Articles and Books of Interest

(in alphabetical order by first author's last name)

1. 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)
   
   
2. 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.
   
   
3. 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.
   
   
4. 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)
   
   
5. 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
   
   
6. 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.
   
   
7. 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)
   
   
8. Just the Facts: Recommended Reading for Professionals. The International Dyslexia Association, 40 York Road,
           4th Floor, Baltimore, Maryland. 21204. (Click for Link)
   
   
9. 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
   
   
10. 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)
     
    
11. 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
    
    
12. Pennington, et. al. (2012). Individual Prediction of Dyslexia by Single Versus Multiple Deficit Models. Journal of
            Abnormal Psychology, 121 (1), 212-224.
    
    
13. Peterson, R.L. and Pennington, B.F. (2012). Developmental dyslexia. The Lancet, 397 (9830), 1997-2007.
            (Click for Link)
    
    
14. 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
    
    
15. 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.
    
    
16. 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
    
    
17. 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

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