Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Constantinidou, Maria; Stainthorp, Rhona Winifred (2009)
Publisher: Taylor & Francis
Languages: English
Types: Article
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Ackerman, P. T., & Dykman, R. A. (1993). Phonological processes, confrontation naming, and immediate memory in dyslexia. Journal of Learning Disabilities, 26, 597-609.
    • Badian, N. A. (1993). Phonemic awareness, naming, visual symbol processing, and reading. Reading and Writing: An interdisciplinary Journal, 5, 87-100.
    • Bowers, P. G., & Swanson, L.B. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process. Journal of Experimental Child Psychology, 51, 195- 219.
    • Bowers, P.G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69 - 85.
    • Blachman, B. (1997). Foundations of reading acquisition and dyslexia. London: Lawrence Erlbaum Associates.
    • Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learning to read: A causal connection. Nature, 301, 419-521.
    • Broadbent, D. E. (1957). A mechanical model for human attention and immediate memory. Psychological Review, 64, 205-215.
    • Broadbent, D. E. (1958). Perception and communication. New York: Pergamon.
    • Goswami, U., Porpodas, C., & Wheelwright, S. (1997). Children's orthographic representations in English and Greek. European Journal of Psychology of Education, XII, 273 - 292.
    • Goulandris, N. (2003). Dyslexia in different languages: Cross-linguistic comparisons. Philadelphia: Whurr.
    • Hulme, C., & Snowling, M. (1992). Deficits in output phonology: an explanation of reading failure. Cognitive Neuropsychology, 9, 42-72.
    • Jimenez Gonzalez, J.E., Alvarez Gonzalez, C,J., Estevez Monzo, A., & Hernadez-Valle, I (2000). Onset-rime units in visual word recognition in Spanish normal readers and children with learning disabilities. Learning Disabilities Research and Practice, 15, 135-141.
    • Joshi, M., & Aaron, P. (2002). Naming speed and word familiarity as confounding factors in decoding. Journal of Research in Reading, 25, 160 -171.
    • King, W.M., Lombardino, L.L., & Ahmed, S. (2005) Accuracy and speed of orthographic processing in persons with developmental dyslexia. Perceptual and Motor Skills 101, 95-107.
    • Landerl, K., & Wimmer, H. (2000). Deficits in phoneme segmentation are not the core problem of dyslexia: evidence from German and English children. Applied Psycholinguistics, 21, 243- 262.
    • Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition 63, 315-334.
    • La Berge,D., & Samuels, S.J. (1974). Towards a theory of automatic processing in reading. Cognitive Psychology, 6, 293-323.
    • Masterson, J., Stuart, M., Dixon, M., & Loverjoy, S. (2003). Children's printed word database. ESRC research project.
    • Metsala, I. L., & Ehri, L.C. (1998). Word recognition in beginning literacy. Mahwah, NJ: Lawrence Erlbaum Associates.
    • Morris, R., Stuebing, K., Fletcher, J., Shaywitz, S., Lyon, R., Shankweiler, D., Katz, L., Francis, D., & Swaywitz, B. (1998). Subtypes of reading disability: A phonological core. Journal of Educational Psychology, 90, 347 - 373.
    • Pennington, B., Cardoso-Martins, C., Green, P., & Lefly, D. (2001). Comparing phonological awareness and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14, 707 - 755.
    • Perfetti, C. A. (1985). Reading Ability. Oxford: Oxford University Press.
    • Perfetti, C. A., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67, 461-469.
    • Perfetti, C.,A., & Lesgold, A.M. (1977). Coding and comprehension in skilled reading and implications for reading instruction. In L.B. Resnick & P.A. Weaver (Eds.), Theory and practice of early reading (Vol. 1, pp 57-84). Hillsdale, NJ: Erlbaum.
    • Porpodas, C. (1990). Processes used in children's reading and spelling Greek words. In G.T. Pavlidis (Ed.), Perspectives on dyslexia. New York: John Wiley & Sons.
    • Porpodas, C. (1999). Patterns of phonological and memory processing in beginning readers and spellers of Greek. Journal of Learning Disabilities, 32, 406-416.
    • Puolakanaho, A., Poikkeus, A-M., Ahonene, T., Tolvanen, A., & Lyytinen, H. (2004). Emerging phonological awareness differentiates children with and without familial risk for dyslexia after controlling for general language skills. Annals of Dyslexia, 54, 221-243.
    • Samuels, S.J. (1979). The method of repeated reading. The Reading Teacher, 32, 403- Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading Acquisition. Cognition, 55, 151-218.
    • Snowling, M. (2000). Dyslexia. 2nd Edition. Oxford: Blackwell.
    • Snowling, M., & Frith, U. (1986). Comprehension in “Hyperlexic” readers. Journal of Experimental Child Psychology, 40, 392-413.
    • Stanovich, K. E. (1986). Mathew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21, 360-406.
    • Stanovich K.E. (1988). Explaining the differences between dyslexic and garden-variety poor readers. The phonological-core variable-difference model. Journal of Learning Disabilities. 21, 590-604.
    • Stanovich, K. E., & Siegel, L. (1994). The phenotypic performance profile of reading disabled children: A regression-based test of phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
    • Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
    • Wagner, R. K., & Torgesen, J. K., Rashotte, C.A., Hecht, S.A., Barker, T.A., Burgess, S.R., Donahue, J., & Garon, T.Y. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468 - 479.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article