64). Baltimore: Paul H. Brookes.

Lyon G.R. (l996e). Learning disabilities. In R. Barkley & E. Mash (Eds.), Child Psychopathology (pp. 390-435). New York: Guilford Press.

Lyon, G.R. (l994). Critical issues in the measurement of learning disabilities. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 1-13). Baltimore: Paul H. Brookes.

Lyon, G.R. & Moats, L.C. (1993). An examination of research in learning disabilities: Past practices and future directions. In G. R. Lyon, D.B. Gray, J. F. Kavanagh & N. A. Krasnegor (Eds.), Better understanding learning disabilities: Perspectives on classification, identification, and assessment (pp. 1-13). Baltimore: Paul H. Brookes Publishing Co.

Alexander, D.A., Gray, D.B., & Lyon, G.R. (l993). Future directions for scientific research in learning disabilities. In G. R. Lyon, D.B. Gray, J.F Kavanagh, & N.A. Krasnegor (Eds.), Better understanding learning disabilities: Perspectives on classification, identification and assessment (pp. 343-350). Baltimore: Paul H. Brookes Publishing Co.

Vaughn, S. & Lyon, G.R. (l993). Ethical considerations when conducting research with students with learning disabilities. In. S. Vaughn and C. Bos (Eds.), Research in learning disabilities (pp. 315-328). New York: Springer-Verlag.

Newby, R.F. & Lyon, G.R. (l991). Neuropsychological subtypes of learning disabilities. In J.E. Obrzut & G.W. Hynd (Eds.), Neuropsychological foundations of learning disabilities: A handbook of issues, methods, and practice (pp. 355-386). San Diego: Academic Press.

Lyon, G.R. & Flynn, J.M. (l990). Assessing subtypes of learning disabilities. In H.L. Swanson (Ed.), Handbook on the assessment of learning disabilities: Theory, research, and practice (pp. 190-221). San Diego: College-Hill Press.

Lyon, G.R. & Flynn, J.M. (l990). Educational validation studies with subtypes of learning disabled readers. In B. P. Rourke (Ed.), Learning disabilities in children: Neuropsychological validity studies (pp 290-315). New York: Guilford Press.

Lyon, G.R. & Newby, R.F. (l990). Neuropsychology and learning disabilities. In B.Y. Wong (Ed.), Learning about Learning disabilities (pp. 112-132). San Diego: Academic Press.

Lyon, G.R. (l989). Neuropsychological assessment. In H.L. Swanson & B.L. Watson (Eds.), Educational and psychological assessment of exceptional children (pp. 80-110). St. Louis: C.V. Mosby.

Lyon, G.R. (l988). Subtype remediation. In K. Kavale & S. Forness (Eds.), Handbook of learning disabilities, Volume I (pp. 188-212). San Diego: College-Hill Press.

Lyon, G.R. & Risucci, D. (l988). Issues in the classification of learning disabilities. In K. Kavale (Ed.), Learning disabilities: State of the art and practice (pp. 48-61). San Diego: College-Hill Press

NATURE AND ACQUISITION OF THE SPEECH CODE AND READING: Dr. Carol Fowler - Haskins Laboratory Haskins Laboratories Publications related to reading, 1972-present.

Last updated February 2003.

Liberman, I. Y. (1971). Basic research in speech and lateralization of language: Some implications for reading disability. Bulletin of the Orton Society, 21, 7-87.

Liberman, I. Y., Shankweiler, D., Orlando, C., Harris, K., & Bell-Berti, F. (1971). Letter confusions and reversals of sequence in the beginning reader: Implications for Orton's theory of developmental dyslexia. Cortex, 7, 127-142.

Kavanagh, J. F., & Mattingly, I. G. (1972). Language by ear and by eye. The Relationships Between Speech and Learning to Read. Cambridge, MA: MIT Press.

Liberman, A. M., Mattingly, I. G., & Turvey, M. (1972). Language codes and memory codes. In A. W. Melton & E. Martin (Eds.), Coding processes and Human Memory. Washington, DC: Winston and Sons. (pp. 307-334.

Mattingly, I. G., & Kavanagh, J. F. (1972). The relationships between speech and reading. The Linguistic Reporter, DHEW Publication No. NIH 73-475.

Shankweiler, D., & Liberman, I. Y.. (1972). Misreading: A search for causes. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by Ear and by Eye: The Relationships Between Speech and Reading (pp.293-317). Cambridge, MA: MIT Press. {Reprinted (1975) in P. H. Mussen, J. S. Conger, & J. Kagan (Eds.), Basic and Contemporary Issues in Developmental Psychology. New York: Harper & Row.}

Liberman, I. Y. (1973). Segmentation of the spoken word. Bulletin of the Orton Society, 23, 65-77.

Michaels, C. F., & Turvey, M. T. (1973). Hemiretinae and non-monotonic masking functions with overlapping stimuli. Bulletin of the Psychonomic Society, 2, 163-164.

Turvey, M. T. (1973). On peripheral and central processes in vision: Inferences from an information-processing analysis of masking with patterned stimuli. Psychological Review, 80, 1-52.

Liberman, I.Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.

Turvey, M. T., Michaels, C. F., & Port, D. K. (1974). Visual storage or visual masking? An analysis of the 'Retroactive contour enhancement' effect. Quarterly Journal of Experimental Psychology, 26, 72-81.

Cutting, J. E., & Kavanagh, J. F. (1975). On the relationship of speech to language. DHEW Publication No. NIH 76-948.

Cutting, J. E., & Kavanagh, J. F. (1975). On the relationship of speech to language. American Speech and Hearing Association, 17, 500-506.

Shankweiler, D., & Liberman, I. Y. (1976). Exploring the relations between reading and speech. In R.M. Knights & D. J. Bakker (Eds.), Neuropsychology of Learning Disorders: Theoretical Approaches (pp. 297-313). Baltimore: University Park Press.

Drewnowski, A., & Healy, A. F. (1977). Detection errors on the and and: Evidence for reading units larger than the word. Memory & Cognition, 5, 636-647.

Erickson, D., Mattingly, I. G., & Turvey, M. T. (1977). Phonetic activity in reading: An experiment with Kanji. Language and Speech, 20, 384-403.

Fowler, C. A., Liberman, I. Y., & Shankweiler, D. (1977). On interpreting the error pattern of the beginning reader. Language and Speech, 20, 162-173.

