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A                                                                                                                                            Top

            Abu-Rabia, S. (1998). Reading arabic texts: effects of text type, reader type and vowelization. Reading and Writing: An Interdisciplinary Journal, 00, 1-15.

            Akita, K. & Hatano, G. (1999). Learning to read in japanese. In M. Harris  & G. Hatano,  (1999) Learning to Read and Write- A Cross Linguistic Perspective. Cambridge: Cambridge University Press (pp. 214).
 

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            Besner, D. (1987). On the relationship between orthographies and phonologies in visual word recognition. In A. Allport, D. Mackay, E.Prinz, E. Scheerer (Eds.): Language, Perception and Production. London: Academic Press.

            Besner, D. & Hildebrandt, N. (1987). Orthographic and phonological codes in the oral reading of japanese kana. Journal of Experimental Psychology, 13, 335-343.

            Brewster Clark, D. & Kellogg Uhry, J. (1995). D. Brewster Clark & J. Kellogg Uhry (Eds.) Dyslexia: Theory and Practice of Remedial Instruction. Baltimore: York Press.

            Bruck, M. , Genesse, F, Caravolas, M. (1997). A cross-linguistic study of early literacy acquisition. In B. Blachman (Ed.),  Foundations of Reading Acquisition and Dyslexia (pp.145-162). London: LEA.
 

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            Chiappe, P. , & Siegel, L. (1999). Phonological awareness and reading acquisition in
english- and punjabi-speaking canadian children. Journal of Educational Psychology, 91 (1), 20-28.

            Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: dual route and parallel processing approaches. Psychological Review, 100, 589-608.
 

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            Geva, E. , & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent
development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1-30.

            Gottardo, A., Siegel, L. , & Stanovich, K. (1997). The assessment of adults with reading
disabilities: what can we learn from experimental tasks? Journal of Research in Reading, 20 (1), 42-54.
 

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            Hanley, J. R., Tzeng, O., & Huang, H.S. (1999). Learning to read Chinese. In M. Harris & G. Hatano (1999) Learning to Read and Write- A Cross Linguistic Perspective. Cambridge: Cambridge University Press.

            Harris, M.  & Hatano, G.  (1999) Learning to Read and Write- A Cross Linguistic Perspective. Cambridge: Cambridge University Press

J                                                                                                                                               Top

            Jiménez González, J. E. & Hernández Valle, I. (2000). Word identification and reading disorders in
the spanish language. Journal of Learning Disabilities, 33 (1), 44-60.

            Jiménez González, J.E. (1997). A reading level-match study of phonemic process underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9, 23-40.

            Jimenez González, J.E. & Ortiz González, M.R. (1994). Phonological awareness in learning literacy. The Journal for the Integrated Study of Artificial Intelligence Cognitive Science and Applied Epistemology, 11, 127-152.

           Jong, P.F. & van der Leij, A. (1999). Specific contributions o fphonological abilities to early reading acquisition: results from a dutch latent variable longitudinal study. Journal of Educational Psychology, 91 (3), 450-476.
 

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            Landerl, K., Wimmer, H., Frith, U. (1997). The impact of orthographic consistency on dyslexia: a german-english comparison. Cognition, 63, 315-334.

            Lennox, C. & Siegel, L.S. (1993). Visual and phonological spelling errors in subtypes of children with learning disabilities. Applied Psycholinguistics, 14, 473-488.
 

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            Moats, L.C. (1998).Reading, spelling, and writing disabilities in the middle grades. In B. Wong (Ed.), Learning about Learning Disabilities (pp.367-389). San Diego, CA: Academic Press.
 

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            Perfetti, C. A.,  & Zhang, S. (1995). Very early phonological activation in Chinese reading. Journal of Experimental Psychology, Learning, Memory and Cognition, 21, 24-33.

           Porpodas, C. (1999). Patterns of phonological and memory processing in beginning readers and spellers of greek. Journal of Learning Disabilities, 32 (5), 406-416.
 

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            Rodrigo López, M. & Jiménez González, J.E. (1999). An analysis of the word naming errors of normal readers and reading disabled children in spanish. Journal of Research in Reading, 22, 180-197.
 

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            Siegel, L. (1993). Phonological deficits as the basis of a reading disability. Developmental
Review, 13, 246-257.

            Siegel, L. , & Ryan, E. (1984). Reading Disability as a Language Disorder. Remedial and
Special Education, 5 (3), 20-33.

            So, D., & Siegel, L. (1997). Learning to read chinese: semantic, syntactic, phonological and
working memory skills in normally achieving and poor chinese readers. Reading and Writing: An Interdisciplinary Journal, 9, 1-21.

            Sprenger-Charolles, L. , Siegel, L.S., & Béchennec, D. (1997). Beginning reading and spelling acquisition in french: a longitudinal study. In Perfetti, C., Rieben, L., & Fayol, M. (Eds.), Learning to Spell: Research, Theory, and Practice Across Language (pp.339-359). New Jersey: Erlbaum.

            Stanovich, K., & Siegel, L. (1994). Phenotypic performance profile of children with
Reading disabilities: a regression – based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86 (1) 24-53.

            Stanovich, K. (1988ª). Explaining the differences between the dyslexic and garden variety
poor reader: The phonological-core variance-difference model. Journal of Learning
Disabilities, 21, 590-604, 612.
 

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            Wagner, D. A. & Spratt, J. E. (1988). Arabic orthography and reading acquisition (Paper).

            Wimmer, H. (1996). The nonword reading deficit in developmental dyslexia: evidence from children learning to read german. Journal of Experimental Child Psychology, 61, 80-90.

            Wimmer, H. & Goswami, U. (1994). The influence of orthographic consistency on reading development: word recognition in english and german children. Cognition, 51, 91-103.

            Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.

            Wimmer, H. Hummer, P. (1990). How german-speaking first graders read and spell: doubts on the importance of the logographic stage. Applied Psycholinguistics, 11, 349-368.
 

     
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