Referencias

• Adams, M. J. (1982). Models of reading. En J. F. Levy y W. Kintsch (Eds.): Language and Comprehension. Amsterdam: North-Holland Publishing Company.
   Google Scholar
• Alegría, J.; Pignot, E., y Morais, J. (1981). Phonetic analysis of speach and memory codes in beginning readers. Laboratoire de Psychologie Experimentale. Informe técnico. Université Libre de Bruxelles.
   Google Scholar
• Alonso, J. y Mateos, M. M. (1985). Comprensión lectora: modelos, entrenamientos, evolucion. Infancia y Aprendizaje, 31–32, 5–30.
   Google Scholar
• Atkinson, R. C. y Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. En K. W. Spence y J. T. Spence (Eds.): The psychology of learning and motivation (vol. 2, pp. 89–105). Nueva York: Academic Press.
   Google Scholar
• Ato, M. (1983). Modelos de Procesamiento de la Información en Psicología. Anales Univ. Murcia (Fil. y CC. Educ.), 39, 107–132.
   Google Scholar
• Ato, M. y Navalón, C. (1983). Memoria a corto plazo y habilidad lectora. Rev. de Psic. Gral, y Apl, 38(6), 1117–1134.
   Google Scholar
• Baddeley, A. D. (1976). The psychology of memory. Nueva York: Basic Books.
   Google Scholar
• Baddeley, A. D. (1979). Working memory and reading. En P. A. Kolers, M. E. Wrolstad y H. Bouma (Eds.): Processing of visible language (vol. 1, pp. 355–370). Nueva York; Plenum Press.
   Google Scholar
• Baddeley, A. D. (1986). Working Memory. Oxford: Clarendon Press.
   Google Scholar
• Baddeley, A. D; Lewis, V., y Vallar, G. (1984). Exploring the articulatory loop. The Quar. J. of Exp. Psych., 36 A, 233–252.
   Google Scholar
• Black, J. B. (1985). An exposition on understanding expository text. En Britton, B. K. y Black, J. B. (Eds.): Understanding expository text. Hillsdale, N.J.: Lawrence Erlbaum.
   Google Scholar
• Briggs, P. y Underwood, G. (1982). Phonological Coding in good and poor readers. J. of Exp. Child., 34, 93–112.
   PubMed Web of Science ®Google Scholar
• Britton, B. K.; Glynn, S. M., y Smith, J. W. (1985): Cognitive demand of processing expository text: a cognitive workbrench model. En Britton, B. K. y Black, J. B. (Eds.): Understanding expository text. Hillsdale, N. J.: Lawrence Erlbaum.
   Google Scholar
• Broadbent, D. A. (1975). The magical number seven after fifteen years. En A. Kennedy y A. Wilkes (Eds.): Studies in long-term memory. Nueva York: Wiley.
   Google Scholar
• Brown, J. (1958). Some tests of the decay theory of inmediate memory. Quart. J. Exp. Psy., 10, 12–21.
   Web of Science ®Google Scholar
• Carpenter, P. A y Just, M. A. (1981). Cognitive processes in reading: models based on readers' eye fixations. En A. M. Lesgold y C. A. Perfetti (Eds.): Interactive processes in reading. Hillsdale, N. J.: Lawrence Erlbaum.
   Google Scholar
• Carpenter, P. A. y Just, M. A. (1983). What your eyes do while your mind is reading. En K. Rayner (Ed.): Eye movements in reading. Nueva York: Academic Press.
   Google Scholar
• Chall, S. y Sthal, S. A. (1982). Reading. En H. E. Mitzel (Ed.): Encyclopaedia of Educational Research. 5.a Edición, vol. II. The Free Press.
   Google Scholar
• Craik, F. I. M. (1979). Human Memory. Annual Review of Psychology, 30, 63–102.
   Web of Science ®Google Scholar
• Crowder, R. G. (1982). The psychology of reading: an introduction. Oxford University Press. (Trad. cast. 1985, Madrid: Alianza.)
   Google Scholar
• Curtis, M. E. (1980). Development of components of reading skill. J. of Educ. Psych., 72(5), 656–669.
   Web of Science ®Google Scholar
• Daneman, M. (1984). Why some people are better readers than others: A process and storage account. En R.J. Sternberg (Ed.): Advances in the psychology of human intelligence. Vol. II (pp. 367–384). Hillsdale, N.J.: Lawrence Erlbaum.