Liberman, I.Y., Shankweiler, D., Liberman, A. M., Fischer, F. W., & Fowler, C. (1977). Phonetic segmentation and recoding in the beginning reader. In A. S. Reber & D. Scarborough (Eds.), Toward a Psychology of Reading (pp. 207-225). Hillsdale, NJ: Lawrence Erlbaum Associates.

Mark, L. S., Shankweiler, D., Liberman, I. Y., & Fowler, C. A. (1977). Phonetic recoding and reading difficulty in beginning readers. Memory & Cognition, 5, 623-629.

Turvey, M. T. (1977). Contrasting orientations to the theory of visual information processing. Psychological Review, 84, 67-88.

Healy, A. F., & Levitt, A. G. (1978). The relative accessibility of semantic and deep structure syntactic concepts. Memory & Cognition, 6, 518-526.

Fischer, F. W., Liberman, I. Y., & Shankweiler, D. (1978). Reading reversals and developmental dyslexia: A further study. Cortex, 14, 496-510.

Liberman, I. Y., Mark, L.S., & Shankweiler, D. (1978). Reading disability: methodological problems in information-processing analysis. Science, 200, 801-802.

Lukatela, G., Savic, M., Gligorijevic, B., Ognjenovic, P., & Turvey, M. T. (1978). Bi-alphabetical lexical decision. Language and Speech, 21, 142-165.

Lukatela, G., Mandic, Z., Gligorijevic, B., Kostic, A., Savic, M., & Turvey, M. T. (1978). Lexical decision for inflected nouns. Language and Speech, 21, 166-173.

Mattingly, I. G. (1978). The skills of the plodder. Contemporary Psychology, 23, 731-732.

Shankweiler, D., & Liberman, I.Y. (1978). Reading behavior in dyslexia: Is there a distinctive pattern? Bulletin of the Orton Society, 28, 114-123.

Fowler, C. A., Shankweiler, D., & Liberman, I. Y. (1979). Apprehending spelling patterns for vowels: A developmental study. Language and Speech, 22, 243-252.

Liberman, I.Y., & Shankweiler, D. (1979). Speech, the alphabet, and teaching to read. In L. B. Resnik & P.A. Weaver (Eds.), Theory and Practice of Early Reading (Vol 2, pp. 109-134.) Hillsdale NJ: Lawrence Erlbaum Associates.

Michaels, C. F., & Turvey, M. T. (1979). Central sources of visual masking: Indexing structures supporting seeing at a single brief glance. Psychological Research, 4, 1-61.

Shankweiler, D., Liberman, I. Y., Mark, L. S., Fowler, C. A., & Fischer, F. W. (1979). The speech code and learning to read. Journal of Experimental Psychology: Human Learning and Memory, 5, 531-545.

Feldman, L. B., & Turvey, M. T. (1980). Words written in Kana are named faster than the same words written in Kanji. Language and Speech, 23, 141-147.

Liberman, I.Y., Liberman, A.M., Mattingly, I. G., & Shankweiler, D. (1980). Orthography and the beginning reader. In J. F. Kavanagh & R. Venezky (Eds.), Orthography, Reading, and Dyslexia (pp137-153). Baltimore: University Park Press.

Liberman, I.Y., Shankweiler, D., Camp, L., Blachman, B., & Werfelman, M. (1980). Steps toward literacy. Report prepared for Working Group on Learning Failure and Unused Learning Potential, President's Commission on Mental Health, Nov. l, 1977. In P. J. Levinson & C. Sloan (Eds.) Auditory Processing and Language: Clinical and Research Perspectives (pp.189-215). New York: Grune and Stratton.

Lukatela, G., Gligorijevic, B., Kostic, A., & Turvey, M. T. (1980). Representation of inflected nouns in the internal lexicon. Memory & Cognition, 8, 415-423.

Lukatela, G., Popadic, D., Ognjenovic, P., & Turvey, M. T. (1980). Lexical decision in a phonologically shallow orthography. Memory & Cognition, 8, 124-132.

Mann, V. A., Liberman, I. Y., & Shankweiler, D. (1980). Children's memory for sentences and word strings in relation to reading ability. Memory & Cognition, 8, 329-335.

Feldman, L. B., Kostic, A., Lukatela, G., & Turvey, M. T. (1981). An evaluation of the “Basic Orthographic Syllabic Structure” in a phonologically shallow orthography. Psychological Research, 45, 55-72.

Fowler, C., Wolford, G., Slade, R., & Tassinary, L. (1981). Lexical access with and without awareness. Journal of Experimental Psychology: General, 110, 341-362.

Katz, R. B., Shankweiler, D., & Liberman, I. Y. (1981). Memory for item order and phonetic recoding in the beginning reader. Journal of Experimental Child Psychology, 32, 474-484.

Liberman, I.Y., & Mann, V.A. (1981). Should reading remediation vary with the sex of the child? In A. Ansara, N. Geschwind, A. Galaburda, & N. Gartrell (Eds.) The Significance of Sex Differences in Dyslexia (pp. 151-167). Towson,MD: Orton Society.

Lukatela, G., Lorenc, B., Ognjenovic, P., & Turvey, M. T. (1981). A word superiority effect in a phonetically precise orthography. Language and Speech, 24, 173-183.

Fowler, C. A. (1982). Reading research-Theory and practice. [Review of Reading research: Advances in Theory and Practice, Vols. 1 and 2]. Contemporary Psychology, 27, 522-524.

Hanson, V. L. (1982). Use of orthographic structure by deaf adults: Recognition of fingerspelled words. Applied Psycholinguistics, 3, 343-356.

Healy, A. F., & Repp, B. H. (1982). Context and phonetic mediation in categorical perception. Journal of Experimental Psychology: Human Perception and Performance, 8, 68-80.

Liberman, A. M. (1982). On finding that speech is special. American Psychologist, 37, 148-167.

Liberman, I. Y., Mann, V. A., Shankweiler, D., & Werfelman, M. (1982). Children's memory for recurring linguistic and non-linguistic material in relation to reading ability. Cortex, 18, 367-375.

Lukatela, G., Moraca, J., Stojnov, D., Savic, M., Katz, L., & Turvey, M. T. (1982). Grammatical priming effects between pronouns and inflected verb forms. Psychological Research (Psychologische Forschung), 44, 297-311.

