References
- Angelelli, P., Marinelli, C. V., & Zoccolotti, P. (2010). Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic–dysgraphic and normal children. Cognitive Neuropsychology, 27, 305–333. doi: 10.1080/02643294.2010.543539
- Barry, C., & Seymour, P. H. K. (1988). Lexical priming and sound-to-spelling contingency effects in nonword spelling. The Quarterly Journal of Experimental Psychology Section A, 40, 5–40. doi: 10.1080/14640748808402280
- Behrmann, M., & Bub, D. (1992). Surface dyslexia and dysgraphia: Dual routes, single lexicon. Cognitive Neuropsychology, 9, 209–251. doi: 10.1080/02643299208252059
- Bergmann, J., & Wimmer, H. (2008). A dual-route perspective on poor reading in a regular orthography: Evidence from phonological and orthographic lexical decisions. Cognitive Neuropsychology, 25(5), 653–676. doi: 10.1080/02643290802221404
- Blazely, A., Coltheart, M., & Casey, B. (2005). Semantic impairment with and without surface dyslexia: Implications for models of reading. Cognitive Neuropsychology, 22, 695–717. doi: 10.1080/02643290442000257
- Castles, A., & Coltheart, M. (1996). Cognitive correlates of developmental surface dyslexia: A single case study. Cognitive Neuropsychology, 13, 25–50. doi: 10.1080/026432996382051
- Coltheart, M., & Funnell, E. (1987). Reading and writing: One lexicon or two? In A. Allport, D. Mackay, W. Prinz, & E. Sheerer (Eds.), Language perception and production. London: Academic Press.
- Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Zeigler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–256. doi: 10.1037/0033-295X.108.1.204
- Crawford, J. R., & Garthwaite, P. H. (2005). Testing for suspected impairments and dissociations in single-case studies in neuropsychology: Evaluation of alternatives using Monte Carlo simulations and revised tests for dissociations. Neuropsychology, 19, 318–331. doi: 10.1037/0894-4105.19.3.318
- Crawford, J. R., & Howell, D. C. (1998). Comparing an individual’s test score against norms derived from small samples. The Clinical Neuropsychologist (Neuropsychology, Development and Cognition: Section D), 12(4), 482–486. doi: 10.1076/clin.12.4.482.7241
- Douklias, S., Masterson, J., & Hanley, J. R. (2009). Surface and phonological developmental dyslexia in Greek. Cognitive Neuropsychology, 26(8), 705–723. doi: 10.1080/02643291003691106
- Ellis, A. W., Lambon Ralph, M. A., Morris, J., & Hunter, A. (2000). Surface dyslexia, description, treatment, and interpretation. In E. Funnell (Ed.), Case studies in the neuropsychology of reading (pp. 85–123). Hove: Psychology Press.
- Ellis, A. W., & Young, A. W. (1988). Human cognitive neuropsychology. Hove: Psychology Press.
- Friedmann, N., & Lukov, L. (2008). Developmental surface dyslexias. Cortex, 44, 1146–1160. doi: 10.1016/j.cortex.2007.09.005
- Goulandris, N. K., & Snowling, M. (1991). Visual memory deficits: A plausible cause of developmental dyslexia? Evidence from a single case study. Cognitive Neuropsychology, 8, 127–154. doi: 10.1080/02643299108253369
- Gvion, A., & Friedmann, N. (2016). A principled relation between reading and naming in acquired and developmental anomia: Surface dyslexia following impairment in the phonological output lexicon. Frontiers in Psychology: Language Sciences, 7(340), 1–16.
- Hanley, J. R., & Gard, F. (1995). A dissociation between developmental surface and phonological dyslexia in two undergraduate students. Neuropsychologia, 33, 909–914. doi: 10.1016/0028-3932(95)00038-5
- Hanley, J. R., Hastie, K., & Kay, J. (1992). Developmental surface dyslexia and dysgraphia: An orthographic processing impairment. The Quarterly Journal of Experimental Psychology Section A, 44, 285–319. doi: 10.1080/02724989243000046
- Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491–528. doi: 10.1037/0033-295X.106.3.491
- Holmes, V., & Carruthers, J. (1998). The relation between reading and spelling in skilled adult readers. Journal of Memory and Language, 39, 264–289. doi: 10.1006/jmla.1998.2583
- Kay, J., Lesser, R., & Coltheart, M. (1992). Psycholinguistic assessment of language processing in aphasia. London: Lawrence Erlbaum Associates.
