The NICHD Reading Research Program - CDL NICHD Reading Research Program – NICHD ... Jack Fletcher...

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The NICHD

Reading Research Program:

Three Decades of Research to

Understand How Children Learn to Read,

Why Some Children Have Difficulties Doing So, and

What Can Be Done to Prevent and

Remediate Reading Failure

Compiled March 2003

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The publications cited are organized according to the principalinvestigator’s primary affiliation. The following programs anduniversities are represented:

The NICHD Reading Research Program – NICHD – Dr. Reid Lyon

The Haskins Laboratory – Dr. Carol Fowler

The Yale Center for Learning and Attention – Drs. Bennett and Sally Shaywitz

The University of Colorado LD Center – Dr. John DeFries

The University of Washington – Dr. Virginia Berninger

The Center for Academic and Reading Skills – University of Texas Health Science Center/Houston –Drs. Barbara Foorman, Jack Fletcher and David Francis

The Bowman Gray-Wake Forest University reading Research Program – Dr. Frank Wood

The Florida State University Reading Research Program – Dr. Joseph Torgesen

The SUNY-Albany Reading Research Program – Dr. Frank Vellutino

The Harvard/Beth Israel Learning Disability Research Program – Dr. Alber Galaburda

The Georgia State/Tufts/Toronto Reading Research Program – Drs. Robin Morris,Maryanne Wolf, and Maureen Lovett

The University of Louisville Language and Reading Research Program – Drs. Dennis and VictoriaMolfese

The University of Georgia Neurolinguistic and Reading Research Program – Dr. George Hynd

The Georgetown University Learning Research Center – Dr. Guinevere Eden

The University of Southern California Reading Research Program – Dr. Frank Manis

The University of Massachusetts Language and Reading Research Program – Dr. Keith Rayner

The University of Michigan School and Cognitive Development Research Program – Dr. Fred Morrison

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THE NICHD READING RESEARCHPROGRAM/CHILD DEVELOPMENT ANDBEHAVIOR BRANCH: Dr. Reid Lyon

PUBLICATIONS (1981 – Present ) (publicationsfrom 1975 to 1981 available on request)

BOOKS:

Lyon, G.R., Gray, D.B., Krasnegor, N.A., &Kavanagh, J.F. (Eds.) (l993). Better understandinglearning disabilities: New views from research andtheir implications for education and public policies.Baltimore: Paul H. Brookes Publishing Company.

Lyon, G.R. (Ed.) (l994). Frames of reference for theassessment of learning disabilities: New views onmeasurement issues. Baltimore: Paul H. BrookesPublishing Company.

Thatcher, R.W., Lyon, G.R., Rumsey, J., &Krasnegor, N.A. (Eds.) (1996). Developmentalneuroimaging: Mapping the development of brainand behavior. New York: Academic Press.

Lyon, G.R. & Krasnegor, N.A. (l996). Attention,Memory and Executive Function. Baltimore: PaulH. Brookes.

Lyon, G.R. & Rumsey, J. (l996). Neuroimaging: AWindow to the Neurological Foundations ofLearning and Behavior in Children. Baltimore: PaulH. Brookes.

Krasnegor, N.A., Lyon, G.R., Goldman-Rakic, P.(1997). Development of the pre-frontal cortex:Evolution, neurobiology, and behavior. Baltimore:Paul H. Brookes.

JOURNAL ARTICLES:

Shaywitz, S.E., Shaywitz, B.A., Fullbright, R.K.,Skudlarski, P., Mencel, W.E., Constable, R.T., Pugh,K.R., Holahan, J.M., Marchione, K.M., Fletcher,J.M., Lyon, G.R., & Gore, J.C. (In press). Neuralsystems for compensation and persistence: Youngadult outcomes of childhood reading disability.Biological Psychiatry.

Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Mencel,E., Fulbright, R., Skudlarski, P., Constable, T.,Marcxhione, K., Fletcher, J.M., Lyon, G.R., & Gore,

J. (2002). Disruption of posterior brain systems forreading in children with developmental dyslexia.Biological Psychiatry, 52, 101-110.

Steubing, K., Fletcher, J.M., LeDoux, J.M., Lyon,G.R., Shaywitz, S.E., & Shaywitz, B.A. (2002).Validity of IQ-discrepancy classifications of readingdisabilities: A meta-analysis. AmericanEducational Research Journal, 39, 469-518.

Sternberg, R.J., & Lyon, G.R. (2002). Making adifference to education: Will psychology pass upthe chance? Monitor on Psychology, 33, 76-78.

Lyon, G.R. (2002). Reading development, readingdifficulties, and reading instruction: Educationaland public health issues. Journal of SchoolPsychology, 40, 3-6.

Lyon, G.R. & Fletcher, J.M. (2001). Early warningsystem: How to prevent reading disabilities.Education Matters , summer, 22-29.

Lyon, G.R. & Fletcher, J.M. (2001). The Diagnosisand management of learning disabilities. AnnalesNestle 59, 112-120.

Lyon, G.R. & Fletcher, J.M. (2001). Earlyintervention for children at risk for reading failure.Basic Education, 46, 12-15.

Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R.,Fullbright, R.K., Mencl, W.E., Constable, R.T.,Skudlarski, P., Fletcher, J.M., Lyon, G.R., Gore, J.C.(2001). The neurobiology of dyslexia. ClinicalNeuroscience Research, 1, 291-299.

Lyon, G.R. (1999). In celebration of science in thestudy of reading development, reading difficulties,and reading instruction: The NICHD perspective.Issues in Education: Contributions from EducationalPsychology, 5, 85-115.

Vellutino, F.R., Scanlon, D.M., & Lyon, G.R.(2000). IQ scores do not differentiate betweendifficult to remediate and readily remediated poorreaders: More evidence against the IQ-achievementdiscrepancy definition of reading disability. Journalof Learning Disabilities, 33,223-238.

Morris, R.D., Steubing, K., Fletcher, S., Lyon, G.R.,et al. (1998). Suntypes of reading disability:

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Variability around a phonological core. Journal ofEducational Psychology, 90, 347-373.

Fletcher, J.M., Francis, D.J., Shaywitz, S.E., Lyon,G.R., et al. (1998). Intelligent testing and thediscrepancy model for children with learningdisabilities. Learning Disabilities Research andPractice, 13, 186-203.

Lyon, G.R. (1998). Why reading is not a naturalprocess. Educational Leadership, March, 14-18.

Lyon, G.R. (1998). Current scientific knowledgeabout reading development and reading disorders:Congressional testimony. Their World.

Lyon, G.R., & Moats, L.C. (1997). Criticalconceptual and methodological considerations inreading intervention research. Journal of LearningDisabilities, 30, 578-588.

Lyon, G.R. & Alexander, D. (1997). The NICHDresearch program in learning disabilities. TheirWorld, 10, 13-15.

Lyon, G.R., Alexander, D., & Yaffe, S. (1997).Progress and promise in research in learningdisabilities. Learning Disabilities: AMultidisciplinary Journal, 8, 1-6.

Moats, L.C., & Lyon, G.R. (1996). Wanted:Teachers with Knowledge of Language. Topics inLanguage Disorders, 16, 73-86.

Lyon, G.R. & Chhabra, V. (l996). The current stateof science and the future of specific readingdisability. Mental Retardation and DevelopmentalDisabilities Research Reviews, 2, 2-9.

Lyon, G.R. (1995a). Toward a definition ofdyslexia. Annals of Dyslexia, 45, 3-27.

Lyon, G.R. (l995b). Learning disabilities: Past,present, and future perspectives. The Future ofChildren, 6, 24-46.

Lyon, G.R. (l995c). Research initiatives in learningdisabilities contributions from scientists supportedby the National Institute of Child Health andHuman Development. Journal of Child Neurology,10, 120-127.

Lyon, G.R. & Kavanagh, J.F. (l995). Therelationship between disorders of attention and thedevelopment and disorders of language. Topics inLanguage Disorders, 15, 4-7.

Morris, R., Lyon, G.R., Alexander, D., Gray, D.B.,& Kavanagh, J. (l994). Proposed guidelines andcriteria for the description of samples of learningdisabled persons. Journal of Clinical andExperimental Neuropsychology, 12, 107-111.

Moats, L.& Lyon, G.R. (l993). Learning disabilitiesin the United States: Advocacy, science, and thefuture of the field. Journal of Learning Disabilities,26, 282-294.

Lyon, G.R. & Gray, D.B. (l992) NICHD LearningDisability Research Centers. Learning Disabilities:A Multidisciplinary Journal, 4, 3-4.

Lyon, G.R. (l989). IQ is irrelevant to the definitionof Learning Disabilities: A position in search oflogic and data. Journal of Learning Disabilities, 22,504-512.

Lyon, G. R., Vaassen, M., & Toomey, F. (l989).Teacher perceptions of their undergraduate andgraduate training. Teacher Education and SpecialEducation, 12, 164-169.

Lyon, G.R. & Moats, L. (l988). Critical issues in theinstruction of the learning disabled. Journal ofConsulting and Clinical Psychology, 56, 830-835.

Lyon, G.R. (l988). The concept of severediscrepancy in the diagnosis of learning disabilities:Theoretical, developmental, psychometric, andeducational implications. Learning DisabilitiesResearch, 3, 1, 9-11.

Thousand, J., & Lyon, G.R. (l988). Addressingindividual differences in the classroom: Are we upto the job? Teacher Education and SpecialEducation, 3, 1, 22-29.

Lyon, G.R. (l985). Identification and remediation oflearning disability subtypes. Learning DisabilityFocus, 1, 32-51.

Bailet, L. & Lyon, G.R. (l985). Deficient ruleapplication in a learning disabled speller: A casestudy. Journal of Learning Disabilities, 18, 162-165.

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Lyon, G. R. (l985). Neuropsychology and learningdisabilities. Neurology and Neurosurgery, 5, 1-8.

Lyon, G.R. & Podhajski, B. (l985). Diagnosis andremediation of learning disabilities. Neurology andNeurosurgery, 5, 1-12.

Lyon G. R. & Toomey, F. (l985). Neurological,neuropsychological, and cognitive-developmentalapproaches to learning disabilities. Topics inLearning disabilities, 1, 1-10.

Lyon, G.R. (l985). Attention deficit disorders inchildren. Topics in Learning Disabilities, 2, 3-10.

Lyon, G.R., Stewart, N., & Freedman, D. (l982).Neuropsychological characteristics of subgroups oflearning disabled readers. Journal of Clinical andExperimental Neuropsychology, 4, 343-365.

Pasternack, R. & Lyon, G.R. (l982). Clinical andempirical identification of learning disabled juveniledelinquents. Journal of Correctional Education,Summer, 1-5.

Lyon, G. R. & Watson, B.L. (l981). Empiricallyderived subgroups of learning disabled readers:Diagnostic characteristics. Journal of LearningDisabilities, 14, 256-261.

Lyon, G.R. Rietta, S., Watson, B.L., Porch, B., &Rhodes, J. R. (l981). Selected linguistic andperceptual abilities of empirically derived subgroupsof learning disabled readers. Journal of SchoolPsychology, 19, 152-166. BOOK CHAPTERS:

Shaywitz, B.A.., Lyon, G.R., & Shaywitz, S.E. (InPress) Imaging Reading . In H.L. Swanson, K.R.Harris, & S. Graham (Eds.), Handbook of learningdisabilities. New York: Guilford Press.

Shaywitz, S.E., Shaywitz, B.A., Fulbright, R.,Mencel, W., Constable R., Skudlarski, P., Pugh, K.,Fletcher, J.M., Lyon, G.R., & Gore, J. (In press).The neuropsychology of dyslexia. In S. Segakowitz& I. Rapin (Eds.), Handbook of Neuropsychology(2nd edition, Volume 7: Child Neuropsychology).Amsterdam: Elsevier.

Lyon, G.R., Fletcher, J.M. & Barnes, M. (2003).Learning Disabilities. In E. Mash & R. Barkley(Eds.), Child Psychopathology - Second edition,(PP. 520-588). New York: Guilford Press.

Fletcher, J.M., Lyon, G.R., Barnes, M., et al.(2003). Classification of learning disabilities: Anevidenced-based evaluation. In R. Bradley, L.Danielson, & D. Hallahan (Eds.), Identification oflearning disabilities: Research to Practice (pp.185-250). Mahwah, NJ: Erlbaum.

Fletcher, J.M., Morris, R.D., & Lyon, G.R. (2003).Classification and definition of learning disabilities:An integrative approach. In H. Lee Swanson (Ed.),Assessment of learning disabilities. New York:Guilford Press.

Shaywitz, S.E., Lyon, G.R., & Shaywitz, B.A.(2002). Dyslexia (Specific Reading Disability). InF.D. Burg, J. Ingelfinger, R. Polin, & A. Gershon(Eds.), Current pediatric therapy (pp. 385-386).Philadelphia: W.B. Saunders Co.

Lyon, G.R., Fletcher, J.M. Shaywitz, S.E., Shaywitz,B.A., Wood, F.B., Schulte, A., Olson, R.K., &Torgesen, J.K. (2001). Learning disabilities: Anevidence-based conceptualization. Rethinkingspecial education for a new century (pp. 259-287).Washington, D.C.: Fordham Foundation andProgressive Policy Institute.

Lyon, G.R. & S.E. Shaywitz (2000). Dyslexia. InR. Behrman, R. Kleigman, & A. Arvin (Eds.),Nelson textbook of pediatrics - 16th edition (pp.203-205). New York: Saunders.

Lyon, G.R. (1999). Programmatic Research inlearning disabilities. In R. Gallimore, L.Bernheimer, D. MacMillan, D. Speece, & S. Vaughn(Eds.), Developmental perspectives on children withhigh incidence disabilities (pp. 261-274). Mahwah,NJ: Erlbaum.

Fletcher, J.M., & Lyon, G.R. (1998). Reading: Aresearch-based approach. In W. Evers (Ed.), What’sgone wrong in America=s classrooms (pp. 49-90).Stanford, CA: Hoover Institution Press.

Lyon, G. R., & Cutting, L. (1998). Treatment oflearning disabilities. In E. Mash & R. Barkley

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(Eds.), Treatment of childhood disorders (pp. 468-500). New York: Guilford.

Lyon, G.R. (1998). Overview of reading andliteracy research. In S. Patton & M. Holmes (Eds.),The keys to literacy (pp. 1-15). Washington, DC:Council for Basic Education Press.

Fletcher, J.M., Morris, R.D., Lyon, G.R., Steubing,K., Shaywitz, S.E., Shankweiler, D., Katz, L., &Shaywitz, B.A. (1997). Subtypes of dyslexia: Anold problem revisited. In B. Blachman (Ed.),Foundations of reading acquisition and dyslexia (pp.95-114). Mahwah, NJ: Erlbaum.

Lyon, G.R. (l996a). Foundations of neuroanatomyand neuropsychology. In G.R. Lyon & J. Rumsey(Eds.), Neuroimaging: A window to the neurologicalfoundations of learning and behavior in children (pp.3-24). Baltimore: Paul H. Brookes.

Lyon, G.R. (l996b). The need for conceptual andtheoretical clarity in the study of attention, memory,and executive function. In G.R. Lyon & N.A.Krasnegor (Eds.), Attention, memory and executivefunction (pp. 3-12). Baltimore: Paul H. Brookes.

Lyon, G.R. (l996c). Methodological issues andstrategies for assessing developmental change andevaluating response to treatment. In D.L. Speece &B.K. Keogh (Eds.), Research on classroomecologies: Implications for the inclusion of childrenwith learning disabilities (pp. 213-228). Hillsdale,NJ: Erlbaum.

Lyon, G.R. (l996d). The state of research inlearning disabilities. In S. Cramer & B. Ellis (Eds.),Learning disabilities: A national responsibility (pp.3-64). Baltimore: Paul H. Brookes.

Lyon G.R. (l996e). Learning disabilities. In R.Barkley & E. Mash (Eds.), Child Psychopathology(pp. 390-435). New York: Guilford Press.

Lyon, G.R. (l994). Critical issues in themeasurement of learning disabilities. In G.R. Lyon(Ed.), Frames of reference for the assessment oflearning disabilities: New views on measurementissues (pp. 1-13). Baltimore: Paul H. Brookes.

Lyon, G.R. & Moats, L.C. (1993). An examinationof research in learning disabilities: Past practices

and future directions. In G. R. Lyon, D.B. Gray, J. F.Kavanagh & N. A. Krasnegor (Eds.), Betterunderstanding learning disabilities: Perspectives onclassification, identification, and assessment (pp. 1-13). Baltimore: Paul H. Brookes Publishing Co.

Alexander, D.A., Gray, D.B., & Lyon, G.R. (l993).Future directions for scientific research in learningdisabilities. In G. R. Lyon, D.B. Gray, J.FKavanagh, & N.A. Krasnegor (Eds.), Betterunderstanding learning disabilities: Perspectives onclassification, identification and assessment (pp.343-350). Baltimore: Paul H. Brookes PublishingCo.

Vaughn, S. & Lyon, G.R. (l993). Ethicalconsiderations when conducting research withstudents with learning disabilities. In. S. Vaughn andC. Bos (Eds.), Research in learning disabilities (pp.315-328). New York: Springer-Verlag.

Newby, R.F. & Lyon, G.R. (l991).Neuropsychological subtypes of learning disabilities.In J.E. Obrzut & G.W. Hynd (Eds.),Neuropsychological foundations of learningdisabilities: A handbook of issues, methods, andpractice (pp. 355-386). San Diego: Academic Press.

Lyon, G.R. & Flynn, J.M. (l990). Assessingsubtypes of learning disabilities. In H.L. Swanson(Ed.), Handbook on the assessment of learningdisabilities: Theory, research, and practice (pp. 190-221). San Diego: College-Hill Press.

Lyon, G.R. & Flynn, J.M. (l990). Educationalvalidation studies with subtypes of learning disabledreaders. In B. P. Rourke (Ed.), Learning disabilitiesin children: Neuropsychological validity studies (pp290-315). New York: Guilford Press.

Lyon, G.R. & Newby, R.F. (l990).Neuropsychology and learning disabilities. In B.Y.Wong (Ed.), Learning about Learning disabilities(pp. 112-132). San Diego: Academic Press.

Lyon, G.R. (l989). Neuropsychological assessment.In H.L. Swanson & B.L. Watson (Eds.), Educationaland psychological assessment of exceptionalchildren (pp. 80-110). St. Louis: C.V. Mosby.

Lyon, G.R. (l988). Subtype remediation. In K.Kavale & S. Forness (Eds.), Handbook of learning

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disabilities, Volume I (pp. 188-212). San Diego:College-Hill Press.

Lyon, G.R. & Risucci, D. (l988). Issues in theclassification of learning disabilities. In K. Kavale(Ed.), Learning disabilities: State of the art andpractice (pp. 48-61). San Diego: College-Hill Press

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NATURE AND ACQUISITION OF THESPEECH CODE AND READING: Dr. CarolFowler - Haskins LaboratoryHaskins Laboratories Publications related to reading,1972-present.Last updated February 2003.

Liberman, I. Y. (1971). Basic research in speechand lateralization of language: Some implicationsfor reading disability. Bulletin of the Orton Society,21, 7-87.

Liberman, I. Y., Shankweiler, D., Orlando, C.,Harris, K., & Bell-Berti, F. (1971). Letter confusionsand reversals of sequence in the beginning reader:Implications for Orton's theory of developmentaldyslexia. Cortex, 7, 127-142.

Kavanagh, J. F., & Mattingly, I. G. (1972).Language by ear and by eye. The RelationshipsBetween Speech and Learning to Read. Cambridge,MA: MIT Press.

Liberman, A. M., Mattingly, I. G., & Turvey, M.(1972). Language codes and memory codes. In A.W. Melton & E. Martin (Eds.), Coding processesand Human Memory. Washington, DC: Winstonand Sons. (pp. 307-334.

Mattingly, I. G., & Kavanagh, J. F. (1972). Therelationships between speech and reading. TheLinguistic Reporter, DHEW Publication No. NIH73-475.

Shankweiler, D., & Liberman, I. Y.. (1972).Misreading: A search for causes. In J. F. Kavanagh& I. G. Mattingly (Eds.), Language by Ear and byEye: The Relationships Between Speech andReading (pp.293-317). Cambridge, MA: MIT Press.{Reprinted (1975) in P. H. Mussen, J. S. Conger, &J. Kagan (Eds.), Basic and Contemporary Issues inDevelopmental Psychology. New York: Harper &Row.}

Liberman, I. Y. (1973). Segmentation of the spokenword. Bulletin of the Orton Society, 23, 65-77.

Michaels, C. F., & Turvey, M. T. (1973).Hemiretinae and non-monotonic masking functionswith overlapping stimuli. Bulletin of thePsychonomic Society, 2, 163-164.

Turvey, M. T. (1973). On peripheral and centralprocesses in vision: Inferences from an information-processing analysis of masking with patternedstimuli. Psychological Review, 80, 1-52.

Liberman, I.Y., Shankweiler, D., Fischer, F. W., &Carter, B. (1974). Explicit syllable and phonemesegmentation in the young child. Journal ofExperimental Child Psychology, 18, 201-212.

Turvey, M. T., Michaels, C. F., & Port, D. K.(1974). Visual storage or visual masking? Ananalysis of the 'Retroactive contour enhancement'effect. Quarterly Journal of ExperimentalPsychology, 26, 72-81.

Cutting, J. E., & Kavanagh, J. F. (1975). On therelationship of speech to language. DHEWPublication No. NIH 76-948.

Cutting, J. E., & Kavanagh, J. F. (1975). On therelationship of speech to language. AmericanSpeech and Hearing Association, 17, 500-506.

Shankweiler, D., & Liberman, I. Y. (1976).Exploring the relations between reading and speech.In R.M. Knights & D. J. Bakker (Eds.),Neuropsychology of Learning Disorders:Theoretical Approaches (pp. 297-313). Baltimore:University Park Press.

Drewnowski, A., & Healy, A. F. (1977). Detectionerrors on the and and: Evidence for reading unitslarger than the word. Memory & Cognition, 5, 636-647.

Erickson, D., Mattingly, I. G., & Turvey, M. T.(1977). Phonetic activity in reading: An experimentwith Kanji. Language and Speech, 20, 384-403.

Fowler, C. A., Liberman, I. Y., & Shankweiler, D.(1977). On interpreting the error pattern of thebeginning reader. Language and Speech, 20, 162-173.

Liberman, I.Y., Shankweiler, D., Liberman, A. M.,Fischer, F. W., & Fowler, C. (1977). Phoneticsegmentation and recoding in the beginning reader.In A. S. Reber & D. Scarborough (Eds.), Toward aPsychology of Reading (pp. 207-225). Hillsdale, NJ:Lawrence Erlbaum Associates.

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Mark, L. S., Shankweiler, D., Liberman, I. Y., &Fowler, C. A. (1977). Phonetic recoding and readingdifficulty in beginning readers. Memory &Cognition, 5, 623-629.

Turvey, M. T. (1977). Contrasting orientations to thetheory of visual information processing.Psychological Review, 84, 67-88.

Healy, A. F., & Levitt, A. G. (1978). The relativeaccessibility of semantic and deep structure syntacticconcepts. Memory & Cognition, 6, 518-526.

Fischer, F. W., Liberman, I. Y., & Shankweiler, D.(1978). Reading reversals and developmentaldyslexia: A further study. Cortex, 14, 496-510.

Liberman, I. Y., Mark, L.S., & Shankweiler, D.(1978). Reading disability: methodologicalproblems in information-processing analysis.Science, 200, 801-802.

Lukatela, G., Savic, M., Gligorijevic, B.,Ognjenovic, P., & Turvey, M. T. (1978). Bi-alphabetical lexical decision. Language and Speech,21, 142-165.

Lukatela, G., Mandic, Z., Gligorijevic, B., Kostic,A., Savic, M., & Turvey, M. T. (1978). Lexicaldecision for inflected nouns. Language and Speech,21, 166-173.

Mattingly, I. G. (1978). The skills of the plodder.Contemporary Psychology, 23, 731-732.

Shankweiler, D., & Liberman, I.Y. (1978). Readingbehavior in dyslexia: Is there a distinctive pattern?Bulletin of the Orton Society, 28, 114-123.

Fowler, C. A., Shankweiler, D., & Liberman, I. Y.(1979). Apprehending spelling patterns for vowels:A developmental study. Language and Speech, 22,243-252.

Liberman, I.Y., & Shankweiler, D. (1979). Speech,the alphabet, and teaching to read. In L. B. Resnik& P.A. Weaver (Eds.), Theory and Practice of EarlyReading (Vol 2, pp. 109-134.) Hillsdale NJ:Lawrence Erlbaum Associates.

Michaels, C. F., & Turvey, M. T. (1979). Centralsources of visual masking: Indexing structures

supporting seeing at a single brief glance.Psychological Research, 4, 1-61.

Shankweiler, D., Liberman, I. Y., Mark, L. S.,Fowler, C. A., & Fischer, F. W. (1979). The speechcode and learning to read. Journal of ExperimentalPsychology: Human Learning and Memory, 5, 531-545.

Feldman, L. B., & Turvey, M. T. (1980). Wordswritten in Kana are named faster than the samewords written in Kanji. Language and Speech, 23,141-147.

Liberman, I.Y., Liberman, A.M., Mattingly, I. G., &Shankweiler, D. (1980). Orthography and thebeginning reader. In J. F. Kavanagh & R. Venezky(Eds.), Orthography, Reading, and Dyslexia(pp137-153). Baltimore: University Park Press.

Liberman, I.Y., Shankweiler, D., Camp, L.,Blachman, B., & Werfelman, M. (1980). Stepstoward literacy. Report prepared for Working Groupon Learning Failure and Unused Learning Potential,President's Commission on Mental Health, Nov. l,1977. In P. J. Levinson & C. Sloan (Eds.) AuditoryProcessing and Language: Clinical and ResearchPerspectives (pp.189-215). New York: Grune andStratton.

Lukatela, G., Gligorijevic, B., Kostic, A., & Turvey,M. T. (1980). Representation of inflected nouns inthe internal lexicon. Memory & Cognition, 8, 415-423.

Lukatela, G., Popadic, D., Ognjenovic, P., &Turvey, M. T. (1980). Lexical decision in aphonologically shallow orthography. Memory &Cognition, 8, 124-132.

Mann, V. A., Liberman, I. Y., & Shankweiler, D.(1980). Children's memory for sentences and wordstrings in relation to reading ability. Memory &Cognition, 8, 329-335.

Feldman, L. B., Kostic, A., Lukatela, G., & Turvey,M. T. (1981). An evaluation of the “BasicOrthographic Syllabic Structure” in a phonologicallyshallow orthography. Psychological Research, 45,55-72.

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Fowler, C., Wolford, G., Slade, R., & Tassinary, L.(1981). Lexical access with and without awareness.Journal of Experimental Psychology: General, 110,341-362.

Katz, R. B., Shankweiler, D., & Liberman, I. Y.(1981). Memory for item order and phoneticrecoding in the beginning reader. Journal ofExperimental Child Psychology, 32, 474-484.

Liberman, I.Y., & Mann, V.A. (1981). Shouldreading remediation vary with the sex of the child?In A. Ansara, N. Geschwind, A. Galaburda, & N.Gartrell (Eds.) The Significance of Sex Differencesin Dyslexia (pp. 151-167). Towson,MD: OrtonSociety.

Lukatela, G., Lorenc, B., Ognjenovic, P., & Turvey,M. T. (1981). A word superiority effect in aphonetically precise orthography. Language andSpeech, 24, 173-183.

Fowler, C. A. (1982). Reading research—Theoryand practice. [Review of Reading research:Advances in Theory and Practice, Vols. 1 and 2].Contemporary Psychology, 27, 522-524.

Hanson, V. L. (1982). Use of orthographic structureby deaf adults: Recognition of fingerspelled words.Applied Psycholinguistics, 3, 343-356.

Healy, A. F., & Repp, B. H. (1982). Context andphonetic mediation in categorical perception.Journal of Experimental Psychology: HumanPerception and Performance, 8, 68-80.

Liberman, A. M. (1982). On finding that speech isspecial. American Psychologist, 37, 148-167.

Liberman, I. Y., Mann, V. A., Shankweiler, D., &Werfelman, M. (1982). Children's memory forrecurring linguistic and non-linguistic material inrelation to reading ability. Cortex, 18, 367-375.

Lukatela, G., Moraca, J., Stojnov, D., Savic, M.,Katz, L., & Turvey, M. T. (1982). Grammaticalpriming effects between pronouns and inflected verbforms. Psychological Research (PsychologischeForschung), 44, 297-311.

Shankweiler, D., Liberman, I. Y., & Mark, L. S.(1982). Phonetic coding in dyslexics and normal

readers, by Hall, Ewing, Tinzmann and Wilson: Areply. Bulletin of the Psychonomic Society, 19, 78-79.

Brady, S., Shankweiler, D., & Mann, V. (1983).Speech perception and memory coding in relation toreading ability. Journal of Experimental ChildPsychology, 35, 345-367.

Feldman, L. B. (1983). Bi-alphabetism and wordrecognition. In D. Rogers & J. Sloboda (Eds.), TheAcquisition of Symbolic Skills (pp. 137-147). NewYork: Plenum Press.

Feldman, L. B., & Turvey, M. T. (1983). Wordrecognition in Serbo-Croatian is phonologicallyanalytic. Journal of Experimental Psychology:Human Perception and Performance, 9, 288-298.

Hanson, V. L. (1983). The reading process:Cognitive and psycholinguistic perspectives.Contemporary Psychology, 28, 550-551.

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Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E.,Constable, T. R., Skudlarski, P., Fulbright, R. K.,Bronen, R. A., Shankweiler, D. P., Katz, L.,Fletcher, J. M., & Gore, J. C. (1996). Cerebralorganization of component processes in reading.Brain, 119, 1221-1238.

Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E.,Fulbright, R. K., Byrd, D., Skudlarski, P.,Shankweiler, D. P., Katz, L., Constable, R. T.,

Fletcher, J., Lacadie, C., Marchione, K., & Gore, J.C. (1996). Auditory selective attention: An fMRIinvestigation. Neuroimage, 4, 159-173.

Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E.,Shankweiler, D. P., Katz, L., Fletcher, J. M.,Skudlarski, P., Fulbright, R. K., Constable, R. T.,Bronen, R. A., Lacadie, C., & Gore, J. C. (1997).Predicting reading performance from neuroimagingprofiles: The cerebral basis of phonological effectsin printed word identification. Journal ofExperimental Psychology: Human Perception andPerformance, 23(2), 299-318.

Scanley, B., Kennan, R., Cannan, S., Skudlarski, P.,Innis, R., & Gore, J. (1997). Magnetic ResonanceMedicine, 37, 969-972.

Shankweiler, D., Crain, S., Katz, L., Fowler, A. E.,Liberman, A. M., Brady, S. A., Thornton, R.,Lundquist, E., Dreyer, L., Fletcher, J. M., Stuebing,K. K., Shaywitz, S. E., & Shaywitz, B. A. (1995).Cognitive profiles of reading-disabled children:Comparison of language skills in phonology,morphology, and syntax. Psychological Science,6(3), 149-156.

Shankweiler, D., Lundquist, E., Katz, L., Stuebing,K., Fletcher, J., Brady, S., Fowler, A., Dreyer, L.,Marchione, K., Shaywitz, S., & Shaywitz, B. (1999).Comprehension and decoding: Patterns ofassociation in children with reading difficulties.Scientific Studies of Reading, 3, 69-94.

Shaywitz, B. (1995). Implications for clinical careand cognitive neuroscience. In S. Broman & M.Michel (Eds.), Traumatic head injury in children (pp.271-). New York: Oxford University Press.

Shaywitz, B. (1998). Attention deficit hyperactivitydisorder. In R. Rakel (Ed.), Conn's Current Therapy(pp. 888-891). Philadelphia:PA: W. B. Saunders.

Shaywitz, B.A. and Shaywitz, S.E. Estrogen andAlzheimer Disease: Plausible theory, negativeclinical trial. Editorial, JAMA, 283, 1055-1056,2000.

Shaywitz, B.A. Does raloxifene affect cognitivefunction in postmenopausal women? Journal WatchNeurology, 3(8):60, 2001

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Shaywitz, B.A., Fletcher, J.M., Shaywitz, S.E.Attention-deficit/hyperactivity disorder. CurrentTreatment Options in Neurology, Vol. 3, 229-235,2001.

Shaywitz, B. A., Fletcher, J. M., Holahan, J. M.,Shneider, A. E., Marchione, K. E., Stuebing, K. K.,Francis, D. J., Shankweiler, D. P., Katz, L.,Liberman, I. Y., & Shaywitz, S. E. (1995).Interrelationships betweenreading disability and attention-deficit/hyperactivitydisorder. Child Neuropsychology, 1(3), 170-186.

Shaywitz, B., Fletcher, J., Pugh, K., Klorman, R., &Shaywitz, S. (1999). Progress in imaging attentiondeficit hyperactivity disorder. Mental Retardationand Developmental Disabilities Research Reviews,5, 185-190.

Shaywitz, B.A., Fletcher, J.M. and Shaywitz, S.E.Attention-deficit/hyperactivity disorder. In: K. E.Swaiman and S. Ashwal (Eds.), PediatricNeurology: Principles & Practice, Third Edition, pp.585-597 St. Louis, MO: Mosby, 1999

Shaywitz, B.A., Fletcher, J.M., and Shaywitz, S.E.Interrelationships between reading disability andattention deficit-hyperactivity disorder In: A. J.Capute, P. J. Accardo & B. K. Shapiro (Eds.),Learning Disabilities Spectrum: ADD, ADHD, andLD (pp. 107-120). Timonium,MD: York Press,1994.Shaywitz, B. A., Fletcher, J. M., & Shaywitz, S. E.(1994). A conceptual framework for learningdisabilities and attention-deficit hyperactivitydisorder. Canadian Journal of Special Education,9(3), 1-32.

Shaywitz, B. A., Fletcher, J. M., & Shaywitz, S. E.(1995). Defining and classifying learning disabilitiesand attention-deficit/hyperactivity disorder. Journalof Child Neurology, 10(1), S50-S57.

Shaywitz, B., Fletcher, J., & Shaywitz, S. (1997).Attention-deficit/hyperactivity disorder. Advances inPediatrics, 44, 331-367.

Shaywitz, B., Shaywitz, S., Fletcher, J., Pugh, K.,Gore, J., Constable, R., Fulbright, R., Skudlarski, P.,Liberman, A.M., Shankweiler, D., Katz, L., Bronen,R., Marchione, K., Holahan, J., Francis, D.,Klorman, R., Aram, D., Blachman, B., Steubing,

K.K., and Lacadie, C. (1997). The Yale Center forthe Study of Learning and Attention: Longitudinaland Neurobiological Studies. Learning Disabilities8:21-29.

Shaywitz, B.A., Fletcher, J.M., Holahan, J.M., andShaywitz, S.E. Discrepancy compared to lowachievement definitions of reading disability:Results from the Connecticut Longitudinal Study.Journal of Learning Disabilities, 25, 639-648, 1992.

Shaywitz, B. A., Holford, T. R., Holahan, J. M.,Fletcher, J. M., Stuebing, K. K., Francis, D., J, &Shaywitz, S. E. (1995). A Matthew effect for IQ butnot for reading: Results from a longitudinal study.Reading Research Quarterly, 30(4), 894-906.

Shaywitz, B.A., Lyon, G.R. and Shaywitz, S.E.Imaging Reading. In: H.L. Swanson, K.R. Harrisand S. Graham (Eds.), Handbook of LearningDisabilities. New York, NY., Guilford Press. (InPress)

Shaywitz, B.A., Pugh, K.R., Fletcher, J.M. andShaywitz, S.E. What cognitive and neurobiologicalstudies have taught us about dyslexia. In: L.L.Greenhill (Ed.), Learning Disabilities:Implications for treatment. Pp 59-95. Washington,DC: American Psychiatric Press, 2000.

Shaywitz, B. A., Pugh, K. R., Constable, R. T.,Shaywitz, S. E., Bronen, R. A., Fulbright, R. K.,Shankweiler, D. P., Katz, L., Fletcher, J. M.,Skudlarski, P., & Gore, J. C. (1995) Localization ofsemantic processing using functional magneticresonance imaging. Human Brain Mapping, 2, 149-158.

Shaywitz, B.A., Pugh, K.R., Jenner, A.R., Fulbright,R.K., Fletcher, J.F., Gore, J.C. & Shaywitz, S.E.The neurobiology of reading and reading disability.In: M. L. Kamil, P.B. Mosenthal, P.D. Pearson andR. Barr (Eds.), Handbook of Reading Research. Vol.III, pp. 229-249. Mahwah, NJ: Lawrence Erlbaum.

Shaywitz, B.A. and Shaywitz, S.E. Dyslexia.Continuum: Lifelong Learning in Neurology, 8, 17-36, 2002

Shaywitz, B.A. and Shaywitz, S.E. Dyslexia. In:R. A. Haslem (Ed.), Medical Problems in theClassroom. Austin, TX: Pro Ed. (In Press)

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Shaywitz, B.A. and Shaywitz, S.E. Evaluation andtreatment of children with dyslexia. In: Pediatrics inReview. (In Press).

Shaywitz, B. A., & Shaywitz, S. E. (1989).Learning disabilities and attention disorders. In K. F.Swaiman (Ed.), Pediatric Neurology (Vol. II, pp.857-894). St. Louis: C.V. Mosby.

Shaywitz, B. A., & Shaywitz, S. E. (1994).Measuring and analyzing change. In G. R. Lyon(Ed.), Frames of reference for the assessment oflearning disabilities: New views on measurementissues (pp. 59-68). Baltimore, MD: Paul H.Brookes.

Shaywitz, B.A. and Shaywitz, S.E. Estrogen andAlzheimer Disease: Plausible theory, negativeclinical trial. Editorial, Journal of the AmericanMedical Association, 283, 1055- 1056, 2000.

Shaywitz, B.A. and Shaywitz, S.E. Attention-deficit/hyperativity disorder and dyslexia. In: K. M.Heilman, Neurological Therapeutics. In Press.

Shaywitz, B.A., Shaywitz, S.E., and Fletcher, J.M.The Yale center for the study of learning andattention disorders. Learning Disabilities, 3(1), 1-12, 1992. Shaywitz, B.A., and Shaywitz, S.E.Comorbidity: A critical issue in attention deficitdisorder. Journal of Child Neurology,6(Supplement):S13-S22, 1991.

Shaywitz, B.A., Shaywitz, S.E., and Fletcher, J.M.The Yale center for the study of learning andattention disorders. Learning Disabilities, 3(1), 1-12, 1992.

Shaywitz, B. A., Shaywitz, S. E., Fletcher, J. M.,Pugh, K. R., Gore, J. C., Constable, R. T., Fulbright,R. K., Skudlarski, P., Liberman, A. M., Shankweiler,D. P., Katz, L., Bronen, R. A., Marchione, K. E.,Holahan, J. M., Francis, D. J., Klorman, R., Aram,D. M., Blachman, B. A., Stuebing, K. K., & Lacadie,C. (1997). The Yale Center for the Study ofLearning and Attention: Longitudinal andneurobiological studies. Learning Disabilities: AMultidisciplinary Journal, 8(1), 21-29.

Shaywitz, B. A., Shaywitz, S. E., Liberman, I. Y.,Gletcher, J. M., Shankweiler, D. P., Duncan, J. S.,

Katz, L., Liberman, A. M., Francis, D. J., Dreyer, L.G., Crain, S., Brady, S., Fowler, A., Kier, L. E.,Rosenfield, N. S., Gore, J. C., & Makuch, R. W.(1991). Neurolinguistic and biologicmechanisms in dyslexia. In D. D. Duane & D. B.Gray (Eds.), The Reading Brain: The BiologicalBasis of Dyslexia (pp. 27-52). Parkton, Maryland:York Press.

Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R.,Fulbright, R.K., Constable, R. T., Mencl, W. E.,Skudlarski, P., Fletcher, J.M., Shankweiler, D.P.,Liberman, A.M., Katz, L., Marchione, K.E.,Lacadie, C., Gatenby, C., Klorman, R. and Gore,J.C. The functional neural architecture ofcomponents of attention in language processingtasks. NeuroImage, 13, 601-612, 2001.

Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R.,Constable, R. T., Skudlarski, P., Fulbright, R. K.,Bronen, R. A., Fletcher, J. M., Shankweiler, D. P.,Katz, L., & Gore, J. C. (1995). Sex differences in thefunctional organization of the brain for language.Nature, 373, 607-609.

Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R.,Skudlarski, P., Fulbright, R. K., Constable, R. T.,Bronen, R. A., Fletcher, J. M., Liberman, A. M.,Shankweiler, D. P., Katz, L., Lacadie, C.,Marchione, K. E., & Gore, J. C. (1996). Functionalmagnetic resonance imaging as a tool to understandreading and reading disability. In R. W. Thatcher, G.R. Lyon, J. Rumsey, & N. Krasnegor (Eds.),Developmental neuroimaging: Mapping thedevelopment of brain and behavior (pp. 157-167).New York: Academic Press.

Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R.,Skudlarski, P., Fulbright, R. K., Constable, R. T.,Fletcher, J. M., Liberman, A. M., Shankweiler, D.P., Katz, L., Bronen, R. A., Marchione, K. E.,Lacadie, C., & Gore, J. C. (1996). The functionalorganization of brain for reading and readingdisability (dyslexia). The Neuroscientist, 2(4), 245-255.

Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Mencl,W.E., Fulbright, R.K., Skudlarski, P., Constable,R.T., Marchione, K.M., Fletcher, J.M., Lyon, G.R.and Gore, J.C. Disruption of posterier brainsystems for reading in children with developmentaldyslexia. Biological Psychiatry, 52, 101-110, 2002.

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Shaywitz, B.A, Shaywitz, S.E., Pugh, K.R.,Fulbright, R.K., Mencl, W.E., Constable, R.T.,Skudlarski, P., Fletcher, J.M., Lyon, G.R., & Gore,J.C. The neurobiology of dyslexia. ClinicalNeuroscience Research, 1, 291-299, 2001.

Shaywitz, S.E. A newer conceptual model fordyslexia. In: E. H. Wender (Ed.), Schooldysfunction in children and youth. Report of thetwenty-fourth Ross roundtable on critical approachesto common pediatric problems. Columbus:OH,Ross Products Division, 1993.

Shaywitz, S.E. Dyslexia. Current Concepts. NewEngland Journal of Medicine. 338, 307-312, 1998.

Shaywitz, S.E. Dyslexia. Scientific American, 275,98-104, November, 1996.

Shaywitz, S.E., Shaywitz, B.A. Gates, D., Holahan,J.M. and Marchione, K. (1992). Ontogeny of activityand attention in boys and girls. In Shaywitz, S.E. andShaywitz, B.A. (Eds.), Attention deficit disordercomes of age: Towards the 21st century. Austin,Texas, Pro-ed.

Shaywitz, S.E.,Escobar, M. D., Shaywitz, B. A.,Fletcher, J. M., & Makuch, R. (1992). Evidence thatdyslexia may represent the lower tail of a normaldistribution of reading ability. New England Journalof Medicine, 326, 145-150.

Shaywitz, S., Fletcher, J., Holahan, J., Shneider, A.,Marchione, K., Stuebing, K., Francis, D., &Shaywitz, B. Persistence of dyslexia: TheConnecticut Longitudinal Study at adolescence.Pediatrics, 104, 1351-1359, 1999.

Shaywitz, S. E., Fletcher, J. M., & Shaywitz, B. A.(1994). A new conceptual model for dyslexia. In A.J. Capute, P. J. Accardo, & B. K. Shapiro (Eds.),Learning disabilities spectrum: ADD, ADHD, andLD (pp. 1-15). Baltimore, MD: York Press.

Shaywitz, S. E., Fletcher, J. M., & Shaywitz, B. A.(1994). Issues in the definition and classification ofattention deficit disorder. Topics in LanguageDisorders, 14(4), 1-25.

Shaywitz, S. E., Fletcher, J. M., & Shaywitz, B. A.(1996). A conceptual model and definition ofdyslexia: Findings emerging from the ConnecticutLongitudinal Study. In J. H. Beitchman, N. J. Cohen,M. M. Konstantareas, & R. Tannock (Eds.),Language, learning, and behavior disorders:Developmental, biological, and clinical perspectives(pp. 199-223). New York: Cambridge UniversityPress.

Shaywitz, S.E., Fletcher, J. M., and Shaywitz, B. A.Issues in the definition and classification of attentiondeficit disorder. Topics in Lanugage Disability, 14,1-25, 1994.

Shaywitz, S.E., Fletcher, J.M., and Shaywitz, B.A. Anew conceptual model for dyslexia. In: A. J. Capute,P. J. Accardo & B. K. Shapiro (Eds.), LearningDisabilities Spectrum: ADD, ADHD, and LD.Timonium, MD: York Press, 1994.

Shaywitz, S.E., Holahan, J.M., Freudenheim, D.,Fletcher, J.M., Makuch, R.W. and Shaywitz, B.A.Heterogeneity within the gifted: Higher IQ boysexhibit behaviors resembling boys with learningdisabilities. Gifted Child Quarterly, 45, 16-23,2001.

Shaywitz, S.E., Holahan, J.M., Marchione, K.E.,Sadler, A.E., and Shaywitz, B.A.: The YaleChildren's Inventory: Normative data and itsimplications for the diagnosis of attention deficitdisorder in children. In: S.E. Shaywitz and B.A.Shaywitz (Eds.), Attention deficit disorder comes ofage: Toward the 21st century. Austin, TX: PRO-ED, 1992.

Shaywitz, S.E., Lyon, G. Reid, and Shaywitz, B.A.Dyslexia (Specific Reading Disability). In: F. D.Burg, J.R. Ingelfinger, R.A. Polin and A. A.Gershon (Eds.), Gellis & Kagan’s Current PediatricTherapy, Vol. 17, pp. 385-386. W. B.Saunders & Co., Philadelphia, W.B. 2002

Shaywitz, S. E., Shaywitz, B. A., Fletcher, J. M., &Escobar, M. D. (1990). Prevalence of readingdisability in boys and girls: Results of theConnecticut longitudinal study. Journal of theAmerican Medical Association, 264, 998-1002.

Shaywitz, S.E., Shaywitz, B.A., Fulbright, R.,Mencl, W., Constable, R., Skudlarski, P., Pugh, K.,

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Fletcher, J., Lyon, G., and Gore, J. Theneuropsychology of dyslexia. In: S. Segalowitz &I. Rapin (Eds.), Handbook of Neuropsychology (2nd

ed., Vol 7: Child neuropsychology). Amsterdam:Elsevier. In Press.

Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R.,Skudlarski, P., Fulbright, R. K., Constable, R. T.,Bronen, R. A., Fletcher, J. M., Liberman, A. M.,Shankweiler, D. P., Katz, L., Lacadie, C.,Marchione, K. E., & Gore, J. C. (1996). Theneurobiology of developmental dyslexia as viewedthrough the lens of functional magnetic resonanceimaging technology. In G. R. Lyon & J. M. Rumsey(Eds.), Neuroimaging: A window to theneurological foundations of learning and behavior inchildren (pp. 79-94). Baltimore, MD: Paul H.Brookes.

Shaywitz, S. E., Shaywitz, B. A., Schnell, C., &Towle, V. R. (1988). Concurrent and predictivevalidity of the Yale Children's Inventory: Aninstrument to assess children with attentional deficitsand learning disabilities. Pediatrics, 81, 562-571.

Shaywitz, S. E., & Shaywitz,B.A.(1987).Hyperactivity/attention deficit disorder in LearningDisabilities: A report to the U.S. Congress preparedfor the Interagency Committee on LearningDisabilities (pp. 194-217). Washington, DC: U.S.Govt. Printing Office.

Shaywitz, S. E., & Shaywitz, B. A. (1988).Definitional issues in learning and attention deficitdisorders: Their evolution and implications,Presented at the workshop on NeurodevelopmentalHandicaps in Children, Pan American HealthOrganization.

Shaywitz, S. E., & Shaywitz, B. A. (1989). Criticalissues in attention deficit disorder. In T. Sagvolden& T. Archer (Eds.), Attention Deficit Disorder:Clinical and Basic Research. Hillsdale,NJ: LawrenceErlbaum Associates.

Shaywitz, S. E., & Shaywitz, B. A. (1991).Introduction to the special series on attention deficitdisorder. Journal of Learning Disabilities, 24, 68-71.

Shaywitz, S. E., & Shaywitz, B. A. (1994). Learningdisabilities and attention disorder. In K. F. Swaiman

(Ed.), Pediatric neurology: Principles and practice(Vol. 2, pp. 1119-1151). St. Louis, MO: C. V.Mosby.

Shaywitz, S. E., & Shaywitz, B. A. (1996).Unlocking learning disabilities: The neurologicalbasis. In S. C. Cramer & W. Ellis (Eds.), Learningdisabilities, lifelong issues (pp. 255-260).Baltimore, MD: Paul H. Brookes.

Shaywitz, S.E. and Shaywitz, B.A. Commentary.Science informing policy: The National Institute ofChild Health and Human Development’scontribution to reading. Pediatrics, 110, 519-521,2002.

Shaywitz, S.E. and Shaywitz, B.A. Dyslexia: Fromepidemiology to neurobiology. In: D. D. Duane(Eds.), Reading and attention disorder:Neurobiological sources of co-morbidity, Pp 113-128. Timonium, MD: York Press, 1999.

Shaywitz, S.E. and Shaywitz, B.A. Introduction. In:S.E. Shaywitz & B.A. Shaywitz (Eds.), Attentiondeficit disorder comes of age: Toward the twenty-first century. Austin, TX: Pro-Ed, 1992.

Shaywitz, S.E. and Shaywitz, B.A. Critical Issues inLearning and Attention Disorders. In L. Meltzer(Ed.), Strategy assessment and instruction forstudents with learning disabilities: From theory topractice. Austin, TX: PRO-ED, 1992.

Shaywitz, S.E. and Shaywitz, B.A. Dyslexia. In: K.E. Swaiman and S. Ashwal (Eds.), PediatricNeurology: Principles & Practice, Third Edition, pp.576-584. St. Louis, MO: Mosby, 1999.

Shaywitz, S.E. and Shaywitz, B.A. Measuring andanalyzing change. In: G. Reid Lyon (ED.), Framesof reference for the assessment of learningdisabilities: New views on measurement issues.Baltimore:MD, Paul H. Brookes, 1994.

Shaywitz, S.E., and Shaywitz, B.A. Learningdisabilities and attention disorder. In: K.F. Swaiman(Ed.), Pediatric Neurology: Principles and practice,Vol. II. St. Louis, MO: C. V. Mosby, 1994.

Shaywitz, S.E. and Shaywitz, B.A. Theneurobiology of reading and dyslexia. In: B. Garner

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(Ed.), Focus on Basics, Vol. 5, pp. 11-15. Boston,MA: World Education, 2001

Shaywitz, S.E., Shaywitz, B.A., Fletcher, J.M., andEscobar, M.D. Letter #LR0064, Reading disabilityin children. JAMA, 265(6), 726, 1991.

Shaywitz, S.E., Naftolin, F., Zelterman, D.,Marchione, K.E., Holahan, J.M., Palter, S.F. andShaywitz, B.A. Estrogen improves oral reading andshort term memory in midlife post menopausalwomen. Menopause, In Press.

Shaywitz, S.E. Shaywitz, B. A., Fullbright, R. K.,Skudlarski, P., Mencl, W. E., Constable, R. T.,Pugh, K.R., Holahan, J.M., Marchione, K. M.,Fletcher, J. M., Lyon, G. Reid, & Gore, J. C. Neuralsystems for compensation and persistence: Youngadult outcome of childhood reading disability.Biological Psychiatry, In Press.

Skudlarski, P., Constable, R., & Gore.JC. (1999).ROC analysis of statistical methods used infunctional MRI individual subject. NeuroImage, 9,311-329.

Stables, L., Kennan, R., & Gore, J. (1998).Asymmetric spin echo imaging of magneticallyinhomogeneous systems: Theory, experiment, andnumerical studies. Magnetic Resonance Medicine,40, 432-442.

Stuebing, K.K., Fletcher, J.M., LeDoux, J.M., Lyon,G.R., Shaywitz, S.E. and Shaywitz, B.A. Validity ofIQ-discrepancy classifications of reading disabilities:A meta-analysis. American Educational ResearchJournal, 39, 469-518, 2000.

Stein MT. Zentall S. Shaywitz SE. Shaywitz BA. Aschool-aged child with delayed reading skills.[Clinical Conference. Journal Article] Journal ofDevelopmental & Behavioral Pediatrics. 20(5):381-5, 1999.

Zhong, J., Kennan, R., Fulbright, R., & Gore, J.(1998). Quantification of intravascular andextravascular contributions to BOLD effects inducedby alteration in oxygenation or intravascular contrastagents. Magnetic Resonance Medicine, 4, 526-536.

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DIFFERENTIAL DIAGNOSIS IN LEARNINGDISABILITIES: Dr. John DeFries - Universityof Colorado

1981

Davidson, B.J. (1981). A rotating buffer system foron-line collection of eye monitor data. BehavioralResearch Methods and Instrumentation, 13(2), 112-114.

Decker, S.N., & DeFries, J.C. (1981). Cognitiveability profiles in families of reading-disabledchildren. Developmental Medicine and ChildNeurology, 23, 217-227.

Kliegl, R. (1981). Automated and interactiveanalysis of eye fixation data in reading. BehavioralResearch Methods and Instrumentation, 13(2), 115-120.

Kliegl, R., & Olson, R.K. (1981). Reduction andcalibration of eye monitor data. Behavioral ResearchMethods and Instrumentation, 13(2), 107-111.

1982

Decker, S.N. (1982). Reading disability: Is there ahereditary pattern? In R.N. Malatesha & L.C.Hartlage (Eds.), Neuropsychology and Cognition,Vol.II (pp. 420-430). Boston: Martinus Nijhoff.

DeFries, J.C., & Decker, S.N. (1982). Geneticaspects of reading disability: A family study. In R.N.Malatesha & P.G. Aaron (Eds.), Reading disorders:Varieties and treatments (pp. 255-279). New York:Academic Press.

Kliegl, R., Olson, R.K., & Davidson, B.J. (1982).Regression analyses as a tool for studying readingprocesses: Comment on Just and Carpenter's eyefixation theory. Memory and Cognition, 10, 287-296.

Kuraisa, R.J., Shucard, D.W., & Salamy, J.G.(1982). A laboratory computer system for control ofevents and real time data acquisition and display.Proceedings of the Digital Equipment Users Society,1159-1164.

1983

Decker, S.N. (1983). Spatial ability in relatives ofreading-disabled children. (ERIC DocumentReproduction Service No. 1276) pp. 125-130.

DeFries, J.C., & Baker, L.A. (1983). ColoradoFamily Reading Study: Longitudinal analyses.Annals of Dyslexia, 33, 153-162.

DeFries, J.C., & Baker, L.A. (1983). Parentalcontributions to longitudinal stability of cognitivemeasures in the Colorado Family Reading Study.Child Development, 54, 388-395.

Kliegl, R., Olson, R.K., & Davidson, B.J. (1983). Onproblems of unconfounding perceptual and languageprocesses. In K. Rayner (Ed.), Eye movements inreading: Perceptual and language processes (pp.333-343). New York: Academic Press.

Olson, R.K., Kliegl, R., & Davidson, B.J. (1983).Dyslexic and normal readers' eye movements.Journal of Experimental Psychology: HumanPerception and Performance, 9, 816-825.

Olson, R.K., Kliegl, R., & Davidson, B.J. (1983).Eye movements in reading disability. In K. Rayner(Ed.), Eye movements in reading: Perceptual andlanguage processes (pp. 467-479). New York:Academic Press.

1984

Baker, L.A., Decker, S.N., & DeFries, J.C. (1984).Cognitive abilities in reading disabled children: Alongitudinal study. The Journal of Child Psychologyand Psychiatry and Allied Disciplines, 25, 111-117.

Decker, S.N., & Corley, R.P. (1984). Bannatyne's"genetic dyslexic" subtype: A validation study.Psychology in the Schools, 21, 300-304.

LaBuda, M.C., & DeFries, J.C. (1984). Longitudinalstability of reading performance and symbol-processing speed in the Colorado Family ReadingStudy. Behavior Genetics, 14, 606. (Abstract)

Olson, R.K., Davidson, B.J., Kliegl, R., & Davies,S.E. (1984). Development of phonetic memory indisabled and normal readers. Journal ofExperimental Child Psychology, 37, 187-206.

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Olson, R.K., Kliegl, R., Davidson, B.J., & Foltz, G.(1984). Individual and developmental differences inreading disability. In T.G. Waller (Ed.), Readingresearch: Advances in theory and practice, Vol. 4, 1-64. New York: Academic Press.

Shucard, D.W., Cummins, K.R., & McGee, M.G.(1984). Event-related brain potentials and readingdisability. Psychophysiology, 20, 470. (Abstract)

Shucard, D.W., Cummins, K.R., & McGee, M.G.(1984). Event-related potentials differentiate normaland disabled readers. Brain and Language, 21, 318-334.

Vogler, G.P., & DeFries, J.C. (1984). Applicationof multivariate path analysis to data from theColorado Family Reading Study. BehaviorGenetics, 14, 618. (Abstract)

1985

Decker, S.N., & Vandenberg, S.G. (1985). Coloradotwin study of reading disability. In D.B. Gray & F.J.Kavanagh (Eds.), Biobehavioral measures ofdyslexia (pp. 123-135). Parkton, MD: York Press.

DeFries, J.C. (1985). Colorado Reading Project. InD.B. Gray & J.F. Kavanagh (Eds.), Biobehavioralmeasures of dyslexia (pp. 107-122). Parkton, MD:York Press.

DeFries, J.C., & Fulker, D.W. (1985). Multipleregression analysis of twin data. Behavior Genetics,15, 467-473.

Gross-Glenn, K., Lewis, D.C., Smith, S.D., Lubs,H.A. (1985). Phenotype of adult familial dyslexia:Reading of visually transformed texts and nonsensepassages. International Journal of Neuroscience, 28,49-59.

Housman, D., Smith, S.D., Pauls, D. (1985).Applications of recombinant DNA to neurogeneticdisorders. In D.B. Gray & J.F. Kavanagh (Eds.),Biobehavioral Measures of Dyslexia (pp. 155-162).Parkton, MD: York Press.

LaBuda, M.C., Vogler, G.P., DeFries, J.C., &Fulker, D.W. (1985). Multivariate familial analysisof cognitive measures in the Colorado Family

Reading Study. Multivariate Behavioral Research,20, 357-368.

Olson, R.K. (1985). Component processes in readingand spelling. Contemporary Psychology, 30, 797-798.

Olson R.K. (1985). Disabled reading processes andcognitive profiles. In D. Gray and J. Kavanagh(Eds.), Biobehavioral Measures of Dyslexia (pp.215-244). Parkton, MD: York Press.

Olson, R.K., Davidson, B.J., Kliegl, R., & Foltz, G.(1985). Individual and developmental differences inreading disability. In G.E. MacKinnon & T.G.Waller (Eds.), Reading research: Advances in theoryand practice, Vol. 4 (pp. 1-64). New York:Academic Press.

Olson, R.K., & Keenan, J. (1985). Segmentation inmodels of reading. The Behavioral and BrainSciences, 8, 719-720.

Vogler, G.P., & DeFries, J.C. (1985). Bivariate pathanalysis of familial resemblance for reading abilityand symbol processing speed. Behavior Genetics,15, 111-121.

Vogler, G.P., DeFries, J.C., & Decker, S.N. (1985).Family history as an indicator of risk for readingdisability. Journal of Learning Disabilities, 18, 419-421.

Vogler, G.P., DeFries, J.C., & LaBuda, M.C. (1985).Multivariate path analysis of three measures ofreading ability in nuclear families, monozygotic(MZ) twins, and dizygotic (DZ) twins. BehaviorGenetics, 15, 612. (Abstract)

1986

DeFries, J.C., Vogler, G.P., & LaBuda, M.C. (1986).Colorado Family Reading Study: An overview. InJ.L. Fuller & E.C. Simmel (Eds.), Perspectives inbehavior genetics (pp. 29-56). Hillsdale, NJ:Lawrence Erlbaum Associates.

Fain, P.R., Spuhler, K.P., Kimberling, W.J. (1986).Quantitative genetics and learning disabilities. InS.D. Smith (Ed.), Genetics of learning disabilities(pp. 21-45). San Diego: College-Hill Press.

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LaBuda, M.C., & DeFries, J.C. (1986). Multipleregression analysis of data from reading-disabledand control twins. Behavior Genetics, 16, 624.(Abstract)

LaBuda, M.C., DeFries, J.C., & Fulker, D.W.(1986). Multiple regression analysis of twin dataobtained from selected samples. GeneticEpidemiology, 3, 425-433.

Olson, R.K., Foltz, G., & Wise, B. (1986). Readinginstruction and remediation with the aid of computerspeech. Behavior Research Methods, Instruments,and Computers, 18, 93-99.

Olson, R.K., Foltz, G., & Wise, B. (1986). Readinginstruction and remediation using voice synthesis incomputer interaction. Proceedings of the HumanFactors Society, 2, 1336-1339.

Pennington, B.F. (1986). Issues in the diagnosis andphenotype analysis of dyslexia: Implications forfamily studies. In S.D. Smith (Ed.), Genetics oflearning disabilities (pp. 69-96). San Diego:College-Hill Press.

Pennington, B.F., McCabe, L.L., Smith, S.D., Lefly,D.L., Bookman, M.O., Kimberling, W.J., & Lubs,H.A. (1986). Spelling errors in adults with a form offamilial dyslexia. Child Development, 57, 1001-1013.

Smith, S.D. (1986). Summary: Review andrecommendations for the future. In S.D. Smith (Ed.),Genetics of learning disabilities (pp. 205-211). SanDiego: College-Hill Press.

Smith, S.D., & Goldgar, D.E. (1986). Single geneanalyses and their application to learning disabilities.In S.D. Smith (Ed.), Genetics of learning disabilities(pp. 47-65). San Diego: College-Hill Press.

Smith, S.D., Goldgar, D.E., Pennington, B.F.,Kimberling, W.J., & Lubs, H.A. (1986). Analysis ofsubtypes of specific reading disability: Genetic andcluster analytic approaches. In G.T. Pavlidis & D.F.Fisher (Eds.), Dyslexia: Its neuropsychology andtreatment (pp. 181-202). London: J. Wiley & Sons.

Smith, S.D., Pennington, B.F., Kimberling, W.J.,Fain, P.R., Ing, P.S., & Lubs, H.A. (1986). Geneticheterogeneity in specific reading disability.

American Journal of Human Genetics, 39, A169.(Abstract)

Vogler, G.P., & DeFries, J.C. (1986). Multivariatepath analysis of cognitive ability measures inreading-disabled and control nuclear families andtwins. Behavior Genetics, 16, 89-106.

Zieleniewski, A., & Fulker, D.W. (1986). Multipleregression analysis of twin and sibling data from theColorado Reading Project. Behavior Genetics, 16,640. (Abstract)

1987

DeFries, J.C., Fulker, D.W., & LaBuda, M.C.(1987). Evidence for a genetic aetiology in readingdisability of twins. Nature, 329, 537-539.

LaBuda, M.C., DeFries, J.C., & Fulker, D.W.(1987). Genetic and environmental covariancestructures among WISC-R subtests: A twin study.Intelligence, 11, 233-244.

Olson, R.K., & Wise, B. (1987). Computer speech inreading instruction. In D. Reinking (Ed.), Computersand reading: Issues for theory and practice (pp. 107-122). Teachers College Press.

Pennington, B.F., Smith, S.D., Kimberling, W.J.,Green, P., & Haith, M.M. (1987). Left-handednessand immune disorders in familial dyslexics: A test ofGeschwind's hypothesis. Archives of Neurology, 44,634-639.

1988

DeFries, J.C. (1988). Colorado Reading Project:Longitudinal analyses. Annals of Dyslexia, 38, 120-130.

DeFries, J.C., & Fulker, D.W. (1988). Multipleregression analysis of twin data: Etiology of deviantscores versus individual differences. Acta GeneticaeMedicae et Gemellologiae: Twin Research, 37, 205-216.

LaBuda, M.C., & DeFries, J.C. (1988). Cognitiveabilities in children with reading disabilities andcontrols: A follow-up study. Journal of LearningDisabilities, 21, 562-566.

43

LaBuda, M.C., & DeFries, J.C. (1988). A twin studyof reading disability: Evidence for genetic andenvironmental etiologies. Behavior Genetics, 18,722-723. (Abstract)

LaBuda, M.C., & DeFries, J.C. (1988). Genetic andenvironmental etiologies of reading disability: Atwin study. Annals of Dyslexia, 38, 131-138.

Thompson, L.A., Fulker, D.W., DeFries, J.C., &Plomin, R. (1988). Multivariate analysis of cognitiveand temperament measures in 24-month-oldadoptive and nonadoptive sibling pairs. Personalityand Individual Differences, 9, 95-100.

1989

Decker, S.N., Vogler, G.P., & DeFries, J.C. (1989).Validity of self-reported reading disability byparents of reading-disabled and control children.Reading and Writing: An Interdisciplinary Journal,1, 327-331.

DeFries, J.C. (1989). Gender ratios in children withreading disability and their affected relatives: Acommentary. Journal of Learning Disabilities, 22,544-555.

Gillis, J.J., & DeFries, J.C. (1989). Multipleregression analysis of reading performance datafrom reading-disabled twins. Behavior Genetics, 19,758. (Abstract)

Gillis, J.J., & DeFries, J.C. (1989). Validity ofschool history as a diagnostic criterion for readingdisability. Reading and Writing: An InterdisciplinaryJournal, 1, 93-101.

LaBuda, M.C., & DeFries, J.C. (1989). Differentialprognosis of reading-disabled children as a functionof gender, socioeconomic status, IQ, and severity: Alongitudinal study. Reading and Writing: AnInterdisciplinary Journal, 1, 25-36.

Olson, R.K., & Conners, F. (1989). Heritability ofeye-movement patterns in dyslexic and normalreaders. In R. Schmid & D. Zambarbiere (Eds.),Fifth European conference on eye movements:Proceedings (pp. 49-51). Pavia: University of Pavia.

Olson, R.K., Wise, B., Conners, F., & Rack, J.(1989). Deficits in disabled readers' phonological

and orthographic coding: Etiology and remediation.In C. von Euler, I. Lundberg, and G. Lennerstrand(Eds.), Brain and reading (pp. 233-242). New York:Stockton Press.

Olson, R.K., Wise, B., Conners, F., & Rack, J., &Fulker, D. (1989). Specific deficits in componentreading and language skills: Genetic andenvironmental influences. Journal of LearningDisabilities, 22, 339-348.

Olson, R.K., Wise, B.W., & Rack, J.P. (1989).Dyslexia: Deficits, genetic etiology and computer-based remediation. The Irish Journal of Psychology,10, 4, 530-544.

Smith, S.D., Kimberling, W.J., Shugart, Y.Y., Ing,P.S., Pennington, B.F. (1989). Genetic linkageanalysis of 20 families with specific readingdisability. American Journal of Human Genetics, 45,A65. (Abstract)

Vogler, G.P., Baker, L.A., Decker, S.N., DeFries,J.C., & Huizinga, D.H. (1989). Cluster analyticclassification of reading disability subtypes. Readingand Writing: An Interdisciplinary Journal, 1, 163-177.

Wadsworth, S.J., Gillis, J.J., DeFries, J.C., & Fulker,D.W. (1989). Differential genetic aetiology ofreading disability as a function of age. The IrishJournal of Psychology, 10, 509-520.

Wise, B., Olson, R., Anstett, M., Andrews, L.,Terjak, M., Schneider, V., & Kostuch, J. (1989).Implementing a long-term computerized remedialreading program with synthetic speech feedback:Hardware, software, and real-world issues. BehaviorResearch Methods, Instruments, and Computers, 21,173-180.

1990

Anderson-Inman, L., Adler, W., Cron, M., Hillinger,M., Olson, R., & Prohaska, B. (1990). Speech: Thethird dimension. The Computing Teacher, 17, 35-40.

Brooks, A., Fulker, D.W., & DeFries, J.C. (1990).Reading performance and general cognitive ability:A multivariate genetic analysis of twin data.Personality and Individual Differences, 11, 141-146.

44

Connors, F., & Olson, R.K. (1990). Readingcomprehension in dyslexic and normal readers: Acomponent-skills analysis. In D.A. Balota, G.B.Flores d'Arcais, & K. Rayner (Eds.), Comprehensionprocesses in reading (pp. 557-579). Hillsdale, NJ:Erlbaum.

DeFries, J.C., Wadsworth, S.J., & Gillis, J.J. (1990).Gender differences in cognitive abilities of reading-disabled twins. Annals of Dyslexia, 40, 216-228.

Gillis, J.J., DeFries, J.C., Olson, R.K., & Rack, J.P.(1990). Confirmatory factor analysis of readingperformance and process measures in the ColoradoReading Project. Behavior Genetics, 20, 721-722.

LaBuda, M.C., & DeFries, J.C. (1990). Geneticetiology of reading disability: Evidence from a twinstudy. In G. T. Pavlidis (Ed.), Perspectives ondyslexia: Vol. 1. Neurology, neuropsychology andgenetics (pp. 47-76). Chichester, UK: John Wiley &Sons Ltd.

LaBuda, M.C., DeFries, J.C., & Pennington, B.F.(1990). Reading disability: A model for the geneticanalysis of complex behavioral disorders. Journal ofCounseling and Development, 68, 645-651.

Olson, R.K. (1990). Synthetic speech strengthensword decoding skills. Their World, p.53.

Olson, R.K., Wise, B., Conners, F., & Rack, J.(1990). Organization, heritability, and remediationof component word recognition and language skillsin disabled readers. In T.H. Carr and B.A. Levy(Eds.), Reading and its development: Componentskills approaches (pp. 261-322). New York:Academic Press.

Pennington, B.F. (1990). The genetics of dyslexia.Journal of Child Psychology and Psychiatry, 31,193-201. Reprinted in Annual Progress in ChildPsychiatry and Child Development (1991), 24.

Pennington, B.F., Van Orden, G.C., Smith, S.D.,Green, P.A., & Haith, M.M. (1990). Phonologicalprocessing skills and deficits in adult dyslexics.Child Development, 61 (6), 1753-1778.

Smith, S.D., Pennington, B.F., & Kimberling, W.J.(1990). Genetic linkage analysis with specificdyslexia: Use of multiple markers to include and

exclude possible loci. In Pavlidis, G.T. (Ed.),Perspectives on dyslexia, Vol. 1: Neurology,neuropsychology, and genetics, (pp. 77-89). London:John Wiley and Sons.

Smith, S.D., Pennington, B.F., & Kimberling, W.J.(1990). Genotypic and phenotypic analysis offamilial dyslexia. In La Lecture: DifficultésSpécifiques d'Aquisition, Cahier No. 9, Départementdes Langues et des Sciences du Langage (pp. 123-147) Lausanne: Université de Lausanne.

Smith. S.D., Pennington, B.F., Kimberling, W.J., &Ing, P.S. (1990). Familial dyslexia: Use of geneticlinkage data to define subtypes. Journal of theAmerican Academy of Child and AdolescentPsychiatry, 29, 204-213.

Van Orden, G.C., Pennington, B.F., & Stone, G.O.(1990). Word identification in reading and thepromise of subsymbolic psycholinguistics.Psychological Review, 97(4), 488-522.

Welsh, M.C., Pennington, B.F., Ozonoff, S., Rouse,B., & McCabe, E.R.B. (1990). Neuropsychology ofearly-treated phenylketonuria: Specific executivefunction deficits. Child Development, 61, 1697-1713. [Reprinted in Annual Progress in ChildPsychiatry and Child Development, 24, 1991.]

Wadsworth, S.J., Gillis, J.J., & DeFries, J.C. (1990).Genetic etiology of reading disability as a functionof age. Behavior Genetics, 20, 752. (Abstract)

Wise, B.W., Olson, R.K., & Treiman, R. (1990).Sub-syllabic units in children's word learning:Onset-rime vs. post-vowel segmentation. Journal ofExperimental Child Psychology, 49, 1-19.

1991

Berry, C., & Olson, R.K. (1991). Heritability of eyemovements in normal and reading-disabledindividuals. Behavior Genetics, 21(6), 560-561.(Abstract)

DeFries, J.C. (1991). Genetics and dyslexia: Anoverview. In M. Snowling & M. Thomson (Eds.),Dyslexia: Integrating theory and practice (pp. 3-20).London: Whurr Publishers Ltd.

45

DeFries, J.C., & Gillis, J.J. (1991). Etiology ofreading deficits in learning disabilities: Quantitativegenetic analysis. In J.E. Obrzut & G.W. Hynd(Eds.), Neuropsychological foundations of learningdisabilities: A handbook of issues, methods andpractice (pp. 29-47). Orlando, FL: Academic Press.

DeFries, J.C., Olson, R.K., Pennington, B.F., &Smith, S.D. (1991). Colorado reading project: Anupdate. In D. Duane and D. Gray (Eds.), The readingbrain: the biological basis of dyslexia (pp. 53-87).Parkton, MD: York Press.

DeFries, J.C., Olson, R.K., Pennington, B.F., &Smith, S.D. (1991). Colorado reading project: Past,present, and future. Learning Disabilities:Multidisciplinary Journal, 2(2), 37-46.

DeFries, J.C., Stevenson, J., Gillis, J.J., &Wadsworth, S.J. (1991). Genetic etiology of spellingdeficits in the Colorado and London twin studies ofreading disability. Reading and Writing: AnInterdisciplinary Journal, 3, 271-283. [Reprinted inB.F. Pennington (Ed.), Reading disabilities: Geneticand neurological influences (pp. 83-95). Dordrecht,The Netherlands: Kluwer Academic Publishers.]

Filipek, P.A., Kennedy, D.N., Caviness, V.S. (1991).Volumetric analysis of central nervous systemneoplasm based on MRI. Pediatric Neurology, 7,347-351.

Filipek, P.A., Kennedy, D.N., Pitcher, D.A., &Caviness, V.S. (1991). MRI-based morphometricanalysis: Reproducibility across multiple systemsand pulse sequences over time on a single volunteer.Proceedings of the Society of Magnetic ResonanceMedicine, 10, 753. (Abstract)

Fulker, D.W., Cardon, L.R., DeFries, J.C.,Kimberling, W.J., Pennington, B.F., & Smith, S.D.(1991). Multiple regression analysis of sib-pair dataon reading to detect quantitative trait loci. Readingand Writing: An Interdisciplinary Journal, 3, 299-313. [Reprinted in B.F. Pennington (Ed.), Readingdisabilities: Genetic and neurological influences (pp.111-125). Dordrecht, The Netherlands: KluwerAcademic Publishers.]

Fulker, D.W., Cardon, L.R., DeFries, J.C.,Kimberling, W.J., Smith, S.D., & Pennington, B.F.(1991). Multiple regression analysis of sib-pair data

to detect quantitative trait loci. Psychiatric Genetics,2,1. (Abstract)

Gilger, J.W., Pennington, B.F., & DeFries, J.C.(1991). Risk for reading disability as a function ofparental history in three family studies. Reading andWriting: An Interdisciplinary Journal, 3, 205-217.[Reprinted in B.F. Pennington (Ed.), Readingdisabilities: Genetic and neurological influences (pp.17-29). Dordrecht, The Netherlands: KluwerAcademic Publishers.]

Gilger, J.W., Pennington, B.F., Pauls, D., & DeFries,J.C. (1991). Evidence for major gene transmission ofdevelopmental dyslexia. Behavior Genetics, 21, 572.(Abstract)

Gillis, J.J., & DeFries, J.C. (1991). Confirmatoryfactor analysis of reading and mathematicsperformance measures in the Colorado ReadingProject. Behavior Genetics, 21, 572-573. (Abstract)

Kennedy, D.N., Belliveau, J.W., Rademacher, J.,Buchbinder, B.R., Filipek, P.A., Rosen, B.F.,Caviness, V.S. (1991). Anatomic variability ofprimary visual cortex. Proceedings of the Society ofMagnetic Resonance Medicine, 10, 203. (Abstract)

Kennedy, D.N., Rademacher, J., Filipek, P.A.,Caviness, V.S. (1991). Three-dimensionalanatomical cross-referencing in magnetic resonanceimaging. Proceedings of the Society of MagneticResonance Medicine, 10, 754. (Abstract)

Lefly, D.L., & Pennington, B.F. (1991). Spellingerrors and reading fluency in compensated adultdyslexics. Annals of Dyslexia, 41, 143-162.

Olson, R.K. (1991). An epidemiological study ofdyslexia in Norway. Contemporary Psychology,36(9), 765-766.

Olson, R.K. (1991). The family connection indyslexia. In I. Lundberg & T. Joien (Eds.), Literacyin a world of change (pp. 110-122). Stavanger,Norway: Center for Reading Research.

Olson, R.K., Conners, F.A., & Rack, J.P. (1991).Eye movements in dyslexic and normal readers. InJ.F. Stein (Ed.), Vision and visual dyslexia (pp. 243-250). London: Macmillan & Co.

46

Olson, R.K., Gillis, J.J., Rack, J.P., DeFries, J.C., &Fulker, D.W. (1991). Confirmatory factor analysis ofword recognition and process measures in theColorado Reading Project. Reading and Writing: AnInterdisciplinary Journal, 3, 235-248. [Reprinted inB.F. Pennington (Ed.), Reading disabilities: Geneticand neurological influences (pp. 47-60). Dordrecht,The Netherlands: Kluwer Academic Publishers.]

Olson, R.K., Rack, J.P., & Conners, F.A. (1991).Eye movements and their heritability in dyslexic andnormal readers. In R. Schmid & D. Zambarbieri(Eds.), Fifth European conference on eyemovements (pp. 503-513). Elsevier SciencePublisher.

Olson, R.K., Rack, J.P., Conners, F.A., DeFries,J.C., & Fulker, D.W. (1991). Genetic etiology ofindividual differences in reading disability. In L.V.Feagans, E.J. Short, & L.J. Meltzer (Eds.), Subtypesof learning disabilities: Theoretical perspectives andresearch (pp. 113-135). Hillsdale, NJ: LawrenceErlbaum Associates.

Ozonoff, S., Pennington, B.F., & Rogers, S.J.(1991). Executive function deficits in high-functioning autistic individuals: Relationship totheory of mind. Journal of Child Psychology andPsychiatry, 32(7), 1081-1105.

Ozonoff, S., Rogers, S.J., & Pennington, B.F.(1991). Asperger's syndrome: Evidence of anempirical distinction from high functioning autism.Journal of Child Psychology and Psychiatry, 32(7),1107-1122.

Pennington, B.F. (1991). Diagnosing learningdisorders: A neuropsychological framework. NewYork: Guilford Press.

Pennington, B.F. (1991). Genetic and neurologicalinfluences on reading disability: An overview.Reading and Writing, 3, 191-201.

Pennington, B.F. (1991). Genetics of learningdisabilities. Seminars in Neurology, 11(1), 28-34.

Pennington, B.F., Gilger, J.W., Pauls, D., Smith,S.A., Smith, S.D., & DeFries, J.C. (1991). Evidencefor major gene transmission of developmentaldyslexia. Journal of the American MedicalAssociation, 266, 1527-1534.

Pennington, B.F., & Ozonoff, S. (1991). Aneuroscientific perspective on continuity anddiscontinuity in developmental psychopathology. InD. Cicchetti (Ed.), Rochester symposium ondevelopmental psychopathology: Vol. III (pp. 117-159). New York: Cambridge University Press.

Pennington, B.F., Schreiner, R.A., & Sudhalter, V.(1991). Toward a neuropsychology of fragile(X)syndrome. In R.J. Hagerman & A. Cronister (Eds.),The fragile (X) syndrome (pp. 173-201). Baltimore:Johns Hopkins University Press.

Pennington, B.F., Van Orden, G., Kirson, D., &Haith, M.M. (1991). What is the causal relationbetween verbal STM problems and dyslexia? In S.Brady & D. Shankweiler (Eds.), Phonologicalprocesses in literacy (pp. 173-186). Hillsdale, NJ:Lawrence Erlbaum Associates.

Rogers, S.J., & Pennington, B.F. (1991). Atheoretical approach to the deficits in infantileautism. Development and Psychopathology, 3, 137-162.

Smith, S.D., Kimberling, W.J., & Pennington, B.F.(1991). Screening for multiple genes influencingdyslexia, Reading and Writing, 3, 285-298.

Stevenson, J., & DeFries, J.C. (1991). Twin studiesof spelling. In L. Richards and P. Jeffrey (Eds.), Set:Research information for teachers (Number Two,Item 2, pp. 1-4). Wellington, New Zealand:Australian Council for Educational Research and theNew Zealand Council for Educational Research.

Wadsworth, S.J., & DeFries, J.C. (1991). Geneticand environmental correlations between reading andverbal memory factors. Behavior Genetics, 21, 594.(Abstract)

Welsh, M.C., Pennington, B.F., & Groisser, D.B.(1991). A normative-developmental study ofexecutive function: A window on prefrontal functionin children? Developmental Neuropsychology, 7,131-149.

Wise, B.W. (1991). What reading disabled childrenneed: What is known and how to talk about it.Learning & Individual Differences, 4, 307-321.

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Wise, B.W., & Olson, R.K. (1991). Remediatingreading disabilities. In J.E. Obrzut and G.W. Hynd(Eds.), Neuropsychological foundations of learningdisabilities (pp. 631-658). New York: AcademicPress.

1992

Cherny, S.S, DeFries, J.C., & Fulker, D.W. (1992).Multiple regression analysis of twin data: A model-fitting approach. Behavior Genetics, 22, 489-497.

Cohen, M.S., Kennedy, D.N., Pitcher, D.A.,Halpern, E.F., Filipek, P.A. (1992). Apparentcortical volume is affected by MR imagingparameters. Proceedings of the Society of MagneticResonance Medicine, 11, 805. (Abstract)

DeFries, J.C. (1992). A twin study of dyslexia.Abstracts of the Seventh International Congress onTwin Studies, 88. (Abstract)Filipek, P.A., Blickman, J.G. (1992).Neurodiagnostic laboratory procedures:Neuroimaging techniques. In R.B. David (Ed.),Pediatric Neurology for the Clinician (pp. 132-147).Norwalk, CT: Appleton-Lange.

Filipek, P.A., Kennedy, D.N., Caviness, V.S. (1992).Neuroimaging in child neuropsychology. In F.Boller & J. Grafman (Eds.) & I. Rapin & S.Segalowitz (Topic Eds.), Handbook ofneuropsychology: Vol.6 Child neuropsychology (pp.301-329). Amsterdam: Elsevier Science Publishers.

Filipek, P.A., Richelme, C., Kennedy, D.N.,Rademacher J., Pitcher, D.A., Zidel, S.Y., &Caviness, V.S. Jr., (1992). Morphometric analysis ofthe brain in developmental language disorders andautism. Annals of Neurology, 32, 475.

Forsberg, H., Olson, R.K. (1992). Heritable deficitsin phonological awareness, rapid naming, and short-term memory skills are linked to disabled readers'heritable deficits in phonological decoding. BehaviorGenetics, 22, 722. (Abstract)

Gilger, J.W., Pennington, B.G., Borecki, I., &DeFries, J.C. (1992). Commingling and segregationanalysis of complex psychological traits: Areextremes of normal variance etiologically distinct?Behavior Genetics, 22, 722. (Abstract)

Gilger, J.W., Pennington, B.G., & DeFries, J.(1992). Is dyslexia a distinct deviation from normalvariance in reading skills? Journal of Clinical andExperimental Neuropsychology, 14, 69. (Abstract)

Gilger, J.W., Pennington, B.G., & DeFries, J.(1992). A twin study of the etiology of comorbidity:Attention-deficit hyperactivity disorder and dyslexia.Journal of the American Academy of Child andAdolescent Psychiatry, 31, 343-348.

Gilger, J.W., Pennington, B.F., Green, P., Smith,S.M., & Smith, S.D. (1992). Reading disability,immune disorders and non-right-handedness: Twinand family studies of their relations.Neuropsychologia, 30, 209-227.

Gillis, J.J., DeFries, J.C., & Fulker, D.W. (1992).Confirmatory factor analysis of reading andmathematics performance: A twin study. ActaGeneticae Medicae et Gemellologiae, 41, 287-300.

Gillis, J.J., DeFries, J.C., Pennington, B.F., &Gilger, J.W. (1992). Genetic etiology of comorbidreading disability and attention-deficit hyperactivitydisorder. Behavior Genetics, 22, 723. (Abstract)

Gillis, J.J., Gilger, J.W., Pennington, B.F., &DeFries, J.C. (1992). Attention deficit disorder inreading-disabled twins: Evidence for a geneticetiology. Journal of Abnormal Child Psychology, 20,303-315.

Mazzocco, M.M.M., Hagerman, R.J., Cronister-Silverman, A., & Pennington, B.F. (1992). Specificfrontal lobe deficits among women with the fragileX gene. Journal of the American Academy of Childand Adolescent Psychiatry, 31(6), 1141-1148.

Mazzocco, M.M.M., Hagerman, R.J., & Pennington,B.F. (1992). Problem solving limitations amongcytogenetically expressing fragile X women.American Journal of Medical Genetics, 43, 78-86.

Mazzocco, M.M.M., Yannicelli, S., Nord., A.M.,van Doorninck, W., Davidson-Mundt, A.J., Greene,C.L., & Pennington, B.F. (1992). Cognition andtyrosine supplementation among school-age childrenwith Phenylketonuria. American Journal of Diseasesof Children, 146, 1261-1264.

48

Olson, R.K. & Forsberg, H. (1992). Genetic andshared-environment influences on deficits in wordrecognition and component coding skills. BehaviorGenetics, 22, 741. (Abstract)

Olson, R.K., Gillis, J.J., Rack, S..P., DeFries, J.C., &Fulker, D.W. (1992). Confirmatory factor analysis ofword recognition and process measures in theColorado Reading Project. In B.F.Pennington (Ed.), Reading disabilities: Genetic andneurological influences (pp. 47-60). Dordrecht, TheNetherlands: Kluwer Academic Publishers.

Olson, R.K., & Wise, B. (1992). Lire un texte avecun ordinateur en feedback: Exposé des recherches deR.K. Olson et B. Wise. In Cohen (Ed.), Quandl'ordinateur parle...Utilisation de la synthPse vocaledans l'apprentissage et le perfectionnment de lalangue écrite. (pp. 204-208). Saint-Germain France:Presses Unversitaires de France.

Olson, R.K., & Wise, B.W. (1992). Reading on thecomputer with orthographic and speech feedback:An overview of the Colorado Remedial ReadingProject. Reading and Writing: An InterdisciplinaryJournal, 4, 107-144.

Pennington, B.F. (Ed.), (1992). Reading disabilities:Genetic and neurological influences. KluwerAcademic Press.

Pennington, B.F., & Gilger, J.G. (1992). In responseto Shaywitz et al. article (326, 145-150) [Letter tothe editor]. New England Journal of Medicine, 327,280.

Pennington, B.F., Gilger, J.W., Olson, R.K., &DeFries, J.C. (1992). External validity of age-versusIQ-discrepancy definitions of reading disability:Lessons from a twin study. Journal of LearningDisabilities, 25, 562-573.

Rack, J.P., Snowling, M.J., & Olson, R.K. (1992).The nonword reading deficit in developmentaldyslexia: a review. Reading Research Quarterly,27(1), 28-53.

Rademacher, J., Galaburda, A.M., Kennedy, D.N.,Filipek, P.A., & Caviness, V.S., Jr. (1992). Humancerebral cortex: Localization, parcellation, andmorphometry with magnetic resonance imaging.Journal of Cognitive Neuroscience, 4, 352-374.

Smith, S.D. (1992). Identification of geneticinfluences. Journal of Communication Disorders, 2,73-85.

Smith, S.D., Kimberling, W.J., Pennington, B.F.(1992). Screening for multiple genes influencingdyslexia. In B.F. Pennington (Ed.), Readingdisabilities: Genetic and neurological influences (pp.97-110). Dordrecht, The Netherlands: KluwerAcademic Publishers.

Wadsworth, S.J., DeFries, J.C., Pennington, B.F., &Olson, R.K. (1992). Reading performance and verbalshort-term memory: A twin study of reciprocalcausation. Behavior Genetics, 22, 760. (Abstract)

Wadsworth, S.J., DeFries, J.C., Stevenson, J.,Gilger, J.W., & Pennington, B.F. (1992). Genderratios among reading-disabled children and theirsiblings as a function of parental impairment.Journal of Child Psychology and Psychiatry, 33,1229-1239.

Wise, B.W. (1992). Whole words versus phonics forshort-term learning: Comparisons on a talkingcomputer system. Journal of Experimental ChildPsychology, 54, 147-167.

Wise, B.W., & Olson, R.K. (1992). How poorreaders and spellers use interactive speech in acomputerized spelling program. Reading andWriting: An Interdisciplinary Journal, 4, 145-163.

1993

Boustany, R-M., Filipek, P.A. (1993). Seizures,depression and dementia in teenagers with BattenDisease. Journal of Inherited Metabolic Disorders.16, 252-255.

DeFries J.C., & Gillis, J.J. (1993). Genetics ofreading disability. In R. Plomin & G.E. McClearn(Eds.), Nature, nurture and psychology (pp. 121-145). Washington, D.C.: APA Books.

DeFries, Gillis, J.J., & Wadsworth, S.J. (1993).Genes and genders: A twin study of readingdisability. In A.M. Galaburda (Ed.), Dyslexia anddevelopment: Neurobiological aspects of extra-ordinary brains (pp. 187-204). Cambridge, MA:Harvard University Press.

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Kennedy, D.N., Filipek, P.A., & Caviness, V.S.(1993). Morphometric analysis of anatomictomographic data. U.S. Patent 5, 185, 809.

Mazzocco, M.M.M., Pennington, B.F., & Hagerman,R.J. (1993). The neurocognitive phenotype of femalecarriers of fragile X: Further evidence for specificity.Journal of Developmental and Behavioral Pediatrics,14, 328-335.

McEvoy, R.E., Rogers, S.J., & Pennington, B.F.(1993). Executive function and socialcommunication deficits in young, autistic children.Journal of Child Psychology and Psychiatry, 34,563-578.

Olson, R.K., & Forsberg, H. (1993). Disabled andnormal readers' eye movements in reading and non-reading tasks. In D.M. Willows, R.S. Kruk, & E.Corcos (Ed.), Visual processes in reading andreading disabilities (pp. 377-392). Hillsdale, NJ:Lawrence Erlbaum Associates.

Ozonoff, S., Rogers, S.J., Farnham, J.M., &Pennington, B.F. (1993). Can standard measuresidentify subclinical markers of autism? Journal ofAutism and Developmental Disorders, 23, 429-441.

Pennington, B.F., & Bennetto, L. (1993). Maineffects or transactions in the neuropsychology ofconduct disorder? Commentary on "theneuropsychology of conduct disorder." Developmentand Psychopathology, 5, 151-164.

Pennington, B.F., Groisser, D., & Welsh, M.C.(1993). Contrasting cognitive deficits in attentiondeficit hyperactivity disorder versus readingdisability. Developmental Psychology, 29, 511-523.

Rack, J.P., & Olson, R.K. (1993). Phonologicaldeficits, IQ and individual differences in readingdisability: Genetic and environmental influences.Developmental Review, 13, 269-278.

Stevenson, J., Pennington, B.F., Gilger, J.W.,DeFries, J.C., & Gillis, J.J. (1993). Hyperactivityand spelling disability: Testing for shared geneticaetiology. Journal of Child Psychology andPsychiatry, 34, 1137-1152.

Truhan, A.P., Filipek, P.A. (1993). Magneticresonance imaging and its role in theneuroradiologic evaluation of patients with neuro-fibromatosis, tuberous sclerosis, and Sturge-Weversyndrome. Archives of Dermatology, 129, 219-226.

Wadsworth, S.J., & DeFries, J.C. (1993). Etiology ofcovariation among measures of IQ and academicachievement. Behavior Genetics, 23, 568. (Abstract)

Wise, B.W., & Olson, R.K. (1993). Computerspeech and the remediation of reading and spellingproblems. Journal of Special Education Technology,12, 207-220.

1994

Alarcón, M., DeFries, J.C., & Fulker, D.W. (1994).Etiology of individual differences in readingperformance: Evidence for sex limitation. BehaviorGenetics, 24, 505. (Abstract)

Alarcón, M, & Gillis, J.J. (1994). Familialresemblance for measures of reading performance infamilies of reading-disabled and control twins.Reading and Writing: An Interdisciplinary Journal,6, 93-101.

Cardon, L.R., Smith, S.D., Fulker, D.W.,Kimberling, W.J., Pennington, B.F., & DeFries, J.C.(1994). Quantitative trait locus for reading disabilityon chromosome 6. Science, 226, 276-279.

Gilger, J.W., Borecki, I.B., & Pennington, B.F.(1994). Commingling and segregation analysis ofreading performance in families of normal reading.Behavior Genetics, 24, 345-355.

Haith, M.M., Benson, J., Roberts, R., & Pennington,B.F. (Eds.) (1994). The development of futureoriented processes. Chicago: University of ChicagoPress.

