The Science of Reading. Группа авторов
Читать онлайн книгу.
B., & Fernyhough, C. (2015). Inner speech: Development, cognitive functions, phenomenology, and neurobiology. Psychological Bulletin, 141(5), 931–965. doi: 10.1037/bul0000021.
3 Antia, S. D., Lederberg, A. R., Easterbrooks, S., Schick, B., Branum‐Martin, L., Connor, C. M., & Webb, M. Y. (2020). Language and reading progress of young deaf and hard‐of‐hearing Children. The Journal of Deaf Studies and Deaf Education, 25(3), 334–350. doi: 10.1093/deafed/enz050.
4 Bakhtin, M.M. (1981). The Dialogic Imagination. University of Texas Press.
5 Besner, D. (1987). Phonology, lexical access in reading, and articulatory suppression: A critical review. The Quarterly Journal of Experimental Psychology Section A, 39(3), 467–478. doi: 10.1080/14640748708401799.
6 Blazely, A. M., Coltheart, M., & Casey, B. J. (2005). Semantic impairment with and without surface dyslexia: Implications for models of reading. Cognitive Neuropsychology, 22(6), 695–717. doi: 10.1080/02643290442000257.
7 Blythe, H. I., Dickins, J. H., Kennedy, C. R., & Liversedge, S. P. (2018). Phonological processing during silent reading in teenagers who are deaf/hard of hearing: An eye movement investigation. Developmental Science, 21(5), e12643. doi: 10.1111/desc.12643.
8 Brysbaert, M. (2003). Bilingual visual word recognition: Evidence from masked phonological priming. In S. Kinoshita & S.J. Lupker (Eds.), Masked priming: The state‐of‐the‐art (pp. 323–343). Psychology Press.
9 Brysbaert, M. (2019). How many words do we read per minute? A review and meta‐analysis of reading rate. Journal of Memory and Language, 109, 104047. doi: 10.1016/j.jml.2019.104047.
10 Brysbaert, M., Speybroeck, S., & Vanderelst, D. (2009). Is there room for the BBC in the mental lexicon? On the recognition of acronyms. Quarterly Journal of Experimental Psychology, 62, 1832–1842. doi: 10.1080/17470210802585471.
11 Brysbaert, M., Van Dyck, G., & Van de Poel, M. (1999). Visual word recognition in bilinguals: evidence from masked phonological priming. Journal of Experimental Psychology: Human Perception and Performance, 25(1), 137–148. doi: 10.1037//0096‐1523.25.1.137.
12 Cai, Q., Lavidor, M., Brysbaert, M. Paulignan, Y., & Nazir, T.A. (2008). Cerebral lateralization of frontal lobe language processes and the lateralization of the posterior visual word processing system. Journal of Cognitive Neuroscience, 20, 672–681. doi: 10.1162/jocn.2008.20043.
13 Caravolas, M., Lervåg, A., Defior, S., Seidlová Málková, G., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24(8), 1398–1407. doi: 10.1177/0956797612473122.
14 Carver, R. P. (1982). Optimal rate of reading prose. Reading Research Quarterly, 56–88. doi: 10.2307/747538.
15 Chang, Y. N., Taylor, J. S. H., Rastle, K., & Monaghan, P. (2020). The relationships between oral language and reading instruction: Evidence from a computational model of reading. Cognitive Psychology, 123, 101336. doi: 10.1016/j.cogpsych.2020.101336.
16 Chitiri, H. F., & Willows, D. M. (1997). Bilingual word recognition in English and Greek. Applied Psycholinguistics, 18(2), 139–156. doi: 10.1017/S0142716400009942.
17 Coltheart, M., Patterson, K., & Marshall, J. C. (1987). Deep dyslexia since 1980. In M. Coltheart, K. Patterson, & J. C. Marshall (Eds.), International library of psychology. Deep dyslexia (pp. 407–451). Routledge.
18 Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204–256. doi: 10.1037/0033‐295x.108.1.204.
19 Costello, B., Caffarra, S., Fariña, N., Duñabeitia, J.A., & Carreiras, M. (2021). Reading without phonology: ERP evidence from skilled deaf readers of Spanish. Scientific Reports, 11, 5202. doi: 10.1038/s41598‐021‐84490‐5.
