- See David Laberge and S. Jay Samuels, “Toward a Theory of Automatic Information Processing in Reading,” Cognitive Psychology, VI (1974), 293–323, who argue that any viable model of the reading process must satisfy a criterion of automaticity in the processing that occurs at all stages involved in the comprehension of a word. Briefly, this means that transformation of the raw, visual information occurs unconsciously or without the expenditure of attentional energies in competent reading.
- Health, Education, and Welfare, Report of the Secretary's National Advisory Committee on Dyslexia and Related Reading Disorders (Washington, D.C.: U.S. Government Printing Office, 1969), p. 27. This definition was chosen not for its universal acceptance but because it makes no controversial etiological claims and includes no statements about symptoms not related to reading. This definition also excludes those children who read poorly because of mental retardation or some clear environmental factor (e.g., being raised in a home in which a foreign language is spoken).
- Specific denotes that the disability is not secondary or obviously secondary to some other defect.
- See the report cited in n. 2 above.
- See Dyslexia, ed. A. Keeney and V. Keeney (St. Louis: Mosby, 1968); S. Orton, Word-Blindness in School Children and Other Papers on Strephosymbolia (Conn.: Orton Society, 1966); and H. K. Goldberg and G. R. Schiffman, Dyslexia: Problems of Reading Disabilities (New York: Grune & Stratton, 1972).
- See Health, Education, and Welfare, Central Processing Dysfunctions in Children, ed. J. C. Chalfant and M. Scheffelin (Washington D.C.: U.S. Government Printing Office, 1969).
- Martin H. Singer, Terry W. Allen, and Joseph S. Lappin, “Differential of Abilities of Good and Poor Readers in Discriminating Spatial and Temporal Sequences,” in Proceedings of the Southeastern Conference on Linguistics, XIII (1975).
- Modeled after Howard E. Egeth, John Jonides, and Sally Wall, “Parallel Processing of Multi-element Displays,” Cognitive Psychology, III (1972), 674–698.
- Modeled after Michael Posner and Steven Keele, “Decay of Visual Information from a Single Letter,” Science, CLVIII (1967), 137–139.
- The letter-like forms used in all of these experiments are modeled after the stimuli employed by Eleanor J. Gibson, James J. Gibson, Anne D. Pick, and Herbert Osser in “A Developmental Study on the Discrimination of Letter-like Forms,” Journal of Comparative and Physiological Psychology, LV (1962), 897–906.
- Paul Kolers, “Three Stages of Reading,” in Basic Studies on Reading, ed. Harry Levin and Joanna P. WilliamsM (New York: Basic Books, 1970).
- See, for example, James V. Hinrichs and Gail McKoon, “Set Size and Order Requirements in Immediate Memory,” Memory and Cognition, I (1973), 73–76.
- Jeffrey J. Franks 1974: personal communication.
- See Orton (n. 5 above).
- See Orton; Keeney and Keeney; and MacDonald Critchley, The Dyslexic Child (London: Heinemann Medical Books, 1970).
- See M. Vernon, Reading and Its Difficulties (Cambridge: Cambridge Univ. Press, 1974); also discussed by Andrea D. Falkoff 1974: personal communication.
- Gerald M. Reicher, “Perceptual Recognition as a Function of Meaningfulness of Stimulus Material,” Journal of Experimental Psychology, LXXXI (1969), 275–280.
- Daniel D. Wheeler, “Processes in Word Recognition,” Cognitive Psychology, I (1970), 59–85.
- Norman H. Haber and Maurice Hershenson, The Psychology of Visual Perception (New York: Holt, Rinehart and Winston, 1973), pp. 263–264.
- Jonathan Baron and Ian Thurston, “An Analysis of the Word-Superiority Effect,” Cognitive Psychology, IV (1973), 207–228.
- Muriel C. Thompson and Dominic W. Massaro, “Visual Information and Redundancy in Reading,” Journal of Experimental Psychology, XCVIII (1973), 49–54.
- J. D. Goyen and J. G. Lyle, “Short-term Memory and Visual Discrimination in Retarded Readers,” Perceptual and Motor Skills, XXXVI (1973), 403–108.
- Paul Rozin, Susan Poritsky, and Raina Sotsky, “American Children with Reading Problems Can Easily Learn to Read English Represented by Chinese Characters,” Science, CLXXI (1971).
- Kolers, pp. 92–93.
- See, for example, S. Sparrow, “Dyslexia and Laterality: Evidence for a Developmental Theory,” Seminars in Psychiatry, I (1969), 270–277; Doris Johnson and Helmer Myklebust, Learning Disabilities (New York; Grune & Stratton, 1967); A. Harris, “Lateral Dominance, Directional Confusion, and Reading Disability,” Journal of Psychology, XLIV (1957), 283–294; Goldberg and Schiffman (see n. 5 above); and Orton (see n. 5 above).
- G. P. Ginsburg and A. Hartwick, “Directional Confusion as a Sign of Dyslexia,” Perceptual and Motor Skills, XXXII (1971), 535–543.
- Orton (see n. 5 above).
- See Sparrow; and J. Ajuriguerra, “Speech Disorders in Childhood,” in Brain Function, ed. E. C. Carterette (Los Angeles: California Press, 1966).
- Johnson and Myklebust, pp. 150–151.
- Harris (see n. 25 above).
- D. G. Doehring, Patterns of Impairment in Specific Reading Disability (Bloomington: Indiana Univ. Press, 1968).
WORD
Volume 27, 1971 - Issue 1-3: Child Language--1975