Light, J.G., & DeFries, J.C. (1994). Comorbidreading and mathematics deficits: Genetic andenvironmental etiologies. Behavior Genetics, 24,520. (Abstract)

Mazzocco, M.M.M., Nord, A.M., Van Doorninck,W, Greene, C.L., Gold, C.A., & Pennington, B.F.(1994). Cognitive development among children with

50

early treated phenylketonuria. DevelopmentalNeuropsychology. 10, 133-151.

Mazzocco, M.M.M., Pennington, B.F., & Hagerman,R.J. (1994). Social cognition skills among femaleswith fragile X. Journal of Autism andDevelopmental Disorders, 24, 473-485.

Olson, R.K. (1994). Language deficits in "specific"reading disability. In M. Gernsbacher (Ed.),Handbook of psycholinguistics (pp. 895-916). NewYork: Academic Press.

Olson, R.K., Forsberg, H., & Wise B. (1994). Genes,environment, and the development of orthographicskills. In V.W. Berninger (Ed.), The varieties oforthographic knowledge I: Theoretical anddevelopmental issues (pp. 27-71). Dordrecht, TheNetherlands: Kluwer Academic Publishers.

Olson, R., Forsberg, H., Wise, B., & Rack, J. (1994).Measurement of word recognition, orthographic, andphonological skills. In G.R. Lyon (Ed.), Frames ofreference for the assessment of learning disabilities:New views on measurement issues (pp. 243-277).Baltimore: Paul H. Brookes Publishing Co.

Pennington, B.F. (1994). Genetics of learningdisabilities. Journal of Child Neurology, 10,(Supplement), S69-S76.

Pennington, B.F. (1994). The working memoryfunction of the prefrontal cortices: Implications fordevelopmental and individual differences incognition. In M.M. Haith, J.Benson, R.Roberts, &B.F. Pennington (Eds.), The development of futureoriented processes (pp. 243-289). Chicago:University of Chicago Press.

Smith, S.D., Pennington, B.F., Fulker, D.W.,Cardon, L., Brower, A.M., Kimberling, W.J., &DeFries, J.C. (1994). Evidence for a geneinfluencing reading disability on chromosome 6p intwo populations. The American Journal of HumanGenetics, 55, A203. (Abstract)

Sobesky, W.E., Pennington, B.F., Porter, D., Hull,C.E., & Hagerman (1994). Emotional andneurocognitive deficits in Fragile X. AmericanJournal of Medical Genetics, 51, 378-385.

Wise, B.W., & Olson, R.K. (1994). Using computersto teach spelling to children with learningdisabilities. In G.D. Brown & N.C. Ellis (Eds.),Handbook of normal and disturbed spelling: Theory,process and intervention (pp. 481-503). Chichester,UK: John Wiley & Sons Ltd.

1995

Alarcón, M., & DeFries, J.C. (1995). Quantitativetrait locus for reading disability: An alternative test.Behavior Genetics, 25, 253. (Abstract)

Alarcón, M., DeFries, J.C., & Fulker, D.W. (1995).Etiology of individual differences in readingperformance: A test of sex limitation. BehaviorGenetics, 25, 17-23.

Casto, S.D., DeFries, J.C, & Fulker, D.W. (1995).Multivariate genetic analysis of WechslerIntelligence Scale for Children - Revised (WISC-R)factors. Behavior Genetics, 25, 25-32.

Filipek, P.A. (1995). Quantitative MRI in autism:The cerebellar vermis. Current Opinion inNeurology, 8, 134-138.

Filipek, P.A., Pennington, B.F., Holmes, J.F., et al.(1995) Developmental dyslexia: Cortical andsubcortical anomalies by MRI-based morphometry.Annals of Neurology, 38, 509.

Filipek, P.A., Pennington, B.F., Holmes, J.L., Lefly,D., Kennedy, D.N., Meyer, J.W., Land, J.E., Gayan,J., Galaburda, A.M., Simon, J.M., Filley, C.M.,Caviness, V.W., & DeFries, J.C. (1995). Annals ofNeurology, 38, 509. (Abstract)

Gayán, J., Olson, R.K., Cardon, L.R., Smith, S.D.,Fulker, D.W., Kimberling, W.J., Pennington, B.F.,& DeFries, J.C. (1995). Quantitative trait locus fordifferent measures of reading disability. BehaviorGenetics, 25, 266. (Abstract)

Gilger, J.W., & Pennington, B.F. (1995). Whyassociations among traits do not necessarily indicatetheir common etiology: A comment on theGeschwind-Behan-Galaburda Model. Brain andCognition, 27, 89-93.

Hanebuth, E., Gilger, J.W., Pennington, B.F., &Smith, S.D. (1995). Parental compensation for

51

childhood reading problems affects the risk of theiroffspring for developmental reading disorder (DRD).Behavior Genetics, 25, 269. (Abstract)

Hyona, J., & Olson, R.K. (1995). Eye fixationpatterns among dyslexic and normal readers: Effectsof word length and word frequency. Journal ofExperimental Psychology: Learning, Memory, andCognition, 21(6), 1-11.

Light, J.G., & DeFries, J.C. (1995). Comorbidity ofreading and mathematics disabilities: Genetic andenvironmental etiologies. Journal of LearningDisabilities, 28, 96-106.

Light, J.G., Pennington, B.F., Gilger, J.W., &DeFries, J.C. (1995). Reading disability andhyperactivity disorder: Evidence for a commongenetic etiology. Developmental Neuropsychology,11, 303-335.

Olson, R.K., Wise, B.W., & Forsberg, H. (1995).The 5-7 shift in reading and phoneme awareness. InA. Sameroff and M. Haith (Eds.), Reason andresponsibility: The passage through childhood.Chicago: University of Chicago Press.

Pennington, B.F., Bennetto, L., McAleer, O.K., &Roberts, R.J., Jr. (1995). Executive functions andworking memory: Theoretical measurement issues.In G.R. Lyon & N.A. Krasnegor (Eds.), Attention,memory and executive function (pp. 327-348).Baltimore, MD: Paul H. Brookes Publishing Co.

Pennington, B.F., & Welsh, M.C. (1995).Neuropsychology and developmentalpsychopathology. In D. Cicchetti and D.J. Cohen(Eds.), Manual of developmental psychopathology:Vol. I (pp. 254-290). New York, NY: John Wiley &Sons, Inc.

Seldon, J.L., Rivas, M.L., Filipek, P.A., Flodman,P.L., Walker, A.P., & Spence, M.A. (1995).Segregation analysis of kindreds of probands withchildhood absence epilepsy. American Journal ofHuman Genetics, 57 (Supp.), A172. (Abstract)

Wadsworth, S.J., DeFries, J.C., Fulker, D.W., Olson,R.K., & Pennington, B.F. (1995). Readingperformance and verbal short-term memory: A twinstudy of reciprocal causation. Intelligence, 20, 145-167.

Wise, B.W., & Olson, R.K. (1995). Computer-basedphonological awareness and reading instruction.Annals of Dyslexia, 45, 99-122.

Wise, B.W., & Olson, R.K. (1995). Whatcomputerized speech can add to remedial reading. InA.K. Syrdal, R. Bennett, & S. Greenspan (Eds.),Applied speech technology (pp. 583-592). BocaRaton, FL: CRC Press.

1996

Alarcón, M., & DeFries, J.C. (1996). Etiology ofmathematics disability: A twin study. BehaviorGenetics, 26, 581. (Abstract)

Bennetto, L., Pennington, B.F., & Rogers, S.J.(1996). Intact and impaired memory functions inautism. Child Development, 67, 1816-1835.

Boetsch, E.A., Green, P.A., & Pennington, B.F.(1996). Psychosocial correlates of dyslexia acrossthe lifespan. Development and Psychopathology, 8,539-562.

Casto, S.D., Pennington, B.F., Light, J.G., &DeFries, J.C. (1996). Differential genetic etiology ofreading disability as a function of mathematicsperformance. Reading and Writing: AnInterdisciplinary Journal, 8, 295-306.

Caviness, V.S., Kennedy, D.N., Richelme, C.,Rademacher, J., & Filipek, P.A. (1996). The humanbrain age 7-11 years. A volumetric analysis basedupon magnetic resonance images. Cerebral Cortex,6, 726-736.

DeFries, J.C. & Alarcón, M. (1996). Genetics ofspecific reading disability. Mental Retardation andDevelopmental Disabilities Research Reviews, 2,39-47.

DeFries, J.C., & Light, J.G. (1996). Twin studies ofreading disability, In J.H. Beitchman, N. Cohen,M.M. Konstantareas, & R. Tannock (Eds.),Language, learning, and behavior disorders (pp. 272-292). New York: Cambridge University Press.

Filipek, P.A. (1996). [Review of the bookDevelopmental neuropsychiatry: Vol.I.Fundamentals. Vol.2. Assessment, diagnosis and

52

treatment of developmental disorders]. New EnglandJournal of Medicine, 334, 926-927.

Filipek, P.A. (1996). Neuroimaging in autism: Thestate of the science 1995. Journal of Autism andDevelopmental Disorders, 26, 211-215.

Filipek, P.A. (1996). Structural variations inmeasures of developmental disabilities. In R.W.Thatcher, G.R. Lyon, J. Rumsey, & N. Krasnegor(Eds.), Developmental neuroimaging: Mapping thedevelopment of brain and behavior (pp. 169-186).San Diego, CA: Academic Press.

Gilger, J.W., Borecki, I.B., Smith, S.D., DeFries,J.C., Pennington, B.F. (1996). The etiology ofextreme scores for complex phenotypes: Anillustration using reading performance. In C.H.Chase, G.D. Rosen, & G.F. Sherman (Eds.),Developmental dyslexia: Neural, cognitive, andgenetic mechanisms (pp. 63-85).

Gilger, J.W., Hanebuth, E., Smith, S.D., &Pennington, B.F. (1996). Differential risk fordevelopmental reading disorders in the offspring ofcompensated versus noncompensated parents.Reading and Writing: An Interdisciplinary Journal,8, 407-417.

Jenicke, M.A., Breiter, H.C., Baer, L., Kennedy,D.N., Savage, C.R., Olivares, M.J., O'Sullivan, R.L.,Shera, D.M., Rauch, S.L., Keuthen, N., Rosen, B.R.,Caviness, V.S., & Filipek, P.A. (1996). Cerebralstructural abnormalities in obsessive-compulsivedisorder. A qualitative morphometric magneticresonance imaging study. Archives of GeneralPsychiatry, 53, 625-632.

Knopik, V.S., DeFries, J.C., & Alarcón, M. (1996).Comorbidity of mathematics and reading deficits ina twin study of mathematics disability. BehaviorGenetics, 26, 589. (Abstract)

Knopik, V.S., DeFries, J.C., & Alarcón, M. (1996).Gender differences in cognitive abilities of opposite-sex and same-sex twin pairs with reading disability.Annals of Dyslexia, 46, 241-256.

Lefly, D.L., & Pennington, B.F. (1996).Longitudinal study of children at high family risk fordyslexia: The first two years. In M.L. Rice (Ed.),

Toward a genetics of language (pp. 49-75).Hillsdale, NJ: Lawrence Erlbaum.

Pennington, B.F., & Gilger, J.W. (1996). How isdyslexia transmitted? In C.H. Chase, G.D. Rosen, &G.F. Sherman (Eds.), Developmental dyslexia:Neural, cognitive, and genetic mechanisms (pp. 41-61). Parkton, MD: York Press.

Pennington, B.F., & Ozonoff, S. (1996). Executivefunctions and developmental psychopathology.Journal of Child Psychology and Psychiatry, 37, 51-87.

Roberts, R.J., & Pennington, B.F. (1996). Aninteractive framework for examining prefrontalcognitive processes. DevelopmentalNeuropsychology, 12, 105-126.

Rogers, S.J., Bennetto, L., McEvoy, R., &Pennington, B.F. (1996). Imitation and pantomimein high functioning adolescents with autism. ChildDevelopment, 67, 2060-2073.

Smith, S.D., Pennington, B.F., & DeFries, J.C.(1996). Linkage analysis with complex behavioraltraits. In M.L. Rice (Ed.), Toward a genetics oflanguage (pp. 29-44). Hillsdale, NJ: LawrenceErlbaum.

1997

Alarcón, M., & DeFries, J.C. (1997). A twin studyof reading performance and general cognitiveability. Behavior Genetics, 27, 583. (Abstract)

Alarcón, M., & DeFries, J.C. (1997). Readingperformance and general cognitive ability in twinswith reading difficulties and control pairs.Personality and Individual Differences, 22, 793-803.

Alarcón, M., & DeFries, J.C., Light, J.G, &Pennington, B.F. (1997). A twin study ofmathematics disability. Journal of LearningDisabilities, 30, 617-623.

Bauman, M.L., Filipek, P.A., & Kemper, T.L.(1997). Early infantile autism. In J.D. Schmahmann(Ed.), The Cerebellum and Cognition (pp. 367-386).San Diego, CA:Academic Press.

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DeFries, J.C., Alarcón, M.,& Olson, R.K. (1997).Genetic aetiologies of reading and spelling deficits:Developmental differences. In C. Hume and M.Snowling (Eds.), Dyslexia: Biology, cognition andintervention (pp. 20-37). London: Whurr PublishersLtd.

DeFries, J.C., Filipek, P.A., Fulker, D.W., Olson,R.K., Pennington, B.F., Smith, S.D., & Wise, B.W.(1997). Colorado Learning Disabilities ResearchCenter. Learning Disabilities: A MultidisciplinaryJournal, 8, 7-19.

Filipek, P.A. (1997). [Review of the bookHyperactivity disorders of childhood]. New EnglandJournal of Medicine, 336, 969.

Filipek, P.A., Roth, G., Himber, P.L., Dietrich, R.B.(1997). Neuroimaging techniques. In R.B. David(Ed.), Child and Adolescent Neurology (pp. 128-148). Philadelphia:Mosby.

Filipek, P.A., Semrud-Clikeman, M., Steingard, R.,Renshaw, P.F., Kennedy, D.N., & Biederman, J.(1997). Volumetric MRI analysis comparingattention-deficit hyperactivity disorder withoveractivity and normal control children. Neurology,48, 589-601.

Gayán, J., & Olson, R.K. (1997). Common andspecific genetic effects on reading measures.Behavior Genetics, 27, 589. (Abstract)

Gilger, J.W., Pennington, B.F., DeFries, J.C.,Harbeck, R., Kotzin, B., & Smith, S.D. (1997). Atwin and family study of the Geschwind-Behan-Galaburda hypothesis of developmental learningdisorders (DRD). Behavior Genetics, 27, 590.(Abstract)

Knopik, V.S., Alarcón, M., & DeFries, J.C. (1997).Comorbidity of mathematics and reading deficits:Evidence for a genetic etiology. Behavior Genetics,27, 447-453.

Knopik, V.S., Olson, R.K., Alarcón, M., Cherny,S.S., & DeFries, J.C. (1997). Etiology of covariationbetween measures of speeded and perceptualprocesses and reading performance: A twin study.Behavior Genetics, 27, 596. (Abstract)

Olson, R.K. (1997). The Colorado LearningDisabilities Research Center. Perspectives, 23, 17-20.

Olson, R.K., Wise, B.W., Johnson, M.C., & Ring, J.(1997). The etiology and remediation ofphonologically based word recognition and spellingdisabilities: Are phonological deficits the "hole"story? In B. Blachman (Ed.), Foundations of readingacquisition, (pp. 305-326). Mahwah, NJ: LawrenceErlbaum Associates, Inc.

Olson, R.K., Wise, B.W., Ring, J., & Johnson, M.(1997). Computer-based remedial training inphoneme awareness and phonological decoding:Effects on the post-training development on wordrecognition. Scientific Studies of Reading, 1, 235-253.

Pennington, B.F. (1997). Attention deficithyperactivity disorder. In T.E. Feinberg & M. Farah(Eds.), Behavioral neurology and neuropsychology(pp. 803-807). New York: McGraw-Hill, Inc.

Pennington, B.F. (1997). Dimensions of executivefunctions in normal and abnormal development. InN. Krasnegor, R. Lyon, & P. Goldman-Rakic (Eds.),Development of the prefrontal cortex: Evolution,neurobiology, and behavior (pp. 265-281).Baltimore, MD: Brookes Publishing Co.

Pennington, B.F. (1997). Using genetics to dissectcognition [Invited Editorial]. The American Journalof Human Genetics, 60, 13-16.

Pennington, B.F., & Smith, S. (1997). Geneticanalysis of dyslexia and other complex behavioralphenotypes. Current Opinion in Pediatrics, 9, 636-641.

Wise, B.W., Olson, R.K., & Ring, J. (1997).Teaching phonological awareness with and withoutthe computer. In C. Hulme & M. Snowling (Eds.),Dyslexia: Biological bases, identification, &intervention (pp. 254-273). London: WhurrPublishing.

Wise, B.W., Ring, J., Sessions, L., & Olson, R.K.(1997). Phonological awareness with and withoutarticulation: A preliminary study. LearningDisability Quarterly, 20, 211-225.

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1998

Aman, C.J., Roberts, Jr., R.J., & Pennington, B.F.(1998). A neuropsychological examination of theunderlying deficit in ADHD: The frontal lobe vs.right parietal lobe theories. DevelopmentalPsychology, 34, 956-969.

Byrne, B. (1998). The foundation of literacy: Thechild’s acquisition of the alphabetic principle, Hove,UK: Psychology Press.

Gayán, J., Smith, S.D., Cherny, S.S., Cardon, L.R.,Fulker, D.W., Kimberling, W.J., Olson, R.K.,Pennington, B.F., & DeFries, J.C. (1998).Quantitative trait locus for specific language andreading deficits on chromosome 6p (Abst.).Behavior Genetics, 28, 469.

Gilger, J.W., Pennington, B.F., DeFries, J.C.,Harbeck, R., Kotzin, B., Green, P., & Smith, S.(1998). A twin and family study of the associationbetween immune system dysfunction and dyslexiausing blood serum immunoassay and survey data.Brain and Cognition, 36, 310-333.

Knopik, V.S., Alarcón, M., & DeFries, J.C. (1998).Common and specific gender influences onindividual differences in reading performance: Atwin study. Personality and Individual Differences,25, 269-277.

Knopik, V.S., & DeFries, J.C. (1998). A twin studyof gender-influenced individual differences ingeneral cognitive ability. Intelligence, 26, 81-89.

Knopik, V.S., & DeFries, J.C. (1998). Commongenetic influences on general cognitive ability inmales and females: A twin study (Abst.). BehaviorGenetics, 28, 474.

Light, J.G., DeFries, J.C., & Olson, R.K. (1998).Multivariate behavioral genetic analysis ofachievement and cognitive measures in reading-disabled and control twin pairs. Human Biology, 70,215-237.

Olson, R.K. (1998). Genes, environment, andlearning disabilities. In R.S. Sternberg and L. Spear-Swerling (Eds.), Perspectives on learningdisabilities. Westview: Harper Collins.

Plomin, R., & DeFries, J.C. (1998). The genetics ofcognitive abilities and disabilities. ScientificAmerican, 278, 62-69.

Scarborough, H.S., Ehri, L.C., Olson, R.K., &Fowler, A.E. (1998). The fate of phonemicawareness beyond the elementary school years.Scientific Studies of Reading, 2, 115-142.

Smith, S.D., Brower, A.M., Cardon, L.R., &DeFries, J.C. (1998). Genetics of reading disability:Further evidence for a gene on chromosome 6. InB.K. Shapiro, P.J. Accardo, & A.J. Capute (Eds.),Specific reading ability (pp. 63-74). Timonium, MD:York Press, Inc.

Smith, S.D., Gilger, J.W., Pennington, B.F. (1998).Dyslexia and other specific learning disorders. InD.L. Rimoin, J.M. Conner, and Pyeritz (Eds.),Emery and Rimoin’s principles and practice ofmedical genetics, 3rd Ed. (pp. 1767-1789). NewYork: Churchill Livingston.

Smith, S.D., Kelley, P.M., Brower, A.M. (1998).Molecular approaches to the genetic analysis ofspecific reading disability. Human Biology, 70, 239-256.

Wadsworth, S.J., Olson, R.K., Pennington, B.F., &DeFries, J.C. (1998). Differential genetic etiology ofreading disability as a function of IQ (Abst.).Behavior Genetics, 28, 483-484.

Willcutt, E.G., & Pennington, B.F. (1998).Assessment of DSM-IV reading disorder. ClinicalChild Psychology Newsletter, 13, (2), 6-11.

Wise, B.W., & Olson, R.K. (1998). Studies ofcomputer-aided remediation for reading disabilities.In C. Hulme and R.M. Joshi (Eds.), Reading andspelling: Development and disorders (pp. 473-488).Mahwah, NJ: Lawrence Erlbaum Associates.

Wise, B.W., Olson, R.K., Ring, J., & Johnson, M.(1998). Interactive computer support for improvingphonological skills. In J. Metsala & L. Ehri (Eds.),Word recognition and beginning literacy (pp. 189-208). Mahwah, NJ: Lawrence Erlbaum Associates,Inc.

1999

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Byrne, B. (1999). Teaching reading: Contributionsfrom Psychology and its neighbours. In P. R. Martin& W. Noble (Eds.), Psychology and society (pp. 15-24). Brisbane: Australian Academic Press

Byrne, B. (1999). The Views of Non-AmericanDecoding Skills Researchers: A Small-SampleStudy (N = 1). Issues in Education: Contributionsfrom Educational Psychology, 5, 59-63.

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Eslinger, P.J., Biddle, K., Pennington, B.F., & Page,R.B. (1999). Cognitive and behavioral developmentup to 4 years after early right frontal lobe lesion.Developmental Neuropsychology, 15, 157-191.

Filipek, P.A. (1999). Neuroimaging in thedevelopmental disorders: The state of the science.Journal of Child Psychology and Psychiatry, 40,113-128.

Filipek, P.A., Pennington, B.F., Simon, J.H., Filley,C.M., & DeFries, J.C. (1999). Structural andfunctional neuroanatomy in reading disorder. InD.D. Duane (Ed.), Reading and attention disorders:Neurobiological correlates (pp. 43-59). Baltimore,MD: York Press.

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Kintsch, W., Healy, A.F., Hegarty, M., Pennington,B.F., & Salthouse, T.A. (1999). Models of workingmemory: Eight questions and some general issues.In A. Miyake & P. Shah (Eds.), Models of workingmemory (pp. 412-441). Cambridge: CambridgeUniversity Press.

Knopik, V.S., & DeFries, J.C. (1999). Etiology ofcovariation between reading and mathematicsperformance: A twin study. Twin Research, 2, 226-234.

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Pennington, B.F., Filipek, PA., Lefly, D.,Churchwell, J., Kennedy, D.N., Simon, J.H., Filley,C.M., Galaburda, A., Alarcón, M., & DeFries, J.C.(1999). Brain morphometry in reading-disabledtwins. Neurology, 53, 723-729.

Smith, S.D., Kelley, P.M., & Askew, J. (1999).Mutation analysis of myelin oligodentrocyteglycoprotein in dyslexic siblings. American Journalof Human Genetics, 65, A468.

Willcutt, E.G., Pennington, B.F., Chhabildas, N.A.,Friedman, M.C., & Alexander, J. (1999). Psychiatriccomorbidity associated with DSM-IV ADHD in anonreferred sample of twins. Journal of theAmerican Academy of Child and AdolescentPsychiatry, 38, 1355-1362.

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Alarcón, M., Knopik, V.S., & DeFries, J.C. (2000).Covariation of mathematics achievement andgeneral cognitive ability in twins. Journal of SchoolPsychology, 38, 63-77.

Alarcón M., Pennington, B.F., Filipek, P.A., &DeFries, J.C. (2000). Etiology of neuroanatomicalcorrelates of reading disability. DevelopmentalNeuropsychology, 17, 339-360.

Brower, A.M., Deffenbacher, K.E., Olson, R.K.,DeFries, J.C., & Smith, S.D. (2000). Resolution ofmarker order and distance to refine linkage inspecific reading disability (Abst.). American Journalof Human Genetics, 67, 322.

Byrne, B., Fielding-Barnsley, R, & Ashley, L.(2000). Effects of preschool phoneme identitytraining after six years: Outcome level distinguishedfrom rate of response. Journal of EducationalPsychology, 92, 659-667.

Davis, C.J., Knopik, V.S., Wadsworth, S.J., &DeFries, J.C. (2000). Self-reported readingproblems in parents of twins with readingdifficulties. Twin Research, 3, 88-91.

Davis, C.J., Knopik, V.S., Wadsworth, S.J., Olson,R.K., & DeFries, J.C. (2000). Differential geneticetiology of reading disability as a function of rapidautomatized naming and phonological awareness(Abst.). Behavior Genetics, 30, 401-402.

Gayán, J., & Olson, R.K. (2000). Behavioral geneticanalysis of individual differences in printed wordrecognition, phonological and orthographic coding,phoneme awareness, and IQ (Abst.). BehavioralGenetics, 29, 356.

Kaplan, D.E., Won, T.W., Ahn, J., Pauls, D., Olson,R., DeFries, J., Wood, F., Page, G., Smith, S.D.,Gruen, J.R. (2000). Linkage disequilibrium studiesof reading disability on 6p22 (Abst.). AmericanJournal of Human Genetics, 67, 46.

Lefly, D.L., & Pennington, B.F. (2000). Reliabilityand validity of the Adult Reading HistoryQuestionnaire. Journal of Learning Disabilities, 33,286-296.

Oliver, A., Johnson, M.H., Karmiloff-Smith, A., &Pennington, B. (2000). Deviations in the emergenceof representations: A neuroconstructivist frameworkfor analysing developmental disorders.Developmental Science, 3, 1-40.

Pennington, B.J., Filipek, P.A., Lefly, D.L.,Chhabildas, N., Kennedy, D.N., Simon, J.H., Filley,C.M., Galaburda, A., & DeFries, J.C. (2000). A twinMRI study of size variations in human brain. Journalof Cognitive Neuroscience, 12, 223-232.

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Smith, S.D., Pennington, B.F., Willcutt, E.,Deffenbacher, K., Hoover, D., Smolen, A., Moyzis,R., Olson, R.K., DeFries, J.C. (2000). Linkage of anADHD phenotype to 6p21.3 in a population withreading disability (Abst). American Journal ofHuman Genetics, 67, 350.

Wadsworth, S.J., Knopik, V.S., & DeFries, J.C.(2000). Reading disability in boys and girls: Noevidence for differential genetic etiology. Readingand Writing: An Interdisciplinary Journal, 13, 133-145.

Wadsworth, S.J., Olson, R.K., Pennington, B.F., &DeFries, J.C. (2000). Differential genetic etiology ofreading disability as a function of IQ. Journal ofLearning Disabilities, 33, 192-199.

Willcutt, E.G. & Pennington, B.F., (2000).Comorbidity of reading disability and attention-deficit/hyperactivity disorder: Differences by genderand subtype. Journal of Learning Disabilities, 33,179-191.

Willcutt, E.G. & Pennington, B.F., (2000).Psychiatric comorbidity in children and adolescentswith reading disability. Journal of Child Psychologyand Psychiatry, 41, 1039-1048.

Willcutt, E.G., Pennington, B.F., & DeFries, J.C.(2000). A twin study of the etiology of comorbiditybetween reading disability and attention-deficit/hyperactivity disorder. American Journal ofMedical Genetics (Neuropsychiatric Genetics), 96,293-301.

Willcutt, E.G., Pennington, B.F., & DeFries, J.C.(2000). Etiology of inattention andhyperactivity/impulsivity in a community sample oftwins with learning difficulties. Journal ofAbnormal Child Psychology, 28, 149-159.

Wise, B.W., Ring, J., & Olson, R.K. (2000).Individual differences in gains from computer-assisted remedial reading with more emphasis onphonological analysis or accurate reading in context.Journal of Experimental Child Psychology, 77, 197-235.

2001

Chhabildas, N., Pennington, B.F., & Willcutt, E.G.(2001). A comparison of the neuropsychologicalprofiles of the DSM-IV subtypes of ADHD. Journalof Abnormal Child Psychology, 29, 529-540.

Compton, D.L., Davis, C.J., DeFries, J.C., Gayán, J.,& Olson, R.K. (2001). Genetic and environmentalinfluences on reading and RAN: An overview ofresults from the Colorado Twin Study. In M. Wolf(Ed.), Conference proceedings of the DyslexiaResearch Foundation Conference in ExtraordinaryBrain Series: Time, fluency, and developmentaldyslexia (pp. 277-303). Baltimore, MD: York Press.

Compton, D.L., DeFries, J.C., & Olson, R.K. (2001).Are RAN and phonological awareness deficitsadditive in children with reading disabilities?Dyslexia, 7, 125-149.

Cross, R., Gayán, J., DeFries, J.C. & Olson, R.K.(2001). Differential genetic etiology of readingdisability as a function of processing speed (Abst.).Behavior Genetics, 31, 450.

Davis, C.J., Gayán, J., Knopik, V.S., Smith, S.D.,Cardon, L.R., Pennington, B.F., Olson, R.K., &DeFries, J.C. (2001a). Etiology of reading difficultiesand rapid naming: The Colorado twin study ofreading disability. Behavior Genetics, 31, 625-635.

Davis, C.J., Gayán, J., Knopik, V.S., Smith, S.D.,Cardon, L.R., Pennington, B.F., Olson, R.K., &DeFries, J.C. (2001b). Reading difficulties and rapidnaming: Bivariate twin and genetic linkage analyses(Abst.). Behavior Genetics, 31, 451.

Davis, C.J., Knopik, V.S., Olson, R.K., Wadsworth,S.J., & DeFries, J.C. (2001). Genetic andenvironmental influences on rapid naming and readingability: A twin study. Annals of Dyslexia, 51, 231-247.

Gayán, J., & Olson, R.K. (2001). Genetic andenvironmental influences on orthographic andphonological skills in children with readingdisabilities. Developmental Neuropsychology, 20 (2),487-511.

Kaakinen, J., Hyona, J., & Keenan, J.M. (2001).Individual differences in perspective effects on textmemory. Current Psychology Letters: Behavior,Brain, and Cognition, 5, 21-32.

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Kaakinen, J., Hyona, J., & Keenan, J.M. (2001). Therole of prior knowledge in processing perspective-relevant and perspective-irrelevant text information.Abstracts of the Psychonomic Society, 6, 60-61.

Keenan, J.M. (2001). Inferences. In N. Smelser & P.Baltes (Eds.), International Encyclopedia of theSocial & Behavioral Sciences, 11, 7432 -7435.Amsterdam: Pergamon.

Lyon, G.R., Fletcher, J.M., Shaywitz, S.E.,Shaywitz, B.A., Torgesen, J.K., Wood, F.B.,Schulte, A., & Olson, R.K. (2001). Rethinkinglearning disabilities. In C.E. Finn, A.J. Rotherham,& C.R. Hokanson Jr. (Eds.), Rethinking specialeducation for a new century (pp. 259-287).Progressive Policy Institute and the Thomas B.Fordham Foundation.

Olson, R.K., & Gayán, J. (2001). Brains, genes, andenvironment in reading development. In S. Newman& D. Dickinson (Eds.). Handbook of early literacydevelopment (pp. 81-96). New York: GuilfordPublications, Inc.

Pennington, B.F. (2001). Genetic methods. In C.A.Nelson, & M. Luciana (Eds.), The handbook ofdevelopmental cognitive neuorscience, (pp. 149-158). Cambridge, MA: MIT Press.

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Pennington, B.F., Cardoso-Martins, C., Green, P.A.,& Lefly, D.L. (2001). Comparing the phonologicaland double deficit hypotheses for developmentaldyslexia. Reading and Writing: An InterdisciplinaryJournal, 14, 707-755.

Pennington, B.F., & Lefly, D.L. (2001). Earlyreading development in children at family risk fordyslexia. Child Development, 72, 816-833.

Polk, T., Reed, C.L ., Keenan, J.M., Hogarth, P., &Anderson, C.A. (2001). A dissociation betweensymbolic number knowledge and analoguemagnitude information. Brain & Cognition, 47, 545-563.

Simon, J.A., Keenan, J.M., Pennington, B.F., Taylor,A.K., Hagerman, R.J. (2001). Discourse processingin women with Fragile X Syndrome: Evidence for adeficit establishing coherence. CognitiveNeuropsychology, 18, 1-18.

Smith, S.D., Kelley, P.M., Askew, J.W., Hoover,D.M., Deffenbacher, K.E., Gayán, J., Brower, A., &Olson, R.K. (2001). Reading disability andchromosome 6p21.3: Evaluation of MOG as acandidate gene. Journal of Learning Disabilities, 34,512-519.

Van Orden, G.C., Pennington, B.F., & Stone, G.O.(2001). What do double dissociations prove?Modularity yields a degenerating research program.Cognitive Science, 25, 111-172.

Willcutt, E.G., Chhabildas, N., & Pennington, B.F.(2001). Validity of the DSM-IV subtypes ofADHD. The ADHD Report, 9, 2-5.

Willcutt, E.G., Pennington, B.F., Boada, R., Ogline,J.S., Tunick, R.A., Chhabildas, N.A., & Olson, R.K.(2001). A comparison of the cognitive deficits inreading disability and attention-deficit/hyperactivitydisorder. Journal of Abnormal Psychology, 110,157-172.

2002

Betjemann, R.S., Keenan, J.M., & Fazendeiro, T.(2002). Reading and listening comprehension innormal readers and children with reading disability.Presented at the Seventy-fourth Meeting of theMidwestern Psychological Association, Chicago,May, 2002.

Betjemann, R., Keenan, J.M., Fazendeiro, T., &Potter, J. (2002). Comprehending the GORT withoutreading it. Presented at the Annual Meeting of theSociety for the Scientific Study of Reading.Chicago, IL, June, 2002.

Boada, R. , Willcutt, E.G., Tunick, R.A.,Chhabildas, N.A., Olson, R.K., DeFries, J.C., &Pennington, B.F. (2002). A twin study of theetiology of high reading ability. Reading andWriting: An Interdisciplinary Journal, 15, 683-707.

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Byrne, B. (2002). The process of learning to read: Aframework for integrating research and educationalpractice. British Journal of Educational PsychologyMonograph Series II; Psychological Aspects ofEducation--Current Trends, Number 1, 29-43.

Byrne, B., Delaland, C., Fielding-Barnsley, R.,Quain, P., Samuelsson, S., Hoien, T., Corley, R.,DeFries, J.C., Wadsworth, S., Willcutt, E., & Olson,R.K. (2002). Longitudinal twin study of earlyreading development in three countries: Preliminaryresults. Annals of Dyslexia, 52, 49-73.

Coleman, C., Gregg, N., Stennett, R., Hoy, C.,Davis, M., Olson, R.K., Wadsworth, S.J., & DeFries,J.C. (2002). The Colorado Perceptual Speed Task asa measure of orthographic processing. Paperpresented at the meeting of the Society for theScientific Study of Reading, Chicago, June 29, 2002.

Compton, D.L., Olson, R.K., DeFries, J.C., &Pennington, B.F. (2002). Comparing therelationships among two different versions ofalphanumeric RAN and word level reading skills.Scientific Studies of Reading, 6, 343-368.

Cross, R.J., Davis, C.J., Rhee, S. , Wadsworth, S.J.,DeFries, J.C. & Olson, R.K. (2002). The effect ofsubtype classification methods on estimates ofdifferential heritability (Abst). Behavior Genetics,32, 462.

Davis, C.J., Fisher, S.E., Francks, C., MacPhie, I.L.,Gayán, J., Smith, S.D., Cardon, L.R., Pennington,B.F., Olson, R.K., Monaco, A.P. & DeFries, J.C.(2002). Bivariate linkage analyses for readingdifficulties and rapid naming (Abst.). BehaviorGenetics, 32, 462.

Fazendeiro, T., Keenan, J. M., & Betjemann, R(2002). Latent semantic analysis versus ideachecklists: Methods for assessing passage recall andcomprehension. Presented at the Annual Meeting ofthe Society for the Scientific Study of Reading.Chicago, IL, June, 2002.

Fisher, S.E., and DeFries, J.C. (2002).Developmental dyslexia: genetic dissection of acomplex cognitive trait. Nature ReviewsNeuroscience, 3, 767-780.

Fisher, S.E., Francks, C., Marlow, A.F., MacPhie,I.L., Newbury, D.F., Cardon, L.R., Ishikawa-Brush,Y., Richardson, A.J., Talcott, J.B., Gayán, J., Olson,R.K., Pennington, B.F., Smith, S.D., DeFries, J.C.,Stein, J.F., & Monaco, A.P. (2002). Independentgenome-wide scans identify a chromosome 18quantitative-trait locus influencing dyslexia. NatureGenetics, 30, 86-91.

Fisher, S.E., Francks, C., Marlow, A.F., MacPhie,I.L., Newbury, D.F., Cardon, L.R., Ishikawa-Brush,Y., Richardson, A.J., Talcott, J.B., Gayán, J., Olson,R.K., Pennington, B.F., Smith, S.D., DeFries, J.C.,Stein, J.F., & Monaco, A.P. (2002). Quantitativetrait analysis of the entire genome in large samplesof dyslexia sib-pairs from the UK and US (Abst).Behavior Genetics, 32, 464.

Fletcher, J.M., Lyon, R., Barnes, M., Stuebing, K.K.,Francis, D.J., Olson, R.K., Shaywitz, S.E., &Shaywitz, B.A. (2002). Classification of learningdisabilities: An evidence based evaluation. In R.Bradley, L. Danielson, and D.P. Hallahan (Eds.),Identification of learning disabilities – research topractice (pp. 185-250). Mahwah, NJ: Erlbaum.

Francks, C., Fisher, S.E., Olson, R.K., Pennington,B.F., Smith, S.D., DeFries, J.C., & Monaco, A.P.(2002). Fine mapping of the chromosome 2p12-16dyslexia susceptibility locus: Quantitativeassociation analysis and positional candidate genesSEMA4F and OTX1. Psychiatric Genetics, 12, 35-41.

Gayán, J.D., Kaplan, D.E., Ahn, J., Won, T.W.,Pauls, D., Olson, R.K., DeFries, J.C., Wood, F.,Pennington, B.F., Page, G.P., Smith, S.D. & Gruen,J.R. (2002). Fine mapping linkage and associationanalyses of reading disability in the 6p21.3-22region (Abst.). Behavior Genetics, 32, 465-466.

Hulslander, J., Willcutt, E., Talcott, J., Witton, C.,Pennington, B., & Olson, R.K. (2002). Readingability, ADHD, and performance on visual andauditory psychophysical tasks. Poster presented atthe meeting of the Society for the Scientific Study ofReading, Chicago, June 29, 2002.

Kaakinen, J., Hyona, J., & Keenan, J.M. (2002).Individual differences in perspective effects on on-line text processing. Discourse Processes, 33, 159-173.

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Kaplan, D.E., Gayán, J., Ahn, J., Won, T.W., Pauls,D., Olson, R.K., & DeFries, J.C. (2002). Evidence forlinkage and association with reading disability, on6p21.3-22. American Journal of Human Genetics, 70,1287-1298.

Keenan, J.M., Betjemann, R., & Fazendeiro, T.(2002). Reading disability and inference deficits inlistening comprehension. Presented at the AnnualMeeting of the Society for the Scientific Study ofReading. Chicago, IL, June, 2002.

Knopik, V.S., Smith, S.D., Cardon, L., Pennington, B.,Gayán, J., Olson, R.K., and DeFries, J.C. (2002).Differential genetic etiology of reading componentprocesses as a function of IQ. Behavior Genetics, 32,181-198.

Martin, M., & Byrne, B. (2002). Teaching childrento recognise rhyme does not directly promotephonemic awareness. British Journal of EducationalPsychology, 72, 561-572.

Nigg, J.T., John O.P., Blaskey, L.G., Huang-Pollock, C.L., Willcutt, E.G., Hinshaw, S.P., &Pennington, B.F. (2002). Big five dimensions andADHD symptoms: Link between personality traitsand clinical symptoms. Journal of Personality andSocial Psychology, 83, 451-469.

Olson, R.K. (2002). Dyslexia: Nature and nurture.Dyslexia, 8, 1-17.

Olson, R.K. (2002). Genetic and environmentalinfluences on reading and related cognitive skills.Dyslexi, 4, 10-16.

Olson, R.K. (2002). Phoneme awareness andreading, from the old to the new millenium. In E.Hjelmquist and C. von Euler (Eds.), Dyslexia andliteracy: A tribute to Ingvar Lundberg (pp. 100-116).London: Whurr Publishers.

Olson, R.K., & Datta, H. (2002). Visual-temporalprocessing in reading-disabled and normal twins.Reading and Writing, 15, 127-149.

Pennington, B.F. (2002). Genes and brain:Individual differences and human universals. In.M.H. Johnson & Y. Munakata (Eds.), Brain

development and cognition (2nd ed., pp. 494-508).Cambridge, MA: Blackwell.

Pritchard, M., & Keenan, J.M. (2002). Does jurydeliberation really improve jurors’ memories?Journal of Applied Cognitive Psychology, 16, 589-601.

Pennington, B.F. (2002). The development ofpsychopathology: Nature and nurture. New York:Guilford Press.

Smith, S.D., Gilger, J.W., & Pennington, B.F.(2002). Dyslexia and other specific learningdisorders. In D.L. Rimoin, J.M. Conner, & Pyeritz(Eds.), Emery and Rimoin's Principles and practiceof medical genetics (4th ed., pp. 2827-2865). NewYork: Churchill Livingston.

Wadsworth, S.J., Davis, C.J., Knopik, V.S.,Willcutt, E.G. & DeFries, J.C. (2002). Genetics ofReading Disabilities. In I. Arcolini & G. Zardini(Eds.) I disturbi di apprendimento della lettura edella scrittura (pp. 23-35). Milano: FrancoAngeli.

Willcutt, E.G., Pennington, B.F., Smith, S.D., Cardon,L.R., Gayán, J., Knopik, V.S., Olson, R.K., &DeFries, J.C. (2002). Quantitative trait locus forreading disability on chromosome 6p is pleiotropic forattention deficit hyperactivity disorder. AmericanJournal of Medical Genetics (NeuropsychiatricGenetics), 114, 260-268.

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Willcutt, E.G., DeFries, J.C., Pennington, B.F., Olson,R.K., & Smith, S.D. (2003). Genetic etiology ofcomorbid reading difficulties and ADHD. In R.Plomin, J.C. DeFries, I.W. Craig, & P.M. McGuffin(Eds.), Behavioral genetics in the postgenomic era(pp. 227-246). Washington, D.C.: APA Books.

In PressBennetto, L., & Pennington, B.F. (in press). Executivefunctioning in normal and abnormal development. InS. Segalowitz & I. Rapin (Eds.), Handbook ofNeuropsychology, Volume 8: ChildNeuropsychology. Amsterdam: Elsevier.

Compton, D.L. (in press). Modeling the growth ofdecoding skills in first grade children. ScientificStudies of Reading.

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Compton, D.L. (in press). Modeling the response ofnormally achieving and at-risk first grade children toword reading instruction. Annals of Dyslexia.

Friedman, M.C., Chhabildas, N., Budhiraja, N.,Willcutt, E.G., & Pennington, B.F. (in press). Etiologyof the comorbidity between reading disability andADHD: Exploration of the nonrandom matinghypothesis. Neuropsychiatric Genetics.

Gayán, J., & Olson, R.K. (in press). Genetic andenvironmental influences on individual differences inprinted word recognition. Journal of ExperimentalChild Psychology.

Hartung, C.M., Willcutt, E.G., Lahey, B.B., Pelham,W.E., Keenan, K., Loney, J., & Steiner, R. (in press).Gender differences in attention-deficit /hyperactivitydisorder in preschool children. Journal of ClinicalChild Psychology.

Kaakinen, J., Hyona, J., Keenan, J.M. (in press). Howprior knowledge, working memory capacity, andrelevance of information affect eye-fixations inexpository text. Journal of Experimental Psychology:Learning, Memory, and Cognition.

Olson, R.K. (in press). Genetic and environmentalinfluences on the development of reading and relatedcognitive skills. In R.M. Joshi & P.G. Aaron (Eds.),Handbook of Orthography and Literacy. Mahwah, NJ:Laurence Erlbaum Associates.

Pennington, B.F., & Chhabildas, N. (in press).Attention deficit hyperactivity disorder. In T.E.Feinberg & M. Farah (Eds.), Behavioral neurologyand neuropsychology (2nd ed.). New York: McGraw-Hill, Inc.

Tunick, R.A., & Pennington, B.F. (in press). Theetiological relationship between reading disability andphonological disorder. Annals of Dyslexia.

Willcutt, E.G., & Pennington, B.F. (in press).Executive functions in children with ADHD and RD.Developmental Neuropsychology.

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LEARNING DISABILITIES: LINKS TOSCHOOL AND BIOLOGY: Dr. VirginiaBerninger - University of WashingtonP50 33812 (since 1995), P.I., Virginia W. Berninger

Treatment

Berninger, V., Vermeulen, K., Abbott, R.,McCutchen, D., Cotton, S., Cude, J., Dorn, S., &Sharon, T. (2003, April). Comparison of threeapproaches to supplementary reading instruction forlow achieving second grade readers. Language,Speech, and Hearing Services in Schools.

Berninger, V., & Abbott, S. (2003, in press). PALresearch-supported reading and writing lessons.San Antonio, TX: The Psychological Corporation.

Berninger, V. (2003, in press). Teaching reading.To appear in C. Spielberger (Ed.), Encyclopedia ofApplied Psychology, San Diego: Academic Press(Elsevier Imprint).

Berninger, V., Nagy, W., Carlisle, J., Thomson, J.,Hoffer, D., Abbott, S., Abbott, R., Richards, T., &Aylward, E. (2003, in press). Effective treatmentfor dyslexics in grades 4 to 6. In B. Foorman (Ed.),Preventing and Remediating Reading Difficulties:Bringing Science to Scale. Timonium, MD: YorkPress.

Stage, S., Abbott, R., Jenkins, J. & Berninger, V.(2003). Predicting response to early readingintervention using Verbal IQ, reading-relatedlanguage abilities, attention ratings, and Verbal IQ-word reading discrepancy. Journal of LearningDisabilities, 36, 24-33.

Berninger, V., Abbott, R., Vermeulen, K., Ogier, S.,Brooksher, R., Zook, D., & Lemos, Z. (2002).Comparison of faster and slower responders:Implications for the nature and duration of earlyreading intervention. Learning Disability Quarterly,25, 59-76.

Quiroga, T., Lemos-Britton, Z., Mostafapour, E., &Berninger, V. (2002). Phonological awareness andbeginning reading in Spanish-speaking, ESL firstgraders: Research into practice. Journal of SchoolPsychology, 40, 85-111.

Berninger, V., Abbott, R., Abbott, S., Graham, S., &Richards, T. (2001). Writing and reading:Connections between language by hand andlanguage by eye. Journal of Learning Disabilities,35, 39-56.