20 Daneman, M., & Stainton, M. (1991). Phonological recoding in silent reading. Journal of experimental psychology: Learning, Memory, and Cognition, 17(4), 618–632. doi: 10.1037/0278‐7393.17.4.618.
21 Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. doi: 10.1037/a0019738.
22 Dehaene, S., Cohen, L., Morais, J., & Kolinsky, R. (2015). Illiterate to literate: Behavioural and cerebral changes induced by reading acquisition. Nature Reviews Neuroscience, 16(4), 234–244. doi: 10.1038/nrn3924.
23 Drewnowski, A., & Healy, A. F. (1982). Phonetic factors in letter detection: A reevaluation. Memory & cognition, 10(2), 145–154. doi: 10.3758/bf03209216.
24 Ferrand, L., & Grainger, J. (1994). Effects of orthography are independent of phonology in masked form priming. The Quarterly Journal of Experimental Psychology, 47(2), 365–382. doi: 10.1080/14640749408401116.
25 Forster, K. I. (1998). The pros and cons of masked priming. Journal of Psycholinguistic Research, 27, 203–233. doi: 10.1023/a:1023202116609.
26 Friesen, D. C., & Jared, D. (2012). Cross‐language phonological activation of meaning: Evidence from category verification. Bilingualism: Language and Cognition, 15(1), 145–156. doi: 10.1017/S1366728910000489.
27 Friesen, D. C., Whitford, V., Titone, D., & Jared, D. (2020). The impact of individual differences on cross‐language activation of meaning by phonology. Bilingualism: Language and Cognition, 23(2), 323–343. doi: 10.1017/S1366728919000142.
28 Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trails. Psychological Bulletin, 123(1), 71–99. doi: 10.1037/0033‐2909.123.1.71.
29 Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographic depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13(1), 104–115. doi: 10.1037//0096‐1523.13.1.104.
30 Galletly, S. A., & Knight, B. A. (2004). The high cost of orthographic disadvantage. Australian Journal of Learning Difficulties, 9(4), 4–11. doi: 10.1080/19404150409546774.
31 Gerrits, R., Van der Haegen, L., Brysbaert, M., & Vingerhoets, G. (2019). Laterality for recognizing written words and faces in the fusiform gyrus covaries with language dominance. Cortex, 117, 196–204. doi: 10.1016/j.cortex.2019.03.010.
32 Glushko, R. J. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of experimental psychology: Human perception and performance, 5(4), 674–691. doi: 10.1037/0096‐1523.5.4.674.
33 Gollan, T. H., Forster, K. I., & Frost, R. (1997). Translation priming with different scripts: Masked priming with cognates and noncognates in Hebrew‐English bilinguals. Journal of Experimental Psychology: Learning, Memory and Cognition, 23, 1122–1139. doi: 10.1037//0278‐7393.23.5.1122.
34 Grainger, J. Kiyonaga, K., & Holcomb, P.J. (2006). The time‐course of orthographic and phonological code activation. Psychological Science, 17, 1021–1026. doi: 10.1111/j.1467‐9280.2006.01821.x.
35 Hanley, R., Masterson, J., Spencer, L., & Evans, D. (2004). How long do the advantages of learning to read a transparent orthography last? An investigation of the reading skills and reading impairment of Welsh children at 10 years of age. The Quarterly Journal of Experimental Psychology Section A, 57(8), 1393–1410. doi: 10.1080/02724980343000819.
36 Harm, M., & Seidenberg, M.S. (2004). Computing the meanings of words in reading: Division of labor between visual and phonological processes. Psychological Review, 111, 662–720. doi: 10.1037/0033‐295X.111.3.662.
37 Huettig, F., Lachmann, T., Reis, A., & Petersson, K. M. (2018). Distinguishing cause from effect–many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience. Language, Cognition and Neuroscience, 33(3), 333–350. doi: 10.1080/23273798.2017.1348528.
38 Huey, E.B. (1908). The psychology and pedagogy of reading. New York: The Macmillan Company.
39 Jouravlev,