Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia

Adams, M. J. (1990).Beginning to read: Thinking and learning about Print. Cambridge, Mass.: MIT Press. Barron, R. W. (1986). Word recognition in early reading: A review of the direct and indirect access hypothesis.Cognition 24: 93–119. Barron, R. W. (1991). Proto-literacy, literacy and the acquisition of phonological awareness.Learning and Individual Differences 31: 243–255. Beck, I. L. & Carpenter, P. A. (1986). Cognitive approaches to understanding reading: Implications for instructional practice.American Psychologist 41: 1098–1105. Berninger, V. W. (1987). Global, component, and serial processing of printed words in beginning reading.Journal of Experimental Child Psychology 43: 387–418. Berninger, V. W. (1990). Multiple orthographic codes: Key to alternative instructional methodologies for developing orthographic-phonological connections underlying word identification.School Psychology Review 19: 518–533. Berninger, V. W., Yates, C. & Lester, K. (1991). Multiple orthographic codes in reading and writing acquisition.Reading and Writing: An Interdisciplinary Journal 3: 115–149. Biemiller, A. (1977–1978). Relationships between oral reading rates for letters, words, and simple text in the development of reading achievement.Reading Research Quarterly 13: 223–253. Blachman, B. A. (1984). Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement.Journal of Educational Psychology 76: 610–622. Bowers, P. G. (1991). Implications for reading skills of developing abilities to automatize name retrieval under varied conditions. Paper presented at a meeting of the Society for Research in Child Development, Seattle, Washington. Bowers, P. G. (in press). Text reading and rereading: Determinants of fluency beyond word recognition.Journal of Reading Behavior. Bowers, P. G. (1992b). Tracing the impact on reading disability of several component process deficits. Paper submitted for publication. Bowers, P. G., Steffy, R. A. & Tate, E. (1988). Comparison of the effects of IQ control methods on memory and naming speed predictors of reading disability.Reading Research Quarterly 23: 304–319. Bowers, P. G. & Swanson, L. B. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process.Journal of Experimental Child Psychology 51: 195–219. Bowers, P. G. & Wolf, M. (in prep.) A double-deficit hypothesis for developmental reading disorders. BBowey, J. A. & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction.Applied Psycholinguistics 12: 91–121. Bradley, L. & Bryant, P. (1985).Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press. Breitmeyer, B. G. (1980). Unmasking visual masking: A look at the ‘why’ behind the veil of ‘how’.Psychological Review 87: 52–69. Chall, J. (1967).Learning to read: The great debate. New York: McGraw-Hill. Cunningham, A. E. & Stanovich, K. E. (1990). Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience.Journal of Educational Psychology 82: 733–740. Denckla, M. & Rudel, R. G. (1976). Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities.Neuropsychologia 14: 471–479. Ehri, L. C. (1980). The role of orthographic images in learning printed words. In: J. F. Kavanagh & R. L. Venezky (eds),Orthography, reading, and dyslexia (pp. 155–170). Baltimore: University Park Press. Ehri, L. C. (1989). The development of spelling knowledge and its role in reading acquisition and reading disability.Journal of Learning Disabilities 22: 356–365. Ehri, L. C. & Wilce, L. S. (1983). Development of word identification speed in skilled and less skilled beginning readers.Journal of Educational Psychology 75: 3–18. Ehri, L. C. & Wilce, L. S. (1987). Does learning to spell help beginners learn to read words?Reading Research Quarterly 22: 47–65. Ellis, N. (1981). Visual and name coding in dyslexic children.Psychological Research 43: 219–234. Ellis, N. C. & Miles, T. R. (1981). A lexical encoding deficiency, I: Experimental evidence. In: G. Th. Pavlidis & T. R. Mile (eds),Dyslexia research and its applications (pp. 177–215). John Wiley & Sons Ltd. Felton, R. & Brown, I. S. (1990). Phonological processes