Berninger, V., Abbott, R., Brooksher, R., Lemos, Z.,Ogier, S., Zook, D., & Mostafapour, E. (2000). Aconnectionist approach to making the predictabilityof English orthography explicit to at-risk beginningreaders: Evidence for alternative, effectivestrategies. Developmental Neuropsychology, 17,241-271.

Berninger, V. (2000). Dyslexia an invisible,treatable disorder: The story of Einstein’s NinjaTurtles. Learning Disability Quarterly, 23, 175-195.

Abbott, S., & Berninger, V. (1999). It’s never toolate to remediate: A developmental approach toteaching word recognition. Annals of Dyslexia, 49,223-250.

Berninger, V., Abbott, R., Zook, D., Ogier, S.,Lemos, Z., & Brooksher, R. (1999). Earlyintervention for reading disabilities: Teaching thealphabet principle within a connectionist framework.Journal of Learning Disabilities, 32(6), 491-503.

Berninger, V. (1998). Process assessment of thelearner (PAL). Guides for intervention. SanAntonio, TX: The Psychological Corporation.

Berninger, V. (1998). Process Assessment of theLearner (PAL) Intervention Kit with manuals forTalking Letters and Handwriting AutomaticityLesson.

Hart, T., Berninger, V. & Abbott, R. (1997).Comparison of teaching single or multipleorthographic-phonological connections for wordrecognition and spelling: Implications forinstructional consultation. School PsychologyReview, 26, 279-297.

Traweek, D., & Berninger, V. (1997). Comparisonof beginning literacy programs: Alternative paths tothe same learning outcome. Learning DisabilityQuarterly, 20, 160-168.

Berninger, V., Abbott, S., Reed, L., Greep, K.,Hooven, C., Sylvester, L., Taylor, J., Clinton, A., &

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Abbott, R. (1997). Directed reading and writingactivities: Aiming intervention to working brainsystems. In S. Dollinger & L. DiLalla (Eds.),Prevention and intervention issues across the lifespan pp (123-158). Hillsdale, NJ: Erlbaum.

Abbott, S., Reed, L., Abbott, R., & Berninger, V.(1997). Year-long balanced reading/writing tutorial:A design experiment used for dynamic assessment.Learning Disabilities Quarterly, 20, 249-263.

Berninger, V. (1999). Overcoming the MatthewEffect: Aiming reading instruction (and research onreading instruction) at all levels of language in anactive, social, reflective environment. Issues inEducation.

Phenotype, Assessment, Definitional Issues inLearning Disabilities

Berninger, V., & Smith, D. The “Times They Are AChangin’” in learning disabilities research andpractice. submitted.

Thomson, J., Abbott, R., & Berninger, V.Relationship of attention to developmental dyslexiaand dysgraphia. Submitted.

Nagy, W., Berninger, V., & Abbott, R. (2002).Relationship of morphology and other languageskills to literacy skills in at-risk second graders andat-risk fourth grade writers. Accepted pendingminor revision.

Berninger, V., & Hooper, S. (2003, in press). Adevelopmental neuropsychological perspective onwriting disabilities in children and youth. To appearin D. Molfese & V. Molfese (Eds.) Handbook ofchild neuropsychology. Mahwah, NJ: LawrenceErlbaum.

Berninger, V. (2002, in press). Understanding thegraphia in dysgraphia. In D. Dewey & D. Tupper(Eds.), Developmental motor disorders: Aneuropsychological perspective. New York:Guilford.

Berninger, V. (2002). Best practices in reading,writing, and math assessment-intervention links: Asystems approach for schools, classrooms, andindividuals. In A. Thomas & J. Grimes (Eds.) BestPractices in School Psychology IV. Vol 1 (pp. 851-

865). National Association of School Psychologists,Bethesda, MD.

Berninger, V. (2002). Response to "Empirical andTheoretical Direct Diagnosis of LearningDisabilities by Assessment of Intrinsic Weaknesses"by Joseph Torgesen. In R. Bradley, L. Danielson, &D. Hallahan (Eds.), Identification of LearningDisabilities. Research to Practice (pp. 615-622).Mahwah, NJ: Erlbaum.

Berninger, V. (2002, fall). Scientifically supportedpractices for preventing and treating reading andwriting problems in school settings. CASP Today.

Berninger, V., Abbott, R., Thomson, J., & Raskind,W. (2001). Language phenotype for reading andwriting disability: A family approach. ScientificStudies in Reading, 5, 59-105.

Berninger, V., Abbott, R., Billingsley, F., & Nagy,W. (2001). Processes underlying timing andfluency: Efficiency, automaticity, coordination, andmorphological awareness. In M. Wolf (Ed.)Dyslexia, fluency, and the brain (pp. 383-414).Extraordinary Brain Series. Baltimore: York Press.

Berninger, V., Stage, S., Smith, D., & Hildebrand,D. (2001). Assessment for reading and writingintervention: A 3-tier model for prevention andintervention. In J. Andrews, H., D.Saklofske, &H.Janzen (Eds.). Ability, achievement, and behaviorassessment. A practical handbook (pp. 195-223).New York: Academic Press.

Berninger, V. (2001). Understanding the lexia indyslexia. Annals of Dyslexia, 51, 23-48. Reprintedin Hebrew, 2002.

Berninger, V. (2001). Understanding nature-nurtureinteractions in learning (pp. 139-140). LearningDisabilities Quarterly, 24, 139-140.

Berninger, V., & Abbott, R. (2001). Developmentaland individual variability in reading and writingacquisition: A developmental neuropsychologicalperspective. In D. Molfese & U. Kirk (Eds.),Developmental variability in language and learning(pp. 275-308). Hillsdale, NJ: Lawrence Erlbaum.

Berninger, V. (2001, Reading and Writing PAL;Math PAL in progress). Process Assessment of the

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Learner, The Psychological Corporation, SanAntonio, TX.

Berninger, V. (1999). The “Write Stuff” forpreventing and treating writing disabilities.Perspectives.

Berninger, V. (1998). Assessment, prevention, andintervention for specific reading and writingdisabilities in young children. In B. Wong (Ed.),Learning Disabilities, 2nd Ed., pp. 529-555. NewYork: Academic Press.

Berninger, V., Raskind, W., McCutchen, D.,Richards, T., Cunningham, A., Nolen, S., Wijsman,E., Dager, S., Corina, D., & Abbott, R. (1997, Fall).Educational and biological links to learningdisabilities. Perspectives, vol. 23, no. 4.

Berninger, V. (1995). Has the phonologicalrecoding model of reading acquisition and readingdisability led us astray?: A critique of “Cognitiveprocess in early reading development.” Issues inEducation: Contribution from EducationalPsychology, 1, 59-63.

Teacher Training/Language Development

McCutchen, D., Harry, D. R., Cunningham, A. E.,Cox, S., Sidman, S., & Covill, A. E. (2002). Readingteachers’ knowledge of children’s literature andEnglish phonology. Annals of Dyslexia, 52, 207-228.

McCutchen, D., Abbott, R. D., Green, L. B.,Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T.,& Gray, A. (2002). Beginning literacy: Linksamong teacher knowledge, teacher practice, andstudent learning. Journal of Learning Disabilities,35, 69-86.

McCutchen, D., & Berninger, V. W. (1999). Thosewho know teach well: Helping teachers masterliteracy-related subject-matter knowledge. LearningDisabilities Research and Practice, 14, 215-226.

Green, L. B., McCutchen, D., Schwiebert, C.,Quinlan, T., Eva-Wood, A., & Juelis, J. (underreview). Morphological development in children’swriting.

Holliway, D. R., & McCutchen, D. (in press).Audience perspective in young writers' composingand revising: Reading as the reader. In L. Allal, L.Chanquoy, P. Largy, & Y Y. Rouilller (Eds.),Revision of written language: Cognitive andinstructional processes. Kluwer Academic Press.

McCutchen, D. (2000). Knowledge, processing, andworking memory: Implications for a theory ofwriting. Educational Psychologist, 35, 13-23.

McCutchen, D., Francis, M., & Kerr, S. (1997).Revising for meaning: Effects of knowledge andstrategy. Journal of Educational Psychology, 89, 1-10.

McCutchen, D. (1996). From product to process:Legacy of the problem solving approach to writing.Educational Psychology Review, 8, 187-191.

McCutchen, D. (1996). A capacity theory ofwriting: Working memory in composition.Educational Psychology Review, 8, 299-324.

Turner, A., Britton, B. K., Andraessen, P., &McCutchen, D. (1996). The predication semanticsmodel: The role of predicate class in textcomprehension and recall. In B. K. Britton & A. C.Graesser (Eds.), Models of understanding text (pp.33-71). Hillsdale, NJ: Erlbaum.

Kabrich, M., & McCutchen, D. (1996). Phonemicsupport in comprehension: Comparisons betweenchildren with and without mild retardation.American Journal on Mental Retardation, 100, 510-527.

McCutchen, D. (1995). Interdisciplinary dialogue:Avoiding a war on two fronts. Issues in Education:Contributions from Educational Psychology, 1, 227-235.

McCutchen, D. (1995). Cognitive processes inchildren's writing: Developmental and individualdifferences. Issues in Education: Contributions fromEducational Psychology, 1, 123-160.

Genetics

N. Chapman, W. Raskind, J. Thomson, V.Berninger, E. Wijsman. Segregation Analysis of

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Phenotypic Components of Learning Disabilities.II.Phonological Decoding. Submitted.

Hsu, L., Berninger, V., Thomson, J., Wijsman, E., &Raskind, W. (2002). Familial aggregation ofdyslexia phenotypes: Paired correlated measures.American Journal of MedicalGenetics/Neuropsychiatric Section, 114, 471-478.

Thomson JB, Raskind WH: Genetic influences onreading and writing disabilities. In: Handbook ofLearning Disabilities, eds. HL Swanson, K Harris, SGraham, Guilford Press, 2002.

Yu C-E, Dawson G, Munson J, D’Souza I, OsterlingJ, Estes A, Leutenegger A-L, Raskind WH, SpenceA, McMahon W, Wijsman EM, Schellenberg GD:Presence of large deletions in autism kindreds. Am JHum Genet 71:100-115, 2002. (comparison todyslexia)

Raskind WH. Current understanding of the geneticbasis of reading and spelling disability. LearningDisability Quarterly 24:141-157, 2001.

Wijsman, E., Peterson, D., Leutennegger, A.,Thomson, J., Goddard, K., Hsu, L., Berninger, V., &Raskind, W. (2000). Segregation analysis ofphenotypic components of learning disabilities I.Nonword memory and digit span. American Journalof Human Genetics, 67, 631-646.

Raskind, W., Hsu, L., Thomson, J., Berninger, V., &Wijsman, E. (2000). Family aggregation ofdyslexic phenotypes. Behavior Genetics,30, 385-396.

Brain Imaging

Aylward, E., Richards, T., Berninger, V., Nagy, W.,Field, K., Grimme, A., Richards, A., Thomson, J., &Cramer, S. Instructional Treatment Associated withChanges in Brain Activation in Children withDyslexia. Submitted.

Aylward, E., Richards, T., Berninger, V., Perrin, M.,Field, K., Amie, B., Grimme, C., Cramer, S., Marra,C. Reliability of functional MRI activation overtime. Submitted.

Richards, T., Dager, S., Corina, D., Abbott, R.,Maravilla, K., & Berninger, V. (2003). Functional

MRI and functional MRS imaging of dyslexia.Submitted.

Eckert, M., Leonard, C., Richards, T., Aylward, E.,Thomson, J., & Berninger, V. (in press).Anatomical correlates of dyslexia: Frontal andcerebellar findings. Brain.

Berninger, V., & Richards, T. (2002). Brain literacyfor educators and psychologists. San Diego:Academic Press (Elsevier).

Richards, T., Berninger, V., Aylward, E., Richards,A., Thomson, J., Nagy, W., Carlisle, J., Dager, S., &Abbott, R. (2002). Reproducibility of proton MRspectroscopic imaging: Comparison of dyslexic andnormal reading children and effects of treatment onbrain lactate levels during language tasks. AmericanJournal of Neuroradiology. 23, 1678-1685.

Serafini, S., Steury, K., Richards, T., Corina, D.,Abbott, R., & Berninger, V. (2001). Comparison offMRI and PEPSI during language processing inchildren. Magnetic Resonance in Medicine, 45, 217-225.

Corina, D., Richards, T., Serafini, S., Richards, A.,Steury, K., Abbott, R., Echelard, D., Maravilla, K.,& Berninger, V. (2001). fMRI auditory languagedifferences between dyslexic and able readingchildren. Neuroreport,12, 1195-1201.

Ramon C, Haueisen J, Richards T, Maravilla K,Panagiotides H: "Multimodal Imaging ofSomatosensory Evoked Cortical Activity" BiomedTech, vol 46, Suppl 2, pp 237 - 238, 2001.

Richards, T., Corina, D., Serafini, S., Steury, K.,Dager, S., Marro, K., Abbott, R., Maravilla, K., &Berninger, V. (2000). Effects of phonologically-driven treatment for dyslexia on lactate levels asmeasured by proton MRSI. American Journal ofNeuroradiology, 21: 916-922.

Richards, TL, Multinuclear magnetic resonancespectroscopic imaging, In: Encyclopedia ofAnalytical Chemistry: Instrumentation andApplications, Ed. Meyers RA, John Wiley& Sons,New York, 2000.

Friedman, S.D, Dager, S.R., Richards, T.,Petropoulos, H., Posse, S,. Modeling brain

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compartmental lactate response to metabolicchallenge: A feasibility study. Psychiatry Res98(1):55-66, 2000.

Richards TL, Dager SR, Corina D, Serafini S, HeideAC, Steury K, Strauss W, Hayes CE,Abbott RD, Craft S, Shaw D, Posse S, BerningerVW, Dyslexic children have abnormal brain lactateon reading-related language tasks, AJNR, 20,1393-1398, 1999.

Posse, S., Wiese, S., Gembris, D., Mathiak, K.,Kessler, C., Grosse-Ruyken, M.L.,Elghahwagi, B., Richards, T., Dager, S.R. andKiselev, V.G. Enhancement of BOLD-contrastsensitivity by single-shot multi-echo functional MRimaging. Magn Reson Med, 1999, 42: 87-97.

Richards TL, SR Dager, S Posse, Functional MRspectroscopy of the brain, In: Castillo M, ed, ProtonMR spectroscopy of the brain, Neuroimaging Clinicsof North America, Philadelphia: Saunders, vol 8,Nov 1998, 823-833.

Berninger, V., & Corina, D. (1998). Makingcognitive neuroscience educationally relevant:Creating bi-directional collaborations betweeneducational psychology and cognitive neuroscience.Educational Psychology Review, 10, 343-354.

Richards TL, SR Dager, HS Panagiotides, CEHayes, S Posse, S Serafini, J A Nelson, KRMaravilla, (1997). Functional MR SpectroscopyDuring Language Activation, a preliminary studyusing proton echo-planar spectroscopic imaging(PEPSI), Int J Neurorad, 3, 490-495.

Jimenez JV, Richards TL, Heide AC, Grierson JR,Shankland EG, Incorporation of a phosphoniumanalogue of choline into the rat brain as measured bymagnetic resonance spectroscopy, Magn Res Med,33, 285-292, 1995.

Strauss WL, Tsuruda JS, Richards TL, Partialvolume effects in volume localized phased-arrayproton spectroscopy of the temporal lobe, JMRI, 4,433-436, 1995.

Statistics

Abbott, R., Amtmann, D., Munson, J. (in press).Exploratory and

Confirmatory Methods In Learning DisabilitiesResearch. To appear inHandbook of Learning Disabilities, Editors, H. LeeSwanson, K. Harris, &S. Graham, Guilford Press.

Abbott, R., & Berninger, V. (1995). Structuralequation modeling and hierarchical linear modeling:Tools for studying the construct validity oforthographic processes in reading and writingdevelopment. In V. Berninger (Ed.), The varieties oforthographic knowledge II: Their relation tophonology, reading, and spelling (pp 321-353).Dordrecht, The Netherlands: Kluwer AcademicPublishers.

Grant No. HD25858 (since 1989), P.I., Virginia W.Berninger

Berninger, V., Vaughan, K., Abbott, R., Begay, K.,Byrd, K., Curtin, G., Minnich, J. , & Graham, S.(2002). Teaching spelling and composition aloneand together: Implications for the simple view ofwriting. Journal of Educational Psychology, 94,291-304.

Wong, B., & Berninger, V. (2003, in press).Cognitive processes of teachers in implementingcomposition research in elementary, middle, andhigh school classrooms. In B. Shulman, K. Apel, B.Ehren, E. Silliman, & A. Stone (Eds.), Handbook ofLanguage and Literacy Development and Disorders.New York: Guilford.

Berninger, V., & Amtmann, D. (2002, in press).Preventing written expression disabilities throughearly and continuing assessment and intervention forhandwriting and/or spelling problems: Research intopractice. In H.L. Swanson, K. Harris, and S.Graham (Eds.), Handbook of Research on LearningDisabilities. New York: Guilford.

Graham, S., Weinstein, N., & Berninger, V. (2001).Which manuscript letters do primary grade childrenwrite legibly? Journal of Educational Psychology,93, 488-497.

Berninger, V., Vaughan, K., Abbott, R., Brooks, A.,Begay, K., Curtin, G., Byrd, K., & Graham, S.(2000). Language-based spelling instruction:Teaching children to make multiple connections

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between spoken and written words. LearningDisability Quarterly, 23, 117-135.

Berninger, V. (2000). Development of language byhand and its connections to language by ear, mouth,and eye. Topics in Language Disorders, 20, 65-84.

Berninger, V. (1999). Coordinating transcriptionand text generation in working memory duringcomposing: Automatized and constructiveprocesses. Learning Disability Quarterly,22, 99-112.

Brooks, A., Vaughan, K., & Berninger, V. (1999).Tutorial interventions for writing disabilities:Comparison of transcription and text generationprocesses. Learning Disability Quarterly, 22, 183-191.

Berninger, V., & Graham, S. (1998). Language byhand: A synthesis of a decade of research onhandwriting. Handwriting Review, 12, 11-25.

Berninger, V., Vaughan, K., Abbott, R., Brooks, A.,Abbott, S., Reed, E., Rogan, L., & Graham, S.(1998). Early intervention for spelling problems:Teaching spelling units of varying size within amultiple connections framework. Journal ofEducational Psychology, 90, 587-605.

Berninger, V., Abbott, R., Rogan, L., Reed, L.,Abbott, S., Brooks, A., Vaughan, K., & Graham, S.(1998). Teaching spelling to children with specificlearning disabilities: The mind's ear and eye beat thecomputer or pencil. Learning Disability Quarterly,21, 106-122.

Graham, S., Berninger, V., & Weintraub, N. (1998).But they use both manuscript and cursive letters--Astudy of the relationship of handwriting style withspeed and quality. Journal of Educational Research,91, 290-296.

Berninger, V., Vaughan, K., Abbott, R., Abbott, S.,Brooks, A., Rogan, L., Reed, E., & Graham, S.(1997). Treatment of handwriting fluency problemsin beginning writing: Transfer from handwriting tocomposition. Journal of Educational Psychology,89, 652-666.

Berninger, V., Abbott, R., & Alsdorf, B. (1997).Lexical- and sentence- level processes in

comprehension of written sentences. Reading andWriting: An Interdisciplinary Journal, 9, 135-162.

Graham, S., Berninger, V., Weintraub, N., &Schafer, W. (1997). The development ofhandwriting speed and legibility in grades 1 through9. Journal of Educational Research, 92, 42-52.

Graham, S., Berninger, V., Abbott, R., Abbott, S., &Whitaker, D. (1997). The role of mechanics incomposing of elementary school students: A newmethodological approach. Journal of EducationalPsychology,89(1), 170-182.

Berninger, V. (1997). Introduction to special issueon intervention, Part I, Learning DisabilityQuarterly, 20, 62.

Berninger, V. (1997). Introduction to special issueon intervention, Part II, Learning DisabilityQuarterly, 20, 170-171.

Berninger, V. (1997). Introduction to special issueon myths and realities in school psychologyinterventions, School Psychology Review,26, 326-332.

Berninger, V. (1997). Response to Critique ofVarieties of Orthographic Knowledge, Vo. I, BritishJournal of Educational Psychology, 67, 251-252.

Swanson, H.L., & Berninger, V. (1996). Individualdifferences in children's writing: A function ofworking memory or reading or both processes?Reading and Writing. An InterdisciplinaryJournal,8, 357-383.

Berninger, V., Fuller, F., & Whitaker, D. (1996). Aprocess approach to writing development across thelife span. Educational Psychology Review, 8, 193-218.

Berninger, V., & Stage, S. (1996). Assessment andintervention for writing in students with writingdisabilities and behavioral disabilities. BritishColumbia Journal of Special Education, 20(2), 2-23

Swanson, H.L., & Berninger, V. (1996). Individualdifferences in children’s working memory andwriting skills. Journal of Experimental ChildPsychology, 63, 358-385.

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Berninger, V., Whitaker, D., Feng, Y., Swanson,H.L., & Abbott, R. (1996). Assessment of planning,translating, and revising in junior high writers.Journal of School Psychology, 34, 23-52.

Swanson, H.L., & Berninger, V. (1995). The roleof working memory in learning disabled readers’comprehension. Intelligence, 21, 83-108.

Berninger, V., Abbott, R., Whitaker, D., Sylvester,L., & Nolen, S. (1995). Integrating low-level skillsand high-level skills in treatment protocols forwriting disabilities. Learning DisabilityQuarterly,18, 293-309.

Berninger, V. (1995). Review of "Cognitiveprocesses in children's writing: Developmental andindividual differences." Issues in Education:Contribution from Educational Psychology, 1, 161-164.

Berninger, V. (Ed.) (1995). The varieties oforthographic knowledge II: Their relation tophonology, reading, and writing. Dordrecht, TheNetherlands: Kluwer Academic Publishers.

Berninger, V. (1995). Introduction. In V. Berninger(Ed.), The varieties of orthographic knowledge II:Relationships to phonology, reading, and writing(pp. 1-22). Dordrecht, The Netherlands: KluwerAcademic Publishers.

Berninger, V.(1994). Reading and writingacquisition: A developmental neuropsychologicalperspective. Madison, WI: WCB Brown &Benchmark Publishing. Reprinted 1996, WestviewPress, Boulder, CO.

Berninger, V. (Ed.) (1994). The varieties oforthographic knowledge I: Theoretical anddevelopmental issues. Dordrecht, The Netherlands:Kluwer Academic Publishers.

Berninger, V. (Ed.) (1994). Introduction to Thevarieties of orthographic knowledge I: Theoreticaland developmental issues (pp. 1-25).. Dordrecht,The Netherlands: Kluwer Academic Press.

Berninger, V., & Abbott, R. (1994) Multipleorthographic and phonological codes in literacyacquisition: An evolving research program. In V.Berninger (Ed.), The varieties of orthographic

knowledge I: Theoretical and developmental issues(pp. 277-317). The Netherlands: Kluwer AcademicPublishers.

Yates, C., Berninger, V., & Abbott, R. (1994).Writing problems in intellectually gifted children.Journal for the Education of the Gifted, 18, 131-155.

Berninger, V., Cartwright, A., Yates, C., Swanson,H.L., & Abbott, R. (1994). Developmental skillsrelated to writing and reading acquisition in theintermediate grades: Shared and unique variance.Reading and Writing: An Interdisciplinary Journal,6, 161-196.

Whitaker, D., Berninger, V., Johnston, J., &Swanson, L. (1994). Intraindividual differences inlevels of language in intermediate grade writers:Implications for the translating process. Learningand Individual Differences, 6, 107-130.

Berninger, V., Mizokawa, D., Bragg, R., Cartwright,A., & Yates, C. (1994). Intraindividual differencesin levels of written language. Reading and WritingQuarterly, 10, 259-275.

Berninger, V. (1994). Intraindividual differences inlevels of language in comprehension of writtensentences. Learning and Individual Differences, 6,433-457.

Berninger, V., & Abbott, R. (1994). Redefininglearning disabilities: Moving beyond aptitude-achievement discrepancies to failure to respond tovalidated treatment protocols. In G.R. Lyon (Ed.),Frames of reference for the assessment of learningdisabilities: New views on measurement issues (pp.163-202). Baltimore: Paul H. Brookes PublishingCo.

Berninger, V. (1994a). Future directions forresearch on writing disabilities. In G.R. Lyon (Ed.),Frames of reference for the assessment of learningdisabilities: New views on measurement issues (pp.419-439). Baltimore: Paul H. Brookes PublishingCo.

Berninger, V. (1994b). Codes, connections, context,and constructive processes: Integrating theVygotskian and Lurian perspectives. In E. Assink(Ed.), Literacy acquisition and social context (pp.25-46). Hertfordshire, UK: Harvester Wheatsheaf.

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Berninger, V., & Swanson, H.L. (1994). ModifyingHayes & Flower’s model of skilled writing toexplain beginning and developing writing. In E.Butterfield (Ed.), Children’s writing: Toward aprocess theory of development of skilled writing (pp.57-81). Greenwich, CT: JAI Press.

Swanson, H.L., & Berninger, V. (1994). Workingmemory as a source of individual differences inchildren’s writing. In E. Butterfield (Ed.),Children’s writing: Toward a process theory ofdevelopment of skilled writing (pp. 31-56).Greenwich, CT: JAI Press.

Berninger, V., & Hart, T. (1993). From research toclinical assessment of reading and writing disorders:The unit of analysis problem. In R.M. Joshi & C.K.Leong (Eds.), Reading Disabilities: Diagnosis andComponent Processes (pp. 33-61). TheNetherlands: Kluwer Academic Publishers.

Abbott, R., & Berninger, V. (1993). Structuralequation modeling of relationships amongdevelopmental skills and writing skills in primaryand intermediate grade writers. Journal ofEducational Psychology, 85(3), 478-508.

Berninger, V., & Whitaker, D. (1993). Theory-based, branching diagnosis of writing disabilities.School Psychology Review, 22, 623-642.

Berninger, V., & Whitaker, D. (1993). Theory-based diagnosis and remediation of writingdisabilities: An update. Canadian Journal of SchoolPsychology, 9, 150-156.

Berninger, V., & Yates, C. (1993). Formaloperational thought in the gifted: A post-Piagetianperspective. Roper Review, 15, 220-224.

Shurtleff, H., Abbott, R., Berninger, V., & Townes,B. (1993). Luria's neurodevelopmental stages inrelationship to intelligence and academicachievement in kindergarten and first grade.Developmental Neuropsychology, 9, 55-75.

Berninger, V., & Hooper, S. (1993). Preventing andremediating writing disabilities: Interdisciplinaryframework for assessment, consultation, andintervention. School Psychology Review, 22, 590-594.

Berninger, V., & Abbott, R. (1992). Unit of analysisand constructive processes of the learner: Keyconcepts for educational neuropsychology.Educational Psychologist, 27, 223-242.

Berninger, V., & Fuller, F. (1992). Genderdifferences in orthographic, verbal, andcompositional fluency: Implications for diagnosis ofwriting disabilities in primary grade children.Journal of School Psychology, 30, 363-382.

Berninger, V., Hart, T., Abbott, R., & Karovsky, P.(1992). Defining reading and writing disabilitieswith and without IQ: A flexible, developmentalperspective. Learning Disability Quarterly, 15, 103-118.

Berninger, V., & Hart, T. (1992). A developmentalneuropsychological perspective for reading andwriting acquisition. Educational Psychologist, 27,415-434.

Berninger, V., Yates, C., Cartwright, A., Rutberg, J.,Remy, E., & Abbott, R. (1992). Lower-leveldevelopmental skills in beginning writing. Readingand Writing. An Interdisciplinary Journal, 4, 257-280.

Berninger, V., & Rutberg, J. (1992). Relationship offinger function to beginning writing: Application todiagnosis of writing disabilities. DevelopmentalMedicine & Child Neurology, 34, 155-172.

Berninger, V., & Traweek, D. (1991). Effects oftwo-phase reading intervention on threeorthographic-phonological code connections.Learning and Individual Differences, 3, 323-338.

Berninger, V., Lester, K., Sohlberg, M., & Mateer,C. (1991). Interventions based on the multipleconnections model of reading for developmentaldyslexia and acquired deep dyslexia. Archives ofClinical Neuropsychology, 6, 375-391.

Berninger, V., Yates, C., & Lester, K. (1991).Multiple orthographic codes in acquisition ofreading and writing skills. Reading and Writing. AnInterdisciplinary Journal, 3, 115-149.

Berninger, V., Mizokawa, D. & Bragg, R. (1991).Theory-based diagnosis and remediation of writing

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disabilities. Journal of School Psychology, 29, 57-79.

Berninger, V. (1991, Spring). Preventing readingand writing disabilities: A developmental-neuropsychological perspective. The Notebook,College of Education, University of Washington.

Berninger, V. (1991). Overview of “Bridging thegap between developmental, cognitive, andneuropsychological approaches to reading.”Learning and Individual Differences, 3, 163-179.

Berninger, V. (1990). Multiple orthographic codes:Key to instructional interventions for developingorthographic-phonological connections underlyingword identification. School Psychology Review, 19,518-533.

Berninger, V., Abbott, R., & Shurtleff, H. (1990).Developmental changes in interrelationships amongvisible language codes, oral language codes, andreading or spelling. Learning and IndividualDifferences, 2, 45-66.

Nolen, P., McCutchen, D., & Berninger, V. (1990).Ensuring tomorrow's literacy: A sharedresponsibility. Journal of Teacher Education, 41,63-72.

Berninger, V. (1989). Orchestration of multiplecodes in developing readers: An alternative modelof lexical access. International Journal ofNeuroscience, 48, 85-104.

Berninger, V., & Alsdorf, B. (1989). Are thereerrors in error analysis? Journal ofPsychoeducational Assessment, 7, 209-222.

Grant No. RO1 26349 1989 -1994, P.I. EarlButterfield

Butterfield, E. C., Hacker, D. J., & Albertson, L. R.(1996). Environmental, cognitive, andmetacognitive influences on text revision: Assessingthe evidence. Educational Psychology Review, 8,239-297.

Hacker, D. J., Plumb, C., Butterfield, E. C.,Quathamer, D., & Heineken, E. (1994). Textrevision: Detection and correction of errors. Journalof Educational Psychology, 86, 65-78.

McCutchen, D., Covill, A., Hoyne, S. H., & Mildes,K. (1994). Individual differences in writing skill:Implications of translating fluency. Journal ofEducational Psychology, 86, 256-266.

McCutchen, D., & Crain-Thoreson, C. (1994).Phonemic processes in children's readingcomprehension. Journal of Experimental ChildPsychology, 58, 69-87.

McCutchen, D., Dibble, E., & Blount, M. M.(1994). Phonemic effects in reading comprehensionand text memory. Applied Cognitive Psychology, 8,597-611.

Plumb, C., Butterfield, E. C., Hacker, D. J., &Dunlosky, J. (1994) Error correction in text: Testingthe processing deficit and knowledge deficithypotheses. Reading and Writing: AnInterdisciplinary Journal, 6, 347-360.

Butterfield, E. C. (1995). McCutchen’s review ofresearch on children’s writing. . Issues in Education:Contributions from Educational Psychology, 1, 165-170.

E. C. Butterfield (Ed.), Children's writing: Toward aprocess theory of the development of skilled writing(pp. 1-30). Greenwich, CN: JAI Press.

Butterfield, E. C. (1994). Diverse data about writingprocesses and their theoretical implications. In J. S.Carlson (Series Ed.) & E. C. Butterfield (Vol. Ed.),Advances in cognition and educational practice,Vol.2: Children's writing: Toward a process theoryof the development of skilled writing (pp. 199-208).Greenwich, CN: JAI Press.

Butterfield, E.C., Hacker, D. J., & Plumb, C.(1994). Topic knowledge, linguistic knowledge, andrevision skill as determinants of text revision. In J.S. Carlson (Series Ed.) & E. C. Butterfield (Vol.Ed.), Advances in cognition and educationalpractice, Vol.2: Children's writing: Toward aprocess theory of the development of skilled writing(pp. 83-141). Greenwich, CN: JAI Press.

Hacker, D. J. (1994). Comprehension monitoring asa writing process. In J. S. Carlson (Series Ed.) & E.C. Butterfield (Vol. Ed.), Advances in cognition andeducational practice, Vol.2: Children's writing:

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Toward a process theory of the development ofskilled writing (pp. 143-172). Greenwich, CN: JAIPress.

McCutchen, D. (1994). The magical number three,plus or minus two: Working memory in writing. .In J. S. Carlson (Series Ed.) & E. C. Butterfield(Vol. Ed.), Advances in cognition and educationalpractice, Vol.2: Children's writing: Toward aprocess theory of the development of skilled writing(pp. 1-30). Greenwich, CN: JAI Press.

McCutchen, D., Laird, A., & Graves, J. (1993).Literature study groups with at-risk students:Extending the grand conversation. ReadingHorizons, 33, 313-328.

Williams, T. R., & Butterfield, E. C. (1992)Advance organizers: A review of the research.Jornal of the Society for Technical Communication,22, 259-272.

Williams, T. R., & Butterfield, E. C. (1992)Advance organizers and readers’ purpose on thelevel of ideas acquired from expository text. Jornalof the Society for Technical Communication, 22,281-299.

McCutchen, D., Bell, L. C., France, I. M., & Perfetti,C. A. (1991). Phoneme-specific interference inreading: The tongue-twister effect revisited.Reading Research Quarterly, 26, 87-103.

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EARLY INTERVENTIONS FOR CHILDRENWITH READING PROBLEMS: - Dr. BarbaraFoorman - University of Texas Health ScienceCenter – Houston

Publications related to HD30995, “EarlyInterventions for Children with ReadingProblems” [Barbara Foorman, PI; Jack Fletcher andDavid Francis, Co-PIs]

Foorman, B., Seals, L., Anthony, J., & Pollard-Durodola, S. (in press). Vocabulary enrichmentprogram for third and fourth grade AfricanAmerican students: Description, implementation,and impact. In B.Foorman (Ed.) Preventing andRemediating Reading Difficulities: Bringing Scienceto Scale. Timonium, MD: York Press.

*Foorman, B.R., Chen, D.T., Carlson, C., Moats, L.,Francis, D.J., & Fletcher, J. (in press). TheNecessity of the alphabetic principle to phonemicawareness instruction. Reading and Writing.

Foorman, B.R., & Schatschneider, C. (in press).Measuring teaching practices in reading/languagearts instruction and their relation to studentachievement. In S. Vaughn and K Briggs (Eds.),Reading in the classroom: Systems for observingteaching and learning. Baltimore, MD: BrookesPublishing Co.

*Foorman, B.R., & Moats, L.C. (in press).Conditions for sustaining research-based practicesin early reading instruction. Remedial and SpecialEducation.

*Foorman, B.R., & Breier, J.I., & Fletcher, J.M. (inpress). Interventions aimed at improving readingsuccess: An evidence-based approach.Developmental Neuropsychology.

Foorman, B.R., Fletcher, J.M., & Francis, D.J. (inpress). Early reading assessment. In W. Evert (Ed.),Testing America’s Schoolchildren. Stanford, CA:The Hoover Institution.

Moats, L.C., & Foorman, B.R. (2003) Measuringteachers’ content knowledge of language andreading. Annals of Dyslexia, 53.

Foorman, B.R., Anthony, J., Seals, L., & Mouzaki,A. (2002). Language development and emergent

literacy in preschool. Seminars in PediatricNeurology, 9, 172-183.

*Fletcher, J.M., Foorman, B.R., Boudousquie, A.,Barnes, M., Schatschneider, C., & Francis, D.J.(2002). Assessment of reading and learningdisabilities: A research-based, treatment-orientedapproach. Journal of School Psychology, 40, 27-63.

Rayner, K., Foorman, B., Perfetti, C.A., Pesetsky,D., & Seidenberg, M.S. (March, 2002). How shouldreading be taught? Scientific American, 84-91.

*Rayner, K., Foorman, B., Perfetti, C.A., Pesetsky,D., & Seidenberg, M.S. (2001). How psychologicalscience informs the teaching of reading.Psychological Science in the Public Interest, 2, 31-74. (A monograph from the American PsychologicalSociety)

*Foorman, B.R., & Torgesen, J.K. (2001). Criticalelements of classroom and small-group instructionpromote reading success in all children. LearningDisabilities Research and Practice, 16(4), 202-211.

*Foorman, B.R., Francis, D.J., Fletcher, J.M., &Schatschneider, C. (2000). Misrepresentation ofresearch by other researchers. EducationalResearcher, 29, 27-37.

Foorman, B.R., Fletcher, J.M., & Francis, D.J.(1999). Beginning reading is strategic and by designmulti-level. Issues in Education: Contributions fromEducational Psychology, 5, 65-75.

Fletcher, J.M., Foorman, B.R., & Shaywitz, S.E.,Shaywitz, B.A. (1999). Conceptual andmethodological issues in dyslexia research: A lessonfor developmental disorders (pp. 271-306). In H.Tager-Flusberg (Ed.), Neurodevelopmentqaldisorders. Cambridge, MA: MIT Press.

*Fletcher, J., Francis, D., Shaywitz, B., Foorman, B.,& Shaywitz, S. (1998). Intelligence testing and thediscrepancy model for children with learningdisabilities. Learning Disabilities Research andPractice, 13, 186-203.

Foorman, B.R., Fletcher, J.M., & Francis, D.J.(1998). Preventing reading failure by ensuringeffective reading instruction. In S. Patton & M.

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Holmes (Eds.), The keys to literacy. Washington,D.C.: Council for Basic Education.

*Foorman, B.R., Francis, D.J., Fletcher, J.M.,Schatschneider, C., & Mehta, P. (1998). The role ofinstruction in learning to read: Preventing readingfailure in at-risk children. Journal of EducationalPsychology, 90, 37-55.

Fletcher, J.M., Foorman, B.R., Francis, D.J., &Schatschneider, C. (Winter, 1997). Prevention ofreading failure. Insight, 22-23.

*Foorman, B.R., Francis, D.J., Fletcher, J.M.,Winikates, D., & Mehta, P. (1997). Earlyinterventions for children with reading problems.Scientific Studies of Reading, 1(3), 255-276.(Special issue on reading interventions)

Foorman, B.R., & Schatschneider, C. (1997).Beyond alphabetic reading: Comments onTorgesen’s prevention and intervention studies.Journal of Academic Language Therapy, 1(1), 59-65.

*Foorman, B.R., Francis, D.J., Beeler, T.,Winikates, D., & Fletcher, J.M. (1997). Earlyinterventions for children with reading problems:Study designs and preliminary findings. LearningDisabilities: A Multidisciplinary Journal, 8, 63-71.

Foorman, B.R., Francis, D.J, Shaywitz, S.E.,Shaywitz, B.A., & Fletcher, J.M. (1997). The casefor early reading interventions. In B. Blachman(Ed.), Foundations of reading acquisition anddyslexia: Implications for early intervention (pp.243-264). Mahwah, NJ: Erlbaum.

*Foorman, B.R., Francis, D., Fletcher, J., & Lynn,A. (1996). Relation of phonological andorthographic processing to early reading: Comparingtwo approaches to regression-based, reading-level-match designs. Journal of Educational Psychology,88, 639-652.

*Foorman, B.R. (1995). Research on "The GreatDebate": Code-oriented versus whole-languageapproaches to reading instruction. SchoolPsychology Review, 24, 376-392. (Invited article forspecial issue on research on reading instruction.)

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GENOTYPIC AND PHENOTYPICHETEROGENEITY IN DYSLEXIA: Dr. FrankWood - Bowman Gray School of Medicine/WakeForest University

Publications from PO1 HD 21887: Genotypic andPhenotypic Heterogeneity in Dyslexia

Absher, J.R., Flowers, D.L., Hart, L.A., Garrett,A.S., & Wood, F.B. (1997). Thalamic correlates ofpoor reading: N1 and P3a difference potentials andglucose metabolism. Soc for Neurosci Abstract, 23,1057.

Absher, J.R., Hart, L.A., Flowers, D.L., Dagenbach,D., & Wood, F.B. (2000). Event related potentialscorrelate with task-dependent glucose metabolism.NeuroImage, 11, 517-531.

Ahn, J., & Gruen, J.R. (1999). The genomicorganization of the histone clusters on human6p21.3. Mammalian Genome, 10, 768-770.

Ahn, J., Zia, A., Won, T., & Gruen, J.R. (1999).Construction of a 6 Mb bacterial clone contig in thereading disability region on 6p22. AJHGSupplement, 65(4), A220.

Ahn, J., Won, T.W., Zia, A., Reutter, H., Kaplan,D.E., Sparks, R., & Gruen, J.R. (2001). Peaks oflingage are localized by a BAC/PAC contig of the6p reading disability locus. Genomics, 78(1-2), 19-29.

Ahn, J., Won, T.W., Kaplan, D.E., Londin, E.R.,Kuzmic, P., Gelernter, J., & Gruen, J.R. (2002). Adetailed physical map of the 6p reading disabilitylocus, including new markers and confirmation ofrecombination suppression. Hum Genet. 111(4-5):339-49.

Alsobrook II, J.P., & Pauls, D.L. (1998). Molecularapproaches to child psychopathology. HumanBiology, 70, 413-432.

Brown, I., Wood, F. (1987). Memory deficits incallosal agenesis. Soc. Neurosci Abstr., 13, 1453.

Brown, I.S., & Felton, R.H. (1990). Effects ofinstruction on beginning reading skills in children atrisk for reading disability. Reading and Writing: AnInterdisciplinary Journal, 2, 223-241.

Brown, I.S., Felton, R.H., Key, L.L., Elster, A.D., &Hickling, W. (1992). Six year follow-up of a caseof radiation injury following treatments for medulloblastoma. J. Child Neurol., 7(2), 172-179.

Brown IS, Wood FB, Felton RH. (1986). Long termfollowup of a childhood amnesic syndrome. SocNeurosci Abstr, 12:21.

Eden, G.F., Stein, J.F., & Wood, F.B. (1993).Visuospatial ability and language processing inreading disabled and normal children. In S.F.Wright & R. Groner (Eds.), Facets of Dyslexia andits Remediation (pp.321-335). BV, Elsvier SciencePublishers.

Eden GF, Stein JF, Wood MH, Wood FB. (1993).Dyslexia: A study of preserved and impairedvisuospatial and phonological functions. Annals ofthe New York Academy of Sciences, 682, 335-338.

Eden, G.F., Stein J.F., Wood, H.M., & Wood, F.B.(1994). Differences in eye movements and readingproblems in dyslexic and normal children. VisionResearch, 34(10), 1345-1358.

Eden, G.F., Stein, J.F., Wood, H.M., & Wood, F.B.(1995). Verbal and visual problems in readingdisabled and normal children. Journal of LearningDisabilities, 28(5).

Eden GF, Stein JF, Wood HM, Wood FB. (1995).Temporal and spatial processing in reading disabledand normal children. Cortex, 31(3), 451-468.

Eden, G.F. (1996). Verbal and visual problems inreading disabled and normal children - a response toDr. Cherkes-Julkowski. Journal of LearningDisabilities, 29(1), 8.

Eden, G.F., Stein, J.F., Wood, H.M., and Wood, F.B.(1996). Visuospatial judgment in reading disabledand normal children. Perceptual and Motor Skills,82, 155-177.

Eden, G.F., Stein, J.F., Wood, H.M., & Wood, F.B.(in press). Clock drawing in reading disabledchildren. Journal of Learning Disabilities.

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Fahey, F.H., Eades, C.G., Harkness, B.A., Gage,H.D., Keyes, J.W. (1994). Improved display ofregistered data sets. Eru J Nucl Med, 21, S134.

Fahey, F.H., Harkness, B.A., Eades, C.G., Gage,H.D. (1995). Display for the 3D quantitation ofPET activation studies. Med Phys, 22, 917-918.

Fahey, F.H., Gage, H.D., Harkness, B.A. (1996).Accuracy of the Mueller-Gaertner partial volumecorrection in brain PET. J Nucl Med, 37, 225P.

Fahey FH, Wood FB, Flowers DL, Eades CG, GageHD, Harkness BA. (1998). Evaluation of brainactivation in FDG PET studies. Journal ofComputer Assisted Tomography; 22:953-961.

Felton, R.H., Wood, F.B., Brown, I.S., Campbell,S.K., & Harter, M.R. (1987). Separate verbalmemory and naming deficits in attention deficitdisorder and reading disability. Brain Lang, 31,171-184.

Felton RH, Wood FB, Naylor CE. (1988). Changesin neurobehavioral phenotype from childhood toadulthood: A 24-year follow-up. Journal of ClinExp Neuropsychol, 10, 65.

Felton RH, Wood FB. (1989). Cognitive deficits inreading disability and attention deficit disorder. JLearn Disabil, 22, 3-13.

Felton, R.H., & Brown, I.S. (1990). Phonologicalprocesses as predictors of specific reading skills inchildren at risk for reading failure. Reading andWriting: An Interdisciplinary Journal, 2, 39-59.

Felton RH, Naylor CE, Wood FB. (1990).Neuropsychological profile of adult dyslexics. Brainand Language, 39, 485-497.

Felton, R.H., & Brown, I.S. (1991).Neuropsychological prediction of readingdisabilities. In J. Obrzut, & G. Hynd (Eds.),Neuropsychological Foundations in LearningDisabilities: A Handbook of Issues and Practice.Academic Press.

Felton, R.H. (1992). Early identification of childrenat risk for reading disabilities. Topics in EarlyChildhood Special Education, 12(2), 212-229.

Felton RH, Wood FB. (1992). A reading levelmatch study of nonword reading skills in poorreaders with varying IQ. Journal of LearningDisabilities, 25(5), 318-326.

Felton, R.H. (1993). Effects of instruction ondecoding skills in children with phonologicalprocessing problems. Journal of LearningDisabilities, 26(9), 583-589.

Felton, R.H. (1993). Impact of Instruction on wordidentification skills in children with phonologicalprocessing problems. In R.M. Joshi and C.K. Leong(Eds.), Reading Disabilities: Diagnosis andComponent Processes, (pp. 267-278). Netherlands:Kluwer Academic Publishers.

Felton, R.H. (1994). Students with word findingdisorders: three case studies. Folia Phoniatrica, 46,109-114.

Felton, R.H., & Pepper, P.P. (1995). Earlyidentification and intervention of phonologicaldeficits in kindergarten and early elementarychildren at risk for reading disability. SchoolPsychology Review, 24(3), 405-414.

Flowers DL, Wood FB, Naylor CE. (1991).Regional cerebral blood flow correlates of languageprocesses in reading disability. Archives ofNeurology, 48, 637-643.

Flowers DL. (1993). Biological basis for readingdisability: A review of work in progress. Journal ofLearning Disabilities, 26, 575-582.