   Google Scholar
• Daneman, M. y Carpenter, P. A. (1980). Individual differences in working memory and reading. J. of Ver. Lear, and Ver. Beh., 19, 450–466.
   Google Scholar
• Ehri, L.V. Wilce, L. (1983). Development of word identification speed in skilled and less skilled beginning readers. J. of Educ. Psych., 75, 3–18.
   PubMed Web of Science ®Google Scholar
• Farham-Diggory y Gregg, L. W. (1975). Short-term memory function in young readers. J. of Exp. Child Psych., 19, 279–298.
   Google Scholar
• Fletcher, C. R. (1981): Shorth-term memory processes in text comprehension. J. of Ver. Lear, and Ver. Beh., 20(5), 564–574.
   Google Scholar
• Glanzer, M. (1982). Shorth-term memory. En C.R. Puff (Ed.): Handbook or research methods in human memory and cognition. Nueva York: Academic Press.
   Google Scholar
• Glanzer, M. y Razel, M. (1974): The size of the unit in short-term storage. J. of Ver. Lear, and Ver. Beh., 13, 114–131.
   Google Scholar
• Goldman, S. R.; Hogaboam, T. W.; Bell, L. C., y Perfetti, C. A. (1980). Shorth-term retention of discourse during reading. J. of Educ. Psych., 72(5), 647–655.
   Web of Science ®Google Scholar
• Golinkoff, R. M. y Rosinski, R. R. (1976). Decoding, semantic processing and reading comprehension skills. Child Development, 47, 252–258.
   Web of Science ®Google Scholar
• Gough, P. B. (1972): One second of reading. En J. K. Kavanaugh e I. G. Mattingly (Eds.): Language by ear and eye: the relationship speech and reading (pp. 331–358). Cambridge, M. A.: MIT Press.
   Google Scholar
• Gough, P. B. y Cosky, M. (1977). One second of reading again. En N. Castellan, D. Pisoni y G. Potts (Eds.): Cognitive Theory (vol. 2). Hillsdale, N. J.: Lawrence Erlbaum.
   Google Scholar
• Guttentag, R. E. y Haith, M. M. (1980). A longitudinal study of word processing by first grade children, J. of Educ. Psych., 72(5), 701–705.
   Google Scholar
• Guver, B. L. y Friedman, M. P. (1975). Hemispheric processing and cognitive studies in learning disabled and normal children. Child Development, 46, 658–668.
   PubMedGoogle Scholar
• Hunt, E.; Frost, N., y Lunneborg, C. (1973). Individual differences in cognition: A new approach to intelligence. En G. H. Bower (Ed.): The psychology of learning and motivation: Advances in research and theory (vol. 7). Nueva York: Academic Press.
   Google Scholar
• Jackson, N. E. y Myers, M. G. (1982). Letter naming time, digit span, and precocious reading achievement. Intelligence, 6, 311–329.
   Web of Science ®Google Scholar
• Jansky, J. y Hirsch, K. (1972). Prevening reading failure. Nueva York: Harper y Row.
   Google Scholar
• Jorm, A. F. (1983). Specific reading retardation and working memory: a review. Brit. J. of Psych., 74, 311–342.
   PubMed Web of Science ®Google Scholar
• Just, M. A.; Carpenter, P. A., y Woolley, J. D. (1982). Paradigms and processes in reading comprehension. J. of Exp. Psych.: General, 111(2), 228–238.
   PubMed Web of Science ®Google Scholar
• Keppel, G. y Underwood, B. J. (1962). Proactive inhibition in short-term retention of single items. J. of Ver. Lear, and Ver. Beh., 1, 153–161.
   Google Scholar
• Kintsch, W. y Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psych. Review, 85, 363–394.
   Web of Science ®Google Scholar
• Kintsch, W. y Vipond, D. (1979). Reading comprehension and readability in educational practice and psychological theory. En L. G. Nilsson (Ed.): Perspectives on memory research. Hillsdale, N.J.: Lawrence Erlbaum.
   Google Scholar
• Klrk, R. E. (1982). Experimental design: procedures for behaviour research. 2.a Ed. Monterrey Ca.: Nadsmorth.
   Google Scholar
• Laberge, D., y Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 295–323.
