中文部分
何九盈(1995)，中國古代語言學史，廣東教育出版社，廣東，中國。
方師鐸(1969)，五十年來國國語運動史，國語日報社出版，臺北，臺灣。
李孝定(1986)，漢字的起源與演變論叢，聯經出版社，臺北，臺灣。
教育特殊兒童普查報告執行小組(1993)，中華民國特殊兒童普查報告，臺北，教育部教育研究委員會。
臺灣省國民教師研習會(1987)，國民小學常用字及生字難度研究，臺北板橋。
柯華葳、李俊仁(1996a)，初學識字成人聲韻覺識與閱讀能力關係，國立中正大學學報，7(1)，49-66。
柯華葳、李俊仁(1996b)，國小低年級學生聲韻覺識與認字能力的發展:一個縱貫的研究，國立中正大學學報，7(1)，29-47。
柯華葳、李俊仁（1999）閱讀困難的理論架構及驗證，學童閱讀困難的鑑定與診斷研討會，台北。
黃蕙美(1993)，國小學童對於漢字一般字彙知識的習得，國立台灣大學碩士論文，未發表。
黃秀霜(1995)，臺灣兒童早期音韻覺識、視覺技巧與日後中文認字能力關係之研究，行政院國家科學委員會專題研究計畫成果報告。
簡淑真和曾世杰(1994)學前兒童的聲韻知識與入學後學注音、閱讀成就之間的關係，八十二年度師範教育學院教育學術發表會。
曾世杰(1995)，閱讀障礙兒童的閱讀歷程類型與追蹤研究，行政院國家科學委員會專題研究計畫成果報告。
葉楚強(1965)現在通用漢字讀音的分析統計，中國語文。於裘錫圭(1994)文字學概要中引用，臺北，三民書局。
陸莉（1994），修訂畢寶德圖畫詞彙測驗，台北：心理出版社。
竺家寧（1991）聲韻學，五南出版社，台北，台灣。
張世錄（1986）中國音韻學史，台灣商務印書館，台北，台灣。
趙元任（1968）語言問題，台灣商務印書館，台北，台灣。
梁雲霞，私人通訊，中正大學專題演講資料，為其博士論文。
黃國祐（1993）詞彙狀態與音節數目及說話速度在漢語聲韻辨識過程中的作用，國立中正大學碩士論文，未出版。
曹峰銘（1992）詞彙狀態與音節結構在漢語聲韻辨識過程中的作用，國立中正大學碩士論文，未出版。
鄭靜宜（1994）聲調、韻母及音節特性對於漢聲韻素偵測的影響，國立中正大學碩士論文，未出版。
謝國平（1998）台灣地區年輕人ㄓㄔㄕ與ㄗㄘㄙ真的不分嗎？華文世界，90，1-7。李俊仁，學童是有邊念邊嗎？一個反證。未發表研究。
李俊仁、柯華葳（1999）以認知成份分析區辨學童閱讀困難的效能，學童閱讀困難的鑑定與診斷研討會，台北。
洪儷瑜（1995）學習障礙者教育。台北，心理出版社。
中文詞知識庫小組（1993）新聞語料庫字頻統計，南港，台北。
英文部分
Adam, M.J. (1991). Beginning to read: thinking and learning about print. A Bradford Book, the MIT Press.
Baddeley, A. (1986). Working memory. Oxford University Press New York.
Beckman, J.E., Mamen, M, & Ferguson, H.B. (1984). Reading level design: conceptual and methodological issues in reading research. Psychological Bulletin, 96, 560-568.
Bertelson, P., De Gelder, B. (1989). Learning about reading from illiterates. In Galaburda, A.M. (ed.). From reading to neurons. The MIT Press, London, England.
Bertelson, P., Chen, H.C. & De Gelder, B. (in press). Explicit speech analysis and orthographic experience in Chinese readers. In Chen, H.C. (ed.). The cognitive processing of Chinese and related Asian language. Hong Kong: Chinese University Press.
Bertelson, P. & De Gelder, B. (1990). the emergence of phonological awareness: comparative approaches. In Mattingly, I.G., and Studdert-Kennedy, M. (1990). Modularity and the motor theory of speech perception. LEA Publishers LTD, Hillsdale, N.J.
Boder, E. (1970). Developmental dyslexia: A new diagnostic approach based on the identification of three subtypes. Journal of School Health, 40(6), 289-290
Brady, S., Shankweiler, D., Mann V. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35, 345-367.