as predictors of specific reading skills in children at risk for reading failure.Reading and Writing: An Interdisciplinary Journal 2: 39–59. Felton, R. H., Naylor, C. E. & Wood, F. B. (1990). Neuropsychological profile of adult dyslexics.Brain and Language 39: 485–497. Felton, R. H., Wood, F. B., Brown, I. S. & Campbell, S. K. (1987). Separate verbal memory and naming deficits in attention deficit disorder and reading disability.Brain and Language 31: 171–184. Goswami, U. (1991). Learning about spelling sequences: The role of onsets and rimes in analogies in reading.Child Development 62: 1110–1123. Gough, P. B. & Tunmer, W. E. (1986). Decoding, reading, and reading disability.Remedial and Special Education 7: 6–10. Hulme, C. (1988). The implausibility of low-level visual deficits as a cause of children's reading difficulties.Cognitive Neuropsychology 5: 369–374. Johnson, D. & Myklebust, A. (1964).Learning disabilities. New York: Grune & Stratton. Kennedy, A. & Bowers, P. G. (1991). The effect of practice on word identification speed in children. Poster presented to a meeting of the American Psychological Association, San Francisco. LaBerge, D. (1979). The perception of units in beginning reading. In: L. B. Resnick & P. A. Weaver (eds),Theory and practice of early reading, Vol. 3 (pp. 31–51). Hillsdale, NJ: Erlbaum. Levy, B. A. & Hinchley, J. (1990). Individual and developmental differences in the acquisition of reading skills. In: T. H. Carr & B. A. Levy (eds),Reading and its development: Component skills approaches (pp. 81–128). New York: Academic Press. Livingstone, M., Rosen, G. D., Drislane, F. W. & Galaburda, A. M. (1991). Physiological and anatomical evidence for a magnocellular deficit in developmental dyslexia.Proceedings of the National Academy of Sciences, USA 88: 7943–7947. Lovegrove, W. J. (1991). Is the question of the role of visual deficits as a cause of reading disabilities a closed one? Comments on Hulme.Cognitive Neuropsychology 8: 435–441. Lovegrove, W. (in press). Mechanisms underlying saccadic suppression in specifically disabled and normal readers. In: E. Chakaluk (ed),The role of eye movements in perceptual processes. Amsterdam: North-Holland. Lovegrove, W., Martin, F. & Slaghuis, W. (1986). A theoretical and experimental case for a visual deficit in specific reading disability.Cognitive Neuropsychology 3: 225–267. Lovett, M. W. (1987). A developmental approach to reading disability: Accuracy and speed criteria of normal and deficient reading skill.Child Development 58: 234–260. Manis, F. R. (1985). Acquisition of word identification skills in normal and disabled readers.Journal of Educational Psychology 77: 78–90. Manis, F. R., Szeszulski, P. A., Holt, L. K. & Graves, L. (1990). Variation in component word recognition and spelling skills among dyslexic children and normal readers. In: T. H. Carr & B. A. Levy (eds),Reading and its development: Components skills approaches (pp. 207–259). New York: Academic Press. Mann, V. (1984). Review: Reading skill and language skill.Developmental Review 4: 1–15. Massaro, D. W. & Hestand, J. (1983). Developmental relations between reading ability and knowledge of orthographic structure.Contemporary Educational Psychology 8: 174–180. Murphy, L. A., Pollatsek, A. & Well, A. D. (1988). Developmental dyslexia and word retrieval deficits.Brain and Language 35: 11–23. Ojemann, G. A. (1983). Brain organization for language from the perspective of electrical stimulation mapping.The Behavioral and Brain Sciences 2: 189–230. Olson, R., Wise, B., Conners, F. & Rack, J. (1990). Organization, heritability, and remediation of component word recognition and language skills in disabled readers. In: T. H. Carr & B. A. Levy (eds),Reading and its development: Component skills approaches (pp. 261–322). New York: Academic Press. Perfetti, C. A. (1985).Reading Ability. New York: Oxford University Press. Perfetti, C. A., Beck, I., Bell, L. C. & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children.Merrill-Palmer Quarterly 33: 283–319. Rack, J. P., Snowling, M. J. & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia.Reading