   Google Scholar
• Lesgold, A. M. (1983). A rationale for computer-based reading instruction. En A. C. Wilkinson (Ed.): Classroom computers and cognitive science (167–181). Nueva York: Academic Press.
   Google Scholar
• Lesgold, A. M. y Perfetti, C. A. (1978). Interactive processes in reading comprehension. Discourse Processes, 1, 323–336.
   Google Scholar
• Lesgold, A. M. y Perfetti, C. A. (1981) (Eds.): Interactive processes in reading. Hillsdale. N.J.: Lawrence Erlbaum.
   Google Scholar
• Massaro, D. M. (1975). Understanding language: An information processing analysis of speech perception, reading and psycholinguistics. Nueva York: Academic Press.
   Google Scholar
• Massaro, D. W. (1978). A stage model of reading and listening. Visible language, 12, 3–25.
   Google Scholar
• Massaro, D. W.; Taylor, G. A.; Venezky, R. L.; Jastrzembsky, J. E., y Lucas, P. A. (1980). Letter and word perception. Amsterdam: North-Holland.
   Google Scholar
• Massaro, D. W.; Venezky, R. L., y Taylor, G. A. (1979). Ortographic regularity positional frequency, and visual processing of letter strings. J. of Exp. Psych.: General, 108, 107–124.
   PubMed Web of Science ®Google Scholar
• Mcclelland, J. L. y Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception. Part. 1. An account of basic findings. Psych. Review, 88, 375–507.
   Web of Science ®Google Scholar
• Miller, J. R. (1985). A knowledge-based model of prose comprehension: applications to expository texts. En Britton, B. K. y Black, J. B. (Eds.): Undestanding expository text. Hillsdale, N.J.: Lawrence Erlbaum.
   Google Scholar
• Newell, A. (1973). You can't play 20 questions about nature and win: projective comments on the papers of this symposium. En W. G. Chase (Ed.): Visual Information processing (pp. 283–308). Nueva York: Academic Press.
   Google Scholar
• Norman, D. (1972): The role of memory in the understanding of language. En J. F. Kavanagh e I. G. Mattingly (Eds.): Language by ear. Cambridge, Mass.: The MIT Press.
   Google Scholar
• Olson, R. K.; Kliegl, R.; Davidson, B. I., y Foltz, G. (1985). Individual and developmental differences in reading disability. En C. E. Mackinsson y T. G. Waller (Eds.): Reading Research: Advances in theory and practice (vol. IV). Londres: Academic Press.
   Google Scholar
• Perfetti, C. A. (1985a). Reading Ability. Nueva York: Oxford University Press.
   Google Scholar
• Perfetti, C. A. (1985b). Reading ability. En R. J. Sternberg (Ed.): Human abilities: An information processing approach. Nueva York: H. Freeman and Co.
   Google Scholar
• Perfetti, C. A. y Goldman, S. R. (1976). Discourse memory and reading comprehension skill. J. of Ver. Lear, and Ver. Beh., 14, 33–42.
   Google Scholar
• Perfetti, C. A. y Lesgold, A. M. (1977). Discourse comprehension and sources of individual differences. En M. A. Just y P. A. Carpenter (Eds.): Cognitive processes in comprehension (pp. 141–183). Hillsdale, N.J.: Lawrence Erlbaum.
   Google Scholar
• Perfetti, C. A. y Lesgold, A. M. (1979). Coding and comprehension in skilled reading and implications for reading instruction. En L. B. Resnick y P. A. Weaver (Eds.): Theory and practice of early reading (vol. 1). Hillsdale, N.J.: Lawrence Erlbaum.
   Google Scholar
• Peterson, L. R. y Peterson, M. L. (1959). Short-term retention of individual verbal items. J. Exp. Psych., 58, 193–198.
   PubMedGoogle Scholar
• Philpott, A. y Wilding, J. (1979). Semantic interference from subliminal stimuli in a dichoptic viewing situation. British J. of Psych., 70, 559–563.
   PubMedGoogle Scholar
• Posnansky, C. J. y Rayner, K. E. (1977). Visual feature and response components in a picture-word interference task with beginning and skilled readers. J. of Exp. Child Psych., 24, 440–460.
   PubMed Web of Science ®Google Scholar
• Posner, M. I. y Rossman, E. (1965). Effect of size and location of informational transforms upon short-term retention. J. of Exp. Psych., 70, 495–505.