Shankweiler, D., Liberman, I. Y., & Mark, L. S. (1982). Phonetic coding in dyslexics and normal readers, by Hall, Ewing, Tinzmann and Wilson: A reply. Bulletin of the Psychonomic Society, 19, 78-79.

Brady, S., Shankweiler, D., & Mann, V. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35, 345-367.

Feldman, L. B. (1983). Bi-alphabetism and word recognition. In D. Rogers & J. Sloboda (Eds.), The Acquisition of Symbolic Skills (pp. 137-147). New York: Plenum Press.

Feldman, L. B., & Turvey, M. T. (1983). Word recognition in Serbo-Croatian is phonologically analytic. Journal of Experimental Psychology: Human Perception and Performance, 9, 288-298.

Hanson, V. L. (1983). The reading process: Cognitive and psycholinguistic perspectives. Contemporary Psychology, 28, 550-551.

Hanson, V. L., Shankweiler, D., & Fischer, F. W. (1983). Determinants of spelling ability in deaf and hearing adults: Access to linguistic structure. Cognition, 14, 323-344.

Katz, L., & Feldman, L. B. (1983). Relation between pronunciation and recognition of printed words in shallow and deep orthographies. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 157-166.

Katz, R. B., Healy, A. F., & Shankweiler, D. (1983). Phonetic coding and order memory in relation to reading proficiency: A comparison of short-term memory for temporal and spatial order information. Applied Psycholinguistics, 4, 323-344.

Liberman, I.Y. (1983). A language-oriented view of reading and its disabilities. In H. Myklebust (Ed.), Progress in Learning Disabilities (Vol 5, pp. 81-101). New York: Grune and Stratton. {Reprinted with additions in: Thalamus: International Academy for Research in Learning Disabilities, 1984, 4 (1), 1-41.

Lukatela, G., Kostic, A., Feldman, L. B., & Turvey, M. T. (1983). Grammatical priming of inflected nouns. Memory & Cognition, 11, 59-63.

Ognjenovic, V., Lukatela, G., Feldman, L. B., & Turvey, M. T. (1983). Misreadings by beginning readers of Serbo-Croatian. Quarterly Journal of Experimental Psychology, 35A, 97-109.

Rubin, H., & Liberman, I.Y. (1983). Exploring the oral and written language errors made by language-disabled children. Annals of Dyslexia, 33, 111-120.

Bentin, S., Bargai, N., & Katz, L. (1984). Orthographic and phonemic coding for lexical access: Evidence from Hebrew. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 353-368.

Bentin, S., & Katz, L. (1984). Semantic awareness in a nolexical task. Bulletin of the Psychonomic Society, 22, 381-384.

Hanson, V.L., Liberman, I. Y., & Shankweiler, D. (1984). Linguistic coding by deaf children in relation to beginning reading success. Journal of Experimental Child Psychology, 37, 378-393.

Hanson, V. L. (1984). Linguistic coding by deaf children in relation to beginning reading success. Journal of Experimental Child Psychology, 37, 378-393.

Katz, R. B., Healy, A. F., & Shankweiler, D. (1984). On accounting for deficiencies in order memory associated with reading difficulty: A reply to Tallal. Applied Psycholinguistics, 5, 170-174.

Mann, V. A. (1984). Reading skill and language skill. Developmental Review, 4, 1-15.

Mann, V. A. (1984). Longitudinal prediction and prevention of early reading difficulty. Annals of Dyslexia, 34, 117-136.

Mann, V. A., & Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory: Can they presage early reading problems? Journal of Learning Disabilities, 17, 592-599.

Mann, V. A., Shankweiler, D., & Smith, S. (1984). The association between comprehension of spoken sentences and early reading ability: The role of phonetic representation. Journal of Child Language, II, 627-643.

Mattingly, I. G. (1984). Reading, linguistic awareness, and language acquisition. In J. Downing and R. Valtin (Eds.), Language Awareness and Learning to Read. New York: Springer-Verlag.

Morrongiello, B. A., Robson, R. C., Best, C. T., & Clifton, R. K. (1984). Trading relations in the perception of speech by 5-year-old children. Journal of Experimental Child Psychology, 37, 231-250.

Shankweiler, D., Smith, S. T., & Mann, V. A. (l984). Repetition and comprehension of spoken sentences by reading-disabled children. Brain and Language, 23, 241-257.

Studdert-Kennedy, M. (1984). On learning to speak. Human Neurobiology, 2, 191-195.

Feldman, L., Lukatela, G., & Turvey, M. T. (1985). Effects of phonological ambiguity on beginning readers of Serbo-Croatian. Journal of Experimental Child Psychology, 39, 492-510.

Fischer, F. W., Shankweiler, D., & Liberman, I. Y. (1985). Spelling proficiency and sensitivity to word structure. Journal of Memory and Language, 24, 423-441.

Fowler, C. A., Napps, S. F., & Feldman, L. (1985). Relations among regular and irregular morphologically related words in the lexicon as revealed by repetition priming. Memory and Cognition, 13, 241-255.

Gurjanov, M., Lukatela, G., Lukatela, K., Savic, M. & Turvey, M. T. (1985). Grammatical priming of inflected nouns by the gender of possessive adjectives. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 692-701.

Gurjanov, M., Lukatela, G., Moskovljevic, J., Savic, M., & Turvey, M. T. (1985). Grammatical priming of inflected nouns by inflected adjectives. Cognition, 19, 55-71.

Krakow, R. A., & Hanson, V. L. (1985). Deaf signers and serial recall in the visual modality: Memory for signs, fingerspelling, and print. Memory & Cognition, 13(3), 265-272.

Liberman, I.Y. (1985).

Should so-called modality preferences determine the nature of instruction for children with learning disabilities? In F. Duffy and N. Geschwind (Eds.), Dyslexia: A Neuroscientific Approach to Clinical Evaluation (pp. 93-103). Boston: Little, Brown, & Co.

Liberman, I.Y., Rubin, H., Duques, S., & Carlisle, J. (1985). Linguistic abilities and spelling proficiency in kindergarteners and adult poor spellers. In D. B. Gray & J. F. Kavanagh (Eds.), Biobehavioral Measures of Dyslexia (pp. 163-176). Parkton, MD: York Press.

Liberman, I. Y., & Shankweiler, D. (1985). Phonology and the problems of learning to read and write. In Topical Issue (I. Y. Liberman, Guest Editor), Remedial and Special Education, 6(6), 8-17.