Research Quarterly 27: 28–53. Reitsma, P. (1983). Printed word learning in beginning readers.Journal of Experimental Child Psychology 36: 321–339. Reitsma, P. (1989). Orthographic memory and learning to read. In: P. G. Aaron & R. M. Joshi (eds),Reading and writing disorders in different orthographic systems (pp. 51–73). Dordrecht/Boston London: Kluwer Academic Publishers. Roswell, F. & Natchez, G. (1971).Reading disability. New York: Basic Books. Roth, S. F. & Beck, I. L. (1987). Theoretical and instructional implications of the assessment of two microcomputer word recognition programs.Reading Research Quarterly 22: 197–218. Spring, C. & Capps, C. (1974). Encoding speed, rehearsal, and probed recall of dyslexic boys.Journal of Educational Psychology 66: 780–786. Spring, C. & Davis, J. M. (1988). Relations of digit naming speed with three components of reading.Applied Psycholinguistics 9: 315–334. Spring, C. & Perry, L. (1983). Naming speed and serial recall in poor and adequate readers.Contemporary Educational Psychology 8: 141–145. Stanovich, K. E. (1988). The dyslexic and the garden-variety poor reader: The phonologicalcore variable-difference model.Journal of Learning Disabilities 21: 590–604. Swanson, L. B. (1989). Analyzing naming speed-reading relationships in children. Unpublished doctoral dissertation. Waterloo, Ontario (Canada): University of Waterloo. Tallal, P. (1980). Auditory temporal perception, phonics, and reading disabilities in children.Brain and Language 9: 182–198. Tallal, P. (1983). A precise timing mechanism may underlie a common speech perception and production area in the peri-Sylvian cortex of the dominant hemisphere: Commentary on G. A. Ojemann (1983) target article.The Behavioral and Brain Sciences 6: 219–220. Torgesen, J., Wagner, R., Simmons, K. & Laughon, P. (1990). Identifying phonological coding problems in disabled readers: Naming, counting, or span measures?Learning Disabilities Quarterly 13: 236–243. Tzeng, O. J. L. & Wang, W. S. (1984). Search for a common neurocognitive mechanism for language and movements.American Journal of Physiology 246: 904–911. Vellutino, F. R. (1979).Dyslexia: Theory and research. Cambridge, MA: MIT Press. Venezky, R. & Massaro, D. (1979). The role of orthographic regularity in word recognition. In: L. Resnick & P. Weaver (eds),Theory and practice of reading, Vol. 1 (pp. 85–108). Hillsdale, NJ: Erlbaum. Wagner, R. K. & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills.Psychological Bulletin 101: 192–212. Walsh, D. J., Price, G. & Gillingham, M. G. (1988). The critical but transitory importance of letter naming.Reading Research Quarterly 23: 108–122. Wimmer, H. (in press). Characteristics of developmental dyslexia in a regular writing system.Applied Psycholinguistics. Wolf, M. (1982). The word-retrieval process and reading in children and aphasics. In: K. Nelson (ed),Children's language, Vol. 3 (pp. 437–493). Hillsdale, NJ: Erlbaum. Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences.Reading Research Quarterly 26: 123–141. Wolf, M., Bally, H. & Morris, R. (1986). Automaticity, retrieval processes and reading: A longitudinal study in average and impaired readers.Child Development 57: 988–1005. Wolf, M. & Goodglass, H. (1986). Dyslexia, dysnomia, and lexical retrieval.Brain and Language 27: 360–379. Wolf, M. & Obregon, M. (1992). Early naming deficits, developmental dyslexia, and a specific deficit hypothesis.Brain and Language 42: 219–247. Wolff, P. H., Michel, G. F., Ovrut, M. & Drake, C. (1990a). Rate and timing precision of motor coordination in developmental dyslexia.Developmental Psychology 26: 349–359. Wolff, P. H., Michel, G. & Ovrut, M. (1990b). Rate variables and automatized naming in developmental dyslexia.Brain and Language 39: 556–575. Wolff, P. H., Michel, G. F. & Ovrut, M. (1990c). The timing of syllable repetitions in developmental dyslexia.Journal of Speech and Hearing Research 33: 281–289. Yap, R. & van der Leij, A. (1991). Word processing in dyslexics: A phonological and a speed deficit? Paper submitted for publication.