Flowers, D.L. (1995). Neuropsychological profilesof persistent reading disability and readingimprovement. C.K. Leong & R. M. Joshi (eds.),Developmental and Acquired Dyslexia, pp. 61-77.Kluwer Academic Publishers; Netherlands, 61-77.

Flowers DL, Wood FW, Price NJ, Gage HG, PorrinoLJ. (1998). PET glucose metabolism features ofchildhood diagnosed inattention, impulsivity, andhyperactivity. Soc for Neurosc Abstract; 24: 432.

Flowers L, Meyer M, Lovato J, Felton R, & WoodF. (2001). Does third grade discrepancy statuspredict the course of reading development? Annalsof Dyslexia, 51, 49-71.

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Flowers D, Zeffiro T, Jones K, Cappell K, Gareau L,Dietz N, Agnew J, VanMeter J, Wood F, Eden G.(2001). Functional neuroanatomy of readingremediation in dyslexia. Cognitive NeurosciencesAbstract, March 25-27.

Flowers L, Zeffiro TA, VanMeter J, Noble K, JonesK, Wood FB & Eden, GF. (2001). Extrastriaterepresentation of letter discrimination.NeuroImage;13:S528.

Flowers, D.L., Jones, K., Noble, K., VanMeter, J.,Zeffiro, T.A., Wood, F.B., & Eden, G.F. ExtrastriateRepresentation of Letter Recognition. (UnderReview, Human Brain Mapping, 2003).

Garrett, A., & Wood, F.B. (1996). The use ofglucose metabolic imaging to study central nervoussystem rehabilitation. In J. Toole, D. Good (Eds.),Imaging in Neurologic Rehabilitation. (pp. 57-66),New York, NJ: Demos Vermande.

Garrett AS, Flowers DL, Absher JR, Fahey FH,Gage HD, Keyes JW, Porrino LJ, Wood, FB.(1999). Cortical activity related to accuracy of letterrecognition. NeuroImage;11:111-123.

Gelernter, J., Leckman, J., Pauls, D., Kidd, K., &Kurlan, R. Avoiding error in analysis forassociation studies: In reply to D. Comings.Archives of Neurology, 52, 442-443.

Gibbons, D.L., Harkness, B.A., Fahey, F.H., Gage,H.D., Eades, C.G., Keyes, J.W. (1994). Evaluationof transmission-emission misalignment in brainPET. Society of Nuclear Medicine, Orlando,Florida. J Nucl Med Tech, 22, 115.

Gibbons, D.L., Harkness, B.A., Martin, S., Fahey,F.H., Keyes, J.W. (1997). Comparison of analyticand measured attenuation correction methods in PETbrain imaging. J Nucl Med Tech, 25, 139.

Goei, V.L., Choi, J., Ahn, J., Bowlus, C.L., Raha-Chowdhury, R., & Gruen, J.R. (1998). HumanGABAB receptor gene: cDNA cloning, expression,chromosomal location, and genomic organization.Biological Psychiatry, 44(8), 659-666.

Grigorenko, E.L., & Pauls, D.L. (1995). Geneticfactors influencing the development of deviant formsof child behavior. Defectologia, 3, 3-26.

Grigorenko, E.L., Chikanian, A.A., Kidd, J.R.,Dorit, R., & Kidd, K.K. (1996). Haplotypefrequency dynamics in populations. Genetika, 32,1705-1713.

Grigorenko EL and Meyer MS. (1996).Disturbance of the Learning Capacity: AmericanPedagogy, Science, Practice and Policy; ShkolaZdorovia (Russian); 3(3), 5-23

Grigorenko, E.L., & Chang, J.T. (1997). Anextension of affected pedigree member analyses totriads of relatives. Genetic Epidemiology.GeneticEpidemiology, 14, 1005-1010.

Grigorenko, E.L., & Sternberg, R.J. (1997). Stylesof thinking, abilities, and academic performance.Exceptional Children, 63, 295-312.

Grigorenko, E.L., Wood, F.B., Meyer, M.S., Hart,L.A., Speed, W.C., Shuster, A., Pauls, D.L. (1997).Susceptibility loci for distinct components ofdevelopmental dyslexia on chromosomes 6 and 15.American Journal of Human Genetics, 60, 27-39.

Grigorenko, E.L. (1998). Russian defectology:Anticipating perestroika in the field. Journal ofLearning Disabilities,31, 193.207.

Grigorenko, E.L. (1998). Heredity versusenvironment: Approaching the puzzle of individualdifferences in cognition. In R.J. Sternberg (Ed.),Concept of Cognition (pp. 665-695). Boston, MA:MIT Press.

Grigorenko, E.L. (1998). The biologicalfoundations of developmental dyslexia. In R.J.Sternberg and L. Spear-Swerling (Eds.),Perspectives on Learning Disabilities (pp. 22-59).Boulder, CO: Westview Press, Inc.

Grigorenko, E.L. (1998). Mastering tools of themind in school (Trying out Vygotsky’s ideas inclassrooms). In R.J. Sternberg & W.M. Williams(Eds.), Intelligence, Instruction and assessment, (pp.201-231) Mahwah, NJ: Lawrence ErlbaumAssociates.

Grigorenko, E.L. (1999). The theory of heredity:Major concepts (pp.53-69); Mendel’s laws ofheredity (PP. 69-77); Beyond Mendel’s laws (pp77-

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92); DNA: the basis of heredity (pp. 92-106);Population genetics (pp. 106-122); Environmentalinfluences and genotype-environment effects (pp.122-159); Quantitative genetics (pp.183-211);Psychological dis-ontogenesis (pp. 398-419). In I.V.Ravich-Shcherbo, T.M. Mariutina, & E.L.Grigorenko, Behavior Genetics. Moskva: Aspekt.

Grigorenko, E.L., Chikanian, A.A. (1999). Whole-genome screening using third-degree relatives:Power to detect excess allele-shoring at apredisposing locus. In M.L. LaBuda & E.L.Grigorenko (Eds.). On the Way to Individuality:Current Methodological Issues in BehaviorGenetics, (pp.209-233). Commack, NY: NovaScience Publishers, Inc.

Grigorenko, E.L., & LaBuda, M.L. (1999) (Eds.),On the Way to Individuality: CurrentMethodological Issues in Behavior Genetics.Commack, New York:Nova Science Publishers, Inc.

Grigorenko EL, Wood FB, Meyer MS & Pauls DL.(2000). The chromosome 6p influences on differentdyslexia-related cognitive processes: Furtherconfirmation. Amer J Hum Genet, 66:715-723.

Grigorenko, E.L. (2001). Developmental dyslexia:an update on genes, brains, and environments. JChild Psychol Psych, 42, 91-125.

Grigorenko EL, Wood FB, Meyer MS, Pauls JED,Hart LA, & Pauls DL. (2001). Linkage studiessuggest a possible locus for developmental dyslexianear the Rh region on chromosome 1. AmericanJournal of Medical Genetics (NeuropsychiatricGenetics),105(1):120-129

Hagman JO, Wood FB, Buchsbaum MS, Tallal P,Flowers DL, Katz W. (1992). Cerebral brainmetabolism in adult dyslexics assessed with positronemission tomography during performance of anauditory task. Archives of Neurology, 49, 734-739.

Harter, M.R., Diering, S., & Wood, F.B. (1988). I.Separate brain potential characteristics in childrenwith reading disability and attention deficit disorder:Relevance-independent effects. Brain andCognition, 7, 54-86.

Harter, M.R., Anllo-Vento, L., Wood, F.B., &Schroeder, M.M., (1988). II. Separate brain

potential characteristics in children with readingdisability and attention deficit disorder: Color andletter relevance effects. Brain and Cognition, 7,115-140.

Harter MR, Anllo-Vento L, Wood FB. (1989).Event-related potential: spatial orienting andreading disabilities. Psychophysiology, 26, 420-441.

Hisama, F.M., Gruen, J.R., Choi, J.J., Husenovic,M., Grigorenko, E.L., Pauls, D., Mattson, R.H.,Gelernter, J., Wood, F.B., & Goei, V.L. (2001).Human GABAB receptor 1 gene: eight novelsequence variants. Human Mutation, 17, 349-350.

Kaplan, D.E., Won, T.W., Ahn, J., Pauls, D., Olson,R., DeFries, J., Wood, F., Page, G., Smith, S.D., &Gruen, J.R. (2000). Linkage disequilibrium studiesof reading disability on 6p22. AJHG Supplement,67.

Kaplan, D.E., Gayan, J., Ahn, J., Won, T.W., Pauls,D., Olson, R.K., DeFries, J.S., Wood, F.,Pennington, B.F., Page, G.P., Smith, S.D., Gruen,J.R. (2002). Evidence for linkage and associationwith reading disability on 6p21. Am J Hum Genet,70(5), 1287-98.

Kramer, P.L., Pauls, D.L., Price, R.A., & Kidd, K.K.(1989). Estimation of segregation and linkageparameters in simulated data: I Segregation analysiswith different ascertainment schemes. AmericanJournal of Human Genetics, 45, 83-94.

LaBuda, M.C., Gottesman, I.I., & Pauls, D.L.(1993). The usefulness of twin studies for exploringthe etiology of childhood and adolescent psychiatricdisorders. American Journal of Medical Genetics(Neuropsychiatric Genetics), 48, 47-59.

Leboyer, M., Bellivier, F., Nosten-Bertrand, M.,Jouvent, R., Pauls, D., & Mallet, J. (1998).Psychiatric genetics: search for phenotypes. Trendsin Neurosciences, 21, 102-105.

Leckman, J.F., & Pauls, D.L. (1990). Genetics andchild psychiatry. Journal of the American Academyof Child and Adolescent Psychiatry, 29, 174-176.

Lombroso, P., Pauls, D.L., & Leckman, J.F. (1990).The importance of genetic factors in the etiology ofchild psychiatric disorders. In A. Rothenberger

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(Ed.), Brain and Behavior in Child Psychiatry. NewYork Berlin Heidelbert: Springer-Verlag.

Lombroso, P.J., Pauls, D.L. & Leckman, J.F.(1994). Genetic mechanisms in childhoodpsychiatric disorder. Journal of the AmericanAcademy of Child and Adolescent Psychiatry, 33,921-938.

Maskel, S., Felton, R.H. Analysis of achievement atthe Hill Learning Development Center (1990-1994).In: C.W. McIntyre, & I.S. Pickening (Eds.), ClinicalStudies of Multisensory Structured LanguageEducation for Students with Dyslexia and RelatedDisorders. Salem, Oregon: InternationalMultisensory Structured Language EducationCouncil.

Meyer, M.S., Wood, F.B., Hart, L., & Felton, R.H.(1998). Selective predictive value of rapidautomatized naming within poor readers. Journal ofLearning Disabilities, 31(2), 106-117.

Meyer MS, Wood FB, Hart LA, Felton RH. (1998).Longitudinal course of rapid naming in disabled andnondisabled readers. Annals of Dyslexia, 48:91-114.

Meyer MS. (1999). Are Standardized Reading TestsDead? Review of Fragile Evidence: A Critique ofReading Assessment. Contemporary Psychology, 44(2), 143-145.

Meyer MS and Felton, RH. (1999). RepeatedReading to Enhance Fluency: Old Approaches andNew Directions. Annals of Dyslexia, 49, 284-306.

Meyer MS. (2000). Ability-AchievementDiscrepancy: Does it Enhance the Understanding ofLearning Disabilities? Educational Review Journal,12, 315-337.

Meyer MS. (2002). Repeated Reading: An OldStandard is Revisited and Renovated. Perspectives,28, 1, 15-19.

Miller SL, Wood FB. (1995). Electrophysiologicalindicants of black-white discrimination performanceforesee letter and non-letter patterns. InternationalJournal of Neuroscience, 80(1-4), 299-316.

Naylor CE, Harter MR, Wood FB, Felton RH.(1987). Electrophysiological correlates of dyslexiain adults: A 20 year follow-up. Soc Neurosci Abstr,13, 1265

Naylor , C.E., Wood, F.B. (1988). Sex differencesin cortical activation patterns during an orthographicanalysis task using rCBF methodology. SocNeuropsychol, 10, 65.

Naylor CE, Felton RH, Wood FB. (1990). Adultoutcome in developmental dyslexia. In: Pavlidis G,

(ed), Perspectives on Dyslexia Vol. 2,Chichester, England: John Wiley & Sons, 213-229.

Naylor CE, Wood FB, Flowers DL. (1990).Physiological correlates of reading disability. In:Pavlidis G, (ed), Perspectives on Dyslexia, Vol. 1,Chichester, England: John Wiley & Sons, 141-162.

Naylor CE, Wood FB, Harter MR. (1995). Eventrelated potentials in adults diagnosed as readingdisabled in childhood. International Journal ofNeurosci, 80, 339-352.

Pauls, D.L. (1990). Genetic influences on childpsychiatric conditions. In M. Lewis (Ed.), Child andAdolescent Psychiatry: A Comprehensive Textbook.Baltimore: William and Wilkins.

Pauls, D.L. (1991). Genetic factors in theexpression of attention deficit hyperactivity disorder.Journal of Child and AdolescentPsychopharmacology, 2, 353-360.

Pauls, D.L. (1993). Behavioural disorders: Lessonsin linkage. Nature Genetics, 3, 4-5.

Pauls, D.L., Leckman, J.F., & Cohen, D.J. (1993).The familial relationship between Gilles de laTourette’s Syndrome, attention deficit disorder,learning disabilities, speech disorders and stuttering.Journal of the American Academy of Child andAdolescent Psychiatry, 32, 1044-1050.

Pauls, D.L., Leckman, J.F., & Choen, D.J. (1994).TS, learning and speech problems: In reply. Journalof the American Academy of Child and AdolescentPsychiatry, 33, 430.

Pauls, D.L. (1999). Genetics of childhooddisorders: IV. Linkage analysis. Journal of the

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American Academy of Child & AdolescentPsychiatry, 38(7), 932-935.

Pauls, D.L. (2000). Issues in the genetic study ofcomplex neurobehavioral conditions. In M. Ernstand J.Rumsey (Eds.), Functional Neuroimaging inChild Psychiatry, (pp. 328-334). Cambridge,England: Cambridge University Press.

Pennington, B.F., Gilger, J., Pauls, D.L., Smith S.A.,Smith, S.D., & DeFries, J.C. (1991). Evidence formajor gene transmission of developmental dyslexia.Journal of the American Medical Association, 266,1527-1534.

Porges, S.W., Matthews, K.A., & Pauls, D.L.(1992). Biobehavioral interface in behavioralpediatrics. Pediatrics, 90, 789-797.

State, M.W., Lombroso, P.J., Pauls, D.L., &Leckman, J.F. (2000). The genetics of childhoodpsychiatric disorders. A decade of progress. Journalof the American Academy of Child and AdolescentPsychiatry, 39(8), 946-62.

Sternberg, R.J., & Grigorenko, E.L. (1999). WhichQueue? Jumping the queue: An inquiry into the legaltreatment of students with learning disaibilties. InM. Kelman, and G. Lester (Eds.), Michigan LawReview: 1999 Survey of Books Related to the Law,Vol. 97, No. 6. Cambridge, Harvard UniversityPress, pp. 1928-1947.

Tallal P, Wood F, Buchsbaum M, Flowers L, BrownI, Katz W. (1990). Decoupling of PET measuredleft caudate and cortical metabolism in adultdyslexia. Soc Neurosci Abstr, 16, 1241.

Turkeltaub P, Lyon L., Flowers DL, Eden G.(2002). Functional Neuroanatomy of ReadingAcquisition. NeuroImage, 16(3) S226.

Van Vugt, P.H., Deschepper, A.M., Creten, W.,Flowers, L. (1993). Hypergraphia and literature:The case of Stendhal (1783-1842). Journal of Clinand Exper Neuropsy, 15, 409.

Wood, F. (1987). Focal and diffuse memoryactivation assessed by localized indicators of CNSmetabolism: The semantic-episodic memorydistinction. Hum Neurobiol, 6, 141-151.

Wood FB, Felton RH, Brown IS. (1988). Thedissociation of attention deficit disorder fromreading disability: a reply to Share and Schwartz.Brain Lang, 34, 353-358.

Wood FB, Brown IS, Felton RH. (1989). Longterm follow-up of a childhood amnesic syndrome.Brain Cogn, 10, 76-86.

Wood FB. (1990). Functional neuroimaging inneurobehavioral research. In: Boulton AA, BakerGB, Hiscock M, eds. Neuromethods: VolumeXVII. Clifton, New Jersey: Humana Press, 17, 107-125.

Wood F, Flowers DL, Naylor C. (1990). Cerebrallaterality in functional neuroimaging. In: Kitterle F,(ed.), Cerebral laterality theory and research: TheToledo Symposium. Hillsdale, New Jersey:Lawrence Erlbaum Publishers, 103-116.

Wood FB, Felton RH, Flowers DL, Naylor CE.(1991). Neurobehavioral definition of dyslexia. InDuane DD, Gray DB (eds.), The Reading Brain.York Press: Parkton, Maryland, 1-25.

Wood F, Flowers L, Buchsbaum M, Tallal P.(1991). Investigation of abnormal left temporalfunctioning in dyslexia through rCBF, auditoryevoked potentials and positron emissiontomography. Read Writ: Interdis J, 4, 81-95.

Wood FB, Felton RH. (1994). Separate linguisticand attentional factors in the development ofreading. Topics in Language Disorders, 14(4), 42-57.

Wood, F.B., Felton, R.H., Meyer, M.S., & Pepper,P.P. (Eds.). (1994). Traumatic Brain InjurySyllabus for School Psychologists. (From TheSection of Neuropsychology, Wake ForestUniversity Health Sciences., pursuant to contractwith the North Carolina State Department of PublicInstruction. )

Wood F.B. and Flowers L. (1997). Region ofInterest and Procedures Manual for PET/MRIinvestigations: Version 4.2. (From The Section ofNeuropsychology, Wake Forest University HealthSciences.)

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Wood, F.B., Garrett, A.S., Hart, L.A., Flowers, D.L.,& Absher, J.R. (1996). Event related potentialcorrelates of glucose metabolism in normal adultsduring a cognitive activation task. In R.W.Thatcher, G.R. Lyon, J. Rumsey, N. Krasnegor(Eds.), Developmental Neuroimaging; Mapping theDevelopment of Brain and Behavior, (pp. 197-206),Academic Press; New York, NY.

Wood FW, Pauls D, Flowers, L, Grigorenko E.(1998). Chromosome 6 genetic linkage of a bilaterallingual-fusiform gyrus PET hypometabolism andphonemic awareness deficit phenotype. Soc forNeurosci Abstract, 24;25.

Wood FB & Flowers DL. (1999). Functionalneuroanatomy of dyslexic subtypes: A survey of 43candidate regions with a factor analytic validationacross 100 cases. In D.D. Duane, (Ed.), Reading andattention disorders: Neurobiological correlates (pp.131-161). Baltimore, MD: York Press.

Wood FB, Flowers, DL. (2000). Dyslexia:Conceptual issues and psychiatric comorbidity. InM. Ernst & JM Rumsey (Eds.), FunctionalNeuroimaging in Child Psychiatry (pp. 266-277).Cambridge, United Kingdom:Cambridge UniversityPress.

Wood FB, Flowers Dl, Grigorenko, E. (2001). Thefunctional neuroanatomy of fluency or why walkingis just as important to reading as talking is. In WolfM, (ed.), Dyslexia, Fluency, and the Brain (pp. 235-244). Baltimore, MD: York Press.

Wood F & Grigorenko E. (2001). Emerging issuesin the genetics of dyslexia: a methodologicalpreview. Journal of Learning Disabilities,34(6):503-511.

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PREVENTION AND REMEDIATION OFREADING DISABILITIES: Dr. JosephTorgesen - Florida State University

Torgesen, J.K., Bryant, B.R., Wagner, R.K., &Pearson, N. (1992). Toward development of aKindergarten group test for phonological awareness.Journal of Research and Development in Education.25, 111-120

Wagner, R.K., Torgesen, J.K., Laughon, P.,Simmons, K., & Rashotte, C.A. (1993). Thedevelopment of young readers' phonologicalprocessing abilities. Journal of EducationalPsychology, 85, 1-20.

Torgesen, J.K. (1993). Variations on theory inlearning disabilities. In R. Lyon, D. Gray, NKrasnegor, and J. Kavenagh (Eds.) BetterUnderstanding Learning Disabilities: Perspectiveson classification, identification, and assessment andtheir Implications for Education and Policy. (pp.153-170). Baltimore: Brookes Publishing.

Torgesen, J.K. & Bryant, B. (1993). PhonologicalAwareness Training for Reading. Austin, TX: Pro-Ed Publishers, Inc.

Torgesen, J.K. & Bryant, B. (1994). Test ofPhonological Awareness. Austin, TX: Pro-EdPublishers, Inc.

Wagner, R.K., Torgesen, J.K., & Rashotte, C.A.(1994). The development of reading-relatedphonological processing abilities: New evidence ofbi-directional causality from a latent variablelongitudinal study. Developmental Psychology, 30,73-87.

Foster, K.C., Erickson, G.C., Foster, D.F.,Brinkman, D., & Torgesen, J.K. (1994). Computeradministered instruction in phonological awareness:Evaluation of the DaisyQuest program. Journal ofResearch and Development in Education. 27, 126-137.

Torgesen, J.K. & Burgess, S. (1994). Phonologicalprocessing in Reading. In V.S. Ramachandran (Ed.).Encyclopedia of human behavior. (pp 515-524). SanDiego, CA: Academic Press.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A.(1994). Longitudinal studies of phonologicalprocessing and reading. Journal of LearningDisabilities, 27. 276-286.

Torgesen, J.K. (1995). Phonological awareness: ACritical Factor in Dyslexia. Monograph in theOrton Emeritus Series, Orton Dyslexia Society.

Torgesen, J.K. (1996). A model of memory from aninformation processing perspective: The special caseof phonological memory. In G. Reid Lyon (Ed.).Attention, Memory, and Executive Function: Issuesin Conceptualization and Measurement. (pp. 157-184). Baltimore, MD, Brookes Publishing Co.

Torgesen, J.K. & Hecht, S. (1996). Preventing andremediating reading disabilities: Instructionalvariables that make a difference for special students.In M.F. Graves, B.M. Taylor, and P. van den Broek(Eds.), The First R: A Right of all Children. (pp.133-159). Cambridge: MIT Press.

Torgesen, J.K. & Davis, C. (1997). Individualdifference variables that predict response to trainingin phonological awareness. Journal of ExperimentalChild Psychology, 63, 1-21.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A.(1997). Approaches to the prevention andremediation of phonologically based readingdisabilities. In B. Blachman (Ed.), Foundations ofReading Acquisition and Dyslexia: Implications forEarly Intervention (pp. 287-304). Hillsdale, N.J.:Lawrence Erlbaum Associates.

Wagner, R.K., Torgesen, J.K., Rashotte, C.A.,Hecht, S.A., Barker, T.A., Burgess, S.R., Donahue,J., & Garon, T. (1997). Changing causal relationsbetween phonological processing abilities and word-level reading as children develop from beginning tofluent readers: A five-year longitudinal study.Developmental Psychology, 33, 468-479.

Torgesen, J.K., Wagner, R.K., Rashotte, C.A.,Burgess, S.R., Hecht, S.A. (1997). Thecontributions of phonological awareness and rapidautomatic naming ability to the growth of wordreading skills in second to fifth grade children.Scientific Studies of Reading, 1, 161-185.

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Torgesen, J.K. (1997). The prevention andremediation of reading disabilities: Evaluating whatwe know from research. Journal of AcademicLanguage Therapy, 1, 11-47.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A.(1997). The prevention and remediation of severereading disabilities: keeping the end in mind.Scientific Studies of Reading, 1, 217-234.

Torgesen, J.K., Wagner, R.K., Rashotte, C.A.,Alexander, A.W., & Conway, T. (1997). Preventiveand remedial interventions for children with severereading disabilities. Learning Disabilities: AnInterdisciplinary Journal, 8, 51-62.

Torgesen, J.K. (1997). Intervention research withreading disabled children. Their World, 3, 32-35

Torgesen, J.K. & Burgess, S.R. (1998). Consistencyof reading-related phonological processesthroughout early childhood: Evidence fromlongitudinal-correlational and instructional studies.In J. Metsala & L. Ehri (Eds.). Word Recognition inBeginning Reading. (pp. 161-188). Hillsdale, NJ:Lawrence Erlbaum Assoc.

Torgesen, J.K. (1998). Instructional Interventionsfor Children with Reading Disabilities. In B.K.Shapiro, P.J. Accardo, and A. J.. Capute (Eds).Specific Reading Disability: A View of theSpectrum.Timonium, MD: York Press.

Torgesen, J.K. (1998). Assessment and instructionfor phonemic awareness and word reading skills. InH.W. Catts and A.G. Kamhi (Eds.) Lanuage Basisof Reading Disabilities. (pp. 128-153) NeedhamHeights, MA: Allyn & Bacon.

Torgesen, J.K., (1998). Catch them before they fall:Identification and assessment to prevent readingfailure in young children. American Educator,22(Spring/Summer), 32-39.

Torgesen, J.K. & Wagner, R. K. (1998). Alternativediagnostic approaches for specific developmentalreading disabilities. Learning Disabilities Researchand Practice.13, 220-232.

Torgesen, J.K., Wagner, R. K., & Rashotte, C.A.(1998). Phonological Processes and Reading:

Contributions from Longitudinal Research.Thalamus, 16, 30-39.

Torgesen, J.K. ( 1999). Reading disabilities. In R.Gallimore, A. Bernheimer, G. MacMillan, D.Speece, & S. Vaughn (Eds.). (pp. 157-182).Developmental Perspectives on Children with HighIncidence Disabilities: Papers in honor of BarbaraK. Keogh. Mahwah, NJ: Lawrence ErlbaumAssociates.

Torgesen, J.K., Wagner, R. K., & Rashotte, C.A.(1999). Test of Word Reading Efficiency. Austin,TX: PRO-ED Publishing, Inc.

Wagner, R. K., Torgesen, J.K., & Rashotte, C.A.(1999). Comprehensive Test of PhonologicalProcesses. Austin, TX: PRO-ED Publishing, Inc.

Torgesen, J.K., Wagner, R. K., Rashotte, C.A.,Rose, E., Lindamood, P., Conway, T. , & Garvin, C.(1999). Preventing reading failure in young childrenwith phonological processing disabilities: Groupand individual responses to instruction. Journal ofEducational Psycholog, 91, 579-593.

Torgesen, J.K. (1999). Considering NICHDsponsored research in reading within the propercontext. Issues in Education: Contributions fromEducational Psychology, 5, 139-146.

Torgesen, J.K. (1999). Phonologically basedreading disabilities: Toward a coherent theory ofone kind of learning disability. In R.J. Sternberg &L. Spear-Swerling (Eds.), Perspectives on LearningDisabilities. (pp. 231-262). New Haven: WestviewPress.

Torgesen, J.K. (2000). Individual differences inresponse to early interventions in reading: Thelingering problem of treatment resisters. LearningDisabilities Research and Practice, 15, 55-64.

Hecht, S. A., Burgess, S.R., Torgesen, J.K., Wagner,R. K. & Rashotte, C.A. (2000). Explaining socialclass differences in growth of reading skills frombeginning kindergarten through fourth-grade: Therole of phonological awareness, rate of access, andprint knowledge. Reading and Writing: AnInterdisciplinary Journal, 12, 99-127.

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Torgesen, J.K., & Mathes, P. (2000). A Basic Guideto Understanding, Assessing, and TeachingPhonological Awareness. Austin, TX: PRO-ED.

Torgesen, J.K., Alexander, A. W., Wagner, R.K.,Rashotte, C.A., Voeller, K., Conway, T. & Rose, E.(2001). Intensive remedial instruction for childrenwith severe reading disabilities: Immediate and long-term outcomes from two instructional approaches.Journal of Learning Disabilities, 34, 33-58.

Torgesen, J.K. ( 2001). The theory and practice ofintervention: Comparing outcomes from preventionand remediation studies. In A.J. Fawcett and R.I.Nicolson (Eds.). Dyslexia: Theory and GoodPractice. (pp. 185-201). London: David FultonPublishers

Hecht, S.A., Torgesen, J.K., Wagner, R.K., &Rashotte, C.A. (2001). The relations betweenphonological processing abilities and emergingindividual differences in mathematical computationskills: A longitudinal study from second to fifthgrades. Journal of Experimental Child Psychology,79, 192-227.

Rashotte, C.A., MacPhee, K., & Torgesen, J.K.(2001). The effectiveness of a group readinginstruction program with poor readers in multiplegrades. Learning Disability Quarterly.24, 119-134.

Torgesen, J.K., Rashotte, C.A., Alexander, A.(2001). Principles of fluency instruction in reading:Relationships with established empirical outcomes.In M. Wolf (Ed. ), Dyslexia, Fluency, and the Brain.Parkton, MD: York Press.

Lyon, G.R., Fletcher, J.M., Shaywitz, S.E.,Shaywitz, B.A., Torgesen, J.K., Wood, F.B.,Schulte, A., & Olson, R. (2001). Rethinkinglearning disabilities. In C.E. Finn, A.J. Rotherham,& C.R. Hokanson, Jr. (Eds.). Rethinking specialeducation for a new century. (pp. 213-232). NewYork: Thomas B. Fordham Foundation.

Foorman, B. & Torgesen, J.K. (2001), Criticalelements of classroom and small-group instructionto promote reading success in all children. LearningDisabilities Research and Practice, 16, 203-121.

Torgesen, J.K. (2002). The prevention of readingdifficulties. Journal of School Psychology, 40, 7-26.

Torgesen, J.K. (2002). Lessons learned fromintervention research in reading: A way to go beforewe rest. In R. Stainthorpe (Ed.) Literacy: Learningand Teaching. Monograph of the British Journal ofEducational Psychology.

Torgesen, J.K. (2002). Empirical and theoreticalsupport for direct diagnosis of learning disabilitiesby assessment of intrinsic processing weaknesses.In Bradley, R., Danielson, L., & Hallahan, D. (Eds.)Identificatioin of Learning Disabilities: Research topractice. Mahwah, NJ: Lawrence ErlbaumAssociates.

Torgesen, J.K., (in press). Effective preventiveinstruction is the best way to insure fluent reading inchildren with reading disabilities. Dyslexia Contact

Torgesen, J.K., Rashotte, C.A., Alexander, A., &MacPhee, K. (in press). Progress towardsunderstanding the instructional conditions necessaryfor remediating reading difficulties in older children.In B. Foorman (Ed.). Interventions for children at-risk for reading difficulties or identified with readingdifficulties. Parkton, MD: York Press.

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PREVENTING EXPERIENTIALLY BASEDREADING DIFFICULTIES: Dr. FrankVellutino - State University at Albany

Publications in the study of reading developmentand reading disability supported by grant fundsawarded to The Child Research and Study Center(Frank Vellutino and Donna Scanlon Co-investigators)

Articles

Chen, R.S., & Vellutino, F.R. (1997). Prediction ofreading ability: A cross validation study ofthe Simple View Model of reading. Journal ofLiteracy Research, 29(1), 1-24.

Hodgetts, D.J., Simon, J.W. Sibila, T.A., Scanlon,D.M., & Vellutino, F.R. (1998). Normalreading despite limited eye movement. AmericanAssociation of Pediatric Ophthalmology andStrabismus, 2, p. 182-183.

Huba, M. E., Vellutino, F. R., & Scanlon, D. M.(1990). Auditory and visual retention in poorand normal readers when verbal encoding isdisrupted. Learning and Individual Differences, 2,95-112.

Mazzocco, M.M., Turner, JE., Denckla, M.B.,Hofman, K.J., Scanlon, D.M., & Vellutino, F.R.(1995). Language and reading deficits associatedwith neurofibromatosis Type 1: Evidence for a not-so-verbal learning disability. DevelopmentalNeuropsychology, 11 4, 503-522.

Scanlon, D. M., Vellutino, F. R., Small, S. G., Chen,R., Denckla, M. B. (1996). Prediction of"reading disability" and progress in remediationusing a kindergarten test battery. Submitted toJournal of Educational Psychology.

Scanlon, D. M., & Vellutino, F. R. (1996).Prerequisite skills, early instruction, and success infirst grade reading: Selected results from alongitudinal study. Mental Retardation andDevelopmental Disabilities, 2, 54-63.

Scanlon, D.M., & Vellutino, F.R. (1997) AComparison of the Instructional Backgrounds andCognitive Profiles of Poor, Average, and GoodReaders Who were Initially Identified as At Risk for

Reading Failure. Scientific Studies of Reading, 1(3), 191-215.

Scanlon, D.M. & Vellutino, F.R. (1997).Instructional influences on early reading success.Invited article that appeared in the Fall issue ofPerspectives, a publication of the InternationalDyslexia Association.

Vellutino, F. R. (1977). Alternativeconceptualizations of dyslexia: Evidence in supportof averbal deficit hypothesis. Harvard EducationalReview, Special Issue on Reading, Language, andLearning, 47(3), 334-354.

Vellutino, F. R. (1979a). Further comment onreading, language and learning: A reply toSinger. Harvard Educational Review, 49(1),129-133.

Vellutino, F. R. (1979b). The validity of perceptualdeficit explanations of reading disability: Areply to Fletcher and Satz. Journal of LearningDisabilities, 12 (3), 160-167.

Vellutino, F. R. (1981). The mystique of dyslexiaand other learning disabilities: A plea for common sense in remedial education. Invited paperin the Reading Instruction Journal. Special Issue onDyslexia, published by the New Jersey ReadingAssociation, 24 (3), 20-33.

Vellutino, F. R. (1987). Dyslexia. ScientificAmerican. P. 34-41. Reprinted in Wang, W.(1991). The emergence of language developmentand evolution. Readings from Scientific American.

Vellutino, F. R. (1991). Has basic research inreading increased our understanding of developmental reading and how to teach reading.Psychological Science, 2 (70), 81-83.

Vellutino, F. R. (1991). Introduction to threestudies on reading acquisition: Convergent findingson theoretical foundations of code-oriented versuswhole-language approaches to reading instruction.Journal of Educational Psychology, 83 (4), 437-443.

Vellutino, F.R. (2001). Further analysis of therelationship between reading achievement and

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intelligence: Response to Naglieri. Journal ofLearning Disabilities. 34(4), pp. 306-310.

Vellutino, F.R. (2001). Working Memory Deficitsand Learning Disabilities: Reactions to Swanson &Siegal. Issues in Education: Contributions fromEducational Psychology. 7(1), pp. 49-69.

Vellutino, F. R., Bentley, W. L., & Phillips, F.(1978). Inter vs. intra-hemispheric learning indyslexic and normal readers. DevelopmentalMedicine and Child Neurology, 20, 71-80.

Vellutino, F. R., & Connolly, C. G. (1971). Thetraining of paraprofessionals as remedialreading assistants in an inner city school. TheReading Teacher, 24 (6), 506-512.

Vellutino, F. R., DeSetto, L., & Steger, J. A. (1972).Categorical judgment and the WepmanTest of Auditory Discrimination. Journal of Speechand Hearing Disorders, 37, 252-257.

Vellutino, F. R., Harding, C. J., Phillips, F., &Steger, J. A. (1975). Differential transfer in poorand normal readers. Journal of Genetic Psychology,126, 3-18. (Referenced in Gibson, E. J., & Levin,H., Psychology of Reading. Cambridge: MIT Press.

Vellutino, F. R., & Hogan, T. P. (1966). Therelationship between the Ammons and WAIS testperformance of unselected psychiatric subjects.Journal of Clinical Psychology, 1, 69-71.

Vellutino, F. R., & Huba, M. (1980). Thedevelopment of visual encoding and retention skills.Journal of Experimental Child Psychology, 30,88-97.

Vellutino, F. R., Pruzek, R. M., Steger, J. A., &Meshoulam, U. (1973). Immediate visual recall inpoor and normal readers as a function oforthographic-linguistic familiarity. Cortex, 9,370-386.

Vellutino, F. R., & Scanlon, D. M. (1984).Converging perspectives in the study of the readingprocess: Reactions to the papers presented byMorrison, Siegel and Ryan, and Stanovich.Remedial and Special Education, 5, 39-44.

Vellutino, F. R., & Scanlon, D. M. (1985). Freerecall of concrete and abstract words in poorand normal readers. Journal of Experimental ChildPsychology, 34, 363-380.

Vellutino, F. R., & Scanlon, D. M. (1986).Experimental evidence for the effects ofinstructional bias on word identification. SpecialIssue Journal of Exceptional Children, 55 (2),145-155.

Vellutino, F.R., & Scanlon, D. M. (1987).Phonological coding, phonological awareness, andreading ability: Evidence from longitudinal andexperimental study. Merrill Palmer Quarterly, 33,321-363.

Vellutino, F. R., & Scanlon, D. M. (1989). Somepre-requisites for interpreting results fromreading level matched designs. Journal of ReadingBehavior, 21, 361-385.

Vellutino, F.R., & Scanlon, D.M. (1997) Diagnosingspecific reading disability through earlyintervention. Their World.

Vellutino, F.R., & Scanlon, D.M. (1999). Earlyintervention can reduce the number of childrendiagnosed as reading disabled. New EnglandReading Association Journal. 35(3), p. 3-13

Vellutino, F.R. & Scanlon, D.M. (2002) TheInteractive Strategies Approach to ReadingIntervention. Contemporary EducationalPsychology. P. 573-675.

Vellutino, F. R., Scanlon, D. M., & Bentley, W. L.(1983). Interhemispheric learning and speedof hemispheric transmission in dyslexic and normalreaders. A replication of previous results andadditional findings. Journal of AppliedPsycholinguistics, 4, 209-228.

Vellutino, F. R., Scanlon, D. M., DeSetto, L., &Pruzek, R. M. (1981). Developmental trends inthe salience of meaning versus structural attributesof written words. Psychological -Research, 43,131-153.

Vellutino, F.R., Scanlon, D.M., & Lyon, G.R.(2000). Differentiating between difficult-to-

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remediate and readily remediated poor readers: Moreevidence against the IQ-achievement discrepancydefinition of reading disability. Journal of LearningDisabilities, 33 (3), 223-238.

Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small,S. G., Pratt, A., Chen, R., & Denckla, M.B. (1996). Cognitive profiles of difficult toremediate and readily remediated poor readers:Toward distinguishing between constitutionally andexperientially based causes of reading disability.Journal of Educational Psychology, 88 4, 601-638.

Vellutino, F. R., Scanlon, D. M., Small, S. G., &Tanzman, M. S. (1991). The linguistic basis ofreading ability: Converting written to oral language.Text, 11, 99-133.

Vellutino, F. R., Scanlon, D. M., & Spearing, D.(1995). Semantic and phonological coding inpoor and normal readers. Journal of ExperimentalChild Psychology, 59, 76-123.

Vellutino, F. R., Scanlon, D. M., & Tanzman, M. S.(1988). Lexical memory in poor and normal readers:Developmental differences in the use of categorycues. Canadian Journal ofPsychology, 42, 216-241.

Vellutino, F.R., Scanlon, D. M., & Tanzman, M. S.(1990). Differential sensitivity to themeaning and structural attributes of printed words inpoor and normal readers. Learning and IndividualDifferences, 2, 19-43.

Vellutino, F. R., Scanlon, D. M., & Tanzman, M. S.(1991). Bridging the gap between cognitiveand neuropsychological conceptualizations ofreading disability. Learning and IndividualDifferences, 3, 181-203.

Vellutino, F.R., Scanlon, D.M., & Tanzman, M.S.(1998). The case for early intervention indiagnosing specific reading disability. Journal ofSchool Psychology, 36(4) p. 367-397.

Vellutino, F. R., & Shub, M. J. (1982). Assessmentof disorders in formal school language:disorders in reading. Topics in Language Disorders,2 (4), 20-33.

Vellutino, F. R., & Sipay, E. R. (1971). Learningdisabilities: New direction or swingingpendulum? The National Elementary Principal, 1(3), 44-49.

Vellutino, F. R., Smith, H., Steger, J. A., & Kaman,M. (1975). Reading disability: Agedifferences and the perceptual deficit hypothesis.Child Development, 46 (2), 487-493.

Vellutino, F. R., Steger, B. M., Moyer, S. C.,Harding, C. J., & Niles, J. A. (1977). Has theperceptual deficit hypothesis led us astray? Anexamination of current conceptualizations in theassessment and treatment of exceptional children.Journal of Learning Disabilities,10, 375-385.

Vellutino, F. R., Steger, J. A., DeSetto, L., &Phillips, F. (1975). Immediate and delayedrecognition of visual stimuli in poor and normalreaders. Journal of Experimental Child Psychology,19 (2), 223-232.

Vellutino, F. R., Steger, J. A., Harding, C. J., &Phillips, F. (1975). Verbal vs. non-verbal pairedassociates learning in poor and normal readers.Neuropsychologia, 13, 75-82.

Vellutino, F. R., Steger, J. A., Kaman, M., &DeSetto, L. (1975). Visual form perception indeficient and normal readers as a function of age andorthographic-linguistic familiarity. Cortex, 9, 22-30.

Vellutino, F. R., Steger, J. A., & Kandel, G. (1972).Reading disability: An investigation ofthe perceptual deficit hypothesis. Cortex, 8,

106-118.

Vellutino, F. R., Steger, J. A., & Meshoulam, U.(1972). Visual-tactile and tactile-tactile pairedassociate learning in normal and poor readers.Perceptual and Motor Skills, 35, 263-266.

Vellutino, F. R., Steger, J. A., & Pruzek, R. M.(1973). Inter vs. intra-sensory deficit inpaired-associates learning in poor and normalreaders. Canadian Journal of Behavioral Science, 5(2), 111-123.

Vellutino, F. R., Wunderlich, R. A., & Youniss, J.(1963). Effect of goalbox confinement during

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acquisition and extinction of a running response.Perceptual and Motor Skills, 16, 155-161.

Books and Monographs

Vellutino, F. R. (1979). Dyslexia: Theory andresearch. Cambridge, MA: MIT Press.

Chapters in AnthologiesVellutino, F. R. (1978). Toward an understandingof dyslexia. Psychological factors in specificreading disability. In A. L.

Benton & D. Pearl (Eds.), Dyslexia: An appraisal ofcurrent knowledge (pp. 61-111). New York:Oxford University Press.

Vellutino, F. R. (1980a). Alternativeconceptualizations of dyslexia: Evidence in supportof averbal-deficit hypothesis. In M. Wolf, M. K.McQuillan, & E. Radwin (Eds.), Thought andlanguage/language and reading (pp. 567-587).Cambridge: Harvard University Press.

Vellutino, F. R. (1980b). Verbal deficiencies andreading disorder. In L. Bravo Valdivieso(Ed.), Proceedings of the national symposium onspecial education and learning disturbances (pp.107-119). Santiago, Chile: UNICEF.

Vellutino, F. R. (1982a). Dyslexia: Perceptualdeficiency or perceptual inefficiency? In J. F.Kavanagh & R. L. Venezky (Eds.), Orthography,reading and dyslexia (pp. 251-270). Baltimore:University Park Press.

Vellutino, F. R. (1982b). Theoretical issues in thestudy of word recognition: The unit ofperception controversy reexamined. In S. Rosenberg(Ed.), Handbook of applied sycholinguistics (pp.33-197). Hillsdale, NJ: Lawrence ErlbaumAssociates.

Vellutino, F. R. (1983). Childhood dyslexia: Alanguage disorder. In H. R. Myklebust (Ed.),Progress in learning disabilities, Vol. V. (pp.134-137). New York: Grune and Stratton.

Vellutino, F. R. (1986). Commentary: Linguisticand cognitive correlates of learning disability:

Reactions to three reviews. In S. J. Ceci (Ed.),Handbook of cognitive, social andneuropsychological aspects of learning disabilities(pp. 317-335). Hilldale, NJ: Erlbaum.

Vellutino, F. R. (1993). Afterword. In S.Templeton & D. R. Baer (Eds.), Development oforthographic knowledge and the foundations ofliteracy: A memorial festschrift for Edward H.Henderson. Hillsdale, NJ: Lawrence Erlbaum.

Vellutino, F. R. (1994). Word identification. In A.Purves et al., (Eds.), Encyclopedia ofEnglish studies and language arts (pp. 1279-1283).New York: Scholastic Incorporated.

Vellutino, F.R. (2003). Early Literacy Development.Encyclopedia of Cognitive Science.Macmillan: London, UK.

Vellutino, F.R. (In Press). Individual differences assources of variability in reading comprehension. InA.P. Sweet, & C. E. Snow (Eds). Re-thinkingReading Comprehension. New York, N.Y. GuilfordPress.

Vellutino, F. R., & Denckla, M. B. (1991). Thecognitive and neuropsychological foundationsof word identification. In R. Barr, M. L. Kamil, P.Mosenthal & P. D. Pearson (Eds.), Handbook ofreading research, Volume 2 (pp. 571-608). NewYork: Longman.

Vellutino, F. R., & Scanlon, D. M. (1982). Verbalprocessing in poor and normal readers. In C.J. Brainerd & M. Pressley (Eds.), Verbal processesin children (pp. 189-264). New York:Springer-Verlag.

Vellutino, F. R., & Scanlon, D. M. (1986a).Linguistic coding and metalinguistic awareness:Their relationship to verbal memory and codeacquisition in poor and normal readers. In D. B.Yaden & W. S. Templeton (Eds.), Metalinguisticawareness and beginning literacy: conceptualizingwhat it means to read and write (pp. 115-141).Exeter, NJ: Heinemann Educational Books.

Vellutino, F. R., & Scanlon, D. M. (1986b). Verbalmemory in poor and normal readers:Developmental differences in the use of linguisticcodes. In D. Gray & J. Kavanagh (Eds.),

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Biobehavioral measures of dyslexia (pp. 177-214).Parkton, MD: York Press.

Vellutino, F. R., & Scanlon, D. M. (1987).Linguistic coding and reading ability. In S.Rosenberg (Ed.), Advances in appliedpsycholinguistics, Volume II: Reading, writing andlanguage learning (pp. 1-69). New York:Cambridge University Press.

Vellutino, F. R., & Scanlon, D. M. (1989).Auditory information processing in poor and normalreaders. In J. J. Dumont & H. Nakken (Eds.),Learning disabilities, Vol. 2: Cognitive, social andremedial aspects (pp 19-46). Lisse, Netherlands:Swets & Zeitlinger.

Vellutino, F. R., & Scanlon, D. M. (1990). Theeffects of instructional bias on wordidentification. In L. Rieben and C. Perfetti (Eds.)L'Apprenti lecteur - Apports experimentaux etimplications pedagogiques (pp283-305). Neuchatel:Delachaux & Niestle.

Vellutino, F. R., & Scanlon, D. M. (1991). Theeffects of instructional bias on wordidentification. In L. Rieben & C. Perfetti (Eds.),Learning how to read -- Basic research and itsimplications for instruction (pp.189-203). Hillsdale,NJ: Erlbaum.

