Letter‐position encoding and dyslexia

By Carol S. Whitney, Piers L. Cornelissen. 2005

126 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/1a210455eca0a6712068e7e31a1b5405a9935584

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Pablo Gómez
2. Carmen Moret-Tatay
3. Victoria Panadero
4. Manuel Perea
5. Jonathan Grainger
6. Colin J. Davis

In Developmental and Educational Psychology

1. Pablo Gómez
2. Carmen Moret-Tatay
3. Victoria Panadero
4. Manuel Perea
5. Colin J. Davis
6. Jonathan Grainger
7. Dennis Norris

In Statistics and Probability

1. Manuel Perea
2. Pablo Gómez
3. Colin J. Davis

Citations in the corpus

• A stimulus sampling theory of letter identity and order (2010, unknown): “…Grainger, Granier, Farioli, Van Assche, & Van Heuven, 2006; Grainger & Van Heuven, 2003; Grainger & Whitney, 2004; Schoonbaert & Grainger, 2004; Whitney, 2001; Whitney & Berndt, 1999; Whitney & Cornelissen, 2005, 2008), and the ‘spatial-coding’ SOLAR model (Davis, 1999, 2006; Davis & Bowers, 2006).”
• The effects of inter-letter spacing in visual-word recognition: Evidence with young normal readers and developmental dyslexics (2012, background): “…representations per se of individuals with developmental dyslexia may be intact; see Ramus & Szenkovits, 2008) and that developmental dyslexia may be characterised on the basis of abnormal, parallel letter coding as visual objects rather than as letters (e.g., see Whitney & Cornelissen, 2005).”