ON THE BASES OF TWO SUBTYPES OF DEVELOPMENTAL DYSLEXIA

By Franklin R. Manis, Mark S. Seidenberg, L. M. Doi, C. McBride-Chang, A. Petersen. 2005

393 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e8cbd471d389f9e64ab59afcd3a5e891d88095fd

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Citations in the corpus

Modeling the Successes and Failures of Interventions for Disabled Readers (2003, unknown): “Furthermore, phonological awareness activities might need to be elaborated to attain the same effectiveness for children who have begun to read as for preschoolers who have not.”
Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies (2003, background): “In line with the delay hypothesis, it has been demonstrated that a general resource limitation within a connectionist network simulated the pattern of surface dyslexia (Manis et al., 1996; Plaut, McClelland, Seidenberg & Patterson, 1996).”
Neuroconstructivism - I: How the Brain Constructs Cognition (2007, background): “It is interesting that similar manipulations can produce surface or phonological dyslexia, as many people with either dyslexia show symptoms common to both types (Manis et al., 1996).”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “Unsurprisingly, these are pseudowords and exception words (see, e.g., Castles & Coltheart, 1993; Harm & Seidenberg, 1999; Manis et al., 1996; Stanovich et al., 1997).”
Converging evidence for the concept of orthographic processing (2001, result): “Such a conjecture would be consistent with the suggestion that these two sources of variance contribute differentially to reading difficulties (Bryant & Impey 1986; Castles & Coltheart 1993; Freebody & Byrne 1988; Manis et al. 1996; Stanovich & Siegel 1994; Stanovich et al. 1997; Treiman 1984).”
Vocabulary Is Important for Some, but Not All Reading Skills (2007, background): “…difficulty of interpreting exactly what measures of orthographic processing are tapping, it is the case that performance on both orthographic choice (e.g., Manis et al., 1996) and print exposure (Castles, Datta, Gayan, & Olson, 1999; Griffiths & Snowling, 2002) tasks predict exception word reading.”
The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample (2005, background): “Studies have also been conducted with normal populations of children investigating relations between reading comprehension and various predictor variables (Engle, Carullo, & Collins, 1991; Leather & Henry, 1994; Seigneuric, Ehrlich, Oakhill, & Yuill, 2000; Stanovich et al., 1996).”
Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth (2011, methodology): “…method in the CA comparison (see Table 2 and Appendix 2, part b): 17 phonological dyslexics and 15 surface dyslexics in the accuracy-based study by Manis et al. (1996) and by Stanovich et al. (1997); 4 phonological dyslexics and 7 surface dyslexics in the accuracy-based study by Ziegler et al.…”