Vellutino, F. R., & Scanlon, D. M. (1991). Thepreeminence of phonologically based skills inlearning to read. In S. Brady & D. Shankweiler(Eds.), Phonological processes in literacy: A tributeto Isabelle Liberman (pp 237-252). Hillsdale, NJ:Erlbaum.

Vellutino F.R., & Scanlon, D.M. (2001). EmergentLiteracy Skills, Early Instruction, andIndividual Differences as Determinants ofDifficulties in Learning to Read: The Case for EarlyIntervention. Handbook of Early Literacy Research,S.B Neuman & D.K Dickson (Eds.), (pp. 295-321).New York, N.Y. Guilford Press.

Vellutino, F. R., Scanlon, D. M., & Chen, R. S.(1995). The increasingly inextricablerelationship between orthographic and phonologicalcoding in learning to read: Some reservations aboutcurrent methods of operationalizing orthographiccoding. In V. W. Berninger (Ed.), The varieties of

orthographic knowledge: Relationships tophonology, reading and writing (pp.47-111).Dordrecht, The Netherlands: Kluwer AcademicPublishers.

Vellutino F.R., Scanlon, D.M., &, Jaccard. J.J. (InPress). Toward distinguishing betweencognitive and experiential deficits as primarysources of difficulty in learning to read: A two yearfollow-up of difficult to remediate and readilyremediated poor readers. In B. Foorman (Ed.)Effective Intervention Strategies. York Press:Baltimore, MD.

Vellutino, F.R., Scanlon, D.M., & Sipay,E.R. (1997)Toward distinguishing between cognitiveand experiential deficits in learning to read: Theimportance of early intervention in diagnosingspecific reading disability. In B. Blachman (Editor),Foundations of Reading Acquisition and Dyslexia:Implications for Early Intervention. (P. 347-379).Erlbaum: Mahwah, NJ.

Vellutino, F. R., Scanlon, D. M., & Tanzman, M. S.(1994). Components of reading ability:Issues and problems in operationalizing wordidentification, phonological coding, andorthographic coding. In G. R. Lyon (Ed.), Frames ofreference for the assessment of learning disabilities:New views on measurement issues (pp. 279-329).Baltimore, MD: Brookes.

Vellutino, F.R., & Schatschneider, C. (In press).Experimental and quasi-experimental designs inliteracy research. To appear in: N. Duke & M.Mallette (Eds.). Literacy Research Methods. NewYork, NY: Guilford Press.

Vellutino, F.R. & Simon, J.W. (1997). Why JohnnyCan’t Read. In J.W. Simon, A Child’s Eyes:A Guide to Primary Care. Triad Publishing Co.,Gainesville, FL.

Wolf, M., Vellutino, F. R., & Gleason, J.B. (1998).A psycholinguistic account of reading. In J.B. Gleason & N. E. Bernstein Ratner (Eds.),Psycholinguistics (pp. 352-390). Fort Worth, TX:Holt, Rinehart & Winston.

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ANIMAL MODELS IN LEARNINGDISABILITY: Dr. Albert Galaburda - HarvardUniversity/Beth Israel Hospital

Ansar Ahmed, S, Boone, J. Anticardiolipinantibodies in autoimmune-prone BXSB andMRL/lpr, and estrogen-treated normal C57BL/6Jmice cross react with other phospholipids. Int. JImmunopathol Pharmacol 1993; 6:135-147.

Ansar Ahmed, S, Gogal, RM Jr, Walsh, JE. A newrapid and simple non-radioactive assay to monitorand determine the proliferation of lymphocytes: Analternative to 3H-thymidine incorporation assay. JImmunol Meth 1994; 170:211-24.

Ansar Ahmed, S. Is C57BL/6J mice normal orautoimmunity-prone? Immunol Today 1994:15:389-90.

Balogh SA, Sherman GF, Hyde LA, Denenberg VH(1998) Effects of neocortical ectopias upon theacquisition and retention of a non-spatial referencememory task in BXSB mice. Brain Res Dev BrainRes 111:291-293.

Balogh SA, Waters NS, Hyde LA, McDowell CS,Casler CM, Denenberg VH, Baloght SA (2000)Avoidance learning in autoimmune mice. Brain Res887:484-487.

Beier DR, Dushkin H, Stone LV, Sherman GF(1996) A transgene insertion at perinatal lethality(ple) is associated with abnormalities of the cortex.Brain Res 727:196-204.

Bimonte HA, Denenberg VH (1999) Estradiolfacilitates performance as working memory loadincreases. Psychoneuroendocrinology 24:161-173.

Bimonte HA, Hyde LA, Hoplight BJ, DenenbergVH (2000) In two species, females exhibit superiorworking memory and inferior reference memory onthe water radial-arm maze [In Process Citation].Physiol Behav 70:311-317.

Bittman K, Owens DF, Kriegstein AR, LoTurco JL(1997) Cell coupling and uncoupling in theventricular zone of developing neocortex. J Neurosci17:7037-7044.

Bittman KS, LoTurco JJ (1999) Differentialregulation of connexin 26 and 43 in murineneocortical precursors. Cereb Cortex 9:188-195.

Boehm GW, Sherman GF, Rosen GD, GalaburdaAM, Denenberg VH (1996) Neocortical ectopias inBXSB mice: Effects upon reference and workingmemory systems. Cereb Cortex 6:696-700.

Boehm GW, Sherman GF, Hoplight BJ, Hyde LA,Waters NS, Bradway DM, Galaburda AM,Denenberg VH (1996) Learning and memory in theautoimmune BXSB mouse: Effects of neocorticalectopias and environmental enrichment. Brain Res726:11-22.

Boehm GW, Sherman GF, Hoplight BJ, 2nd, HydeLA, Bradway DM, Galaburda AM, Ahmed SA,Denenberg VH (1998) Learning in year-old femaleautoimmune BXSB mice. Physiology & Behavior64:75-82.

Chase, C, Rosen, GD, Sherman, GF, eds.Developmental Dyslexia: Neural, Cognitive, andGenetic Mechanisms. Baltimore: York Press, 1996,277 pp.

Clark MG, Rosen GD, Tallal P, Fitch RH (2000a)Impaired processing of complex auditory stimuli inrats with induced cerebrocortical microgyria: Ananimal model of developmental languagedisabilities. J Cogn Neurosci 12:828-839.

Clark MG, Sherman GF, Bimonte HA, Fitch RH(2000b) Perceptual auditory gap detection deficits inmale BXSB mice with cerebrocortical ectopias.NeuroReport 11:693-696.

Clark MG, Rosen GD, Tallal P, Fitch RH (2000c)Impaired two-tone processing at rapid rates in malerats with induced microgyria. Brain Res 871:94-97.

Damasio H, Grabowski T, Frank R, Galaburda AM,Damasio AR. The return of Phineas Gage: Cluesabout the brain from the skull of a famous patient.Science 1994;264:1102-1105.

Denenberg VH, Hoplight B, Sherman GF,Mobraaten LE (2001) Effects of the uterineenvironment and neocortical ectopias upon behaviorof BXSB-Yaa+mice. Dev Psychobiol 38:154-163.

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Denenberg VH, Hoplight BJ, Mobraaten LE (1998)The uterine environment enhances cognitivecompetence. Neuroreport 9:619-623.

Denenberg VH, Mobraaten LE, Sherman GF,Morrison L, Schrott LM, Waters NS, Rosen GD,Behan PO, Galaburda AM (1991) Effects of theautoimmune uterine/maternal environment uponcortical ectopias, behavior and autoimmunity. BrainRes 563:114-122.

Denenberg VH, Sherman GF, Morrison L, SchrottLM, Waters NS, Rosen GD, Behan PO, GalaburdaAM (1992) Behavior, ectopias and immunity inBD/DB reciprocal crosses. Brain Res 571:323-329.

Denenberg VH, Sherman GF, Rosen GD, MorrisonL, Behan PO, Galaburda AM (1992) A behaviorprofile of the MRL/Mp lpr/lpr mouse and itsassociation with hydrocephalus. Brain Behav Immun6:40-49.

Denenberg VH, Sherman G, Schrott LM, WatersNS, Boehm GW, Galaburda AM, Mobraaten LE(1996) Effects of embryo transfer and corticalectopias upon the behavior of BXSB-Yaa andBXSB-Yaa plus mice. Brain Res Dev Brain Res93:100-108.

Fitch RH, Tallal P (1995) A case for auditorytemporal processing as an evolutionary precursor tospeech processing and language function. BehavBrain Sci 18:189.

Fitch RH, Miller S, Tallal P (1997) Neurobiology ofspeech perception. Annual Review Neuroscience20:331–353.

Fitch RH, Brown CP, Tallal P, Rosen GD (1997)Effects of sex and MK-801 on auditory-processingdeficits associated with developmental microgyriclesions in rats. Behavioral Neuroscience111:404–412.

Fitch RH, Tallal P, Brown C, Galaburda AM, RosenGD (1994) Induced microgyria and auditorytemporal processing in rats: A model for languageimpairment? Cereb Cortex 4:260–270.

Frenkel M, Pusnami S, LoTurco JJ (Submitted)Reduction in short term depression in rats withinduced microgyria.

Frenkel M, Sherman GF, Bashan KA, GalaburdaAM, LoTurco JJ (2000) Neocortical ectopias areassociated with attenuated neurophysiologicalresponses to rapidly changing auditory stimuli.Neuroreport 11:575-579.

Gabel LA, LoTurco JJ (2001) Electrophysiologicaland morphological characterization of neuronswithin neocortical ectopias. J Neurophysiol 85:495-505.

Gabel LA, LoTurco JJ (2002) Layer I ectopias andincreased excitability in murine neocortex. JNeurophysiol 87:2471-2479.

Galaburda A. The planum temporale (editorial).Arch Neurol 1993;50:457.

Galaburda AM, ed. Dyslexia and development:Neurobiological aspects of extra-ordinary brains.Cambridge, MA: Harvard University Press, 1993.

Galaburda AM, Livingstone MS. Evidence for amagnocellular defect in developmental dyslexia.Ann NY Acad Sci 1993;682:70-82.

Galaburda AM, Rosen GD, Sherman GF,Humphreys P. Anatomie de la dyslexie: argumentscontre la phrénologie (Anatomy of dyslexia:Argument against phrenology). Rev Neuropsychol1991;1:157-175.

Galaburda AM, Rosen GD, Sherman GF.Cerebrocortical Asymmetry. In: Peters A, Jones EG,eds. Cerebral Cortex. Volume 9, New York: PlenumPress, 1991:263-77.

Galaburda AM, Schrott LS, Sherman GF, RosenGD, Denenberg VH. Animal models ofdevelopmental dyslexia. In: Chase, C, Rosen, GD,Sherman, GF, eds. Developmental Dyslexia: Neural,Cognitive, and Genetic Mechanisms. Baltimore:York Press,

Galaburda AM, Wang PP, Bellugi U, Rossen M.Cytoarchitectonic anomalies in a genetically baseddisorder: Williams syndrome. NeuroReport1994;5:753-7.

Galaburda AM. Anatomic basis of cerebraldominance. In: Davidson RJ, Hugdahl K, eds. Brain

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asymmetry. Cambridge, MA:MIT Press. 1995:51-73.

Galaburda AM. Anatomy of dyslexia: Argumentagainst phrenology. In: Duane D, Gray DB, eds. TheReading brain: The biological basis of dyslexia.Parkton, Maryland: York Press, 1991:119-31.

Galaburda AM. Asymmetries of cerebralneuroanatomy. In: Wiley, Chichester (CibaFoundation Symposium 162). Biological asymmetryand handedness, 1991:219-33.

Galaburda AM. Developmental dyslexia and animalstudies: at the interface between cognition andneurology. Cognition. 1994; 50:133-149.

Galaburda AM. Developmental dyslexia: Editorial.Rev Neurol 1993;149(1):1-3.

Galaburda AM. Dyslexia: A neurologic update.Neur. Chron 1993;10:1-5.

Galaburda AM. Neurology of developmentaldyslexia. Current Opinion in Neurology andNeurosurgery. Current Sci 1992;5:71-6.

Galaburda AM. Neurology of developmentaldyslexia: an update. Current Opinion inNeurobiology 1993;3:237-42.

Galaburda AM. Neuropathological correlates oflearning disabilities, particularly dyslexia. SeminarsNeurol 1991;11:20-7.

Galaburda AM. Quando l'occhio non vede le parole(When the eye does not see the word). LaRepubblica 1992;17(60):34.

Galaburda AM. The neuroanatomic basis ofdevelopmental dyslexia. Neurol Clin No Am.1993;11:161-73.

Galaburda, A.M., Aboitiz, F., Rosen, G.D., andSherman, G.F., Histological asymmetry in theprimary visual cortex of the rat: Implications formechanisms of cerebral asymmetry. Cortex, 1986,22:151-160.

Galaburda, A.M., and Kemper, T.L.,Cytoarchitectonic abnormalities in developmental

dyslexia; a case study. Ann. Neurol., 1979, 6:94-100.

Galaburda, A.M., LeMay, M., Kemper, T.L., andGeschwind, N., Right-left asymmetries in the brain.Science, 1978, 199:852-856.

Galaburda, A.M., Sherman, G.F., Rosen, G.D.,Aboitiz, F., and Geschwind, N., Developmentaldyslexia: Four consecutive cases with corticalanomalies. Ann. Neurol., 1985, 18:222-233.

Galaburda, A.M., The testosterone hypothesis:Reassessment since Geschwind and Behan. Annalsof Dyslexia, 1990, 40:18-38.

Galaburda, AM, Menard, MT, Rosen, GD. Evidencefor aberrant auditory anatomy in developmentaldyslexia. Proc Natl Acad Sci 1994; 91:8010-13.

Gogal RM, Jr., Ahmed SA, Holladay SD, Walsh JE,Galaburda AM, Rosen GD (2000) Induced minormalformations in the neocortex of normal mice donot alter immunological functions [In ProcessCitation]. Immunol Invest 29:299-318.

Habib M, Galaburda AM. Fondementsneuroanatomiques et neurobiologiques du langage.In: Seron X, Jeannerod, eds. Neuropsychologiehumaine. Bruxelles: Mardaga. 1994:320-335.

Habib M, Galaburda AM. Motor and motivationaldisorders in limbic-paralimbic regions. In: JosephAB, Young RR, eds. Disorders of movement inpsychiatry and neurology. Cambridge, MA:Blackwell Scientific Publ., Inc., 1992:350-62.

Herman AE, Galaburda AM, Fitch HR, Carter AR,Rosen GD (1997) Cerebral microgyria, thalamic cellsize and auditory temporal processing in male andfemale rats. Cereb Cortex 7:453–464.

Hoplight BJ, 2nd, Boehm GW, Hyde LA, Deni R,Denenberg VH (1996) A computer-aided procedurefor measuring Hebb-Williams maze performance.Physiol Behav 60:1171-1176.

Hoplight BJ, Sherman GF, Hyde LA, DenenbergVH (2001) Effects of neocortical ectopias andenvironmental enrichment on Hebb-Williams mazelearning in BXSB mice. Neurobiol Learn Mem76:33-45.

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Humphreys P, Rosen GD, Press DM, Sherman GF,Galaburda AM (1991) Freezing lesions of thenewborn rat brain: A model for cerebrocorticalmicrogyria. J Neuropath Exp Neurol 50:145–160.

Hyde LA, Denenberg VH (1999) BXSB mice canlearn complex visual pattern discriminations.Physiol Behav 66:437-439.

Hyde LA, Hoplight BJ, Harding S, Sherman GF,Mobraaten LE, Denenberg VH (2001) Effects ofectopias and their cortical location on severalmeasures of learning in BXSB mice. DevPsychobiol 39:286-300.

Hyde LA, Sherman GF, Denenberg VH (2000a)Non-spatial water radial-arm maze learning in mice.Brain Res 863:151-159.

Hyde LA, Sherman GF, Denenberg VH (2000b)Non-spatial water radial-arm maze learning in mice[In Process Citation]. Brain Res 863:151-159.

Jacobs KM, Mogensen M, Warren E, Prince DA(1999) Experimental microgyri disrupt the barrelfield pattern in rat somatosensory cortex. CerebCortex 9:733-744.

Jenner AR, Galaburda AM, Sherman GF (2000)Connectivity of ectopic neurons in the molecularlayer of the somatosensory cortex in autoimmunemice. Cereb Cortex 10:1005-1013.

Jenner AR, Rosen GD, Galaburda AM (1999)Neuronal asymmetries in primary visual cortex ofdyslexic and nondyslexic brains. Ann Neurol46:189-196.

Li W, Cogswell CA, LoTurco JJ (1998) Neuronaldifferentiation of precursors in the neocorticalventricular zone is triggered by BMP. J Neurosci18:8853-8862.

Livingstone MS, Rosen GD, Drislane FW,Galaburda AM. Physiological and anatomicalevidence for a magnocellular defect indevelopmental dyslexia. Proc Natl Acad Sci (USA)1991;88:7943-7.

LoTurco JJ (2000) Neural circuits in the 21stcentury: synaptic networks of neurons and glia. ProcNatl Acad Sci U S A 97:8196-8197.

Morrison, L., Menzies, C., Behan, W., and Behan,P., A search for common immunologicalabnormalities at the onset of murine lupus in twogenetically different strains. J Clin Lab Immunol,1989, 30:157-162.

Morrison, L.J.A., Behan, P.O., and Behan, W.M.H.,Assay of complement activation in mouse serum byELISA. J. Immunol. Meth., 1990, 126:191-197.

Nisenbaum LK, Webster SM, Chang SL,McQueeney KD, LoTurco JJ (1998) Early patterningof prelimbic cortical axons to the striatal patchcompartment in the neonatal mouse. Dev Neurosci20:113-124.

Peiffer AM, Rosen GD, Fitch RH (2002) Sexdifferences in rapid auditory processing deficits inectopic BXSB/MpJ mice. Neuroreport 13:2277-2280.

Peiffer AM, Rosen GD, Fitch RH (2002) Rapidauditory processing and MGN morphology inmicrogyric rats reared in varied acousticenvironments. Brain Res Dev Brain Res 138:187-193.

Peiffer AM, Dunleavy CK, Frenkel M, Gabel LA,LoTurco JJ, Rosen GD, Fitch RH (2001) Impaireddetection of variable duration embedded tones inectopic NZB/BINJ mice. Neuroreport 12:2875-2879.

Peiffer AM, Fitch RH, Thomas JJ, Yurkovic AN,Rosen GD. Brain weight differences associated withinduced microgyria, submitted

Pennington BF, Filipek PA, Lefly D, Chhabildas N,Kennedy DN, Simon JH, Filley CM, Galaburda A,DeFries JC (2000) A twin MRI study of sizevariations in human brain. J Cogn Neurosci 12:223-232.

Pennington BF, Filipek PA, Lefly D, Churchwell J,Kennedy DN, Simon JH, Filley CM, Galaburda A,Alarcon M, DeFries JC (1999) Brain morphometryin reading-disabled twins. Neurology 53:723-729.

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Rademacher J, Caviness VS Jr, Steinmetz H,Galaburda AM. Topographical variation of thehuman primary cortices: Implications forneuroimaging, brain mapping and neurobiology.Cerebral Cortex.1993;3/4:313-29.

Rademacher J, Galaburda AM, Kennedy DN,Caviness VS, Jr. Human cerebral cortex:Localization, parcellation, and morphometry withmagnetic resonance imaging. J Cog Neurosci1992;4:352-74.

Rosen GD. Animal models of developmentaldyslexia: lessons from developmental and cognitiveneuroscience. In Raz N, ed. The Other Side of theError Term: Aging and development as modelsystems in cognitive neuroscience. Advances inPsychology, volume 125. Amsterdam, TheNetherlands: Elsevier Science, pp 53-105, 1998

Rosen GD, Burstein D (1997) MRI visualization offocal induced neocortical malformations of the rat.Neuroreport 8:3883–3887.

Rosen GD, Burstein D, Galaburda AM (2000)Changes in efferent and afferent connectivity in ratswith cerebrocortical microgyria. J Comp Neurol418:423-440.

Rosen GD, Fitch RH, Clark M, Lo Turco JJ,Sherman GF, Galaburda AM. Animal models ofdevelopmental dyslexia: Is there a link betweenneocortical malformations and defects in fastauditory processing? In: M. Wolf, ed. Time,Fluency, and Dyslexia, York Press:Baltimore,Maryland, pp.129-158, 2001.

Rosen GD, Galaburda AM (2000) Single cause,polymorphic neuronal migration disorders: ananimal model. Dev Med Child Neurol 42:652-662.

Rosen GD, Herman AE, Galaburda AM (1999) Sexdifferences in the effects of early neocortical injuryon neuronal size distribution of the medialgeniculate nucleus in the rat are mediated byperinatal gonadal steroids. Cereb Cortex 9:27-34.

Rosen GD, Jacobs KM, Prince DA (1998) Effects ofneonatal freeze lesions on expression of parvalbuminin rat neocortex. Cereb Cortex 8:753–761.

Rosen GD, Press DM, Sherman GF, Galaburda AM.The development of induced cerebrocorticalmicrogyria in the rat. J. Neuropathol Exp Neurol1992b;51:601-11.

Rosen GD, Sherman GF, Galaburda AM. Dyslexiaand brain pathology: Experimental animal models.In: Galaburda AM, ed. Dyslexia and Development:Neurobiological Aspects of Extra-Ordinary Brains,Cambridge, Mass: Harvard University Press, 1993:89-111.

Rosen GD, Sherman GF, Galaburda AM. Biologicalsubstrates of anatomic asymmetry. Prog Neurobiol1992;39:507-515

Rosen GD, Sherman GF, Galaburda, AM. Neuronalsubtypes and anatomic asymmetry: Changes inneuronal number and cell-packing density.Neuroscience 1993;56:833-9.

Rosen GD, Sherman GF, Galaburda, AM. Radialglia in the neocortex of adult rats: effects of neonatalbrain injury. Dev Brain Res 1994; 82:127-35.

Rosen GD, Sherman GF, Richman JM, Stone LV,Galaburda AM. Induction of molecular layerectopias by puncture wounds in newborn rats andmice. Dev Brain Res 1992a;67: 285-91

Rosen GD, Sigel E, Sherman GF, Galaburda AM.The neuroprotective effects of MK-801 on theinduction of microgyria by freezing injury to thenewborn rat neocortex. Neuroscience, 1995b;69:107-114.

Rosen GD, Waters NS, Galaburda AM, DenenbergVH. Behavioral consequences of neonatal injury ofthe neocortex. Brain Res 1995a; 681:177-189.

Rosen GD, Windzio H, Galaburda AM (2001)Unilateral induced neocortical malformation and theformation of ipsilateral and contralateral barrelfields. Neuroscience 103:931-939.

Rosen GD (1996) Cellular, morphometric,ontogenetic and connectional substrates ofanatomical asymmetry. Neurosci Biobehav Rev20:607–615.

Rosen, G.D., Sherman, G.F., and Galaburda, A.M.,Interhemispheric connections differ between

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symmetrical and asymmetrical brain regions.Neuroscience, 1989, 33:525-533.

Rosen GD, Sherman GF, Galaburda AM (1991)Ontogenesis of neocortical asymmetry: A[3H]thymidine study. Neuroscience 41:779–790.

Rosen, GD, Sherman, GF, Galaburda, AM.Biological substrates of anatomic asymmetry. ProgNeurobiol 1992;39:507-515.

Rosen GD, Sherman GF, Galaburda AM (1996)Birthdates of neurons in induced microgyria. BrainRes 727:71–78.

Rothman, S.M., and Olney, J.W., Glutamate and thepathophysiology of hypoxic-ischemic brain damage.Ann. Neurol., 1986, 19:105-11.

Schachter SC, Galaburda, AM, Ransil BJ. A historyof dyslexia in patients with Epilepsy: clinicalassociations. J Epilepsy 1993;6:267-71.

Schreiner CE, Read HL, Sutter ML (2000) Modularorganization of frequency integration in primaryauditory cortex. Annu Rev Neurosci 23:501-529.

Schrott LM, Denenberg VH, Sherman GF, WatersNS, Rosen GD, Galaburda AM. Environmentalenrichment, neocortical ectopias, and behavior in theautoimmune NZB mouse. Dev Brain Res1992;67:85-93.

Schrott LM, Waters NS, Boehm GW, Sherman GF,Morrison L, Rosen, GD, Behan PO, Galaburda AM,Denenberg, VH. Behavior, cortical ectopias, andautoimmunity in BXSB-Yaa and BXSB-Yaa+ mice,Brain Behav Immun 1993;7:205-23.

Schrott, L.M., Morrison, L., Wimer, R., Wimer, C.,Behan, P.O. and Denenberg, V.H., Autoimmunityand avoidance learning in NXRF recombinant inbredstrains, Brain Behav. Immun 1994; 8:100-10.

Schrott, LM, Denenberg, VH, Sherman, GF, Rosen,GD, Galaburda, AM. Lashley maze learning deficitsin NZB mice, Physiol Behav 1992;52:1085-9.

Sejnowski, T.J., Koch, C., and Churchland, P.S.,Computational neuroscience. Science, 1988,241:1299-1306.

Shenton ME, Hokama H, Kikinis R, Ballinger M,Holinger DP, Galaburda A, Jolesz FA, McCarleyRW (1994) Use of 3D MR Surface Renderings formeasuring planum temporale. Biological Psychiatry382.

Sherman GF, Holmes LB (1999) Cerebrocorticalmicrodysgenesis is enhanced in C57BL/6J miceexposed in utero to acetazolamide. Teratology60:137-142.

Sherman GF, Stone LV, Denenberg VH, Beier D. Agenetic analysis of neocortical ectopias in NewZealand Black autoimmune mice. NeuroReport1994;5:721-724.

Sherman, G.F., Galaburda, A.M., and Geschwind,N., Cortical anomalies in brains of New Zealandmice: A neuropathologic model of dyslexia? Proc.Nat. Acad. Sci. (USA), 1985, 82:8072-8074.

Sherman, G.F., Morrison, L., Rosen, G.D., Behan,P.O., and Galaburda, A.M., Brain abnormalities inimmune defective mice. Brain Res., 1990, 532:25-33.

Sherman, G.F., Rosen, G.D., and Galaburda, A.M.,Neocortical anomalies in autoimmune mice: Amodel for the developmental neuropathology seenint he dyslexic brain. Drug Devel. Res., 1988,15:307-314.

Sherman, G.F., Stone, J.S., Press, D.M., Rosen,G.D., and Galaburda, A.M., Abnormal architectureand connections disclosed by neurofilament stainingin the cerebral cortex of autoimmune mice. BrainRes., 1990,

Sherman, G.F., Stone, J.S., Rosen, G.D., andGalaburda, A.M., Neocortical VIP neurons areincreased in the hemisphere containing focalcerebrocortical microdysgenesis in New ZealandBlack Mice. Brain Res., 1990, 532:232-236.

Sherman, GF, Rosen, GD, Stone, LV, Press, DM,Galaburda, AM. The organization of radial glialfibers in spontaneous neocortical ectopias ofnewborn New Zealand Black mice. Dev Brain Res1992;67:279-83.

Steinmetz H, Galaburda AM. Planum temporaleasymmetry: In-vivo morphometry affords a new

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perspective for neuro-behavioral research. Read Writ1991;3:331-43.

Tallal P, Galaburda AM, Llinás RR, von Euler C,eds. Temporal information processing in the nervoussystem. New York, NY: New York Academy ofSciences, Volume 682, 1993.

Waters NS, Badura LL, Denenberg VH (1996)Differential prolactin responsiveness to stress in leftand right-pawed mice. Brain Res 724:112-116.

Waters NS, Sherman GF, Galaburda AM,Denenberg VH (1997) Effects of cortical ectopias onspatial delayed-matching-to-sample performance inBXSB mice. Behavioural Brain Research 84:23-29.

Waters NS, Sherman GF, Galaburda AM,Denenberg VH (1997) Effects of cortical ectopias onspatial delayed-matching-to-sample performance inBXSB mice. Behavioural Brain Research 84:23-29.

Waters, N.S. and Denenberg, V.H., A measure oflateral paw preference in the mouse, Physiol. Behav.1991:50: 853-56.

Waters, N.S. and Denenberg, V.H., Analysis of twomeasures of paw preference in a large population ofinbred mice, Behav. Brain Res 1994: 63:195-204.

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TREATMENT OF DEVELOPMENTALREADING DISORDERS: Dr. Robin Morris -Georgia State University

Publications:

Barron, R.W., Lovett, M.W., & McCabe, R. (1998).Using talking computers to remediate reading andspelling disabilities: The critical role of the print-to-sound unit. Behavior Research Methods,Instruments, and Computers, 30 (4), 610-616.

Barron, R.W., Lovett, M.W. & McCabe, R. (1999).Remediating reading and spelling disabilities with atalking computer: Using DECtalk to manipulate thesize of the print-to-sound unit during training.Behavior Research Methods, Instruments andComputers.

Benson, N.J., Lovett, M.W., & Kroeber, C.L.(1997). Training and transfer-of-learning effects indisabled and normal readers: Evidence of specificdeficits. Journal of Experimental Child Psychology,64, 343-366.

Bone, R.B., Cirino, P.T., Morris, R.D., Morris, M.K.(2002). Reading and phonological awareness inreading disabled adults. DevelopmentalNeuropsychology, 21, 305-320.

Chin, C.E., Ledesma, H.M.L., Cirino, P.T., Sevcik,R.A., Morris, R.D., Frijters, J.C. & Lovett, M.W.(2001). “Relations between the Kaufman BriefIntelligence Test (KBIT) and the WechslerIntelligence Scale for Children - Third edition(WISC-III) in Children with Reading Disability”.Journal of Learning Disability, 34(1), 2-8.

Cohen, E., Sevcik, R. A., & Wolf, M (1999). TheRAVE-O Curriculum. Perspectives: TheInternational Dyslexia Association, 25(2), 17-19.

Cirino, P., Morris, M.K., & Morris, R.D. (2002).Neuropsychological concomitants of calculationskills in college students referred for learningdifficulties. Developmental Neuropsychology, 21,201-218.

Cirino, P.T., Chin, C.E., Sevcik, R.A., Wolf, W.,Lovett, M., & Morris, R.D. (2002). Measuringsocioeconomic status: Reliability and preliminary

validity for different approaches. Assessment. 9(2),145-155.

Cirino, P.T., Rashid, F.L., Sevcik, R.A., Lovett,M.W., Frijters, J., Wolf, M. & Morris, R. (2002).Psychometric stability of nationally normed andexperimental decoding and related measures inchildren with reading disability. J. of LearningDisabilities, 35(6), 525-538.

Coch, D., Misra, M., Wolf, M., Holcomb, P. (2002).Word and picture processing in children: An event-related potential study. DevelopmentalNeuropsychology, 22(1), 373-406.

Deeney, T., Wolf, M., O’Rourke, A. (2001) “I liketo take my own sweet time:” Theimpact of a child with naming speed deficits readingdisability: (Special Issue on Case Studies inDyslexia: Special Issue Editor: R. Felton), Journalof Special Education, 35, 145-155.

Donnelly, K., Joffe, T. & Wolf, M. (in press).Learning by risks: Insights in implementing readingintervention programs. Reading Teacher.

Donnelly Adams, K., Joffe BenAryeh, T., & Wolf,M. (in press). RAVE-O: Bringing fluencyintervention to the classroom. Dyslexia Contact. Journal of British Dyslexia Association.

Fletcher, J.M., Morris, R., Lyon, G.R., Stuebing,K.K., Shaywitz, S.E., Shankweiler, D.P. &Shaywitz, R.A.(1997). Subtypes of dyslexia: An oldproblem revisited. In B. Blackman (Ed.),Foundations of reading acquisition and dyslexia, 95-114. Mahwah, N.J.

Fletcher, J.M., Francis, D.J., Stuebing, K.K.,Shaywitz, B.A., Shaywitz, S.E.,Shankweiler, D.P.,Katz, L., & Morris, R.D. (1996). Conceptual andmethodological issues in construct definition. InLyon, G.R. & Krasnegor, N.A. (Eds.) Attention,Memory, and Executive Function, (pp. 17-42).Baltimore: Paul H. Brookes Publishing Co.

Gidney, C., & Wolf, M. (2002). Learning to writeand read. In Pro-Active Parenting by the Faculty ofTufts University’s Eliot-Pearson Department ofChild Development. Berkeley (Division of Penguin):New York.

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Haist, F., Song, A.W., Wild, K., Faber, T.L., Popp,C.A & Morris, R. (2001). Linking Sight and Sound:fMRI Evidence of Primary Auditory Cortex DuringVisual Word Recognition. Brain and Language, 76,340-350.

Katzir, T., & Wolf, M. (in press). Fluency and theDouble-Deficit Hypothesis: Perspektiva: The IsraeliOrton Dyslexia Association Journal.

Katzir-Cohen, T., O’Rourke, A.G., O’Brien, B. &Wolf, M. (in press). Developmental dyslexia. InHuman Ecology: An Encyclopedia of Children,Families, Communities, and Environments. Denver,CO: ABC-CLIO.

Lovett, M.W. (1997). Developmental readingdisorders. In T.E. Feinberg & M.J. Farah (Eds.),Behavioral Neurology and Neuropsychology. Pp.773-787. NY: McGraw-Hill.

Lovett, M.W. (1997). Developmental dyslexia andrelated language learning disabilities. In T.E.Feinberg & M.J. Farah (Eds.), Behavioral Neurologyand Neuropsychology. (Pp.773-787). New York:McGraw-Hill.

Lovett, M.W. (In press). Defining and remediatingthe core deficits of developmental dyslexia: Lessonsfrom remedial outcome research with readingdisabled children. In R. Klein & P. McMullen(Eds.), Converging Methods for UnderstandingReading and Dyslexia. Cambridge: MIT Press.

Lovett, M.W. & Barron, R. W. (2002). The searchfor individual and subtype differences in readingdisabled children’s response to remediation. In D.Molfese & U. Kirk (Eds.), Developmental andindividual differences in language and learning.Hillsdale, NJ: Erlbaum.

Lovett, M.W. & Barron, R.W. Developmentalreading disorders. In I. Rapin & S. J. Segalowitz(Eds.), F. Boller & J. Grafman (Series Eds.),Handbook of neuropsychology: Childneuropsychology. Second Edition. Amsterdam:Elsevier Science Publishers. 2002.

Lovett, M.W., Borden, S.L., Warren-Chaplin, P.,Lacerenza, L., DeLuca, T., & Giovinazzo, R. (1996).Text comprehension training for disabled readers:An evaluation of reciprocal teaching and text

analysis training programs. Brain and Language,54,447-480.

Lovett, M.W., Lacerenza, L. & Borden, S.L. (2000).Putting struggling readers on the PHAST track: Aprogram to integrate phonological and strategy-based remedial reading instruction and maximizeoutcomes. J. of Learning Disabilities, 33(5), 458-476.

Lovett, M.W. & Steinbach, K.A. (1997). Theeffectiveness of remediation for reading disabledchildren of different ages: Is there decreased benefitfor older children? Learning Disability Quarterly,20(3), 189-210.

Lovett, M.W., Steinbach, K.A., & Frijters, J.C.(2001). Remediating the core deficits ofdevelopmental reading disability: A double deficitsperspective. Journal of Learning Disabilities.

Miller, L., Katzir-Cohen, T., Meltzer, L. & Houser,R. (in press). Perceptions of academic performance,strategy use and academic difficulties of high andlow achieving students with learning disabilities.Thalamus.

Misra, M., Katzir, T., Wolf, M. & Poldrack, P. (inpress). Neural systems underlying RapidAutomatized Naming (RAN) in skilled readers: AnfMRI investigation. Brain and Language.

Morris, R. (1996). Relationship and distinctionsamong the concepts of attention, memory andexecutive function: A Developmental perspective.In Lyon, G.R. & Krasnegor, N.A. (Eds.), Attention,Memory and Executive Function (pp. 11-16).Baltimore: Paul H. Brookes Publishing Co.

Morris, R. (1997). Intervention Research: Responseto questions for LDA. Learning Disabilities: AMultidiciplinary Journal, 7(2), 59-62.

Morris, R. (2002). The sociopolitical process ofclassification research: Making the implicit explicitin learning disabilities. In Bradley, R. Danielson, L.,& Hallahan, D.P. (Eds.), Identification of LearningDisabilities: Research to Practice, 273-277. NY:Lawrence Erlbaum Assoc.

Morris, R., Benbenisty, L.L., Krawiecki, N. & Wolf,M. (2001). “Naming abilities as related to site of

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lesion”. In Molfese, D. & Molfese, V. (Eds.),Developmental Variations in Learning: Applicationsto Social, Executive Function, Language, andReading Skills. Mahwah, N.J., Lawrence ErlbaumAssoc.

Morris, R.D., Stuebing, K.K., Fletcher, J.M.,Shaywitz, S.E., Lyon, G.R., Shankweiler, D.P.,Katz, L., Francis, D.J. & Shaywitz, B.A. (1998).Subtypes of reading disability coherent variabilityaround a phonological core. J. of EducationalPsychology, 90(3), 1-27.

O’Brien, B.A., Mansfield, J.S. & Legge, G.E.(2001). Comment on letter to the editor: is dyslexiacaused by a visual deficit? Vision Research, 41,3071.

Rashid, F., Morris, M.K., & Morris, R.D. (2001).“Naming and verbal memory skills in adults withADHD and Reading Disability”. ClinicalPsychology, 57, 829-838.

Shapiro, M.B., Morris, R., Morris, M.K., Flowers,C. & Jones, R.W. (1998). A Neuropsychologically-based assessment model of the structure of attentionin children. Developmental Neuropsychology,14(4), 657-677.

Wolf, M. (in press). What time may tell: Towards anew conceptualization of developmental dyslexia.The Norman Geschwind Memorial Lecture. Annalsof Dyslexia.

Wolf, M. (1997). A provisional, integrative accountof phonological and naming-speed deficits indyslexia: Implications for diagnosis andintervention. In B. Blachman (Ed.), Foundations ofReading Acquisition and Dyslexia: Implications forEarly Intervention. Mahwah, NJ: Erlbaum.

Wolf, M., Miller, L. & Donnelly, K. (in press).RAVE-O: A comprehensive fluency-based readingintervention program. Journal of LearningDisabilities.

Wolf, M. (2001). Seven dimensions in time. In M.Wolf (Ed.), Dyslexia, fluency, and the brain. YorkPress: Timonium, MD.

Wolf, M. (Ed.) (2001). Dyslexia, Fluency, and theBrain. York Press: Timonium, MD.

Wolf, M. (2001). The Double-Deficit Hypothesis,fluency, and a new intervention for children withdyslexia. Dyslexia Contact. British DyslexiaAssociation.

Wolf, M. (2002). Response to clinical judgments inidentifying and teaching children with language-based reading difficulties. In Renee Bradley, LouisDanielson, Daniel P. Hallahan (Eds.) Identificationof learning disabilities: Research to practice.Lawrence Erlbaum Associates: Mahwah, NewJersey.

Wolf, M. & Ashby, J. (in press). A brief history oftime, phonology, and other dimensions ofdevelopmental dyslexia. In Fischer, K., Bernstein,I., Benes, F., Kagan, J., Waber, D., & Wolf, M.(Eds.), Brain Bases of Learning Disabilities: TheCase of Reading Disabilities.

Wolf, M. & Biddle, K. (1997). The Double-DeficitHypothesis for developmental dyslexia: The role oftiming in the reading process. Learning DisabilitiesNetwork Exchange, 15, 1-5.

Wolf, M., Bowers, P. & Biddle, K. (in press).Naming-speed processes, timing, and reading: Aconceptual review. Journal of Learning Disabilities.

Wolf, M. & Bowers, P. (in press). The question ofnaming-speed deficits in developmental readingdisability: An introduction to the Double-DeficitHypothesis. Journal of Learning Disabilities.

Wolf, M. & Bowers, P. (in press). The “Double-Deficit Hypothesis” for the developmental dyslexias.Journal of Educational Psychology.

Wolf, M., Goldberg, A., Cirino, P., Gidney, C.,Morris, R., & Lovett, M. (2002). The unique andcombined contribution of naming speed andphonological processes in reading disability: A testof the Double-Deficit Hypothesis. Reading andWriting (Special Issue on Timing in Dyslexia;Special Issue Editors: Z. Breznitz & D. Share).

Wolf, M. & Katzir-Cohen, T. (2001). Readingfluency and its intervention. Scientific Studies ofReading. (Special Issue on Fluency. Editors: E.Kameenui & D. Simmons). 5, p. 211-238.

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Wolf, M. & Kennedy, R. (in press). How the originsof written language instruct us to teach: A responseto Steven Strauss. Educational Researcher.

Wolf, M., Miller, L., & Donnelly, K. (in press).RAVE-O: A comprehensive fluency-based readingintervention program. Journal of LearningDisabilities (Special Issue Section on the Double-Deficit Hypothesis: Special Issue Editors: M. Wolf& P. Bowers).

Wolf, M.A. & Obregon, M. (1997). The “Double-Deficit” Hypothesis: Implications for diagnosis andpractice in reading disabilities. In L. Putnam and S.Stahl (Eds.) Readings on Language and Literacy.Cambridge, MA: Brookline Books.

Wolf, M. & Obregon, M. (1997). Naming-speeddeficits and the >Double-Deficit= Hypothesis:Implications for diagnosis and practice in readingdisabilities. In L. Putnam and S. Stahl (Eds.),Readings on Language and Literacy. Cambridge,MA: Brookline Books.

Wolf, M. & O’Brien, B. (2001). On issues of time,fluency, and intervention. In A. Fawcett and R.Nicolson (Eds.), Dyslexia : Theory and BestPractice, pp. 124-140. Whur Publishers: London.

Wolf, M., O’Brien, B., Donnelly Adams, K., Joffe,T., Jeffery, J., Lovett, M., & Morris, R. (2002). “Working for time”: Reflections on naming speed,reading fluency, and intervention. In B. Foorman(Ed.). Reading Intervention. York: Timonium, MD.

Wolf, M., O'Rourke, A., Gidney, C., Lovett, M.,Cirino, P. & Morris, R. (2002). The second deficit:An investigation of the independence ofphonological and naming speed deficits indevelopmental dyslexia. Reading and Writing: AnInterdisciplinary Journal, 15, 43-72.

Wolf, M. & Segal, D. (in press). Retrieval-rate,accuracy, and vocabulary elaboration (RAVE) inreading impaired children: A pilot interventionprogram. Dyslexia: An International Journal ofResearch and Practice.

Wolf, M., Velluntino, F., & Gleason, J.B. (1998). Apsycholinguistic account of reading. In J.B. Gleasonand N. Bernstein Ratner, Psycholinguistics (2nd Ed.).NY: Harcourt Brace

Published Abstracts:

Cirino, P., Steinbach, K., DePalma, M., Frijters, J.,Smith, A.F., Sevcik, R., Lovett, M., Wolf, M. &Morris, R. (2002). Math disorder comorbidity andintervention in children with reading disorder.Journal of the International NeuropsychologicalSociety.

Lovett, M., Frijters, J., Steinbach, K., DePalma, M.,Temple, M., Benson, N., Sevcik, R., Wolf, M. &Morris, R. (2002). The comorbidity of reading andmath disorders in children with reading disability.Journal of the International NeuropsychologicalSociety.

Frijters, J., Lovett, M., Benson, N., Steinbach, K.,DePalma, M., Temple, M., Wolf, M. & Morris, R.(2002). Word identification speed and learningtransfer of reading disability. Journal of theInternational Neuropsychological Society.

Barron, R., Frijters, J., Lovett, M., Steinbach, K.,DePalma, M., Temple, M., Benson, N.,Burhanpurkar, A., Sevcik, R. Wolf, M. & Morris, R.(2002). Speech perception and core processingdeficits in developmental reading disability. Journalof the International Neuropsychological Society.

Steinbach, K., DePalma, M., Frijters, J., Lovett, M.,Temple, M., Benson, N., Wolf, M. & Morris, R.(2002). Differential influences on RD children'sphonological processing and naming speed. Journalof the International Neuropsychological Society.

Montgomery, C.R., Morris, R., Sevick, R., Clarkson,M.G. (2002). Temporal auditory processing inchildren with reading disabilities. Journal of theInternational Neuropsychological Society.

Zucker, M., Morris, M.K., Ingram, S., Morris, R.D.,& Bakeman, R. Self-imformant rating concordancefor adults' current and childhood ADHD symptoms.Journal of the International NeuropsychologicalSociety.

Ledesma, H., Morris, M., Sevcik, R. & Morris, R.(2001). Relation of bilingual children’s languagepreference and English language skills. Journal ofthe International Neuropsychological Society.

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Morris, M., Morris, R., Zucker, M. (2000).Subtypes of developmental learning disabilities incollege students: Intellectual and academicachievement profiles and comorbid psychiatricdisorders. Journal of the InternationalNeuropsychological Society, 6(2), 210.

Haist, F., Song, A., Morris, R. Wild, K., Faber, T. &Popp Weingarten, C. (1999). Activation of primaryauditory cortex observed in visual word recognition.Journal of Cognitive Neuroscience, Supplement, 96.

Marcis, D.J., Wolf, M., Morris, R. & Lovett, M.(1999). Naming speed, processing speed, andreading in poor readers: A preliminary replication ofKail & Hall. Journal of the InternationalNeuropsychological Society, 5(2), 99.

Ledesma, H.M., Chin, C.E., Cirino, P.T., Sevcik, R.,Lovett, M., Wolf, M. & Morris, R.D. (1999).Relations between the K-BIT and the WISC-III inchildren with reading disabilities. Journal of theInternational Neuropsychological Society, 5(2), 99.

Feroleto, C.C., Cirino, P.T., Morris, M.D., & Morris,R.D. (1999) Concordance of self-reported ADHDsymptoms and measures of executive function.Journal of the International NeuropsychologicalSociety , 5(2), 107.

Cirino, P.T., Morris, M.K., & Morris, R.D.Neuropsychological concomitants of math skills.Journal of the International NeuropsychologicalSociety, 5(2), 142

Brown, F., Morris, M., Morris, R. & Kaslow, N.(1997). Dissociations in cognitive abilities in adultswith attention deficit hyperactivity disorder andreading disability. Archives of ClinicalNeuropsychology, 13(1), 3.

Brenden, R. A., Morris, R., Morris, M., & Jacobs, D.(1997). Phonological processing in adults. Archivesof Clinical Neuropsychology, 13(1), 75.

Brenden, R., Cirino, P., Morris, R. & Morris, M.K.(1997). Phonological awareness and reading skillsin adults. Archives of Clinical Neuropsychology,13(1), 75-76.

Cirino, P., Morris. R., & Morris, M.K. (1997).Exploratory factor analysis of a comprehensive

neuropsychological battery. Archives of ClinicalNeuropsychology, 13(1),18.