Mann, V. A. (1985). A cross-linguistic perspective on the relation between temporary memory skills and early reading ability. Remedial and Special Education, 6(6), 37-42.

Mann, V. A., Sharlin, H. M., & Dorman, M. (1985). Children's perception of sibilants: The relation between articulation and perceptual development. Journal of Experimental Child Psychology, 39, 252-264.

Mattingly, I. G. (1985). Did orthographies evolve? Remedial and Special Education, 6(6), 18-23.

Brady, S. (1986). Short-term memory, phonological processing and reading ability. Annals of Dyslexia, 36, 138-153.

Hanson, V. L. (1986). Access to spoken language and the acquisition of orthographic structure: Evidence from deaf readers. The Quarterly Journal of Experimental Psychology, 38A(2), 193-212.

Katz, R. B. (1986). Phonological deficiencies in children with reading disability: Evidence from an object-naming task. Cognition, 22, 225-257.

Katz, R. B., & Shankweiler, D. (1986). Repetitive naming and the detection of word retrieval deficits in the beginning reader. Cortex, 21, 617-625.

Lukatela, G., Carello, C., Savic, M., & Turvey, M. T. (1986). Hemispheric asymmetries in phonological processing. Neuropsychologia, 24( 3), 341-350.

Mann, V. A. (1986). Phonological awareness: The role of reading experience. Cognition, 24, 65-92.

Mann, V. A. (1986). Why some children encounter reading problems: The contribution of difficulties with language processing and phonological sophistication to early reading disability. In J. K. Torgeson & B. Y. L. Wong (Eds.), Psychological and Educational Perspectives on Learning Disabilities (pp. 133-159). Orlando, FL: Academic Press.

Repp, B. H. (1986). Some observations on the development of anticipatory coarticulation. Journal of the Acoustical Society of America, 79(5), 1616-1619.

Shankweiler, D., & Crain, S. (1986). Language mechanisms and reading disorder: A modular approach. Cognition, 24, 139-168.

Smith, S. T., Mann, V. A., & Shankweiler, D. (1986). Spoken sentence comprehension by good and poor readers: A study with the token test. Cortex 22, 627-632.

Studdert-Kennedy, M. (1986). Development of the speech perceptuomotor system. In B. Lindblom & R. Zetterstrom (Eds.), Precursors of Early Speech (pp. 205-217). Wenner-Gren International Symposium Series, Vol. 44. Hampshire, England: Macmillan.

Urosevic, Z., Carello, C., Savic, M., Lukatela, G., & Turvey, M. T. (1986). Some word-order effects in Serbo-Croatian. Language and Speech, 29(2), 177-195.

Zinna, D. R., Liberman, I. Y., & Shankweiler, D. (1986). Children's sensitivity to factors influencing vowel reading. Reading Research Quarterly, 21(4), 465-480.

Bentin, S., & Frost, R. (1987). Processing lexical ambiguity and visual word recognition in a deep orthography. Memory and Cognition, 15(1), 13-23.

Brady, S., Mann, V., & Schmidt, R. (1987). Errors in short-term memory for good and poor readers. Memory & Cognition, 15(5), 444-453.

Feldman, L. B. (1987). Phonological and morphological analysis by skilled readers of Serbo-Croatian. In A. Allport et al. (Eds.), Language Perception and Production : Relationships Between Listening, Speaking, Reading, and Writing (pp. 198-209). London; Orlando: Academic Press.

Feldman, L. B., & Fowler, C. A. (1987). The inflected noun system in Serbo-Croatian: Lexical representation of morphological structure. Memory and Cognition, 15(1), 1-12.

Feldman, L., B., & Moskovljevic, J. (1987). Repetition priming is not purely episodic in origin. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13(4), 573-581.

Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13( 1), 104-115.

Hanson, V. L., & Fowler, C. A. (1987). Phonological coding in word reading: Evidence from hearing and deaf readers. Memory & Cognition, 15(3), 199-207.

Katz, L., Boyce, S., Goldstein, L., & Lukatela, G. (1987). Grammatical information effects in auditory word recognition. Cognition, 25, 235-263.

Liberman, I. Y. (1987). Language and literacy: The obligation of the schools of education. In W. Ellis (Ed.), Intimacy with Language: A Forgotten Basic in Teacher Education (pp. 1-9) Baltimore: Orton Dyslexia Society.

Liberman, I. Y. (1987). Language and literacy: The obligation of the schools of education. In W. Ellis (Ed.), Intimacy with Language: A Forgotten Basic in Teacher Education (pp.1-9). Baltimore: The Orton Dyslexia Society.

Liberman, I. Y., & Shankweiler, D. (1987). Phonology and the problems of learning to read and write. Memory and Learning Disabilities. Advances in Learning and Behavioral Disabilities, Suppl. 2, 203-224.

Lukatela, G., Carello, C., & Turvey, M. T. (1987). Lexical representation of regular and irregular inflected nouns. Language and Cognitive Processes, 2(1), 1-17.

Lukatela, G., Kostic, A., Todorovic, D., Carello, C., & Turvey, M. T. (1987). Type and number of violations and the grammatical congruency effect in lexical decision. Psychological Review, 49, 37-43.

Lukatela, G., & Turvey, M. T. (1987). Loci of phonological effects in the lexical access of words written in a shallow orthography. Psychol. Res., 49, 139-146.

Mann V. A., Tobin, P., & Wilson, R. (1987). Measuring phonological awareness through the invented spellings of kindergarten children. Merrill-Palmer Quarterly, 33( 3), 365-391.

Mattingly, I. G. (1987). Morphological structure and segmental awareness. C.P.C.: Cahiers de Psychologie Cognitive European Bulletin of Cognitive Psychology, 7, 488-493.

Napps, S. E., & Fowler, C. A. (1987). Formal relationships among words and the organization of the mental lexicon. Journal of Psycholinguistic Research, 16( 3), 257-272.

Nittrouer, S., & Studdert-Kennedy, M. (1987). The role of coarticulatory effects in the perception of fricatives by children and adults. Journal of Speech and Hearing Research, 30, 319-329.

Carello, C., Lukatela, G., & Turvey, M. T. (1988). Rapid naming is affected by association but not by syntax. Memory & Cognition, 16(3), 187-195.

Cossu, G., Shankweiler, D., Liberman, I. Y., Katz, L., & Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1-16.

