Articles and Books of Interest

(in alphabetical order by first author's last name)
  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. (Click for Link)

  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. (Click for Link)

  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. 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)

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

  18. 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

  19. 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

  20. 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

  21. 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)

  22. 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.

  23. 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

  24. 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

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

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

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

  28. 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

  29. 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

  30. 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.

  31. 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

  32. 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

  33. 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

  34. 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

  35. 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
            Disabilities
    doi:10.1177/0022219413483175

The previous article system can still be accessed here.