Citations (26)
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Alessia Rossetto, Alessio Toraldo, Stefania Laratta, Paolo Tonin, Cecilia Poletto, Giulia Bencini & Carlo Semenza. (2022) Linguistic structure modulates attention in reading: Evidence from negative concord in Italian. Cognitive Neuropsychology 39:5-8, pages 356-374.
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Elizabeth Ka Yee Loh, Xian Liao, Shing On Leung & Loretta Chung Wing Tam. (2021) How do Chinese as a second language (CSL) learners acquire orthographic knowledge: component, structure and position regularity. Language Awareness 30:3, pages 297-316.
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Manuel Perea, María Fernández-López & Ana Marcet. (2020) What is the letter é?. Scientific Studies of Reading 24:5, pages 434-443.
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Michael McCloskey, Caroline Reilhac & Teresa Schubert. (2018) A deficit in post-graphemic writing processes: Evidence for a graphomotor buffer. Cognitive Neuropsychology 35:8, pages 430-457.
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Christopher Hepner, Michael McCloskey & Brenda Rapp. (2017) Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia. Cognitive Neuropsychology 34:3-4, pages 119-143.
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Rebecca L. Johnson & Ann-Marie Raphail. (2015) Untangling letter confusability and word length effects in pure alexia. Cognitive Neuropsychology 32:7-8, pages 442-456.
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Teresa Schubert & Michael McCloskey. (2015) Recognition of oral spelling is diagnostic of the central reading processes. Cognitive Neuropsychology 32:2, pages 80-88.
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Randi Starrfelt & Tim Shallice. (2014) What's in a name? The characterization of pure alexia. Cognitive Neuropsychology 31:5-6, pages 367-377.
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Jeremy J. Purcell, Jennifer Shea & Brenda Rapp. (2014) Beyond the visual word form area: The orthography–semantics interface in spelling and reading. Cognitive Neuropsychology 31:5-6, pages 482-510.
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Articles from other publishers (17)
Shen-yi Kuang, Yi Xu, Yu-yuan Wang, Zi-gao Wang, Qiang Dong, Xiang Han & Shi-Lin Yang. (2024) Post-stroke Chinese pure alexia: linguistic features and neuropsychological profiles. Acta Neurologica Belgica 124:2, pages 611-620.
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James Gurd, Nele Demeyere & Margaret Jane Moore. (2023) Attentional and lexical factors underlying word-centred neglect dyslexia errors in healthy readers. Attention, Perception, & Psychophysics 86:1, pages 312-325.
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Margaret Jane Moore & Nele Demeyere. (2023) Word-centred neglect dyslexia as an inhibitional deficit: A single case study. Neuropsychologia 184, pages 108502.
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Ana Marcet, María Fernández-López, Ana Baciero, Albert Sesé & Manuel Perea. (2021) What are the letters e and é in a language with vowel reduction? The case of Catalan. Applied Psycholinguistics 43:1, pages 193-210.
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G. Vannuscorps, A. Galaburda & A. Caramazza. (2021) The form of reference frames in vision: The case of intermediate shape-centered representations. Neuropsychologia 162, pages 108053.
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Robert W. Wiley & Brenda Rapp. (2021) The Effects of Handwriting Experience on Literacy Learning. Psychological Science 32:7, pages 1086-1103.
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Sachiko Kinoshita, Daniel Whiting & Dennis Norris. (2021) What masked priming effects with abbreviations can tell us about abstract letter identities. Journal of Memory and Language 117, pages 104209.
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Teresa Schubert, Roderick Gawthrop & Sachiko Kinoshita. (2018) Evidence for cross-script abstract identities in learners of Japanese kana. Memory & Cognition 46:6, pages 1010-1021.
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Tobias Bormann, Lars Frings, Andrea Dreßing, Volkmar Glauche & Cornelius Weiller. (2018) Do all visual deficits cause pure alexia? Dissociations between visual processing and reading suggest “no”. Brain and Cognition 125, pages 69-77.
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Teresa Schubert, Caroline Reilhac & Michael McCloskey. (2018) Knowledge about writing influences reading: Dynamic visual information about letter production facilitates letter identification. Cortex 103, pages 302-315.
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Teresa Schubert, Nicholas Badcock & Saskia Kohnen. (2017) Development of children’s identity and position processing for letter, digit, and symbol strings: A cross-sectional study of the primary school years. Journal of Experimental Child Psychology 162, pages 163-180.
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Simon Fischer-Baum. (2016) The independence of letter identity and letter doubling in reading. Psychonomic Bulletin & Review 24:3, pages 873-878.
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Simon Fischer-Baum, Ava Jang & David Kajander. (2017) The Cognitive Neuroplasticity of Reading Recovery following Chronic Stroke: A Representational Similarity Analysis Approach. Neural Plasticity 2017, pages 1-16.
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Teresa M. Schubert. (2017) Why are digits easier to identify than letters?. Neuropsychologia 95, pages 136-155.
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Eva Marinus, Michelle Mostard, Eliane Segers, Teresa M. Schubert, Alison Madelaine & Kevin Wheldall. (2016) A Special Font for People with Dyslexia: Does it Work and, if so, why?. Dyslexia 22:3, pages 233-244.
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Brenda Rapp, Jeremy Purcell, Argye E. Hillis, Rita Capasso & Gabriele Miceli. (2016) Neural bases of orthographic long-term memory and working memory in dysgraphia. Brain 139:2, pages 588-604.
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Laura J. Blazej & Ariel M. Cohen-Goldberg. (2016) Multicolored words: Uncovering the relationship between reading mechanisms and synesthesia. Cortex 75, pages 160-179.
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