Crain, S., & Shankweiler, D. (1988). Syntactic complexity and reading acquisition. In A. Davison & G. M. Green (Eds.), Linguistic Complexity and Text Comprehension: Readability Issues Reconsidered (pp.167-192) . Hillsdale, NJ: Lawrence Erlbaum Associates.

Fowler, A. E. (1988). Grammaticality judgments and reading skill in grade 2. Annals of Dyslexia, 38, 73-94.

Frost, R.,& Repp, B. H., & Katz, L. (1988). Can speech perception be influenced by simultaneous presentation of print? Journal of Memory and Language, 27, 741-755.

Goldblum, N., & Frost, R. (1988). The crossword puzzle paradigm: The effectiveness of different word fragments as cues for the retrieval of words. Memory & Cognition, 16(2), 158-166.

Lukatela, G., Carello, C., & Turvey, M. T. (1988). Low-constraint facilitation in lexical decision with single-word contexts. American Journal of Psychology, 101(1), 15-29.

Lukatela, K., Crain, S., & Shankweiler, D. (1988). Sensitivity to inflectional morphology in agrammatism: Investigation of a highly inflected language. Brain and Language, 33, 1-15.

Mann, V. A., & Brady, S. (1988). Reading disability: The role of language deficiencies. Journal of Consulting and Clinical Psychology, 56, 811-816.

Pratt, A. C., & Brady, S. (1988). Relation of phonological awareness to reading disability in children and adults. Journal of Educational Psychology, 80(3), 319-323.

Repp, B. H., & Frost, R. (1988). Detectability of words and nonwords in two kinds of noise. Journal of the Acoustical Society of America, 84(5), 1929-1932.

Urosevic, Z., Carello, C., Savic, M., Lukatela, G., & Turvey, M. T. (1988). Word order and inflectional strategies in syntactic processing. Language and Cognitive Processes, 3(1), 49-71.

Carlisle, J. F., & Liberman, I. Y. (1989). Does the study of latin affect spelling proficiency? Reading and Writing: An Interdisciplinary Journal, 2, 179-191.

Frost, R., & Katz, L. (1989). Orthographic depth and the interaction of visual and auditory processing in word recognition. Memory & Cognition, 17(3), 302-310.

Gladstone, M., & Best, C. T., & Davidson, R. J. (1989). Anomalous bimanual coordination among dyslexic boys. Developmental Psychology, 25 (2), 236-246.

Hanson, V. L. (1989). Phonology and reading: Evidence from profoundly deaf readers. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and Reading Disability: Solving the Reading Puzzle. IARLD Research Mongraph Series. Ann Arbor: University of Michigan Press.

Hanson, V.L., & Feldman, L.B. (1989). Language specificity in lexical organization: Evidence from deaf signers' lexical organization of American Sign Language and English. Memory & Cognition, 17(3), 292-301.

Kelly, M. S., Best, C. T., & Kirk, U. (1989). Cognitive processing deficits in reading disabilities: A prefrontal cortical hypothesis. Brain and Cognition, 11, 275-293.

Liberman, A. M. (1989). Reading is hard just because listening is easy. In C. von Euler (Ed.), Wenner-Gren International Symposium Series: Brain and Reading (pp. 197-205. Hampshire, England: Macmillan.

Liberman, I. Y. (1989). Phonology and beginning reading revisited. In C. von Euler (Ed.), Wenner-Gren International Symposium Series: Brain and Reading (pp. 207-220). Hampshire, England: Macmillan.

Liberman, I.Y., & Shankweiler, D. (1989). Phonology and the beginning reader: A tutorial. In L. Rieben et C. A.Perfetti (Eds.), L'Apprenti Lecteur -- Rapports Experimentaux et Implications Pedagogiques (pp. 23-42). Neuchatel: Delachaux et Niestle.

Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and Reading Disability: Solving the Reading Puzzle. IARLD Research Monograph Series. Ann Arbor, MI: University of Michigan Press.

Lukatela, G., Feldman, L. B., Turvey, M. T., Carello, C., & Katz, L. (1989). Context effects in bi-alphabetical word perception. Journal of Memory & Language 28, 214-236.

Lukatela, G., Turvey, M. T., Feldman, L. B., Carello, C., & Katz, L. (1989). Alphabet priming in bi-alphabetical word perception. Journal of Memory & Language 28, 237-254.

Nittrouer, S., Studdert-Kennedy, M., & McGowan, R. S. (1989). The emergence of phonetic segments: Evidence from the spectral structure of fricative-vowel syllables spoken by children and adults. Journal of Speech and Hearing Research, 32, 120-132.

Nittrouer, S., & Whalen, D. H. (1989). The perceptual effects of child-adult differences in fricative-vowel coarticulation. Journal of the Acoustical Society of America, 86(4), 1266-1276.

Macaruso, P., Bar-Shalom, E., Crain, S., & Shankweiler, D. (1989). Comprehension of temporal terms by good and poor readers. Language and Speech, 32(1), 45-67.

Shankweiler, D. (1989). How problems of comprehension are related to difficulties in decoding. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and Reading Disability: Solving the Reading Puzzle. IARLD Research Monograph Series. Ann Arbor: University of Michigan Press.

Studdert-Kennedy, M. (1989). The early development of phonological form. In C. von Euler, H. Forssberg, & H. Lagercrantz (Eds.), Neurobiology of Early Infant Behavior (pp. 287-301). Stockholm: Stockton Press.

Bentin, S., Deutsch, A., & Liberman, I. Y. (1990). Syntactic competence and reading ability in children. Journal of Experimental Child Psychology, 48, 147-172.

Bentin, S., & Feldman, L (1990). The contribution of morphological and semantic relatedness to repetition priming at short and long lags: Evidence from hebrew. The Quarterly Journal of Experimental Psychology, 42A, 693-711.

Brady, S., Poggie, E., & Rapala, M. M. (1990). Speech repetition abilities in children who differ in reading skill. Language and Speech, 32(2), 109-122.

Crain, S., & Shankweiler, D. (1990). Explaining failures in spoken language comprehension by children with reading disabilities. In D. A. Balota, G. B. Flores d'Arcais and, & K. Rayner (Eds.), Comprehension Processes in Reading (pp.539-555). Hillsdale, NJ: Lawrence Erlbaum Associates.