   Google Scholar
• Rosinski, R. R. (1977). Picture-word interference is semantically based. Child Development, 48, 643–647.
   Web of Science ®Google Scholar
• Rosinski, R. R.; Golinkoff, R. M. y Kukish, K. (1975). Automatic semantic processing in a picture-word interference task. Child Development, 46, 247–253.
   Web of Science ®Google Scholar
• Rumelhart, D. E. (1977). Toward and interactive model of reading. En S. Dornic (Ed.): Attention and performance, vol. VI (pp. 573–603). Hillsdale, N.J.: Lawrence Erlbaum.
   Google Scholar
• Rumelhart, D. E. y Mcclelland, J. L. (1981). Interactive processing through spreading activation. En A. M. Lesgold y C. A. Perfetti (Eds.): Interactive processes in reading. Hillsdale, N. J.: Lawrence Erlbaum.
   Google Scholar
• Smith, F. (1973). Psycholinguistics and reading. Nueva York: Holt. Rinehart and Winston.
   Google Scholar
• Smith, F. (1975). The role of prediction in reading. Elementary English, 52(3), 305–311.
   Google Scholar
• Smith, F. (1978). Understanding reading: A psycholinguistic analysis of reading and learning to read, 2nd ed. Nueva York: Holt, Rinehart and Winston.
   Google Scholar
• Snodgrass, J. G. y Vanderwart, M. (1980). A standardized set of 260 pictures: norms for name agreement, image agreement, familiarity and visual complexity. J. of Exp. Psych.: H. Lear, and Memory, 6(2), 174–215.
   PubMedGoogle Scholar
• Spring, C. y Capps, L. (1974). Encoding speed, rehearsal, and probed recall of dyslexic boys. J. of Exp. Psych., 66, 78–786.
   Google Scholar
• Stanley, G. y Hall, R. (1973): A comparison of dyslexies and normals in recalling letter arrays after brief presentation. The British Journal of Educational Psychology, 43(3), 301–304.
   PubMedGoogle Scholar
• Stanovich, K. (1981). Relationships between word decoding speed, general name-retrieval ability, and reading progress in first-grade children. J. of Educ. Psych., 73, 809–815.
   Web of Science ®Google Scholar
• Stanovich, K. (1982). Individual differences in the cognitive processes of reading: II. Text-level processes. J. of Lear. Disabilities, 15(9), 549–554.
   PubMed Web of Science ®Google Scholar
• Stanovich, K. (1985). Cognitive determinants of reading in mentally retarded individuals. En D. Besner, T. G. Waller y G. E. Mackinnon (Eds.): Reading research: advances in theory and practice, vol. 5. Nueva York: Academic Press.
   Google Scholar
• Thompson, G. B. (1981). Toward a theoretical account of individual differences in the acquisition of reading skill. Reading Research Quarterly, 16(4), 596–599.
   Google Scholar
• Torgeson, J. K. y Houck, D. G. (1980). Processing deficiencies of learning-disabled children who perform poorly on the digit span test. Journal of Educational Psychology, 72, 141–160.
   PubMedGoogle Scholar
• Underwood, G. (1976). Semantic interference from unattended printed words. British J. of Psych., 67, 327–338.
   Web of Science ®Google Scholar
• Underwood, G. (1977). Attention, awareness and hemispheric differences in word recognition. Neuropsychologia, 15, 61–67.
   PubMed Web of Science ®Google Scholar
• Vallar, G. y Baddeley, A. D. (1982). Short-term forgetting and the articulatory loop. Quar. J. of Exp. Psych., 34 A, 53–60.
   Google Scholar
• Vega, M. DE (1984). Introducción a la Psicología Cognitiva. Madrid: Alianza.
   Google Scholar
• Waugh, N. C. y Norman, D. A. (1965). Primary memory. Psychological Review, 72, 89–104.
   PubMed Web of Science ®Google Scholar
• Wiig, E.; Semel, E., y Nystrom, L. (1982). Comparison of rapid naming in language eight-year-olds. Language, Speech and Hearing Services in School., 13, 11–23.
   Google Scholar
• Winer, B. J. (1971): Statistical principles in experimental design. Nueva York: McGraw-Hill.
   Google Scholar
• Wolf, M. (1981). The word-retrieval process and reading in children and aphasies. En K. Nelson (Ed.): Children's language (vol. 3). Nueva York: Gardner.
   Google Scholar