Orchestration of Multiple Codes in Developing Readers: An Alternative Model of Lexical Access

References

• Balota D., Chumbley J. The locus of word‐frequency effects in the pronunciation task: Lexical access and/or production?. Journal of Memory and Language 1985; 24: 89–106
   Web of Science ®Google Scholar
• Baron J. Orthographic and word‐specific mechanisms in children's reading of words. Child Development 1979; 50: 60–72
   Web of Science ®Google Scholar
• Barron R. Word recognition in early reading: A review of the direct and indirect access hypotheses. Cognition 1986; 24: 93–119
   PubMed Web of Science ®Google Scholar
• Barron R., Baron J. How children get meaning from printed words. Child Development 1977; 48: 587–594
   Web of Science ®Google Scholar
• Berninger V. Global, component, and serial procedures for printed words in beginning reading. Journal of Experimental Child Psychology 1987; 43: 387–418
   Google Scholar
• Berninger V. Acquisition of linguistic procedures for printed words: Neuropsychological implications for learning. International Journal Neuroscience 1988; 42: 276–281
   Google Scholar
• Berninger V., Abbott R., Shurtleff H. Development changes in interrelationships of visible language codes, oral language codes, and reading or spelling. Learning and Individual Differences
   Google Scholar
• Berninger V., Chen A. C. N., Abbott R. A test of the multiple connections model of reading acquisition. International Journal of Neuroscience 1988; 42: 283–295
   PubMed Web of Science ®Google Scholar
• Berninger V., Proctor A., DeBruyn I., Smith R. Relationship between levels of oral language and written language in beginning readers. Journal of School Psychology 1988; 26: 341–357
   Web of Science ®Google Scholar
• Berninger V., Thalberg S., DeBruyn I., Smith R. Preventing reading disabilities by assessing and remediating phonemic skills. School Psychology Review 1987; 16: 554–565
   Web of Science ®Google Scholar
• Byrne B., Shea P. Semantic and phonetic memory codes in beginning readers. Memory & Cognition 1979; 7: 333–338
   PubMed Web of Science ®Google Scholar
• Carr T., Pollatsek A. Recognizing printed words: A look at current models. Reading research: Advances in theory and practice. Academic Press, New York 1985; Vol. 5: 1–82
   Google Scholar
• Carroll J. B., Davies P., Richman B. Word frequency book. Houghton Mifflin, Boston 1971
   Google Scholar
• Chumbley J., Balota D. A word's meaning affects the decision in lexical decision. Memory & Cognition 1984; 12: 590–606
   PubMed Web of Science ®Google Scholar
• Coltheart M. Lexical access in simple reading tasks. Strategies in information processing, G. Underwood. Academic Press, London 1978; 151–216
   Google Scholar
• Denckla M. B., Rudel R. Rapid 'automatized' naming of pictured objects, colors, letters, and numbers by normal children. Cortex 1974; 10: 186–202
   PubMedGoogle Scholar
• Denckla M. B., Rudel R. G. Naming of object‐drawings by dyslexic and other learning‐disabled children. Brain and Language 1976; 3: 1–15
   PubMed Web of Science ®Google Scholar
• Doctor E., Coltheart M. Children's use of phonological encoding when reading for meaning. Memory & Cognition 1980; 8: 195–209
   PubMed Web of Science ®Google Scholar
• Ehri L. C. How orthography alters spoken language competencies in children learning to read and spell. Language awareness and learning to read, J. Downing, R. Valtin. Springer‐Verlag, New York 1984; 119–147
   Google Scholar
• Ehri L. C, Wilce I. S. The influence of orthography on reader's conceptualization of the phonemic structure of words. Applied Psycholinguistics 1980; 2: 371–385
   Google Scholar
• Ehri L. J., Wilce L. Movement into reading: Is the first stage of printed word learning visual or phonetic?. Reading Research Quarterly 1985; 20: 163–179
   Web of Science ®Google Scholar
• Evans M., Carr T. Cognitive abilities, conditions of learning, and the early development of reading skill. Reading Research Quarterly 1985; 20: 327–350
   Web of Science ®Google Scholar
• Forster K. I., Chambers S. H. Lexical access and naming time. Journal of Verbal Learning and Verbal Behavior 1973; 12: 627–635
   Google Scholar
• Foss D. J., Blank M. A. Identifying the speech codes. Cognitive Psychology 1980; 12: 1–31
   PubMed Web of Science ®Google Scholar
• Frederiksen J. R., Kroll J. F. Spelling and sound: Approaches to the internal lexicon. Journal of Experimental Psychology: Human Perception and Performance 1976; 2: 361–379
   Web of Science ®Google Scholar
• Glushko R. The organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: Human Perception and Performance 1979; 5: 674–691
   Web of Science ®Google Scholar