Crain, S., Shankweiler, D., Macaruso, P., & Bar-Shalom, E. (1990). Working memory and comprehension of spoken sentences: Investigations of children with reading disorder. In Vallar, G. & Shallice, T. (Eds.), Neuropsychological Impariments of Short-Term Memory (pp.477-507). Cambridge, UK/ New York: Cambridge University Press.

Frost, R., Feldman, L. B., & Katz, L. (1990). Phonological ambiguity and lexical ambiguity: effects on visual and auditory word recognition. Journal of Experimental Psychology: Learning, Memory, & Cognition, 16(4), 569-580.

Liberman, I. Y., & Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40, 51-76.

Lukatela, G., Carello, C., & Turvey, M. T. (1990). Phonemic, associative, and grammatical context effects with identified and unidentified primes. Language and Speech, 33(1), 1-18.

Lukatela, G., Carello, C., & Turvey, M. T. (1990). Phonemic priming with words and pseudowords. European Journal of Cognitive Psychology, 2(4), 375-394.

Lukatela, G., & Turvey, M. T. (1990). Phonemic similarity effects and prelexical phonology. Memory & Cognition, 18 (2), 128-152.

Lukatela, G., & Turvey, M. T. (1990). Automatic and pre-lexical computation of phonology in visual word identification. European Journal of Cognitive Psychology, 2(4), 325-343.

Peter, M., Lukatela, G., & Turvey, M. T. (1990). Phonological priming: Failure to replicate in the rapid naming task. Bulletin of the Psychonomic Society, 28(5), 389-392.

Rapala, M. M., & Brady, S. (1990). Reading ability and short-term memory: The role of phonological processing. Reading and Writing: An Interdisciplinary Journal, 2, 1-25.

Smith, S. T., Macaruso, P., Shankweiler, D., & Crain, S. (1990). Syntactic comprehension in young poor readers. Applied Psycholinguistics, 10, 429-454.

Aguiar, L., & Brady, S. (1991). Vocabulary acquisition and reading ability. Reading and Writing: An Interdisciplinary Journal, 3, 413-425.

Crain, S., & Shankweiler, D. (1991). Modularity and learning to read. In I. G. Mattingly & M. Studdert-Kennedy (Eds.), Modularity and theMotor Theory of Speech Perception (pp.375-391). Hillsdale, NJ: Lawrence Erlbaum Associates.

Feldman, L.B. (1991). The contribution of morphology to word recognition. Psychological Research, 53, 33-41.

Frost, R. (1991). Phonetic recoding of print and its effect on the detection of concurrent speech in amplitude-modulated noise. Cognition, 39, l95-214.

Katz, L., Rexer, K., & Lukatela, G. (1991). The processing of inflected words. Psychological Research, 53, 25-32.

Levitt, A., Healy, A. F., & Fendrich, D. W. (1991). Syllable-internal structure and the sonority hierarchy: Differential evidence from lexical decision, naming, and reading. Journal of Psycholinguistic Research, 20(4), 337-363.

Liberman, A. M. (1991). Observations from the sidelines. Reading and Writing: An Interdisciplinary Journal, 3, 429-433.

Lukatela, G., & Turvey, M. T. (1991). Phonological access of the lexicon: Evidence from associative priming with pseudohomophones. Journal of Experimental Psychology: Human Perception and Performance, 17(4), 951-966.

Lukatela, G., Turvey, M. T., & Todorovic, D. (1991). Is alphabet biasing in bialphabetical word perception automatic and prelexical? Journal of Experimental Psychology: Learning, Memory, and Cognition, 17(4), 653-663.

Mattingly, I. G. (1991). Modularity, working memory, and reading disability. In S. A. Brady & D. Shankweiler (Eds.), Phonological Processes in Literacy (pp.163-171). Hillsdale, NJ: Lawrence Erlbaum Associates.

Repp, B. H. (1991). A Review by Bruno H. Repp of Cognition and the Symbolic Processes: Applied and Ecological Perspectives. Hoffman, R. R. & Palermo, D. S. 545 pp. Hillsdale, NJ: Lawrence Erlbaum Associates.

Shankweiler, D. (1991). Starting on the right foot. Educational Researcher, 20(4), 33-35.

Studdert-Kennedy, M. (1991). Learning to speak: A note on the units of speech production and speech perception. Paper from the symposium Current Phonetic Research Paradigms: Implications for Speech Motor Control (pp.173-186). Stockholm, Sweden, August 13-16, 1991.

Xu, Y. (1991). Depth of phonological recoding in short-term memory. Memory & Cognition, 19(3), 263-273.

Bentin, S. (1992). Phonological awareness, reading, and reading acquisition: A survey and appraisal of current knowledge. In R. Frost and L. Katz (Eds.), Orthography, Phonology, Morphology, and Meaning (pp.193-210). Amersterdam; New York: Elsevier Science Publishers.

Carello, C., Turvey, M. T., & Lukatela, G. (1992). Can theories of word recognition remain stubbornly nonphonological? In R. Frost and L. Katz (Eds.), Orthography, Phonology, Morphology, and Meaning (pp.211-226). Amersterdam; New York: Elsevier Science Publishers.

Dreyer, L. G., & Katz, L. (1992). An examination of ”The Simple View of Reading“. In Kinzer, C. K.& Leu, D. J. (Eds.), Literacy Research, Theory, and Practice: Views From Many Perspectives (pp.169-175). Chicago, IL: The National Reading Conference, Inc.

Faber, A. (1992). Phonemic segmentation as epiphenomenon. Evidence from the history of alphabetic writing. In P. Downing, S.D. Lima, & M. Noonan (Eds.), The Linguistics of Literacy (pp.111-134). Amsterdam;Philadelphia: John Benjamins Publishing Co.

Feldman, L. B., & Andjelkovic, D. (1992). Morphological analysis in word recognition. In R. Frost & L. Katz (Eds.), Orthography, Phonology, Morphology, and Meaning (pp. 343-361). Amersterdam; New York: Elsevier Science Publishers.

Frost, R., & Bentin, S. (1992). Processing phonological and semantic ambiguity: Evidence from semantic priming at different SOAs. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18(1), 58-68.

Katz, L., & Frost, R. (1992). Orthography, phonology, morphology, and meaning: An overview. In R. Frost & L. Katz (Eds.), Orthography, Phonology, Morphology, and Meaning (pp.1-8). Amersterdam; New York: Elsevier Science Publishers.

Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In R. Frost & L. Katz (Eds.), Orthography, Phonology, Morphology, and Meaning (pp.67-84). Amersterdam; New York: Elsevier Science Publishers.

Liberman, A. M. (1992). The relation of speech to reading and writing. In R. Frost & L. Katz (Eds.), Orthography, Phonology, Morphology, and Meaning (pp.167-178). Amersterdam; New York: Elsevier Science Publishers.

Mattingly, I. G. (1992). Linguistic awareness and orthographic form. In R. Frost and L. Katz (Eds.), Orthography, Phonology, Morphology, and Meaning (pp.11-26). Amersterdam; New York: Elsevier Science Publishers.

Repp, B. H., Frost, R., & Zsiga, L. (1992). Lexical mediation between sight and sound in speechreading. The Quarterly Journal of Experimental Psychology, 45A(1), 1-20.

Shankweiler, D., & Lundquist, E. (1992). On the relations between learning to spell and learning to read. In R. Frost, and L. Katz (Eds.), Orthography, Phonology, Morphology, and Meaning (pp.179-192). Amersterdam; New York: Elsevier Science Publishers.

Bar-Shalom, E. G., Crain, S., & Shankweiler, D. (1993). A comparison of comprehension and production abilities of good and poor readers. Applied Psycholinguistics, 14, 197-227.

Dreyer, L. G., Shankweiler, D., & Luke, S. D. (1993). Children's retention of word spellings in relation to reading ability. In D. J. Leu and & C. K. Kinzer (Eds.), Examining Central Issues in Literacy Research, Theory, and Practice: Forty-second Yearbook of The National Reading Conference (pp.405-412).

Frost, R., & Kampf, M. (1993). Phonetic recoding of phonologically ambiguous printed words. Journal of Experimental Psychology: Learning, Memory and Cognition, 19(1), 23-33.

Goodell, E.W., & Studdert-Kennedy, M. (1993). Acoustic evidence for the development of gestural coordination in the speech of 2-year-olds: A longitudinal study. Journal of Speech and Hearing Research, 36, 707-727.

Lukatela, G., & Turvey, M. T. (1993). Similar attentional, frequency, and associative effects for pseudohomophones and words. Journal of Experimental Psychology: Human Perception and Performance, 19(1), 166-178.

Lukatela, G., Lukatela, K., & Turvey, M. T. (1993). Further evidence for phonological constraints on visual lexical access: TOWED primes FROG. Perception & Psychophysics, 53(5), 461-466.

Lukatela, G., Lukatela, K., Carello, C., & Turvey, M. T. (1993). Reduction in alphabet priming with delay and degradation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19(5), 1094-1100.

Macaruso, P., Shankweiler, D., Byrne, B., & Crain, S. (1993). Poor readers are not easy to fool: Comprehension of adjectives with exceptional control properties. Applied Psycholinguistics, 14, 285-298.

Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 26-59.

Carello, C., Lukatela, G., & Turvey, M. T. (1994). Observations: Lexical involvement in naming does not contravene prelexical phonology: Comment on Sebastian-Galles (1991). Journal of Experimental Psychology: Human Perception and Performance, 20(1), 192-198.

Faber, A. (1994). A review by Alice Faber of Phonological Development: Models, Research, Implications. In C. A. Ferguson, L. Menn, and C. Stoel-Gammon (Eds.). Timonium, MD: York Press, 1992. Language and Speech, 37(3), 299-313.

Faber, A., & Best, C. T. (1994). The perceptual infrastructure of early phonological development. In S. D. Lima, R. L. Corrigan and G. K. Iverson (Eds.), The Reality of Linguistic Rules (pp.262-280). Amsterda; Philadelphia:John Benjamins Publishing Company.

Feldman, L. B. (1994). Beyond orthography and phonology: Differences between inflections and derivations. Journal of Memory & Language, 33, 442-470.

Feldman, L. B., & Bentin, S. (1994). Morphological analysis of disrupted morphemes: Evidence from hebrew. The Quarterly Journal of Experimental Psychology, 47A(2), 407-435.

Frost, R. (1994). Prelexical and postlexical strategies in reading: Evidence from a deep and a shallow Orthography. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(1), 116-129.

Lukatela, G., & Turvey, M.T. (1994). Visual lexical access is initially phonological: 1. Evidence from associative priming by words, homophones, and pseudohomophones. Journal of Experimental Psychology: General, 123(2), 107-128.

Lukatela, G., & Turvey, M. T. (1994). Visual lexical access Is initially phonological: 2. Evidence from phonological priming by homophones and pseudohomophones. Journal of Experimental Psychology: General, 123(4), 331-353.

Mattingly, I.G. (1994). A review by Ignatius G. Mattingly of The Linguistics of Literacy. P. Downing, S. D. Lima, and M. Noonan (Eds.), Amsterdam/Philadelphia: John Benjamins Publishing Company, 1992, xx, 334pp. Language & Speech, 37(1), 87-93.

Mattingly, I. G. (1994). Horizontal and vertical views of Chinese psycholinguistics. Advances in the Study of Chinese Language Processing, 1, 541-547.

Mattingly, I. G., & Xu, Y. (1994). Word superiority in Chinese. Advances in the Study of Chinese Language Processing, 1, 101-111.

Peter, M., & Turvey, M. T. (1994). Phonological codes are early sources of constraint in visual semantic categorization. Perception & Psychophysics, 55(5), 497-504.

Pugh, K. R., Rexer, K., & Katz, L. (1994). Evidence of flexible coding in visual word recognition. Journal of Experimental Psychology: Human Perception and Performance, 20(4), 807-825.

Pugh, K. R., Rexer, K., Peter, M., & Katz, L. (1994). Neighborhood effects in visual word recognition: Effects of letter delay and nonword context difficulty. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(3), 639-648.

Shankweiler, D. (1994). A Review by Donald Shankweiler of Beginning to Spell by Rebecca Treiman. New York: Oxford University Press, 1993. Language & Speech, 37(1), 77-79.

Ben-Dror, I., Bentin, S., & Frost, R. (1995). Semantic, phonologic, and morphologic skills in reading disabled and normal children: Evidence from perception and production of spoken Hebrew. Reading Research Quarterly, 30(4), 876-893.

Ben-Dror, I., Frost, R., & Bentin, S. (1995). Orthographic representation and phonemic segmentation in skilled readers: A cross-language comparison. Psychological Science, 6(3), 176-181.