Brady, S., Mann V. & Schmidt, R. (1987). Errors in short-term memory for good and poor readers. Memory and Cognition, 15(5), 444-453.
Brady, S., Poggie, E. & Rapala, M.M. (1989). Speech repetition abilities in children who differ in reading skill. Language & Speech, 32(2), 109-122.
Brady, S.A. (1991). The role of working memory in reading disability. In Brady, S. A., Shankweiler, D.P. (1991). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ, USA: Lawrence Erlbaum Associates.
Bradley, L. & Bryant, P.E. (1983). Categorizing sounds and learning to read-a causal connection, Nature, 301, 419-521.
Bradley, L.& Bryant, P.E. (1978). Difficulties in auditory organization as a possible cause of reading backwardness. Nature, 271, 756-747. Cited in Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read, Hove, UK: Erlbaum.
Breitmeyer, B.G. (1980). Unmasking visual masking: a look at the "why" behind the veil of "how". Psychological Review, 87, 52-69.
Bryant, P. & Bradley, L. (1985). Children''''s reading problems. Oxford: Blackwell.
Bryant, P.E., MacLean, M., Bradley, L.L.,& Crossland, J. (1990). Rhyme and aliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429-438.
Bryant, P.,& Goswami U. (1986). Strength and weaknesses of the reading level design: a comment on Beckman, Mamen, and Ferguson. Psychological Bulletin, 100, 101-103.
Byrne, B.& Fielding-Barnsley, R. (1991).Evaluation of a rogram to teach phonemic awareness to young children. Journal of Educational Psychology, 83,451-455.
Byrne, B.& Fielding-Barnsley, R. (1993).Evaluation of a rogram to teach phonemic awareness to young children:a-year follow-up. Journal of Educational Psychology, 85, 104-111.
Borsting, E., Ridder III, W.H., Dudeck, K., kelley, C. matsui, L. & Motoyama J. (1996).the presence of magnocellular defect depends on the type of dyslexia. Vision Research, 36(7), 1047-1053.
Bowey, J.A., Cain, M.T. & Ryan, S.M. (1992). A reading-level design study of phonological skills undering fourth-grade children''''s word reading difficulties, Child Development, 63, 999-1011.
Content, A., Kolinsky R., Norais, J. & Bertelson, P. (1986). Phonetic segmentation in prereaders : Effect of corrective information. Journal of Experimental Child Psychology, 42, 49-72.
Cornelissen, P., Richardson, A., Mason, A., Fowler, S, & Stein, J. (1995). Control sensitivity and coherent motion detection measured at photopic luminance level in dyslexics and controls.Vision Research, 35(10), 1483-1494.
Crosson, B. (1992). Subcortical functions in language and memory. New York: Guilford.
Cunningham, A.E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.
Cunningham, A.E. & Stanovich, K.E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.
Daneman, M. & Carpenter, P.A. (1980). Individual differences in working memory and reading. Journal of verbal behavior, 19, 450-466.
Demb, J.B., Boynton, G. M., Best M. & Heeger, D.J. (1998). Psychophysical evidence for a magnocellular pathway deficit in dyslexia. Vision Research, 38, 1555-1559.
Demb, J.B. Boynton, G. M., Best M. & Heeger, D.J. (1998). Functional magnetic resonance imaging of early visual pathways in dyslexia. The Journal of Neuroscience, 18(17), 6939-6951.
DeFrancis, J. (1984). The Chinese language: facts and fantasy. Honolulu: University of Hawaii Press.
Eden, G., Stein, J.F., Wood, H.M. & Wood, F.B,. (1994). Differences in eye movements and reading problems in dyslexic and normal children. Vision research, 34(10), 1345-1355.
Eden, G., Van meter, J.W., Rumsey, J.M., Maisog, J.M., Woods, R.P. & Zeffiro, T.A. (1996). Abnormal processing of visual motion in dyslexia revealed by functional brain imaging. Nature, 382(4), 66-69.
Eden, G.F. & Zeffiro, T.A. (1998). Neural systems affected in developmental dyslexia revealed by functional neuroimaging. Neuron, 21, 279-282.
Ehri, L.C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P.B. Gough, L.C. Ehri, & R. Treiman (Eds.) Reading acquisition.Hillsdale :Erlbaum.
Ehri L.C. & Wilce, L.S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic ? Reading Research Quarterly, 20, 163-179.