Jacobs, D., Morris, M., Morris, R., & Brenden, R.(1997). Correlates of spelling ability in collegestudents. Journal of the InternationalNeuropsychological Society, 3(1), 44.

Shapiro, M., Morris, R., Flowers, C., Morris, M. &Jones, R. (1996). A neuropsychologically-basedassessment model of the structure of attention inchildren. Journal of the InternationalNeuropsychological Society, 2, 58.

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NEONATAL PREDICTORS OF LANGUAGEPERFORMANCE: Dr. Dennis Molfese -University of Louisville

R01HD17860 Neonatal predictors of languageperformance

BOOKS

Molfese, D. and Molfese, V. (Eds), (2002).Developmental Variations in Learning: Applicationsto Social, Executive Function, Language andReading Skills. Mahwah, NJ: Lawrence ErlbaumAssociates.

Molfese, D. L., & Segalowitz, S. (Eds.) (1988).Brain Lateralization in Children: DevelopmentalImplications. New York: Guilford Press.

ARTICLES AND CHAPTERS

Molfese, D., Molfese, V., Key S. F., and Kelly, S.(in press) Influence of environment on speech sounddiscrimination: Findings from a longitudinal study.Developmental Neuropsychology.

Molfese, V., Modglin, A., and Molfese, D., (2003).The role of environment in the development ofreading skills: A longitudinal study of preschool andschool-age measures. Journal of LearningDisabilities. 36, 59-67.

Molfese, D., Molfese, V., Modglin, A., Kelly, S.,and Terrell, S. (2002). Reading and CognitiveAbilities: Longitudinal Studies of Brain andBehavior Changes in Young Children. Annals ofDyslexia, 52, 99-119.

Molfese, V. and Molfese, D. (2002). Environmentaland Social Influences on Reading Skills as IndexedBy Brain and Behavioral Responses. Annals ofDyslexia, 52, 120-137.

Molfese, D., Molfese, V., and Robinson, J. (2002).Symbolic Thought. In N. Salkind (Ed). ChildDevelopment. Farmington Hills, MI: MacmillanPsychology Reference Series, pp 399-400.

Molfese, V. and Martin, T. (2002). Intelligence andachievement: Measurement and prediction ofdevelopmental variations. In D. Molfese and V.Molfese (Eds). Developmental Variations in

Language and Learning: Applications to Social,Executive Function, Language, and Reading Skills.Mahwah, NJ: Lawrence Erlbaum Associates.

Gupta, L., Phegley, J., & Molfese, D.L. (2002).Robust classification of evoked potentials throughsignal transformations and combinations. In RecentResearch Developments in Biomedical Engineering.Transworld Research Network, Kerala, India.

Gupta, L., Phegley, J. & Molfese, D.L. (2002).Parametric Classification of Multichannel AveragedEvent-Related Potentials. IEEE Transactions onBiomedical Engineering, 49, 905-911. Correction,IEEE Transactions on Biomedical Engineering, 49,1070.

Molfese, D. L., Narter, D. B., & Tan-Modulem, A.M. (2002). The relationship between languagedevelopment and brain electrical activity. In D. L.Molfese & V.J. Molfese (Eds.), DevelopmentalVariations in Language and Learning: Applicationsto Social, Executive Function, Language, andReading Skills. New York: Academic Press.

Molfese, V.J., Molfese, D.L., and Modglin, A(2001). Newborn and Preschool Predictors ofSecond Grade Reading Scores: An Evaluation ofCategorical and Continuous Scores. Journal ofLearning Disabilities, 34, 545-554.

Molfese, D., Molfese, V., & Kelly, S. (2001) Theuse of brain electrophysiology techniques to studylanguage: A basic guide for the beginning consumerof electrophysiology information. LearningDisabilities Quarterly, 24, 177-188.

Molfese, D.L. and Molfese, V. (2001). Corticalelectrophysiology and language processes ininfancy. In L. Singer and P. Zeskind (Eds).Biobehavioral Assessment of the Infant. (pp 323 –340). New York: Guilford Press

Molfese, D. L., Narter, D. B., Van Matre, A. J.,Ellefson, M., & Modglin, A. (2001). Languagedevelopment during infancy and early childhood:Electrophysiological correlates. In JuergenWeissenborn and Barbara Hoehle (Eds.),Approaches to Bootstrapping in Early LanguageDevelopment. John Benjamins: Amsterdam-Philadelphia.

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Espy, K., Molfese, V., DiLalla, L., (2001). Effectsof environment on intelligence in children. Growthcurve modeling of longitudinal data. Merrill PalmerQuarterly, 47, 42-72.

Molfese, D. L (2000). Predicting Dyslexia at 8Years of Age Using Neonatal Brain Responses.Brain and Language, 72, 238-245.

Molfese, D., and Molfese, V. (2000). Predictinglearning disabilities using brain potential responsesof infants. Louisville Medicine, 48, 119-123.

Molfese, D., Molfese, D.L., and Molfese, V. (2000).Advancing brain-language models in the nextmellennium. Brain and Language, 71, 164-166.

Molfese, D. L., & Molfese, V. J. (2000). Thecontinuum of language development during infancyand early childhood: electrophysiological correlates.In C. Rovee-Collier, L. P. Lipsitt, and H. Hayne(Eds.). Progress in Infancy Research, Vol. 1. (pp251-287) Mahwah, NJ: Lawrence ErlbaumAssociates,

Molfese, D L., Molfese, V.J. & Espy, K.A. (1999).The predictive use of event-related potentials inlanguage development and the treatment of languagedisorders. Developmental Neuropsychology, 16,373-377.

Molfese, D.L. and Ellefson, M.E. (1999). The useof event-related potentials to study cognitivedisorders in patients with demyelinating diseases.Journal of Molecular Neuroscience, 13, 3. 263 -264.

Tan, A. M., Sarkari, S., & Molfese, D. L. (1998).The development of language in some neurologicaldiseases. In H. A. Whitaker & B. Stemmer (Eds.),The Handbook of Neurolinguistics. New York:Academic Press.

Molfese, D. L. (1998). Electrophysiologicalcorrelates of early speech perception and languagedevelopment during infancy and early childhood. InN. Raz (Ed.), Insights into neural foundations ofcognition from life span development perspective.Amsterdam: North Holland.

Molfese, D. L., & Narter, D. B. (1998). Cognitivedevelopment during infancy: Electrophysiological

correlates. In S. Christman (Ed.), Cerebralasymmetries in sensory and perceptual processing.Amsterdam: North Holland.

Molfese, D. and Molfese, V. (1997). Discriminationof language skills at five years of age using event-related potentials recorded at birth. DevelopmentalNeuropsychology, 13, 135-156.

Molfese, D., Molfese, V., Gill, L., and Benshoff, S.(1997). Correlates of language development:Electrophysiological and behavior measures. In H.W. Reese and M. D. Franzen (Eds.). Biological andNeuropsychological Mechanisms: Life-SpanDevelopmental Psychology. Mahwah, NJ: LawrenceErlbaum Associates

Simos, P. G., Molfese, D. L., & Brenden, R. A.(1997). Behavioral and electrophysiological indicesof voicing cue discrimination: Laterality patterns anddevelopment. Brain and Language, 57, 122-150.

Molfese, D. L., & Fox, D. R. (1997).Neurophysiology and neurogenic early brain andlanguage development. Speech and languagedisorders: Early brain and language development.American Speech and Hearing AssociationNewsletter, 7, 11-17.

Simos, P. G., & Molfese, D. L. (1997).Electrophysiological responses from a temporalorder continuum in the newborn infant.Neuropsychologia, 35, 89-98.

Simos, P. G., & Molfese, D. L. (1997). Eventrelated potentials in a two choice task involvingwithin form comparisons of pictures and words.International Journal of Neuroscience, 90, 233-254.

Molfese, D. L., Tan, A., Sarkari, S., & Gill, L. A.(1997). Prediction and intervention of school agelanguage problems using electrophysiologicalmeasures obtained at birth. In S. M. ClancyDollinger & L. DiLalla (Eds.), Assessment andintervention across the lifespan. Mahwah, NJ:Lawrence Erlbaum Associates.

Molfese, V., and Acheson, S. (1997). Infant andpreschool mental and verbal abilities: How are infantscores related to preschool scores? InternationalJournal of Behavioral Development, 20, 595-607.

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Molfese, V. and Acheson, S. (1997). When worldscollide - Assessment meets intervention. In S.Clancy Dollinger and L. DiLalla (Eds). Preventionand Intervention: Issues Across The Life-Span.Mahwah, NJ: Lawrence Erlbaum Associates.

Gupta, L., Molfese, D.L. Tammana, R. & Simos, P.G. (l996). Non-linear alignment and averaging forestimating the evoked potential. IEEE Transactionson Biomedical Engineering, vol. 43, No. 4, 348-356.

Molfese, D. L., Burger-Judisch, L., Gill, L. A.,Golinkoff, R. M., & Hirsh-Pasek, K. (1996).Electrophysiological correlates of noun-verbprocessing in adults. Brain and Language, 54, 388-413.

Molfese, D. L., Murray, K., Martin, T., Peters, C.,Tan, A., Gill, L. A., & Simos, P. G. (1996).Coordinating a research team: Developing andmaintaining a good working laboratory. In F. Leong(Ed.), The Psychology Research Handbook: Aprimer for graduate students and researchassistants. Newbury Park, CA: Sage Publishers,311-324.

Molfese, V., DiLalla, L., and Bunce, D. (1997).Prediction of the intelligence test scores of 3- to 8-year old children by home environment,socioeconomic status, and biomedical risks. Merill-Palmer Quarterly, 43, 219-234.

Molfese, V., DiLalla, L. and Lovelace, L. (1996).Perinatal, home environment, and infant measures assuccessful predictors of preschool cognitive andverbal abilities. International Journal of BehavioralDevelopment, 19, 101-119.

Samar, V. J., & Molfese, D. L. (1995).Contemporary trends in neurometric waveformanalysis. Brain and Cognition, 27, 253-255.

Gupta, L., Molfese, D. L., & Tammana, R. (1995).An artificial neural net approach to ERPclassification. Brain and Cognition, 27, 311-330.

Molfese, D. L., Gill, L.A., Simos, Panagiotis G., &Tan, A. (1995). Implications of biologicalmechanisms for assessing and modifyingdevelopment. In L. DiLalla & S. Clancy (Eds.), TheAssessment of Biological Mechanisms across the

Life Span. Mahway, NJ: Lawrence Erlbaum &Associates, 173 - 190.

Molfese, D. L. (1995). Electrophysiologicalresponses obtained during infancy and their relationto later language development: Further findings. InM. G. Tramontana & S. R. Hooper (Eds.), Advancesin Child Neuropsychology, Vol. 3. New York:Springer-Verlag, pp. 1-11.

Molfese, D. L., Simos, P. G., & Sarkari, S. (1995).Electrophysiological correlates of orthographic andphonological processing using the probe paradigm.In V. W. Berninger (Ed.), The varieties oforthographic knowledge: II. Relationships inphonology, reading, and writing. KluwerPublishing, pp. 113-150.

Molfese, V. (1995). Perinatal risks across infancyand early childhood: What are the lingering effectson high and low risk samples? In L. DiLalla and S.Clancy Dollinger (Eds). Assessment of BiologicalMechanisms Across the Life Span (pp 53-70). NewJersey: Erlbaum.

Molfese, V. and DiLalla, L. (1995). Cost-effectiveapproaches to identifying developmental delay in 4-to 7-year-old children. Early Education andDevelopment, 6, 266-277.

Molfese, V., Holcomb, L. and Helwig, S. (1994).Biomedical and social-environmental Influences onverbal abilities of children one to three years of age.International Journal of Behavioral Development,17, 271-287.

Molfese, D. L., Wetzel, W. F., & Gill, L. A. (1993).Known versus unknown word discrimination in 12-month-old human infants: Electrophysiologicalcorrelates. Developmental Neuropsychology, 3-4,241-258.

Molfese, D. and Molfese, V. (1993). Short-termand long-term developmental outcomes: The use ofbehavioral and electrophysiological measures inearly infancy as predictors. In G. Dawson and K.Fischer (Eds.). Human Behavior and BrainDevelopment. New York: Guilford.

Molfese, V., Helwig, S. and Holcomb, L. (1993).Standardized assessment of verbal intelligence inthree year old children: A comparison of biomedical

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and psychoeducational data in a longitudinal sample.Journal of Psychoeducational Assessment, 11, 56-66.

Molfese, V. (1992). NeuropsychologicalAssessment in Infancy. In I. Rapin and S.Segalowitz (Eds.). Handbook of Neuropsychology.Elsevier.

Molfese, V., Yaple, K., Helwig, S., Harris, L. andConnell, S. (1992). Stanford-Binet IntelligenceScale (4th edition): Factor structure and verbalsubscale scores for three year olds. Journal ofPsychoeducational Assessment, 10, 47-58.

Wetzel, W. F., & Molfese, D. L. (1992). Theprocessing of presuppositional informationcontained in sentences: Electrophysiologicalcorrelates. Brain and Language, 42, 286-307.

Molfese, D. L. (Guest Ed.). (1992). Special issues:Neuroelectrical correlates of infant cognition.Developmental Neuropsychology 8(2-3), 115-323.

Molfese, D. L., & Wetzel, W. F. (1992). Short andlong term memory in 14 month old infants:Electrophysiological correlates. DevelopmentalNeuropsychology, 8(2-3), 135-160.

Molfese, D. L., Burger-Judisch, L. M., & Hans, L.L. (1991). Consonant discrimination by newborninfants: Electrophysiological differences.Developmental Neuropsychology, 7, 177- 195.

Molfese, D. L. (1991). Developmental changes innon-human primate patterns of brain lateralizationfor speech perception. In N. Krasnegor (Ed.),Biobehavioral Foundations of LanguageDevelopment (pp. 189-208). Mahwah, NJ:Lawrence Erlbaum.

Molfese, D. L., & Burger-Judisch, L. (1991).Evidence for dynamic processes in the developmentfor lateralization. In F. Kitterle (Ed.), CerebralLateralization New York: Wiley, pp. 71-102.

Molfese, D. L. (1990). Auditory evoked responsesrecorded from 16-month-old human infants to wordsthey did and did not know. Brain and Language, 38,345-363.

Molfese, D. L., Morris, R. D., & Romski, M. A.(1990). Semantic discrimination in nonspeakingyoungsters with moderate or severe retardation:Electrophysiological correlates. Brain andLanguage, 38, 61-74.

Molfese, D. L., Morse, P. A., & Peters, C. J. (1990).Auditory evoked responses from infants to namesfor different objects: Cross modal processing as abasis for early language acquisition. DevelopmentalPsychology, 26, 780-795.

Molfese, D. L., & Peters, C. (1990). Laterality,manual dominance and asymmetry as factors inchildren’s visuo-motor control. In C. Bard, M.Fleury, & L. Hay (Eds.), Development of Eye- HandCoordination Across the Life Span. Asterdam:Elsevier.

Molfese, V. and Holcomb, L. (1989). Predictinglearning and other developmental disabilities:Assessment of reproductive and caretakingvariables.. In N. Paul (Ed.). Research In InfantAssessment, Vol. 25 (pp 1-23). March of DimesBirth Defects Foundation.

Molfese, D. L. (1989). Electrophysiologicalcorrelates of word meanings in 14-month-old humaninfants. Developmental Neuropsychology, 5, 79-103.

Molfese, D. L. (1989). The use of auditory evokedresponses recorded from newborns to predict laterlanguage skills. In N. Paul (Ed.), Research in InfantAssessment. White Plains: March of Dimes, 68-81.

Molfese, D. and Molfese, V. (1988). Languagedevelopment and biological programming. In M.Landsberg (Ed.). Language Processes andBiological Functioning. Mouton: Amsterdam.

Molfese, D. and Molfese, V. (1988). Righthemisphere responses from preschool children totemporal cues to speech and nonspeech materials:Electrophysiological correlates. Brain andLanguage, 33, 245-259.

Molfese, D. L. (1988). Evoked Potential Analysisand Collection System. U.S.A. Copyright.

Molfese, D. L., & Adams, C. (1988). Auditoryevoked responses as an index of laterality: Findings

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from studies of speech perception. In K. Hugdahl(Ed.), Handbook of Dichotic Listening: Theory,Methods, and Research. New York: John Wiley,pp. 375-395.

Molfese, D. L., & Betz, J. C. (1988).Electrophysiological indices of the earlydevelopment of lateralization for language andcognition and their implications for predicting laterdevelopment. In D. L.

Molfese and S. J. Segalowitz (Eds.), TheDevelopmental Implications of Brain Lateralizationfor Language and Cognitive Development. NewYork: Guilford Press, pp. 171- 190.

Molfese, D. and Molfese, V. (1987). Predicting laterlanguage development based on responses recordedat birth. In A. Glass (Ed.). Individual Differences inHemispheric Specialization. New York: PlenumPress.

Molfese, D. L. (1987). Auditory evoked responsesto temporal cues in speech and non-speech stimuli:Correlates of categorical perception. In S. Harnad(Ed.), Categorical Perception. London: CambridgeUniversity Press, 421-443.

Molfese, D., & Searock, K. (1986). The use ofauditory evoked responses at one year of age topredict language skills at 3 years. Australian Journalof Communication Disorders, 14, 35-46.

Molfese, D. L., & Molfese, V. J. (1986).Psychophysiological indices of early cognitiveprocesses and their relationship to language. In J. E.Obrzut & G. W. Hyrd (Eds.), ChildNeuropsychology: Theory and Research, Vol. 1, Pp.95-115. New York: Academic Press.

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BRAIN MORPHOLOGY ANDNEUROLINGUISTIC ABILITY IN DYSLEXIA:Dr. George Hynd - University of Georgia

NICHD GRANT: Brain Morphology andNeurolinguistic Ability in DyslexiaGRANT #: RO1 HD 26890-07

Publications Resulting from NICHD Funding (1993– present)

PUBLICATIONS (Chapters)

Hynd, G.W., Clinton, A., & Hiemenz, J. (1999).Neuropsychological basis of learning disabilities. InR. J. Sternberg & L. Spear-Swerling (Eds.).Perspectives on learning disabilities. WestviewPress, Inc.

Hiemenz, J. R., Hynd, G.W., & Jimenez, M. (1999).Neuropsychological and cognitive sequelae ofseizure disorders in the school-aged child. In R.Brown (Ed.). Cognitive aspects of chronic illness inchildren. New York: Guilford Publications, Inc.

Hynd, G.W., Hooper, S.R., & Takahashi, T. (1998).Dyslexia and language-based learning disabilities.In C.E. Coffey & R.A. Brumback (Eds.). Textbookof pediatric neuropsychiatry. Washington, D.C.:American Psychiatric Press, Inc.

Hynd, G.W., Cohen, M.J., Riccio, C.A., &Arceneaux, J.M. (1998). Neuropsychological basisof intelligence and The WISC-III. In A. Prifitera &D. Saklofske (Eds.). WISC-III: A scientist-practitioner perspective. San Antonio, TX: ThePsychological Corporation, Inc.

Kral, M., Nielsen, K., & Hynd, G.W. (1998).Historical conceptualization of developmentaldyslexia: Neurolinguistic contributions from the19th and early 20th centuries. In R. Licht, A.Bouma, W. Slot, & W. Koops (Eds.). Childneuropsychology. Delft: The Netherlands, EburonPublishers.

Hynd, G.W. & Hiemenz, J. (1997). Dyslexia andgyral morphology variation. In C. Hulme & M.Snowling (Eds.). Dyslexia: Biology, cognition, andintervention. London: Whurr.

Riccio, C.A., Hynd, G.W., & Cohen, M.J. (1996).Etiology and neurobiology of Attention-DeficitHyperactivity Disorder. In W. Bender (Ed.).Understanding ADHD. Columbus, OH: MerrillPublishing Co.

Hynd, G.W., Hall, L.J., Marshall, R., & Edmonds,J.E. (1995). Learning disabilities: Neuroanatomicasymmetries. In R. Davidson, & K. Hugdahl (Eds.).Brain asymmetry. Cambridge, MA: MIT Press.

Riccio, C.A., & Hynd, G.W. (1995).Developmental language disorders and Attention-Deficit Hyperactivity Disorder. In M.A. Mastropieri& T.E., Scruggs (Eds.). Advances in learning andbehavioral disabilities. Greenwitch, CT: JAI Press.

Hooper, S.R., Berry-Sawyer, K., Howard, J., List,F., & Hynd, G.W. (1994). Children with cognitiveimpairment. In F.R. Brown & N. Elksnin (Eds.).An introduction to developmental disabilities: Aneurodevelopmental perspective. New York:Singular Publishing Company.

Hynd, G.W., & Semrud-Clikeman, M. (1993).Developmental considerations in cognitiveassessment of young children. In J.L. Culbertson &D.J. Willis (Eds.), Testing young children. Austin,TX: Pro-Ed Publishers.

Marshall, R.M., & Hynd, G.W. (1993).Neurological basis of learning disabilities. In W.N.Bender (Ed.). Best practices in learning disabilities:A guide for professionals. North Potomac, MD:Andover Medical Publisher.

Semrud-Clikeman, M., & Hynd, G.W. (1993).Brain-behavior relationships in dyslexia. In N.Jordan & J. Phillips (Ed.). New directions inlearning disabilities: Assessment and methods.Needham Heights, MA: Allyn & Bacon Publishers,Inc.

Lorys, A.R., Hynd, G.W., Lyytinen, H., & Hern, K.(1993). Etiology of Attention-Deficit HyperactivityDisorder (ADHD). In J.L. Matson (Ed.).Hyperactivity in Children: A handbook. PergamonPress, Inc.

PUBLICATIONS (Refereed Journal Articles)

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Pineda, D., Restrepo, M.A., Sarmiento, R.J.,Gutierrez, J.E., Vargas, S., Quiroz, Y.T., & Hynd,G.W. (In press). Quantitative MRI of the caudateNucleus head in Colombian children with ADHD.Journal of Child Neurology.

Kibby, M., Cohen, M.J., & Hynd, G.W. (In press).Clock face drawing in children with attention-deficithyperactivity disorder. Archives of ClinicalNeuropsychology.

Foster, L. M., Hynd, G.W., Morgan, A.E., &Hugdahl, K. (2002). Planum temporale asymmetryand ear advantage in dichotic listening indevelopmental dyslexia and attention-deficithyperactivity disorder (ADHD). Journal of theInternational Neuropsychological Society (JINS). 8,22-36.

Tantillo, M., Kesick, C.M., Hynd, G.W., &Dishman, R.K. (2001). The effects of exercise onchildren Attention-Deficit Hyperactivity Disorder.Medicine & Science in Sports & Exercise. 34, 203-212.

Riccio, C.A., & Hynd, G.W. (2000). Measurablebiological substrates to verbal-performancedifferences in Wechsler Scores. School PsychologyQuarterly, 15, 386-399.

Hiemenz, J.R., & Hynd, G.W. (2000). Sulcal/gyralpattern morphology of the perisylvian languageregion in developmental dyslexia. Brain andLanguage, 74, 113-133.

Kroese, J.M., Hynd, G.W., Knight, D., Hiemenz,J.R., & Hall, J. (2000). Clinical appraisal ofspelling ability and its relationship to phonemicawareness (blending, segmenting, elision, andreversal), phonological memory, and reading inreading disabled, ADHD, and normal children.Reading and Writing, 13, 105-131.

Semrud-Clikeman, M., Guy, K., Griffin, J.D., &Hynd, G.W. (2000). Rapid naming deficits inchildren and adolescents with reading disabilitiesand attention-deficit hyperactivity disorder. Brainand Language, 74, 70-83.

Morgan, A.E., & Hynd, G.W. (1998). Dyslexia,neurolinguistic ability, and anatomical variation of

the planum temporale. Neuropsychology Review, 8,79-93.

Lombardino, L.J., Riccio, C.A., & Hynd, G.W.(1997). Linguistic and associated phonologicaldeficits in children with reading disabilities.American Journal of Speech-Language Pathology, 6,71-78.

Vaughn, M, Riccio, C.A., Hynd, G. W, & Hall, J.(1997). Diagnosing ADHD: Predominantlyinattentive and combined subtypes: Discriminantvalidity of the Behavior Assessment System forChildren (BASC) and the Achenbach Parent andTeacher Scales. Journal of Clinical ChildPsychology, 26, 349-357.

Marshall, R.M., Hynd, G.W., Handwerk, M.J., &Hall, J. (1997). Academic underachievement inADHD subtypes. Journal of Learning Disabilities,30, 635-642.

Semrud-Clikeman, M., Hooper, S., Hynd, G.W., &Hern, K. (1996). Prediction of group membershipin developmental dyslexia, Attention DeficitHyperactivity Disorder (ADHD), and normalcontrols using brain morphometric analysis of MRI.Archives of Clinical Neuropsychology, 11,

Morgan, A.E., Hynd, G.W., Riccio, C.A., & Hall, J.(1996). Validity of DSM-IV ADHD predominantlyinattentive and combined types: Relationship toprevious DSM diagnoses/subtype differences.Journal of the American Academy of Child andAdolescent Psychiatry, 35, 55-62.

Riccio, C.A., & Hynd, G.W. (1966).Neuroanatomical and neurophysiological aspects ofdyslexia. Topics in Language Disorders, 16, 1-13.

Hynd, G.W., Hall, J., Novey, E.S., Eliopulos, D.,Black, K., Gonzalez, J.J., Edmonds, J.E., Riccio, C.,& Cohen, M. (1995). Dyslexia and corpus callosummorphology. Archives of Neurology, 52, 32-38.

Hynd, G.W., Morgan, A., Edmonds, J.E., Black, K.,Riccio, C. & Lombardino, L. (1995). Readingdisabilities, comorbid psychopathology and thespecificity of neurolinguistic deficits.Developmental Neuropsychology, 11, 311-322.

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Riccio, C.A., & Hynd, G.W. (1995). Contributionsof neuropsychology to our understanding ofdevelopmental reading problems. SchoolPsychology Review, 24, 415-425.

Gonzalez, J.J., & Hynd, G.W. (1995).Internalizing/externalizing symptomology insubtypes of Attention-Deficit HyperactivityDisorder. Research in the Schools, 2, 17-26.

Riccio, C.A., Hynd, G.W., Molt, L., Hall, J., &Cohen, M. (1994). Comorbidity of central auditoryprocessing disorder and attention deficithyperactivity disorder. Journal of The AmericanAcademy of Child and Adolescent Psychiatry, 33,849-857.

Riccio, C.A., Hall, J., Morgan, A., Hynd, G.W.,Gonzalez, J., & Marshall, R.M. (1994). Executivefunction and the Wisconsin Card Sorting Test:Relationship with behavioral ratings and cognitiveability. Developmental Neuropsychology, 10, 215-229.

Stanford, L.D., & Hynd, G.W. (1994). Congruenceof behavioral symptomatology in children withADD/H, ADD/WO, and learning disabilities.Journal of Learning Disabilities, 27, 243-253.

Hynd, G.W., Hern, K.L., Novey, E.S., Eliopulos, D.,Marshall, R., Gonzalez, J., & Voeller, K.K.S.(1993). Attention deficit hyperactivity disorder(ADHD) and asymmetry of the caudate nucleus.Journal of Child Neurology, 8, 339-347.

Riccio, C.A., & Hynd, G.W. (1993).Developmental language disorders in children:Relationship with learning disabilities and attentiondeficit hyperactivity disorder. School PsychologyReview, 22, 693-706.

Leonard, C., Voeller, K.K.S., Lombardino, L.,Alexander, A., Anderson, H., Morris, M.,Garofalakis, M., Hynd, G.W., Honeyman, J., Mao,J., Agee, F., & Staab, E. (1993). Anomalouscerebral morphology in dyslexia revealed with MRIimaging. Archives of Neurology, 50, 461-469.

Riccio, C.A., Hynd, G.W., Cohen, M.J., &Gonzalez, J.J. (1993). Neurological basis ofattention deficit hyperactivity disorder. ExceptionalChildren, 60, 118-124.

Semrud-Clikeman, M., Hynd, G.W., & Lahey, B.B.(1993). Differential diagnosis of children withADD/H and ADD/With co-occurring conductdisorder: Discriminate validity of neurocognitivemeasures. School Psychology International, 14,361-370.

Hooper, S.R., Boyd, T.A., Hynd, G.W., & Rubin, J.(1993). Definitional issues and neurobiologicalfoundations of selected severe neurodevelopmentaldisorders. Archives of Clinical Neuropsychology, 8,279-307.

Hooper, S.R., & Hynd, G.W. (1993).Neuropsychologial basis of disorders affectingchildren and adolescents. Journal of Clinical ChildPsychology, 22, 138-140.

PAPER PRESENTATIONS (Refereed PublishedAbstracts)

Craggs, J., Sanchez, J., Kibby, M., & Hynd, G.W.(2001, November). A case study of familial dyslexialinking brain morphology and neuropsychologicaltest performance. Paper presented at the AnnualMeeting of the National Academy ofNeuropsychology, San Francisco, CA.

Miller, C.J., Kibby, M., & Hynd, G.W. (2001,November). Familial dyslexia: A link betweengenetics, brain morphology and neuropsychologicalfunctioning. Paper presented at the Annual Meetingof the National Academy of Neuropsychology, SanFrancisco, CA.

Skalicky, A.E., Page, R., Kibby, M.Y., & Hynd,G.W. (2001, November). Early visual processing,rapid-naming and phonological processing aspredictors of reading rate with dyslexic and normalreading children. Paper presented at the AnnualMeeting of the National Academy ofNeuropsychology, San Francisco, CA.

Sanchez, J., & Hynd, G.W. (2001, November). Thecorpus callosum in functional lateralization:Hemispheric activation or inhibition? Paperpresented at the Annual Meeting of the NationalAcademy of Neuropsychology, San Francisco, CA.

Kibby, M.Y., Kroese, J., Cohen, M., & Hynd, G.W.(2001, April). The relationship between pars

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triangularis morphology and verbal short-termmemory functioning in children with readingdisabilities. Paper presented at the FifthInternational Meeting of the British DyslexiaAssociation, York, England.

Skalicky, A.A., Kibby, M. & Hynd, G.W. (2001,February). Developmental dyslexia: Familypresentation and relation to gyral morphology.Paper presented at the Annual Meeting of theInternational Neuropsychological Society, Chicago,IL.

Kral, M., Kibby, M., Skalicky, A., & Hynd, G.W.(2000, November). Neuropsychologicalperformance of children with ADHD or readingdisability: Effects of gender and diagnosticgrouping. Paper presented at the National Academyof Neuropsychology, Orlando.

Kral, M., Kibby, M., Johnson, L., & Hynd, G.W.(2000, November). Behavior problems amongchildren with ADHD and/or reading disability.Paper presented at the National Academyof Neuropsychology, Orlando.

Kibby, M., Kral, M., & Hynd, G.W. (2000, June).Development of phonological processing in childrenwith and without reading deficits. Paper presentedat the Annual Meeting of the Society for theScientific Study of Reading, Stockholm.

Kibby, M., Morgan, A., Cohen, J., Hynd, G.W., &Kral, M. (2000, June). The relationship betweenplanum temporale morphology and memoryfunctioning mimics that of linguistic functioning.Paper presented at the Annual Meeting of theSociety for the Scientific Study of Reading,Stockholm.

Hynd, G.W. (2000, June). Neural correlates ofdyslexia. Paper presented at the InternationalCongress of Psychology, Stockholm.

Hynd, G.W., Foster, L., Hygdahl, K., & Morgan, A.(2000, June). Planum temporale asymmetry anddichotic ear advantage in dichotic listening indevelopmental dyslexia. Paper presented at theInternational Congress of Psychology, Stockholm.

Page, R., Hales, J., Hynd, G.W. & Skalicky, A.A.(2000, June). Reading disabilities and phonological

processes in children with specific languageimpairment (SLI). Paper presented at theInternational Congress of Psychology, Stockholm.

Hynd, G.W., Cohen, M., Riccio, C., Vaughn-Powell,M. (2000, June). Working memory deficits inchildren with Attention-Deficit HyperactivityDisorder (ADHD). Paper presented at theInternational Congress of Psychology, Stockholm.

Hynd, G.W., & Riccio, C.A. (1999, June). Planaand gyral morphology in familial dyslexia:Relationship to neurolinguistic deficits. Paperpresented at the International NeuropsychologicalSociety, Durban, South Africia.

Hiemenz, J.R., Cohen, M.J., Hynd, G.W., & Riccio,C.A. (1999, February). Auditory sequencing andthe morphology of the posterior perisylvian gyri.Paper presented at the InternationalNeuropsychological Society, Boston.

Kroese, J., & Hynd, G.W. (1999). Involvement ofthe pars triangularis in dyslexia. Paper presented atthe International Neuropsychological Society,Boston.

Kroese, J.M., Hynd, G.W., & Knight, D. (1998,November). Impact of phonological processing onspelling ability. Paper presented at the AmericanSpeech-Language-Hearing Association, SanAntonio.

Nielsen, K. H., Grant, J., Heringa, M., & Hynd, G.(1998, October). Internalizing disorders in childrenwith dyslexia: A neuropsychological perspective.Paper presented at the National Academy ofNeuropsychology, Washington, D.C.

Kral, M., Kroese, J.M., Clinton, A., & Hynd, G.W.(1998, October). Exploring the construct validity ofthe Boston Naming Test with a sample of 8-12 yearold children. Paper presented at the NationalAcademy of Neuropsychology, Washington, D.C.

Hiemenz, J.R., Cody, A.H., Nielsen, K.H., & Hynd,G.W. (1998, February). Sex and handednessdifferences in left Sylvian fissure morphology andprediction of reading ability. Paper presented at theInternational Neuropsychological Society, Honolulu.

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Cody, A.H., Kral, M.C., Hiemenz, J.R., & Hynd,G.W. (1998, February). Sylvian fissuremorphology in dyslexics and their parents. Paperpresented at the International NeuropsychologicalSociety, Honolulu.

Nielsen, K.H., Morgan, A.E., Hynd, G.W., &Hiemenz, J.R. (1998, February). Atypical planumtemporale asymmetry in children with highlysignificant PIQ > VIQ WISC-III splits. Paperpresented at the International NeuropsychologicalSociety, Honolulu.

Foster, L.M., Riccio, C., Hynd, G.W., Morgan, A.,& Vaughn, M. (1998, February). Planum temporaleasymmetry and ear advantage in dichotic listening.Paper presented at the InternationalNeuropsychological Society, Honolulu.

Clinton, A.B., Kroese, J.M., Morgan, A.E., & Hynd,G.W. (1998, February). Is reversed planumtemporal asymmetry associated with languageimpairment? Paper presented at the InternationalNeuropsychological Society, Honolulu.

Vaughn, M., Riccio, C.A., Hynd, G.W., & Foster,L.M. (1998, February). Executive dysfunction inaggression: Is the WCST assessing executivefunctioning or verbal mediation? Paper presentedat the International Neuropsychological Society,Honolulu.

Hynd, G.W. (1997, November). Dyslexia andpsychiatric comorbidity. Paper presented at theannual meeting of the Orton Dyslexia Society,Minneapolis.

Hiemenz, J., Cody, H.A., Nielsen, K., & Hynd,G.W. (1997, November). Morphology of thelanguage cortex in developmental dyslexia. Paperpresented at the annual meeting of the NationalAcademy of Neuropsychology, Las Vegas.

Nielsen, K., Hynd, G.W., & Hiemenz, J. (1997,November). Planum temporale asymmetry and VIQ> PIQ/PIQ > VIQ splits on the WISC-III. Paperpresented at the National Academy ofNeuropsychology, Las Vegas.

Morgan, A.E., & Hynd, G.W. (1997, February).Atypical planam temporale asymmetry: Is itassociated specifically with dyslexia or weak

linguistic abilities? Paper presented at the annualmeeting of the International NeuropsychologicalSociety, Orlando.

Riccio, C.A., Jemison, S., Vaughn, M., & Hynd,G.W. (1996, November). Neurodevelopmentaldifferences on rapid naming tasks. Paper presentedat the annual meeting of the National Academy ofNeuropsychology, New Orleans.

Hynd, G.W. (1996, June). Neuroimaging ofstructural and functional processes in dyslexia.Paper presented at the Eighth World Congress of theInternational Organization of Psychophysiology,Tampere, Finland.

Berkelhammer, L.D., Hynd, G.W., & Hall, J. (1996,June). The specificity of phonological codingdeficits in children with dyslexia. Paper presented atthe 5th annual meeting of the MassachusettsNeuropsychological Society, Boston.

Hynd, G.W., Hiemenz, J.R., Hall, L.J., Vaughn, M.,& Cody, H. (1996, June). Gyral morphology in thebilateral perisylvian cortex in dyslexia. Paperpresented at the International NeuropsychologicalSociety, Veldhoven, The Netherlands.

Hynd, G.W. (1996, January). Brain imaging inADHD and learning disabilities: Research andclinical practice. Paper presented at the Pacific RimConference on Developmental Disabilities,Honolulu.

Hall, L.J., Hynd, G.W., Cohen, M., & Riccio, C.A.(1996, February). ADHD subtypes: MRImorphometric analysis of the corpus callosum.Paper presented at the InternationalNeuropsychological Society, Chicago.

Riccio, C.A., Hall, J., Morgan, A., & Hynd, G.W.(1995, November). Relationship of the WisconsinCard Sorting Test with cognitive ability andbehavioral ratings with children. Paper presented atthe annual meeting of the National Academy ofNeuropsychology, San Francisco.

Riccio, C.A., Vaughn, M., Morgan, A., Hall, J., &Hynd, G.W. (1995, November). Auditoryprocessing of children with ADHD. Paper presentedat the annual meeting of the National Academy ofNeuropsychology, San Francisco.

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Cohen, M., Riccio, C., Hynd, G.W., & Hall, J.(1994, November). Neuropsychological profiles andincidence of ADHD in children with SLI. Paperpresented at the annual meeting of the AmericanSpeech-Language-Hearing Association, NewOrleans.

Riccio, C.A., Hynd, G.W., Hall, L., Molt, L., &Cohen, M. (1994, March). Comorbidity of ADHDand CAPD. Paper presented at the annual meetingof the National Association of School Psychologists,Seattle.

Riccio, C.A., Molt, L.F., Hynd, G.W., & Cohen,M.J. (1993, November). Performance of childrenwith central auditory processing disorder and/orAttention Deficit Hyperactivity Disorder on theStaggered Spondaic Word Test and other centralauditory measures. Paper presented at the AnnualMeeting of the SSW Study Group, AmericanSpeech-Language-Hearing Association, Anaheim.

Riccio, C., Marshall, R., Hall, J., Hynd, G.W.,Morgan, A., & Gonzalez, J. (1993, October). TheWisconsin Card Sorting Test (WCST): Relationshipwith behavioral ratings and cognitive ability inchildren. Paper Presented at the Annual Meeting ofthe National Academy of Neuropsychology,Phoenix.

Hynd, G.W., Hall, J., Black, K., Gonzalez, J.,Riccio, C., & Cohen, M. (1993, June). Corpuscallosum morphology in developmental dyslexia.Paper presented at the Annual Meeting of theEuropean International Neuropsychological Society,Maderia, Portugal.

Cohen, M., Riccio, C., & Hynd, G.W. (1993, June).Expressive aprosodia following stroke to the rightbasal ganglia. Paper presented at the AnnualMeeting of the European InternationalNeuropsychological Society, Maderia, Portugal.

Riccio, C., Molt, L., Hall, J., Hynd, G.W., & Cohen,M. (1993, June). SSW performance of childrenwith central auditory processing disorder (CAPD)and/or ADHD. Paper presented at the AnnualMeeting of the European InternationalNeuropsychological Society, Maderia, Portugal.

Hynd, G.W., Lombardino, L., & Gonzalez, J.J.(1992, November). Neurolinguistic deficits anddeviations in brain morphology in readingdisabilities. Paper presented at the AmericanSpeech-Language-Hearing Association, SanAntonio.

Hynd, G.W. (1992, November). Brain morphologyin attention deficit hyperactivity disorder. Paperpresented at the Annual Meeting of the AmericanSpeech-Language-Hearing Association, SanAntonio.

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THE GEORGETOWN CENTER FOR THESTUDY OF LEARNING: Dr. Guivevere Eden -Georgetown University

Peer Reviewed Journal Articles

Eden, G. F., Joseph, J. E., Brown, H. E., Brown, C.P. and Zeffiro, T. A. (1999). Utilizing hemodynamicdelay and dispersion to detect fMRI signal changewithout auditory interference: The behaviorinterleaved gradients technique. MagneticResonance in Medicine. 41 (1): 13-20.

Zeffiro, T. and Eden, G. (2000). The neural basis ofdevelopmental dyslexia. Annals of Dyslexia. 50 3-30.

Joseph, J. E., Noble, K. and Eden, G. F. (2001). Theneurobiological basis for reading. Journal ofLearning Disabilities. 34 (6): 566-579.

Turkeltaub, P. E., Eden, G. F., Jones, K. M. andZeffiro, T. A. (2002). Meta-analysis of thefunctional neuroanatomy of single-word reading:method and validation. Neuroimage. 16 (3 Pt 1):765-80.

Eden, G. F., Stein, J. F., Wood, H. M. and Wood, F.B. (in press). Clock drawing in reading disabledchildren. Journal of Learning Disabilities.

Book Chapters and Invited Articles

Eden, G. F. and Zeffiro, T. A. (1999). FunctionalNeuroimaging in developmental dyslexia. In C.Moonen, Bordeaux, and P. A. Bandettini (Eds.).Medical Radiology: Diagnostic Imaging andRadiation Oncology, Berlin-Heidelberg: Springer-Verlag: 551-561.

Eden, G. F. and Zeffiro, T. A. (1999). Techniquesfor Functional Neuroimaging: Functional magneticresonance imaging (fMRI). In J.M. Rumsey and M.Ernst (Eds.). The Foundation and Future ofFunctional Neuroimaging in Child Psychiatry,Cambridge University Press.

Comments

Eden, G. F. and Zeffiro, T. A. (2000). The possiblerelationship between visual deficits and dyslexia:Examination of a critical assumption - Comments on

Skottun and Parke. Journal of Learning Disabilities.32 (5): 378.

Review Articles

Zeffiro, T. and Eden, G. (2000). What's the matter?White matter? Neuron. 25 (2): 257-9.

Zeffiro, T. and Eden, G. (2001). The cerebellum anddyslexia: perpetrator or innocent bystander? Trendsin Neurosciences. 24 (9): 512-3.

Eden, G. F. and Moats, L. (2002). The role ofneuroscience in the remediation of students withdyslexia. Nature Neuroscience. 5 Suppl: 1080-4.

Submitted for Review

Flowers, D. L., Zeffiro, T. A., VanMeter, J., Noble,K., Jones, K., Wood, F. B. and Eden, G. F.Extrastriate representation of letter discrimination.Submitted to Human Brain Mapping.

Agnew, J. A., Dorn, C. and Eden, G. F.. Effect ofintensive training on rapid temporal processing.Submitted to Brain and Language.

Eden, G. F., Lansdale, M., Crain, K., Cappell, K.and LaSasso, C. Functional neuroanatomy ofreading in cued and spoken English. Submitted toNature Neuroscience.

Eden, G. F., Zeffiro, T. A., Jones, K., Cappell, K.,Gareau, L., Dietz, N., Agnew, J., Wood, F. B.,VanMeter, J. and Flowers, D. L. Functionalneuroanatomy of reading remediation in dyslexia.Submitted to Nature Neuroscience.

Lin, F.-H., Agnew, J., Zeffiro, T. A., Eden, G. F.,McIntosh, A. R. and Belliveau, J. W. (2000).Movement rate modulation of cortical motorsystems investigated with partial least squareanalysis. Submitted to NeuroImage.

Turkeltaub, P. E., Gareau, L., Flowers, D. L.,Zeffiro, T. and Eden, G. The functionalneuroanatomy of reading acquisition. Submitted toNature Neuroscience.

Agnew, J. A., Eden, G. F. and Zeffiro, T. A. Lefthemisphere specialization for the control of variable

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rate voluntary movement. Submitted to CerebralCortex.

Dietz, N., Jones, K. M., Gareau, L., Zeffiro, T. A.and Eden, G. F. The role of the left posterior ventralfusiform cortex in phonological decoding: Afunction MRI study. Submitted to Brain.

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BASES OF NORMAL AND DISORDEREDREADING: Dr. Frank Manis - University ofSouthern California

Publications from University of Southern CaliforniaProjectsFunded by NICHD (1996-present)

Manis, F. R., McBride-Chang, C., Seidenberg, M.S., Keating, D., Doi, L. M., Munson, G., & Peterson,A. (1997). “Are speech perception deficitsassociated with developmental dyslexia?” Journal ofExperimental Child Psychology, 66, 211-235.

Harm, M., & Seidenberg, M. S. (1999). Readingacquisition, phonology, and dyslexia: Insights froma connectionist model. Psychological Review, 106,491-528.

Manis, F. R., Seidenberg, M. S., & Doi, L. M.(1999). See Dick RAN: Rapid naming and thelongitudinal prediction of reading subskills in firstand second graders. Scientific Studies of Reading,3, 129-158.

Manis, F. R., Seidenberg, M. S., Stallings, L.,Joanisse, M. F., Bailey, C., & Freedman, L. (1999).Development of dyslexic subtypes: A one yearfollow-up. Annals of Dyslexia, 49, 105-134.

Manis, F. R., Doi, L. M., & Bhadha, B. (2000).Naming speed, phonological awareness andorthographic knowledge in second graders. Journalof Learning Disabilities, 33, 325-333.

Joanisse, M. F., Manis, F. R., Keating, P., &Seidenberg, M. S. (2000). Language deficits indyslexic children: Speech perception, phonology andmorphology. Journal of Experimental ChildPsychology, 77, 30-60.

Curtin, S., Manis, F. R., & Seidenberg, M. S. (2001).Spelling errors in subtypes ofdevelopmental dyslexia. Reading and Writing: AnInterdisciplinary Journal, 14, 521-554.

Manis, F. R., & Freedman, L. (2001). Therelationship of naming speed to multiple readingmeasures in disabled and normal readers (pp. 65-92).In: M. Wolf (Ed.), Dyslexia, fluency and the Brain.Timonium, MD: York Press.

Seidenberg, Mark S. (2002). Using connectionistmodels to understand reading acquisition anddyslexia. British Journal of Educational PsychologyMonograph Series II: Learning and TeachingReading, 1, 75-88.

Strain, E., Patterson, K.E., & Seidenberg, M.S.(2002). Theories of word naming interact withspelling-sound consistency. Journal of ExperimentalPsychology: Learning, Memory & Cognition, 28,207-214.

Zevin, J., & Seidenberg, M.S. (2002). Age ofacquisition effects in reading and other tasks.Journal of Memory and Language, 47, 1-29.

