Cognitive and linguistic factors in reading acquisition

Reading and Writing

Volumn 24, Issue 4, 2011, Pages 387-394

  Verhoeven, Ludo ^a   Reitsma, Pieter ^b   Siegel, Linda S ^c  

^a RADBOUD UNIVERSITY NIJMEGEN   (Netherlands)

^b PI Research Ltd   (Netherlands)

^c UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79952709344     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-010-9232-4     Document Type: Editorial

References (44)

1. Adams, J. W., & Snowling, M. J. (2001). Executive function and reading impairments in children reported by their teachers as 'hyperactive'. British Journal of Developmental Psychology, 19, 293-306.
2. Anthony, J. L., & Francis, D. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14, 255-259.
3. Baddeley, A. D. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36, 189-208.
4. Baddeley, A. D., & Della Sala, S. (1998). Working memory and executive control. In A. C. Roberts & T. W. Robbins (Eds.), The prefrontal cortex: Executive and cognitive functions (pp. 9-21). New York, NY: Oxford University Press.
5. Balota, D. A., D'Arcais, G. B. F., & Rayner, K. (Eds.). (1990). Comprehension processes in reading. Hillsdale, NJ: Lawrence Erlbaum.
6. Bus, A. G., & van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403-414.
7. de Jong, P., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6, 51-77.
8. de Jong, P., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read in a regular orthography. Effects of phonological abilities and linguistic comprehension on the development of reading. Journal of Educational Psychology, 25, 22-49.
9. Ehri, L. C. (1999). Phases of development in learning to read words. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading (pp. 79-108). Oxford, UK: Blackwell.
10. Farmer, M. E., & Klein, R. M. (1995). The evidence for a temporal processing deficit linked to dyslexia: A review. Psychonomic Bulletin & Review, 2, 460-493.
11. Gathercole, S. E., Willis, C. S., Baddeley, A. D., & Emslie, H. (1994). The children's test of nonword repetition: A test of phonological working memory. Memory, 2, 103-127.
12. Gillam, R. B., & van Kleeck, A. (1996). Phonological awareness training and clinical implications. Topics in Language Disorders, 17, 72-82.
13. Goff, D., Pratt, C., & Ong, B. (2005). The relations between children's reading comprehension, working memory, language skills and components of reading decoding in a normal sample. Reading and Writing: An Interdisciplinary Journal, 18, 583-616.
14. Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
15. Lundberg, I., & Höien, T. (2001). Reading disabilities in Scandinavia. In D. P. Hallahan & B. K. Keogh (Eds.), Research and global perspectives in learning disabilities. Essays in honor of William M. Cruickshank (pp. 109-123). Mahwah NJ: Lawrence Erlbaum.
16. MacDonald, M. C., & Christiansen, M. H. (2002). Reassessing working memory: Comment on Just and Carpenter (1992) and Waters and Caplan (1996). Psychological Review, 109, 35-54.
17. Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes and language skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 663-681.
18. Nation, K., Adams, J. W., Bowyer-Crane, C. A., & Snowling, M. J. (1999). Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of Experimental Child Psychology, 73, 139-158.
19. Oakhill, J., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443-468.
20. Olofsson, A., & Niedersoe, J. (1999). Early language development and kindergarten phonological awareness as predictors of reading problems from 3 to 11 years of age. Journal of Learning Disabilities, 32, 464-472.
21. Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 145-174). Hillsdale, NJ: Lawrence Erlbaum.
22. Perfetti, C. A. (1998). Learning to read. In P. Reitsma & L. Verhoeven (Eds.), Literacy problems and interventions (pp. 15-48). Dordrecht, NLD: Kluwer.
23. Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227-247). Oxford, UK: Basil Blackwell.
24. Purvis, K., & Tannock, R. T. (2000). Phonological processing, not inhibitory control, differentiates ADHD and reading disorder. J Am Acad Child Adolesc Psychiatry, 39, 485-494.
25. Radach, R., Kennedy, A., & Rayner, K. (2004). Eye movements and information processing during reading. New York, NY: Psychology Press.
26. Ramus, F. (2001). Dyslexia: Talk of two theories. Nature, 412, 393-395.
27. Rayner, K., & Pollatsek, A. (1989). The psychology of reading. New York: Prentice Hall.
28. Reitsma, P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology, 36, 321-339.
29. Samuels, S. J., & Flor, R. (1997). The importance of automaticity for developing expertise in reading. Reading and Writing Quarterly, 13, 107-122.
30. Schuett, S., Heywood, C. A., Kentridge, R. W., & Zihl, J. (2008). The significance of visual information processing in reading: Insights from hemianopic dyslexia. Neuropsychologia, 46, 2441-2458.
31. Seigneuric, A., & Ehrlich, M. (2005). Contribution of working memory capacity to children's reading comprehension: A longitudinal investigation. Reading and Writing An Interdisciplinary Journal, 18, 617-656.
32. Siegel, L. (1994). Working memory and reading: A life-span perspective. International Journal of Behavioral Development, 17, 109-124.
33. Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980.
34. Snowling, M. J. (2000). Language and literacy skills: Who is at risk and why? In D. V. M. Bishop & L. B. Leonard (Eds.), Speech and language impairment in children: Causes, characteristics, interventions and outcome (pp. 245-260). Hove, UK: Psychology Press.
35. Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York, NY: Guilford Press.
36. Swanson, H. L., Trainin, G., Necoechea, D. M., & Hammill, D. D. (2003). Rapid naming, phonological awareness, and reading: A meta-analysis of the correlation evidence. Review of Educational Research, 73, 407-440.
37. Tallal, P. (2000). Experimental studies of language learning impairments: From research to remediation. In D. V. M. Bishop & L. B. Leonard (Eds.), Speech and language impairments in children: Causes, characteristics, intervention and outcome (pp. 131-155). Hove, UK: Psychology Press.
38. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What we have learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40.
39. Verhoeven, L., & Perfetti, C. (2008). Advances in text comprehension: Model, process and development. Applied Cognitive Psychology, 22, 293-301.
40. Verhoeven, L., & van Leeuwe, J. (2008). Predictors of text comprehension development. Applied Cognitive Psychology, 22, 407-423.
41. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., et al. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
42. Wolf, M., & O'Brien, B. (2001). On issues of time, fluency, and intervention. In A. Fawcett & R. Nicolson (Eds.), Dyslexia: Theory and best practice (pp. 124-140). London, UK: Whur Publishers.
43. Yuill, N., & Oakhill, J. (1991). Children's problems in text comprehension: An experimental investigation. Cambridge, UK: Cambridge University Press.
44. Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.