- Loosemore, R. P. W., Brown, G. D. A., & Watson, F. L. (1991). A connectionist model of alphabetic spelling development and developmental and acquired dysgraphia. Proceedings of the Thirteenth Annual Conference of the Cognitive Science Society, 13, 61–66.
- Niolaki, G., Terzopoulos, A., & Masterson, J. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230–256. doi: 10.1080/17586801.2014.893862
- Patterson, K., & Lambon Ralph, M. A. (1999). Selective disorders of reading? Current Opinion in Neurobiology, 9, 235–239. doi: 10.1016/S0959-4388(99)80033-6
- Plaut, D. (1997). Structure and function in the lexical system: Insights from distributed models of word reading and lexical decision. Language and Cognitive Processes, 12, 765–806. doi: 10.1080/016909697386682
- Plaut, D. C., & Booth, J. R. (2006). More modeling but still no stages: Reply to Borowsky and Besner. Psychological Review, 113, 196–200. doi: 10.1037/0033-295X.113.1.196
- Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56–115. doi: 10.1037/0033-295X.103.1.56
- Purcell, J. J., Shea, J., & Rapp, B. (2014). Beyond the visual word form area: The orthography–semantics interface in spelling and reading. Cognitive Neuropsychology, 31, 482–510. doi: 10.1080/02643294.2014.909399
- Rapp, B., & Lipka, K. (2011). The literate brain: The relationship between spelling and reading. Journal of Cognitive Neuroscience, 23, 1180–1197. doi: 10.1162/jocn.2010.21507
- Romani, C., Ward, J., & Olson, A. (1999). Developmental surface dysgraphia: What is the underlying cognitive impairment? The Quarterly Journal of Experimental Psychology Section A, 52(1), 97–128. doi: 10.1080/713755804
- Seidenberg, M. S, & McClelland, J. L. (1989). A distributed developmental model of word recognitionand naming. Psychological Review, 96, 523–568. doi: 10.1037/0033-295X.96.4.523
- Snodgrass, J. G., & Vanderwart, M. (1980). A standardized set of 260 pictures: Norms for name agreement, image agreement, familiarity, and visual complexity. Journal of Experimental Psychology: Human Learning and Memory, 6(2), 174–215. doi: 10.1037/0278-7393.6.2.174
- Sotiropoulos, A. (2015). Surface and phonological developmental dyslexia among Greek University students in both Greek and English. A thesis submitted for the degree of Doctor of Philosophy. University of Essex, UK.
- Sotiropoulos, A., & Hanley, J. R. (2017). Developmental surface and phonological dyslexia in both Greek and English. Cognition, 168, 205–216. doi: 10.1016/j.cognition.2017.06.024
- Temple, C. M. (1985). Developmental surface dysgraphia: A case report. Applied Psycholinguistics, 6, 391–406. doi: 10.1017/S0142716400006329
- Watt, S., Jokel, R., & Behrmann, M. (1997). Surface dyslexia in nonfluent aphasia. Cognitive Neuropsychology, 56, 211–233.
- Wechsler, D. (1999). Wechsler abbreviated scale of intelligence. San Antonio, TX: Psychological Corporation.
- Woollams, A. (2014). Connectionist neuropsychology: Uncovering ultimate causes of acquired dyslexia. Philosophical Transactions of the Royal Society B, 369, 1634.
- Woollams, A. M., Lambon Ralph, M. A., Madrid, G., & Patterson, K. E. (2016). Do you read how I read? Systematic individual differences in semantic reliance amongst normal readers. Frontiers in Psychology, 7, 1052. doi: 10.3389/fpsyg.2016.01757