This is a preview of subscription content, log in via an institution to check access.
References
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Zigler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–256.
Csépe, V. (2003). Auditory event-related potentials in studying developmental dyslexia. In V. Csépe (Ed.), Dyslexia: Different brain, different behavior (pp. 81–112). Dordrecht: Kluwer Academic/Plenum Publishers.
Fletcher, J. M., & Francis, D. J. (2004). Scientifically based educational research: Questions, designs, and methods. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 59–80). Baltimore: Paul H. Brookes.
Kelley, D. B. (1993). Androgens and brain development: Possible contributions to developmental dyslexia. In A. M. Galaburda (Ed.), Dyslexia and development: Neurobiological aspects of extra-ordinary brains (pp. 21–41 + ref). Cambridge, MA: Harvard University Press.
Leong, C. K., & Tamaoka, K. (Eds.). (1998). Cognitive processing of the Chinese and the Japanese languages. Dordrecht: Kluwer Academic Publishers.
Leppänen, P. H. T., Richardson, U., Pihko, E., Eklund, K. M., Guttorm, T. K., Aro, M., & Lyytinen, H. (2002). Brain responses to changes in speech sound durations differ between infants with and without familial risk for dyslexia. Developmental Neuropsychology, 22, 407–422.
Lyytinen, H., Aro, M., Eklund, K., Erskine, J., Guttorm, T., Laakso, M.-L., Leppänen, P. H. T., Lyytinen, P., Poikkeus, A.-M., Richardson, U., & Torppa, M. (2004). The development of children at familial risk for dyslexia: Birth to early school age. Annals of Dyslexia, 54, 184–220.
McCardle, P., & Chhabra, V. (Eds.). (2004). The voice of evidence in reading research. Baltimore: Paul H. Brookes.
Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Review, 112, 43–59.
Piaget, J. (1963). The child’s conception of the world. Paterson, NJ: Littlefield, Adams.
Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., & Frith, U. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841–865.
Simos, P. G., Fletcher, J. M., Bergman, E., Breier, J. I., Foorman, B. R., Castillo, E. M., Davis, R. N., Fitzgerald, M., & Papanicolaou, A. C. (2002). Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1203–1213.
Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S. L., Tallal, P., Merzenich, M. M., & Gabrieli, J. D. E. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proceedings of the National Academy of Sciences of the United States of America, 100 (March), 2860–2865.
Yamada, J., & Leong, C. K. (in press). Differential reading, naming, and transcribing speeds of Japanese romaji and hiragana. Reading and Writing: An Interdisciplinary Journal.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Leong, C.K. Editor’s commentary. Ann. of Dyslexia 55, 1–8 (2005). https://doi.org/10.1007/s11881-005-0001-z
Issue Date:
DOI: https://doi.org/10.1007/s11881-005-0001-z