Routes To Reading Success and Failure: Toward an Integrated Cognitive Psychology of Atypical Reading

By N. Jackson, Max Coltheart. 2001

219 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/ecc38d1a11a78a8b5fb3d0ddfd94e400b53bfb0c

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In Developmental and Educational Psychology

Citations in the corpus

On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, unknown): “…2005; M. Coltheart et al., 1993, 2001; Perry et al., 2007; Zorzi et al., 1998), reading development (e.g., Byrne, Freebody, & Gates, 1992; Jackson & Coltheart, 2001; Jorm & Share, 1983; Seymour, 2005), developmental and acquired dyslexia (e.g., Castles & Coltheart, 1993;…”
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review (2020, methodology): “This view is supported by theoretical models of literacy acquisition (Castles, Rastle, & Nation, 2018; Ehri, 2000; Frith, 1985; Jackson & Coltheart, 2013; Sprenger-Charolles, Siegel, & Bonnet, 1998) and a large number of empirical findings (e.g., Castles et al., 2018; Moll, Ramus, et al., 2014;…”
Dual Route and Connectionist Models of Reading: An Overview. (2006, background): “…just the orthographic lexicon is poor for age, the child will be normal at reading regular words and non-words, but poor at reading irregular words; this is developmental surface dyslexia—see Castles and Coltheart (1993, 1996) and for review Jackson and Coltheart (2001) and McDougall et al. (2005).”
Developmental dyslexia in adults : a research review (2004, unknown): “…(Bryant & Bradley, 1985; Cashdan, 1969; Chall, 1967; Chall et al., 1990; Clay, 1987; Cox & Jones, 1983; Ellis & Large, 1987; Gough & Tunmer, 1986; Jackson & Coltheart, 2001; Lawton, 1968; MacKay, 1999; Maughan & Yule, 1994; P. Mortimore et al., 1988; Ravenette, 1968; Rutter et al., 1975; Share…”
A “Radical” Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals (2003, background): “According to Kang (1993) and Zhu (1987), about 80% to 90% of Chinese characters are ideophonetic compound characters, each comprising a semantic component (the semantic radical) and a phonological component (the phonetic radical).”