Beyond the Phonological Deficit Hypothesis

Child Psychology and Psychiatry Review

Volumn 3, Issue 1, 1998, Pages 22-23

  Seymour, Philip H K ^a  

^a UNIVERSITY OF DUNDEE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85010150102     PISSN: 13606417     EISSN: 14753588     Source Type: Journal    
DOI: 10.1017/S1360641797001391     Document Type: Article

References (11)

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2. Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye: The relationship between speech and reading. Cambridge, MA: MIT Press.
3. Gough, P. B., & Hillinger, M. L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30, 179–196.
4. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6–10.
5. Hatcher, P., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65, 41–57.
6. Manis, F. R., Seidenberg, M. S., Doi, L. M., McBride-Chang, C., & Petersen, A. (1996). On the bases of two sub-types of developmental dyslexia. Cognition, 58, 157–195.
7. Morais, J., Alegria, J., & Content, A. (1987). The relationship between segmental analysis and literacy: An interactive view. Cahiers de Psychologie Cognitive, 7, 415–438.
8. Rack, J., Snowling, M., & Olson, R. (1992). The nonword reading deficit in developmental dyslexia. Reading Research Quarterly, 27, 29–53.
9. Seymour, P. H. K. (1986). Cognitive analysis of dyslexia. London: Routledge & Kegan Paul.
10. Seymour, P. H. K., & Bunce, F. (1994). Application of cognitive models to remediation in cases of developmental dyslexia. In M. J. Riddoch & G. W. Humphreys (Eds.), Cognitive neuropsychology and cognitive rehabilitation. Hove, U.K.: Lawrence Erlbaum.
11. Siegel, L. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469–478.