Carello, C., Lukatela, G., Peter, M., & Turvey, M. T. (1995). Effects of association, frequency, and stimulus quality on naming words in the presence or absence of pseudowords. Memory & Cognition, 23(3), 289-300.

Cossu, G., Shankweiler, D., Liberman, I.Y., & Gugliotta, M. (1995). Visual and phonological determinants of misreadings in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 7, 237-256.

Feldman, L. B., Frost, R., & Pnini, T. (1995). Decomposing words into their constituent morphemes: Evidence from English and Hebrew. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 4, 947-960.

Frost, R. (1995). Phonological computation and missing vowels: Mapping lexical involvement in reading. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21(2), 398-408.

Katz, L., Rexer, K., & Peter, M. (1995). Case morphology and thematic role in word recognition. In L. B. Feldman (Ed.), Morphological Aspects of Language Processing (pp.79-107). Hillsdale, NJ: Lawrence Erlbaum Associates.

Lukatela, K., Carello, C., Shankweiler, D., & Liberman, I.Y. (1995). Phonological awareness in illiterates: Observations from Serbo-Croatian. Applied Psycholinguistics, 16, 463-487.

Lukatela, K., Shankweiler, D., & Crain, S. (1995). Syntactic processing in agrammatic aphasia by speakers of a Slavic language. Brain & Language, 49, 50-76.

Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman A. M., Brady, S. A., Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J. M., Stuebing, K. K., Shaywitz, S. E., & Shaywitz, B. A. (1995). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology, and syntax. Psychological Science, 6(3), 149-156.

Shaywitz, B. A., Pugh, K. R., Constable, R. T., Shaywitz, S. E., Bronen, R. A., Fulbright, R. K., Shankweiler, D. P., Katz, L., Fletcher, J. M., Skudlarski, P., & Gore, J. C. (1995). Localization of semantic processing using functional magnetic resonance imaging. Human Brain Mapping, 2,149-158.

Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Constable, R. T., Skudlarski, P., Fulbright, R. K., Bronen, R. A., Fletcher, J. M., Shankweiler, D. P., Katz, L., & Gore, J. C. (1995). Sex differences in the functional organization of the brain for language. Nature, 373, 607-609.

Stone, B., & Brady, S. (1995). Evidence for phonological processing deficits in less-skilled readers. Annals of Dyslexia, 45, 51-78.

Studdert-Kennedy, M., & Mody, M. (1995). Auditory temporal perception deficits in the reading-impaired: A critical review of the evidence. Psychonomic Bulletin & Review, 2(4), 508-514.

Deutsch, A., & Bentin, S. (1996). Attention factors mediating syntactic deficiency in reading-disabled children. Journal of Experimental Child Psychology, 63, 386-415.

Fodor, J. D., Ni, W., Crain, S., & Shankweiler, D. (1996). Tasks and timing in the perception of linguistic anomaly. Journal of Psycholinguistic Research, 25(1), 25-57.

Lukatela, G., Carello, C., Peter, M., Lukatela, K., & Turvey, M. T. (1996).Visual and associative factors in processing Serbo-Croatian Words. European Journal of Cognitive Psychology, 8(4), 321-339.

Lukatela, G., & Turvey, M. T. (1996). Inhibition of naming by rhyming primes. Perception & Psychophysics, 58(6), 823-835.

Ni, W., Crain, S., & Shankweiler, D. (1996). Sidestepping garden paths: Assessing the contributions of syntax, semantics and plausibility in resolving ambiguities. Language and Cognitive Processes, 11(3), 283-334.

Nittrouer, S., Studdert-Kennedy, M., & Neely, S. T. (1996). How children learn to organize their speech gestures: Further evidence from fricative-vowel syllables. Journal of Speech and Hearing Research, 39(2), 379-389.

Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E., Constable, R. T., Skudlarski, P., Fulbright, R. K., Bronen, R. A., Shankweiler, D. P., Katz, L., Fletcher, J.. M., & Gore, J.C. (1996). Cerebral organization of component processes in reading. Brain, 119, 1221-1238.

Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E., Fulbright, R. K., Byrd, D., Skudlarski, P., Shankweiler, D. P., Katz, L., Constable, T., Fletcher, J., Lacadie, C., Marchione, K., & Gore, J. C. (1996). Auditory selective attention: An fMRI investigation. Neuroimage, 4, 159-173.

Shankweiler, D., Lundquist, E., Dreyer, L. G., & Dickinson, C. C. (1996). Reading and spelling difficulties in high school students: Causes and consequences. Reading and Writing, 8, 267-294.

Brady, S. A. (1997). Ability to encode phonological representations: An underlying difficulty of poor readers. In B. Blachman (Ed.), Foundations of Reading Acquisition and Dyslexia: Implications for Early Intervention (pp. 21-28). Mahwah, NJ: Lawrence Erlbaum Associates.

Feldman, L. B., & Siok, W. W. T. (1997). Observation: The role of component function in visual recognition of Chinese characters. Journal of Experimental Psychology: Learning, Memory and Cognition, 23(3), 776-781.

Frost, R., Forster, K. I., & Deutsch, A. (1997). What can we learn from the morphology of Hebrew? A masked-priming investigation of morphological representation. Journal of Experimental Psychology: Learning, Memory and Cognition, 23(4), 829-856.

Fulbright, R. K., Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Skudlarski, P., Constable, R. T., Fletcher, J. M., Liberman, A. M., Shankweiler, D. P., Katz, L., Lacadie, C., Bronen, R. A., Marchione, K. E., & Gore, J. C. (1997). Neuroanatomy of reading and dyslexia. Neuroimaging, 6(2), 431-445.

Gronau, N., & Frost, R. (1997). Prelexical phonologic computation in a deep orthography: Evidence from backward masking in Hebrew. Psychonomic Bulletin & Review, 4(1), 107-112.

Lukatela, G., Savic, M., Urosevic, Z., & Turvey, M. T. (1997). Phonological ambiguity impairs identity priming in naming and lexical decision. Journal of Memory and Language, 36, 360-381.

Mody, M., Studdert-Kennedy, M., & Brady, S. (1997). Speech perception deficits in poor readers: Auditory processing or phonological coding? Journal of Experimental Child Psychology, 64, 199-231.

Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Fletcher, J. M., Skudlarski, P., Fulbright, R. K., Constable, R. T., B