• Gough P. B. One second of reading. Language by ear and by eye, J. F. Kavanaugh, I. G. Mattingly. MIT Press, Cambridge, MA 1972
   Google Scholar
• Greenwald A., Klinger M., Liu T. Unconscious processing of dichoptically masked words. Memory and Cognition
   Google Scholar
• Harris A., Sipay E. How to increase reading ability8th ed. Longman, New York 1985
   Google Scholar
• Hudson P. T., Bergman M. Lexical knowledge in word recognition: Word length and word frequency in naming and lexical decision tasks. Journal of Memory and Language 1985; 24: 46–58
   Web of Science ®Google Scholar
• Johns J. Some comparisons between the Dolch sight vocabulary and the word list for the 1970s. Reading World 1976; 15: 144–150
   Google Scholar
• Johnson N. On looking at letters within words: Do we “see” them in memory?. Journal of Memory and Langauge 1986; 25: 558–570
   Google Scholar
• Just M., Carpenter P. The psychology of reading and language comprehension. Allyn and Bacon, Boston 1987
   Google Scholar
• La Berge D., Samuels J. Toward a theory of atuomatic information processing in reading. Cognitive Psychology 1974; 6: 293–323
   Web of Science ®Google Scholar
• Liederman J., Meehan P. When is between‐hemispheric division of labor advantageous?. Neuropsychologia 1986; 24: 863–874
   PubMed Web of Science ®Google Scholar
• Mark L. S., Shankweiler D., Liberman I. Y., Fowler C. A. Phonetic recoding and reading difficulty in beginning readers. Memory & Cognition 1977; 5: 623–629
   PubMed Web of Science ®Google Scholar
• Olson R., Wise B., Conners F., Rack J. Specific deficits in component reading and language skills: Genetic and environmental influences. Paper presented in the symposium on “What's specific about specific reading disability” at the annual meeting of the American Educational research Association. New Orleans April, 1988
   Google Scholar
• Posner M., Petersen S., Fox S., Raichle M. Localization of cognitive operations in the human brain. Science 1988; 240: 1627–1631
   PubMed Web of Science ®Google Scholar
• Seidenberg M., Waters G., Sanders W., Lagner P. Pre‐ and postlexical foci of contextual effects on word recognition. Memory & Cognition 1984; 12: 315–328
   PubMed Web of Science ®Google Scholar
• Snowling M. The development of grapheme phoneme correspondence in normal and dyslexic readers. Journal of Experimental Child Psychology 1980; 29: 294–305
   PubMed Web of Science ®Google Scholar
• Springer S., Deutsch G. Left brain, right brain. Freeman, New York 1985
   Google Scholar
• Stanovich K. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 1986; 21: 360–407
   Web of Science ®Google Scholar
• Studdert‐Kennedy M. The perception of speech. Current trends in linguistics, T. A. Sebeok. Mouton, The Hague 1974; Vol. 12: 2349–2385
   Google Scholar
• Taft M., Hambly G. The influence of orthography on phonological representations in the lexicon. Journal of Memory and Language 1985; 24: 320–335
   Web of Science ®Google Scholar
• Tanenhaus M., Flaningan H., Seidenberg M. Orthographic and phonological activation in auditory and visual word recognition. Memory & Cognition 1980; 8: 513–520
   PubMed Web of Science ®Google Scholar
• Thorndike EX., Lorge I. The teacher's word book of 300,000 words. Bureau of Publications, Teachers College, Columbia University, New York 1944
   Google Scholar
• Treiman R. Individual differences among children in spelling and reading styles. Journal of Experimental Child Psychology 1984; 37: 463–477
   PubMed Web of Science ®Google Scholar
• Umansky J., Chambers S. Letters and words in word identification. Memory & Cognition. S 1980; 433–446
   Google Scholar
• Van Orden G. A rows is a rose: Spelling, sound, and reading. Memory & Cognition 1987; 15: 181–198
   PubMed Web of Science ®Google Scholar
• Wagner R., Torgesen J. The nature of phonological processing and its causal role in acquisition of reading skills. Psychological Bulletin 1987; 101: 192–212
   Web of Science ®Google Scholar
• Waters G., Seidenberg M., Bruck M. Children's and adults' use of spelling‐sound information in three reading tasks. Memory & Cognition 1984; 12: 293–305
   PubMed Web of Science ®Google Scholar
• Witelson S. Neurobiological aspects of language in children. Child Development 1987; 58: 653–688
   PubMed Web of Science ®Google Scholar
• Wolf M. Naming, reading, and the dyslexias: A longitudinal overview. Annals of dyslexia, R. Bowler. Orton Dyslexia Society, Baltimore 1984; 89–115
   Google Scholar
• Zaidel E., Peters A. M. Phonological encoding and ideographic reading by the disconnected right hemisphere: Two case studies. Brain and Language 1981; 14: 205–234
   PubMed Web of Science ®Google Scholar