REFERENCES
- Compton, D. L., Miller, A. C., Elleman, A. M., & Steacy, L. M. (2014). Have we forsaken reading theory in the name of “quick fix” interventions for children with reading disability? Scientific Studies of Reading, 18, 55–73. doi:10.1080/10888438.2013.836200
- Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18, 5–21. doi:10.1080/10888438.2013.819356
- Olson, R. K., Keenan, J. M., Byrne, B., & Samuelsson, S. (2014). Why do children differ in their development of reading and related skills? Scientific Studies of Reading, 18, 38–54. doi:10.1080/10888438.2013.800521
- Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 22–37. doi:10.1080/10888438.2013.827687