Harm, M., & Seidenberg, M.S. (in press).Computing the meanings of words in reading:Division of labor between visual and phonologicalprocesses. Psychological Review.

Joanisse, M., & Seidenberg, M.S. (in press).Phonology and syntax in SLI: Evidence from aconnectionist model. Brain and Language.

McCandliss, B., Harm, M., & Seidenberg, M.S. (inpress). Modeling the successes and failures ofinterventions for disabled teaders. Scientific Studiesof Reading.

Sperling. A. J., Lu, Z.L., Manis, F. R., andSeidenberg, M. S. (in press). Selectivemagnocellular deficits in dyslexia: a “phantomcontour” study. Neuropsychologia.

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LANGUAGE PROCESSING ANDFOVEAL/PARAFOVEAL CODES DURINGREADING: Dr. Keith Rayner - University ofMassachusetts

Books:

Rayner, K. and Pollatsek, A. The psychology ofreading. Prentice-Hall, 1989; reprinted in 1995 byErlbaum.

Edited Books and Monographs:

Balota, D. A., Flores d'Arcais, G. B., and Rayner, K.Comprehension processes in reading. Hillsdale, NJ:Erlbaum, 1990.

Clifton, C.E., Frazier, L., and Rayner, K.Perspectives on sentence processing. Hillsdale, NJ:Erlbaum, 1994.

Rayner, K. Visual cues in word recognition andreading. Special issues of the journal VisibleLanguage, 1981.

Rayner, K. Eye movements in reading: Perceptualand language processes. Academic Press, 1983.

Rayner, K. Eye movements and visual cognition:Scene perception and reading. Springer-Verlag,1992.

Publications:

1978

Rayner, K. Eye movements in reading andinformation processing. Psychological Bulletin,1978, 85, 618-660.

Rayner, K. Foveal and parafoveal cues in reading.In J. Requin (Ed.), Attention and Performance VII.Hillsdale, NJ: Erlbaum, 1978.

Rayner, K. Eye movement latencies forparafoveally presented words. Bulletin of thePsychonomic Society, 1978, 11, 13-16.

Rayner, K., & Posnansky, C. J. Stages of processingin word identification. Journal of ExperimentalPsychology: General, 1978, 107, 64-80.

Rayner, K., & Posnansky, C. J. Learning to read:Visual cues to word recognition. In A. M. Lesgold,J. W. Pellegrino, S. D. Fokkema, & R. Glaser (Eds.),Cognitive psychology and instruction. New York:Plenum, 1978.

Rayner, K., McConkie, G. W., & Ehrlich, S. Eyemovements and integrating information acrossfixations. Journal of Experimental Psychology:Human Perception and Performance, 1978, 4, 529-544.

Posnansky, C. J., & Rayner, K. Visual vs. phonemiccontributions to the importance of the initial letter inword identification. Bulletin of the PsychonomicSociety, 1978, 11, 188-190.

Pirozzolo, F. J., & Rayner, K. Disorders ofoculomotor scanning and graphic orientation indevelopmental Gerstmann Syndrome. Brain andLanguage, 1978, 5, 119-126.

1979

Rayner, K. Eye guidance in reading: Fixationlocations in words. Perception, 1979, 8, 21-30.

Rayner, K. Eye movements and cognitivepsychology: On-line computer approaches tostudying visual information processing. BehaviorResearch Methods and Instrumentation, 1979, 11,164-171.

Rayner, K. Eye movements in reading: Eyeguidance and integration. In P. A. Kolers, M.Wrolstad, & H. Bouma (Eds.), Processing of VisibleLanguage I. New York: Plenum, 1979.

Rayner, K., & Bertera, J. H. Reading without afovea. Science, 1979, 206, 468-469.

Rayner, K. Semantic processing of words in fovealand parafoveal vision. In M. Gruneberg, P. Morris,& B. Sykes (Eds.), Practical aspects of memory.London: Academic Press, 1979.

Pirozzolo, F. J., & Rayner, K. Cerebral organizationand reading disability. Neuropsychologia, 1979, 17,485-491.

Pirozzolo, F. J., & Rayner, K. Neural control of eyemovements in acquired and developmental dyslexia.

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In H. Avakian-Whitaker & H. A. Whitaker (Eds.),Studies in neurolinguistics. New York: AcademicPress, 1979.

1980

Rayner, K., McConkie, G. W., & Zola, D.Integrating information across eye movements.Cognitive Psychology, 1980, 12, 206-226.

Rayner, K., Well, A. D., & Pollatsek, A.Asymmetry of the effective visual field in reading.Perception & Psychophysics, 1980, 27, 537-544.

Inhoff, A. W., & Rayner, K. Parafoveal wordperception: A case against semantic preprocessing.Perception & Psychophysics, 1980, 27, 457-464.

Pirozzolo, F. J., & Rayner, K. Handedness,hemispheric specialization, and saccadic eyemovement latencies. Neuropsychologia, 1980, 18,225-229.

1981

Rayner, K. Eye movements and the perceptual spanin reading. In F. J. Pirozzolo & M. Wittrock (Eds.),Neuropsychological and cognitive processes inreading. Academic Press, 1981.

Rayner, K. Visual cues in word recognition andreading: Introduction. Visible Language, 1981, 15,125-127.

Rayner, K., & Inhoff, A. W. Control of eyemovements during reading. In B. L. Zuber (Ed.),Models of oculomotor control and behavior. WestPalm Beach, FL: CRC Press, 1981.

Rayner, K., Inhoff, A. W., Morrison, R. E.,Slowiaczek, M. L., & Bertera, J. H. Masking offoveal and parafoveal vision during eye fixations inreading. Journal of Experimental Psychology:Human Perception and Performance, 1981, 7, 167-179.

Rayner, K., & Morrison, R. E. Eye movements andidentifying words in parafoveal vision. Bulletin ofthe Psychonomic Society, 1981, 17, 135-138.

Rayner, K., & Pollatsek, A. Eye movement controlduring reading: Evidence for direct control.

Quarterly Journal of Experimental Psychology,1981, 33A, 351-373.

Rayner, K., & Slowiaczek, M. L. Expectations andparafoveal information in reading: Comments onMcClelland and O'Regan. Journal of ExperimentalPsychology: Human Perception and Performance,1981, 7, 645-651.

Ehrlich, S. F., & Rayner, K. Contextual effects onword recognition and eye movements duringreading. Journal of Verbal Learning and VerbalBehavior, 1981, 20, 641-655.

Morrison, R. E., & Rayner, K. Saccade size inreading depends upon character spaces and notvisual angle. Perception & Psychophysics, 1981, 30,395-396.

Pollatsek, A., Bolozky, S., Well, A. D., & Rayner,K. Asymmetries in the perceptual span for Israelireaders. Brain and Language, 1981, 14, 174-180.

1982

Frazier, L., & Rayner, K. Making and correctingerrors during sentence comprehension: Eyemovements in the analysis of structurally ambiguoussentences. Cognitive Psychology, 1982, 14, 178-210.

Rayner, K., Well, A. D., Pollatsek, A., & Bertera, J.H. The availability of useful information to the rightof fixation in reading. Perception & Psychophysics,1982, 31, 537-550.

Pollatsek, A., & Rayner, K. Eye movement controlduring reading: The role of word boundaries.Journal of Experimental Psychology: HumanPerception and Performance, 1982, 8, 817-833.

1983

Rayner, K. The perceptual span and eye movementcontrol during reading. In K. Rayner (Ed.), Eyemovements in reading: Perceptual and languageprocesses. NY: Academic Press.

Rayner, K. Eye movements, perceptual span, andreading disability. Annals of Dyslexia, 1983, 33,163-173.

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Rayner, K. Icons, visual buffers, and eyemovements. Behavioral and Brain Sciences, 1983,6, 36-37.

Balota, D. A., & Rayner, K. Parafoveal visualinformation and semantic contextual constraints.Journal of Experimental Psychology: HumanPerception & Performance, 1983, 9, 726-738.

Rayner, K., Carlson, M., & Frazier, L. Theinteraction of syntax and semantics during sentenceprocessing: Eye movements in the analysis ofsemantically biased sentences. Journal of VerbalLearning and Verbal Behavior, 1983, 22, 358-374.

Rayner, K., Slowiaczek, M. L., Clifton, C., &Bertera, J. H. Latency of sequential eye movements:Implications for reading. Journal of ExperimentalPsychology: Human Perception & Performance,1983, 9, 912-922.

Pirozzolo, F. J., Rayner, K., & Hynd, G. W. Themeasurement of hemispheric asymmetries inchildren with developmental reading disabilities. InJ. B. Hellige (Ed.), Cerebral hemisphericasymmetry. New York: Praeger Publishers, 1983.

Ehrlich, K., & Rayner, K. Pronoun assignment andsemantic integration during reading: Eyemovements and immediacy of processing. Journalof Verbal Learning and Verbal Behavior, 1983, 22,75-87.

1984

Rayner, K. Visual selection in reading, pictureperception, and visual search: A tutorial review. InH. Bouma & D. Bouwhuis (Eds.), Attention andPerformance 10: Control of language processes.Hillsdale, NJ: Erlbaum.

Rayner, K. The maturation of psycholinguistics.Contemporary Psychology, 1984, 29, 941-942.

Rayner, K. Review of Eye movements: Cognitionand visual perception and Eye movements andpsychological functions: International views.Perception, 1984, 13, 85-87.

Rayner, K., & Carroll, P. J. Eye movements andreading comprehension. In D. Kieras & M. A. Just

(Eds.), New methods in reading comprehensionresearch. Hillsdale, NJ: Erlbaum.

Pollatsek, A., Rayner, K., & Collins, W. E.Integrating pictorial information across eyemovements. Journal of Experimental Psychology:General, 1984, 113, 426-442.

1985

Rayner, K. Do faulty eye movements causedyslexia? Developmental Neuropsychology, 1985,1, 3-15.

Rayner, K. Cognitive science: Fact or fantasy?Contemporary Psychology, 1985, 30, 692-693.

Rayner, K. The role of eye movements in learningto read and reading disability. Remedial and SpecialEducation, 1985, 6, 53-60.

Balota, D. A., Pollatsek, A., & Rayner, K. Theinteraction of contextual constraints and parafovealvisual information in reading. CognitivePsychology, 1985, 17, 364-390.

1986

Rayner, K. Eye movements and the perceptual spanin beginning and skilled readers. Journal ofExperimental Child Psychology, 1986, 41, 211-236.

Rayner, K. Against semantic preprocessing inparafoveal vision. Behavioral and Brain Sciences,1986, 9, 46-47.

Rayner, K. Eye movements and the perceptual span:Evidence for dyslexic typology. In G. Pavlidis andD. Fisher (Eds.), Dyslexia: Its neuropsychology andtreatment. London: Wiley Press.

Rayner, K., & Springer, C. J. Graphemic andsemantic similarity effects in the picture-wordinterference task. British Journal of Psychology,1986, 77, 207-222.

Rayner, K., & Duffy, S. A. Lexical complexity andfixation times in reading: Effects of wordfrequency, verb complexity, and lexicalambiguity.Memory & Cognition,1986, 14, 191-201.

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Rayner, K., Balota, D. A., & Pollatsek, A. Againstparafoveal semantic preprocessing during eyefixations in reading. Canadian Journal ofPsychology, 1986, 40, 473-483.

Pollatsek, A., Rayner, K., & Balota, D. A.Inferences about eye movement control from theperceptual span in reading. Perception &Psychophysics, 1986, 40, 123-130.

Inhoff, A. W., & Rayner, K. Parafoveal wordprocessing during fixations in reading: Effects ofword frequency. Perception & Psychophysics, 1986,40, 431-439.

1987

Rayner, K., & Frazier, L. Parsing temporarilyambiguous complements. Quarterly Journal ofExperimental Psychology, 1987, 39A, 657-678.

Rayner, K., & Pollatsek, A. Eye movements inreading: A tutorial review. In M. Coltheart (Ed.),Attention and Performance 12. Academic Press.

Rayner, K., & Fisher, D. L. Letter processing duringeye fixations in visual search. Perception &Psychophysics, 1987, 42, 87-100.

Rayner, K., & Fisher, D. L. Eye movements and theperceptual span during visual search. In J. K.O'Regan and A. Levy-Schoen (Eds.), Eyemovements: From physiology to cognition.Elsevier Science Publishers.

Rayner, K., & Duffy, S. A. Eye movements andlexical ambiguity. In J. K. O'Regan and A. Levy-Schoen (Eds.), Eye movements: From physiology tocognition. Elsevier.

Slowiaczek, M. L., & Rayner, K. Sequentialmasking during eye fixations in reading. Bulletin ofthe Psychonomic Society, 1987, 25, 175-178.

Frazier, L., & Rayner, K. Resolution of syntacticcategory ambiguities: Eye movements in parsinglexically ambiguous sentences. Journal of Memoryand Language, 1987, 26, 505-526.

Schustack, M. W., Ehrlich, S. F., & Rayner, K.Local and global sources of contextual facilitation in

reading. Journal of Memory and Language, 1987,26, 322-340.

Henderson, J. M., Pollatsek, A., & Rayner, K. Theeffects of foveal priming and extrafoveal preview onobject identification. Journal of ExperimentalPsychology: Human Perception and Performance,1987, 13, 449-463.

Rayner, K. Cognitive neuropsychology and reading.Contemporary Psychology,1987, 32, 325-327.

1988

Rayner, K. Word recognition cues in children: Therelative use of graphemic cues, orthographic cues,and grapheme-phoneme correspondence rules.Journal of Educational Psychology, 1988, 80, 473-479.

Duffy, S. A., Morris, R. K., & Rayner, K. Lexicalambiguity and fixation times in reading. Journal ofMemory and Language, 1988, 27, 429-446.

Frazier, L., & Rayner, K. Parameterizing thelanguage processing system: Left- vs. right-branching within and across languages. In J. A.Hawkins (Ed.), Explaining language universals.Oxford: Basil Blackwell.

O'Brien, E. J., Shank, D. M., Myers, J. L., & Rayner,K. Elaborative inferences during reading: Do theyoccur on-line? Journal of Experimental Psychology:Learning, Memory, and Cognition, 1988, 14, 410-420.

Rayner, K., & Duffy, S. A. On-line comprehensionprocesses and eye movements in reading. In M.Daneman, G. E. MacKinnon, & T. G. Waller (Eds.),Reading research: Advances in theory and practice(Vol. 6). New York: Academic Press.

1989

Rayner, K., & Frazier, L. Selection mechanisms inreading lexically ambiguous words. Journal ofExperimental Psychology: Learning, Memory, andCognition, 1989, 15, 779-790.

Rayner, K., Murphy, L., Henderson, J. M., &Pollatsek, A. Selective attentional dyslexia.Cognitive Neuropsychology, 1989, 6, 357-378.

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Rayner, K. Language processes:Unfulfilledpromises. Contemporary Psychology,1989, 34,384-385.

Inhoff, A. W., Pollatsek, A., Posner, M. I., &Rayner, K. Covert attention and eye movementsduring reading. Quarterly Journal of ExperimentalPsychology, 1989, 41A, 63-89.

Blanchard, H. E., Pollatsek, A., & Rayner, K. Theacquisition of parafoveal word information inreading. Perception & Psychophysics, 1989, 46, 85-94.

Henderson, J. M., Pollatsek, A., & Rayner, K.Covert visual attention and extrafoveal informationuse during object identification. Perception &Psychophysics, 1989, 45, 196-208.

Boyce, S. J., Pollatsek, A., & Rayner, K. The role ofbackground information on object identification.Journal of Experimental Psychology: HumanPerception and Performance, 1989, 13, 555-565.

Rayner, K., & Balota, D. A. Parafoveal previeweffects and lexical access during eye fixations inreading. In W. Marslen-Wilson (Ed.), Lexicalrepresentation and process. Cambridge, MA: MITPress, 1989.

Rayner, K. Eye movements and the perceptual spanin beginning and dyslexic readers. In C. von Eulor,I. Lundberg, and G. Lennerstrand (Eds.), Brain andreading. Macmillian Press, 1989.

Pollatsek, A., & Rayner, K. Reading. In M. I.Posner (Ed.), Foundations of cognitive science.Cambridge: MIT Press, 1989.

Rayner, K., Sereno, S. C., Morris, R. K., Schmauder,A. R., & Clifton, C. Eye movements and on-linecomprehension processes. Language and CognitiveProcesses, 1989, 4, SI 21-49. (Also reprinted in G.Altmann (Ed.), Parsing and interpretation. Sussex,England: Erlbaum, 1989.)

1990

Rayner, K. Comprehension processes: Introduction.In D. A. Bolota, G. B. Flores d'Arcais, & K. Rayner

(Eds.), Comprehension processes in reading.Hillsdale, NJ: Erlbaum, 1990.

Rayner, K., Flores d'Arcais, G. B. & Balota, D. A.Comprehension processes in reading: Finalthoughts. In D. A.

Bolota, G. B. Flores d'Arcais, & K. Rayner (Eds.),Comprehension processes in reading. Hillsdale, NJ:Erlbaum, 1990.

Pollatsek, A., & Rayner, K. Eye movements andlexical access in reading. In D. A. Bolota, G. B.Flores d'Arcais, & K. Rayner (Eds.), Comprehensionprocesses in reading. Hillsdale, NJ: Erlbaum, 1990.

Rayner, K., & Morris, R. K. Do eye movementsreflect higher order processes in reading? In R.Groner, G. d'Ydewalle, & R. Parham (Eds.), Fromeye to mind: Information acquisition in perception,search, and reading. Amsterdam: North HollandPress, 1990.

Frazier, L., & Rayner, K. Taking on semanticcommitments: Processing multiple meanings vs.multiple senses. Journal of Memory and Language,1990, 29, 181-200.

Garrod, S., O'Brien, E. J., Morris, R. K., & Rayner,K. Elaborative inferencing as an active or passiveprocess. Journal of Experimental Psychology:Learning, Memory, and Cognition, 1990, 16, 250-257.

Pollatsek, A., Rayner, K., & Henderson, J. H. Roleof spatial location in integration of pictorialinformation across saccades. Journal ofExperimental Psychology: Human Perception andPerformance, 1990, 16, 199-210.

Morris, R. K., Rayner, K., & Pollatsek, A. Eyemovement guidance in reading: The role ofparafoveal letter and space information. Journal ofExperimental Psychology: Human Perception andPerformance, 1990, 16, 268-281.

Huitema, J. S., & Rayner, K. Review of Advancesin Applied Psycholinguistics: Reading, Writing, andLanguage Learning. American Journal ofPsychology,1990, 103, 574-580.

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Duffy, S. A., & Rayner, K. Eye movements andanaphor resolution: Effects of antecedent typicalityand distance. Language and Speech, 1990, 33, 103-119.

1991

Rayner, K., & Morris, R. K. Comprehensionprocesses in reading ambiguous sentences. In G. B.Simpson (Ed.), Understanding word and sentence.Amsterdam: North Holland Press, 1991. Pp 175-198.

Rayner, K., & Pollatsek, A. Reading processes andcomprehension. In R. Dulbecco (Ed.), Encyclopediaof human biology (Vol. 6). New York: AcademicPress, 1991. Pp 481-492.

Morris, R. K., & Rayner, K. Eye movements inskilled reading: Implications for developmentaldyslexia. In J.F.Stein (Ed.), Vision and visualdyslexia. MacMillan, 1991. Pp 233-242.

Balota, D. A., & Rayner, K. Word recognitionprocesses in foveal and parafoveal vision: The rangeof influence of lexical variables. In D. Besner & G.W. Humphreys (Eds.), Basic processes in reading.Hillsdale, NJ: Erlbaum, 1991. Pp 198-232.

1992

Rayner, K., & Morris, R. K. Eye movement controlin reading: Evidence against semanticpreprocessing. Journal of ExperimentalPsychology:Human Perception and Performance,1992, 18, 163-172.

Rayner, K., & Pollatsek, A. Eye movements andscene perception. Canadian Journal of Psychology,1992, 46, 342-376.

Rayner, K., Garrod, S., & Perfetti, C.A. Discourseinfluences during parsing are delayed. Cognition,1992, 45, 109-139.

Pollatsek, A., Lesch, M., Morris, R. K., & Rayner,K. Phonological codes are used in integratinginformation across saccades in word identificationand reading. Journal of Experimental Psychology:Human Perception and Performance, 1992, 18, 148-162.

Sereno, S. C., & Rayner, K. Fast priming during eyefixations in reading. Journal of ExperimentalPsychology: Human Perception and Performance,1992, 18, 173-184.

Sereno, S.C., Pacht, J.M., & Rayner, K. The effectof meaning frequency on processing lexicallyambiguous words: Evidence from eye fixations.Psychological Science, 3, 296-300.

Britt, M. A., Perfetti, C. A., Garrod, S., & Rayner,K. Parsing in discourse: Context effects and theirlimits. Journal of Memory and Language, 1992, 31,293-314.

Rayner, K. Eye movements and visual cognition:Introduction. In K. Rayner (Ed.), Eye movementsand visual cognition: Scene perception and reading.New York: Springer-Verlag, 1992.

Pollatsek, A., & Rayner, K. What is integratedacross fixations? In K. Rayner (Ed.), Eyemovements and visual cognition: Scene perceptionand reading. New York: Springer-Verlag, 1992.

1993

Rayner, K. Eye movements in reading: Recentdevelopments. Current Directions in PsychologicalScience, 1993, 2, 81-85.

Rayner, K. Reading symposium: Introduction.Psychological Science, 1993, 4, 280-282.

Rayner, K. Reading rate: A review of research andtheory. Contemporary Psychology, 1993, 38, 86-87.

Fischer, M.H., & Rayner, K. On the functionalsignificance of express saccades. Behavioral andBrain Sciences, 1993, 16, 577.

Raney, G.E., & Rayner, K. Event-related brainpotentials, eye movements, and reading.Psychological Science, 1993, 4, 283-286.

Pollatsek, A., Raney, G.E., LaGasse, L.,& Rayner,K. The use of information below fixation in readingand in visual search.Canadian Journal ofExperimental Psychology,1993,47,179-200.

Pacht, J.M., & Rayner, K. The processing ofhomophonic homographs during reading: Evidence

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from eye movement studies. Journal ofPsycholinguistic Research, 1993, 22, 251-271.

Clifton, C., Frazier, L., & Rayner, K. Introduction.In C. Clifton, L. Frazier, and K. Rayner (Eds.),Perspectives on sentence processing. Hillsdale, NJ:Erlbaum. 1993.

1994

Rayner, K., Pacht, J.M., & Duffy, S.A. Effects ofprior encounter and global discourse bias on theprocessing of lexically ambiguous words: Evidencefrom eye fixations. Journal of Memory andLanguage, 1994, 33, 527-544.

Rayner, K., & Sereno, S.C. Regressive eyemovements and sentence parsing: On the use ofregression contingent analyses. Memory &Cognition, 1994, 22, 281-285.

Rayner, K., & Sereno, S.C. Regression contingentanalyses: A reply to Altmann. Memory &Cognition, 1994, 22, 291-292.

Rayner, K., & Sereno, S.C. Eye movements inreading: Psycholinguistic studies. In M.A.Gernsbacher (Ed.), Handbook of Psycholinguistics.San Diego, CA: Academic Press, 1994.

Rayner, K. Eye movements during skilled reading.In J. Ygge and G. Lennerstrand (Eds.), Eyemovements in reading. Oxford: Pergamon Press,1994.

Rayner, K. Summary comments. In J. Ygge and G.Lennerstrand (Eds.), Eye movements in reading.Oxford: Pergamon Press, 1994.

1995

Rayner, K., Sereno, S.C., Lesch, M.F., & Pollatsek,A. Phonological codes are automatically activatedduring reading: Evidence from an eye movementpriming paradigm. Psychological Science, 1995, 6,26-32.

Raney, G.E., & Rayner, K. Word frequency effectsand eye movements during two readings of a text.Canadian Journal of Experimental Psychology,1995, 49, 151-172.

Rayner, K. Eye movements and cognitive processes.Review of perception and cognition: Advances ineye movement research. American Journal ofPsychology, 1995, 66, 460-464.

Rayner, K. Eye movements and cognitive processesin reading, visual search, and scene perception. InJ.M. Findlay, R. Walker, and R.W. Kentridge (Eds.),Eye movement research: Mechanisms, processes andapplications. Amseterdam: North-Holland Press,1995.

Rayner, K. Raney, G.E., & Pollatsek, A. Eyemovements and discourse processes. In R.F. Lorchand E.J. O'Brien (Eds.), Sources of coherence inreading. Hillsdale, NJ: Erlbaum, 1995.

Inhoff, A.W., & Rayner, K. Eye movements andreading. In W. Gunther (Ed.), Handbook of Speechand Language. Berlin: Springer-Verlag, 1995.

Rayner, K., Pollatsek, A., & Bilsky, A.B. Can atemporal processing deficit account for dyslexia?Psychonomic Bulletin & Review, 1995, 2, 501-507.

1996

Rayner, K., Sereno, S.C., & Raney, G.E. Eyemovement control in reading: A comparison of twotypes of models. Journal of ExperimentalPsychology: Human Perception and Performance,1996, 22, 1188-1200.

Rayner, K., & Pollatsek, A. Reading unspaced textis not easy: Comments on the implications ofEpelboim et al.'s study for models of eye movementcontrol in reading. Vision Research, 1996, 36, 461-465.

Altarriba, J. Kroll, J.F., Sholl, A., & Rayner, K. Theinfluence of lexical and conceptual constraints onreading mixed language sentences: Evidence fromeye fixation and naming times. Memory &Cognition, 1996, 24, 477-492.

Rayner, K., & Fischer, M.H. Mindless readingrevisited: Eye movements during reading andscanning are different. Perception & Psychophysics,1996, 58, 734-747.

Rayner, K., & Raney, G.E. Eye movement controlin reading and visual search: Effects of word

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frequency. Psychonomic Bulletin & Review, 1996,3, 245-248.

Reichle, E., Pollatsek, A., Fisher, D.L., & Rayner,K. A model of eye movements in reading. Journalof Mathematical Psychology, 40, 348.

Rayner, K. What we can learn about readingprocesses from eye movements. In C. H. Chase,G.D. Rosen, & G.F. Sherman (Eds.), DevelopmentalDyslexia: Neural, Cognitive, and GeneticMechanisms. 1996, York Press: Baltimore.

Rayner, K., & Well, A.D. Effects of contextualconstraint on eye movements in reading: A furtherexamination. Psychonomic Bulletin & Review,1996, 3, 504-509.

1997

Rayner, K., & Pollatsek, A. Eye movements, theeye-hand span, and the perceptual span duringsightreading music. Current Directions inPsychological Science, 1997, 6, 49-53.

Truitt, F.E., Clifton, C., Pollatsek, A., & Rayner, K.The perceptual span and the eye-hand span in sightreading music. Visual Cognition, 1997, 4, 143-161.

Birch, S., & Rayner, K. Linguistic focus affects eyemovements during reading. Memory & Cognition,1997, 25, 653-660.

O'Brien, E., Raney, G.E., Albrecht, J.E., & Rayner,K. Processes involved in the resolution of explicitanaphors. Discourse Processes, 1997, 23, 1-24.

Rayner, K. Understanding eye movements inreading.Scientific Studies of Reading,1997,1,317-339.

1998

Rayner, K. Eye movements in reading andinformation processing: Twenty years of research.Psychological Bulletin, 1998, 124, 372-422.

Rayner, K., Pollatsek, A., & Binder, K.S.Phonological codes and eye movements in reading.Journal of Experimental Psychology: Learning,Memory, and Cognition, 1998, 24, 476-497.

Reichle, E., Pollatsek, A., Fisher, D.L., & Rayner,K. Toward a model of eye movement control inreading. Psychological Review, 1998, 105, 125-157.

Rayner, K., Fischer, M.H., & Pollatsek, A.Unspaced text interferes with both wordidentification and eye movement control. VisionResearch, 1998, 38, 1129-1144.

Binder, K.S., & Rayner, K. Contextual strengthdoes not modulate the subordinate bias effect:Evidence from eye fixations and self-paced reading.Psychonomic Bulletin & Review, 1998, 5, 271-276.

Sereno, S.C., Rayner, K., & Posner, M.I.Establishing a time-line of word recognition:Evidence from eye movements and event-relatedpotentials. NeuroReport, 1998, 9, 2195-2200.

Schilling, H.E.H., Rayner, K., & Chumbley, J.I.Comparing naming, lexical decision, and eyefixation times: Word frequency effects andindividual differences. Memory & Cognition, 1998,26, 1270-1281.

Pollatsek, A., & Rayner, K. Behavioralexperimentation. In W. Bechtel & G. Graham (Eds),A companion to cognitive science. BlackwellPublishers, pp 352-370.

1999

Lee, Y., Binder, K.S., Kim, J., Pollatsek, A., &Rayner, K. Activation of phonological codes duringeye fixations in reading. Journal of ExperimentalPsychology: Human Perception and Performance,1999, 25, 948-964.

Binder, K.S., Pollatsek, A., & Rayner, K. Extractionof information to the left of the fixated word inreading. Journal of Experimental Psychology:Human Perception and Performance, 1999, 25,1162-1172.

Frazier, L., Pacht, J.M., & Rayner, K. Taking onsemantic commitments, II: Collective versusdistributive readings. Cognition, 1999, 70, 87-104.

Pollatsek, A., Rayner, K., Fischer, M.H., & Reichle,E.D. Attention and eye movements in reading. InJ.Everatt (ed), Reading and dyslexia: Visual and

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attentional processes (pp 179-209). London:Routledge, 1999.

Binder, K.S., & Rayner, K. Does contextualstrength modulate the subordinate bias effect? Areply to Kellas and Vu. Psychonomic Bulletin &Review, 1999, 6, 518-522.

Jared, D., Levy, B.A., & Rayner, K. The role ofphonology in the activation of word meaningsduring reading: Evidence from proofreading and eyemovements. Journal of Experimental Psychology:General, 1999, 128, 219-264.

Reichle, E.D., Rayner, K., & Pollatsek, A. Eyemovement control in reading: Accounting for initialfixation locations and refixations with the E-ZReader model. Vision Research, 1999, 39, 4403-4411.

Pollatsek, A., & Rayner, K. Is covert attention reallyunnecessary? Behavioral and Brain Sciences, 1999,22, 695-696.

Rayner, K., Binder, K.S., & Duffy, S.A. Contextualstrength and the subordinate bias effect: Commenton Martin, Vu, Kellas, and Metcalf. QuarterlyJournal of Experimental Psychology, 1999, 52, 841-852.

Rayner, K. What have we learned about eyemovements during reading? In R. Klein and P.McMullen (Eds.), Converging methods forunderstanding reading and dyslexia (pp 23-56). MITPress, 1999.

Lee, H., Rayner, K., & Pollatsek, A. The timecourse of phonological, semantic, and orthographiccoding in reading: Evidence from the fast primingtechnique. Psychonomic Bulletin & Review, 1999,6, 624-634.

Deutsch, A., & Rayner, K. Initial fixation locationeffects in reading Hebrew words. Language andCognitive Processes,1999, 14, 393-421.

2000

Sereno, S.C., & Rayner, K. Spelling-soundregularity effects on eye fixations in reading.Perception & Psychophysics, 2000, 62, 402-409.

Wiley, J., & Rayner, K. Effects of titles onprocessing text and ambiguous words: Evidencefrom eye movements. Memory & Cognition, 28,1011-1021.

Bertera, J.H., & Rayner, K. Eye movements and thespan of effective vision in visual search. Perception& Psychophysics, 2000, 62, 576-585.

Rayner, K., Kambe, G., & Duffy, S.A. Clause wrap-up effects on eye movements during reading.Quarterly Journal of Experimental Psychology, 53,1061-1080.

Sereno, S.C., & Rayner, K. The when and where ofreading in the brain. Brain and Language, 2000, 42,78-81.

Pollatsek, A., Tan, L.H., & Rayner, K. The role ofphonological codes in integrating information acrosssaccadic eye movements in Chinese characteridentification. Journal of Experimental Psychology:Human Perception and Performance, 2000, 26, 607-633.

Deutsch, A., Frost, R., Pollatsek, A., & Rayner, K.Early morphological effects in word recognition inHebrew: Evidence from parafoveal preview benefit.Language and Cognitive Processes, 2000, 15, 487-506.

Niswander, E., Pollatsek, A., & Rayner, K. Theprocessing of derived and suffixed words duringreading. Language and Cognitive Processes, 2000,15, 389-420.

Pollatsek, A., Rayner, K., & Lee, H. Encodingprinted words crucially depends on phonologicalcoding. In A. Kennedy, R. Radach, D. Heller, & J.Pynte (Eds), Reading as a perceptual process.Oxford: Elseveir.

Rayner, K., Reichle, E.D., & Pollatsek, A.Accounting for landing positions and refixations inthe E-Z Reader model. In A. Kennedy, R. Radach,D. Heller, & J. Pynte (Eds)., Reading as a perceptualprocess. Oxford: Elseveir.

2001

Rayner, K, Binder, K.S., Ashby, J., & Pollatsek, A.Eye movement control in reading: Word

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predictability has little influence on initial landingpositions in words. Vision Research, 2001, 41, 943-954

Starr, M.S., & Rayner, K. Eye movements duringreading: Some current controversies. Trends inCognitive Science, 2001, 5, 156-163.

Lee, H., Rayner, K., & Pollatsek, A. The relativecontribution of consonants and vowels to wordidentification in reading. Journal of Memory andLanguage, 2001, 44, 189-205.

Binder, K.S., Duffy, S.A., & Rayner, K. The effectsof thematic fit and discourse context on syntacticambiguity resolution. Journal of Memory andLanguage, 2001, 44, 297-324.

Kambe, G., Rayner, K., & Duffy, S.A. Globalcontext effects on processing lexically ambiguouswords: Evidence from eye fixation. Memory &Cognition, 2001, 29, 363-372.

Altarriba, J., Kambe, G., Pollatsek, A., & Rayner, K.Semantic codes are not used in integratinginformation across eye fixations in reading:Evidence from fluent Spanish-English bilinguals.Perception & Psychophysics, 2001, 63, 875-890.

Greene, H.H., & Rayner, K. Eye movement controlin direction-coded visual search. Perception, 30,2001, 147-157.

Greene, H.H., & Rayner, K. Eye movements andfamiliarity effects in visual search. Vision Research,2001, 41, 3763-3773.

Duffy, S.A., Kambe, G., & Rayner, K. The effectsof prior disambiguating context on thecomprehension of ambiguous words: Evidence fromeye movements. In D. Gorfein (Ed), On theconsequences of meaning selection (pages 27-44),2001. APA Books

Pollatsek, A., & Rayner, K. The information that iscombined across fixations may be different for staticand moving objects. Belgian Journal of Psychology,2001,41, 75-87.

Rayner, K., Rotello, C.M., Stewart, A., Keir, J., &Duffy, S.A. Eye movements when looking at

advertisements. Journal of ExperimentalPsychology: Applied, 2001, 7, 219-226.

Rayner, K., Foorman, B.F., Perfetti, C.A., Pesetsky,D., & Seidenberg, M.S. How psychological scienceinforms the teaching of reading. PsychologicalScience in the Public Interest, 2001, 2, 31-74.

2002

Rayner, K., Foorman, B.F., Perfetti, C.A., Pesetsky,D., & Seidenberg, M.S. How should reading betaught? Scientific American, 2002, 286(3), 84-91.

Rayner, K. Eye movements in reading. In N.J.Smelser & P.B. Baltes (Ed), InternationalEncylopedia of the Social and Behavioral Sciences(pg 1677-1680), 2002, Pergamon Press.

Reichle, E.D., & Rayner, K. Cognitive processingand models of reading. In G. Hung & K. Ciuffreda(Eds.), Models of the visual system (pages 564-604),2002. Dordrecht: Kluwer Academic Publishers.

Rayner, K., & Clifton, C. Language processing. InH. Pashler & D. Medin (Ed), Stevens’ Handbook ofExperimental Psychology, Third Edition, Volume 2(pages 261-316), 2002. New York, Wiley and Sons.

Starr, M.S., Kambe, G., Miller, B., & Rayner, K.Cognitive processes and eye movements duringreading. In E. Witruk, A.D. Friederici, & T.Lachmann (Eds), Basic functions of language andlanguage disorders (pages 121-136), 2002.Dordrecht: Kluwer Academic Publishers.

Starr, M.S., & Rayner, K. Methodologies ofstudying language comprehension. Encyclopedia ofCognitive Science (pages 166-184), 2002.McMillan Publishing.

2003 and in press

Rayner, K., Pollatsek, A., & Starr, M.S. Reading.In I.B Weiner (Ed) Handbook of Psychology,Volume 4 (A.F.Healy & R.W. Proctor, Eds)Experimental Psychology (pp 549-574), 2003. Wiley

Rayner, K., & Pollatsek, A. Reading. In A. Kazdin(Ed), Encyclopedia of Psychology. Oxford.

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Rayner, K. Eye movements in reading. In N.J.Smelser & P.B. Baltes (Eds), InternationalEncyclopedia of the Social and Behavioral Sciences.Pergamon Press.

Lee, H.W., Rayner, K., & Pollatsek, A. Processingof consonants and vowels in reading: A fast primingstudy. Psychonomic Bulletin & Review.

Andrews, S., Miller, B., & Rayner, K. Eyemovements and morphological segmentation ofcompound words: there is a mouse in mousetrap.European Journal of Cognitive Psychology.

Kambe, G., Duffy, S.A., Clifton, C., & Rayner, K.An eye movement contingent probe paradigm.Psychonomic Bulletin & Review.

Deutsch, A., Frost, R, Peleg, S., Pollatsek, A., &Rayner, K. Early morphological effects in reading:Evidence from parafoveal preview benefit.Psychonomic Bulletin & Review.

Rayner, K., White, S.J., Kambe, G., Miller, B., &Liversedge, S.P. On the processing of meaning fromparafoveal vision during eye fixations in reading. InJ. Hyona, R.Radach, & H.Deubel (Eds), The mind’seye: Cognitive and applied aspects of eyemovements. Oxford:Elsevier.

Reichle, E.D., Rayner, K., & Pollatsek, A. The E-ZReader model of eye movement control in reading:Comparisons to other models. Behavioral and BrainSciences.

Rayner, K., Liversedge, S.P., White, S.J., &Vergilino-Perez, D. Reading disappearing text:Cognitive control of eye movements. PsychologicalScience.

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SCHOOLING AND COGNITIVEDEVELOPMENT: Dr. Frederick Morrison -University of Michigan

Publications(1985-2003)

Books and Chapters:

Morrison, F. J., Lord, C., & Keating, D. P. (1985).Applied developmental psychology: Vol. 2. NewYork: Academic Press.

Manis, F. R., & Morrison, F. J. (1985). Worddecoding and rule-learning in normal and disabledreaders. In L. S. Siegel & F. J. Morrison (Eds.),Cognitive development in atypical children. NewYork: Springer-Verlag.

Morrison, F. J. (1987). The nature of readingdisability: Toward an integrative framework. In S. J.Ceci (Ed.), Handbook of learning disabilities (pp.33-62). Hillsdale, NJ: Erlbaum.

Morrison, F. J. (1988). Child development: Whenthings go wrong. Volume editor. Special issue.Canadian Journal of Psychology, 42(2), 91-260.

Morrison, F. J. (1988). Reading disability: Aninformation-processing analysis. In J. Logan (Ed.),Readings in dyslexia (pp. 104-105). White Plains:Longman.

Morrison, F. J., Lord, C., & Keating, D. P. (1989).Development in infancy: Basic and appliedperspectives: Vol. 3. Orlando: Academic Press.

Morrison, F. J., Lord, C., & Keating,s D. P. (1989).Understanding infancy: Toward an integrativeframework. In F. J. Morrison et al., Development ininfancy: Basic and applied perspectives. Orlando:Academic Press.

Morrison, F.J.(1989). Apprendre (ou ne pasapprendre) a lire: un cadre conceptueldevelopmental. In L. Rieben & C. A. Perfetti (Eds.),L'Apprenti Lecteur (pp. 263-282). Geneva:Delachaux and Niestle.

Morrison, F. J. (1991). Learning (and not learning)to read: A developmental framework. In L. Rieben

& C. A. Perfetti (Eds.), Learning to read (pp. 163-174). Hillsdale, NJ: Erlbaum.

Morrison, F. J. (1991). Reading disability: Aninformation-processing approach. In J. Logan (Ed.),Readings in dyslexia (pp. 104-106). New York:Special Learning Corp.

Morrison, F. J., & Ornstein, P. A. (1996). Cognitivedevelopment. In R.B. Cairns & G. Elder (Eds.),Developmental science: Toward a unifiedperspective (pp. 121-134). Cambridge UniversityPress.

Morrison, F. J., Griffith, E. M., & Frazier, J. A.(1996). Schooling and the 5-7 shift: A naturalexperiment. In A. Sameroff & M. M. Haith (Eds.),Reason and responsibility: The passage throughchildhood (pp. 161-186). Chicago: University ofChicago Press.

Morrison, F. J., Griffith, E. M., & Alberts, D.(1997). Nature-nurture in the classroom: Entranceage, school readiness and learning in children. In M.Hertzig & E. Farber (Eds.), Annual progress in childpsychiatry and child development.

Christian, M. K., Bachman, H., & Morrison, F. J.(2001). Schooling and cognitive development. InR. J. Sternberg & E. L. Grigorenko (Eds.),Environmental influences on cognitive growth.Mahwah, NJ: Erlbaum, pp. 287-33

Morrison, F. J., & Cooney, R. R. (2001). Parentingand academic achievement: Multiple pathways toearly literacy. In J. Borkowski, S. Landesman, & M.Bristol-Power (Eds.) Parenting and the child’sworld: Influences on academic, intellectual, andsocial-emotional development. Mahwah, NJ:Erlbaum.

Journal Articles:

Manis, F. R., Savage, P. L., Morrison, F. J., Horn, C.C., Howell, M. J., Szeszulski, P. A., & Holt, L. K.(1987). Paired-associate learning in reading disabledchildren: Evidence for a rule-learning deficiency.Journal of Experimental Child Psychology, 43, 25-43.

Morrison, F. J. (1987). Child development at 19:The threshold of mature science. Review of H.

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Reese (Ed.), (1985). Advances in ChildDevelopment and Behavior.Vol.19. ContemporaryPsychology, 32(11), 961-962. Orlando: AcademicPress.

Morrison, F. J. (1988). Toward a more completepsychology of development. Canadian Journal ofPsychology, 42(2), 91-93.

Morrison, F. J. (1989). Child care: Science andsocial policy. Editor, special issue. CanadianPsychology, 30(2), 116-151.

Morrison, F. J. (1989). Child care for the 21stcentury: An overview and commentary. CanadianPsychology, 30(2), 148-151.

Morrison, F. J. (1990). Review of D. A. Phillips(Ed.) Quality in child care: What does research tellus? American Journal of Research in EarlyChildhood Education, 26, 312-314.

Morrison, F. J. (1993). Phonological processes inreading acquisition: Toward a unifiedconceptualization. Developmental Review, 13, 279-285.

Morrison, F. J. (1993). Understanding education inthe nineties. Review of S. W. Raudenbush & J. P.Willms (Eds.), Schools, classrooms and pupils:International studies of schooling from a multilevelperspective. San Diego: Academic Press. AmericanScientist, 81,(March-April), 191.

Ferreira, F., & Morrison, F. J. (1994). Children'smetalinguistic knowledge of syntactic constituents:Effects of age and schooling. DevelopmentalPsychology, 30, 663-678.

Varnhagen, C., Morrison, F. J., & Everall, R. (1994)Age and schooling effects in story recall andproduction. Developmental Psychology, 30(6), 969-979.

Bisanz, J., Morrison, F. J., & Dunn, M. (1995).Effects of age and schooling on the acquisition ofelementary quantitative skills. DevelopmentalPsychology, 31, 221-236.

Morrison, F. J., Smith, L., & Dow-Ehrenberger, M.(1995). Education and cognitive development: A

natural experiment. Developmental Psychology,31(5), 789-799.

Morrison, F. J. , Griffith, E. M., & Alberts, D.(1997). Nature-nurture in the classroom: Entranceage, school readiness, and learning in children.Developmental Psychology, 33(2), 254-262.

Griffin, E. A., & Morrison, F. J. (1997). The uniquecontribution of home literacy environment todifferences in early literacy skills. Early ChildDevelopment & Care, 127-128, 233-243.

Frazier, J. A., & Morrison, F. J. (1998). Extended-year schooling and growth of language, academic,and general knowledge skills. Child Development,69(2), 495-517.

Christian, M. K., Morrison, F. J., & Bryant, F.(1998). Predicting kindergarten academic skills:Interactions among child care, maternal educationand family literacy environments. Early ChildhoodResearch Quarterly, 13(3), 501-524.

Christian, M. K., Morrison, F. J., Frazier, J. A., &Massetti, G. (2000). Specificity in the nature andtiming of cognitive change. Journal of Cognitionand Development, 1(4), 429-448.

McClelland, M., Morrison, F. J., & Holmes, D. L.(2001). Children at risk for academic problems: Therole of learning-related social skills. EarlyChildhood Research Quarterly, 15(3), 307-329.

In press:

McClelland, M., Kessenich, M., Morrison, F.J. (InPress). Pathways to Early Literacy: The ComplexInterplay of Child, Family, and SocioculturalFactors.

Kessenich, M.,& Morrison, F.J., (In Press).Developmental theory: A historical overview.Encyclopedia of Educational Research.

Morrison, F.J., Bachman, H., & Connor, C.M. (InPress, under contract: Yale University Press, NewHaven). Improving Literacy in American:Guidelines from Current Research. New HavenYale University Press.

In review:

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McClelland, M., Morrison, F.J., (in review). TheEmergence of Learning-Related Social Skills inPreschool Children.

Connor, C.M., Morrison, F. J., & Katch, L.E., (inreview). Beyond the reading wars: Exploring theeffect of child – instruction interactions on growth inearly reading

Hansen, E., Morrison, F., & Holmes, D. (Revise-Re-submit). Within- and Across-Domain Stability ofAcademic and Social Skills from Kindergarten toMiddle Elementary School.

Kessenich, M., Morrison, F.J, (In Review). TheABCs of Early Literacy Development: A Model ofPreschool Cognitive and language Skills.

Kienstra Frese, M., Morrison, F.J., Griffin, E.A., &Williams, S.E. (In Review). Classroom Instructionin Kindergarten and First Grade: WhatHappened in School Today?

Morrison, F.J., Ornstein, P.A., Hardway, C.L.,& Pelphrey, K.A. (In Review). ChartingDevelopmental Pathways: A MethodologicalStrategy.

Raviv, T., Kessenich, M. & Morrison, F.J.(Revise Re-submit). A Mediation Model of theAssociation Between Socioeconomic Status ofPreschool Language Ability: Role of Parent andChild Factors.

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