Ehri, L.C. & Wilce, L.S. (1987). Cipher versus cue reading: an experiment in decoding acquisition. Journal of Educational Psychology, 79, 3-13.
Farmer, M.E. & Klein, R.M. (1995). The evidence for a temporal processing deficit linked to dyslexia: a review. Pasychonimic Bulletin & Review, 2(4), 460-493.
Fiez, J.A. & Petersen, S.E. (1998). Neuroimaging studies of word reading. Proceeding National Academic Science, 95, 914-921.
Fisher, B. & Weber, H. (1990). Saccadic reaction times of dyslexic and age-matched normal subjects. Perception, 19, 805-818.
Fletcher, J.M., Stuebing, K.K., Shaywitz, B.A. Shaywitz, S.E., Rourke, B.P. & Francis, D.J. (1994). Validity of the concept of dyslexia: alternative approaches to defination and classification. In Van den bos, K.P., Siegle, L.S., Bakker, D.J. & Share, D.L. (1994). Current directions in dyslexia research, Swets & Zeitlinger Publishers.
Fletcher, J.M., Francis, D.J., Shaywitz, S.E., Lyon G.R. Foorman B., Stuebing, K.K. & Shaywitzs, B.A. (1998) Intelligent testing and the descripancy models for children with learning disabilities. Learning Disabilities Research & Practice, 13(4), 186-203.
Fletcher, J.M., Shaywitz, S.E., Shankweiler D.P., Katz, L., Liberman, I.Y., Stuebing K.K., Francis, D.J., Fowler A.E. & Shaywitzs, B.A. (1994). Cognitive profiles of readingdisability: comparisons of discrepancy and low achievement definations. Journal of Educational Psychology, 86(1), 6-23.
Frith, U. (1985). Beneath the surface of developmental dyslexia. In Patterson, K.E., Marshall, C. & Coltheart, M. (Eds.), Surface dyslexia. London: Erlbaum.
Frith C,.D. & Frith U. (1996). A biological marker for dyslexia. Nature, 382 (6586), 19-20.
Foorman, B.R., Francis, D. & Fletcher, J.K. (1996). Relation of phonological and orthographic processing to early reading: comparing two approaches to regression-based, reading-level-match designs. Journal of Educational Psychology, 88, 4, 639-652.
Foorman, B.R., Francis, D., Fletcher, J.K., Schatschneider, C. & Mehta, P. (1998). The role of instruction in learning to reading: preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55.
Fox, B. & Routh, D.K. (1976). Phonemic analysis and synthesis as word-attack skills. Journal of Educational Psychology, 58, 70-74.
Fox, B.,& Routh, D.K. (1984). Phonemic analysis and synthesis as word -attack skills: revised . Journal of Educational Psychology, 76, 1059-1064.
Gathercole, S.E. & Baddeley, A.D. (1989).Evaluation of the role of phonological STM in the develop of vocabulary : a longitudinal study. Journal of Memory & Langusge, 28, 200-213.
Gathercole, S.E. & Baddeley, A.D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory & Language, 29(3), 336-360.
Gathercole, S.E. , Willis, C.S., Emslie, H. & Baddeley, A.D(1992), Phonological memory and vocabulary developmemnt during the early school years: a longitudinal study. Developmental Psychology, 28, 887-898.
Gathercole, S.E. (1995) Is nonword repetition a test of phonological memory or a long-term knowledge ? It all depends on nonwords. Memory & Cognition, 23, 83-94.Geiger, G. & Lettvin, J.Y. (1987). Peripheral vision in persons with dyslexia. The New England Journal of Medicine, 316, 1238-1243.
Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read, Hove, UK:Erlbaum.
Gough,P.B., Ehri,L.C. & Treiman R. (1992)(Eds.) Reading acquisition. Hillsdale NY:Erlbaum.
Hill, R. & Lovegrove, W.J. (1993) One word at a time to the visual deficit in SRDs? In Wright, S.F. & Groner, R.. (1993). Facets of dyslexia and its remediation. Elsevier Science Publishers.
Ho., C.S-H. & Bryant, P. (1997). Learning to read Chinese beyond the logographic phase. Reading research Quarterly, 32, 276-289.
Ho., C.S-H. & Bryant, P. (1997). Phonological skills are important in learning to read Chinese. Developmental psychology, 33, 946-951.
Ho, C.S.H., Wong, W.L. & Chen, W.S. (in press) The use of orthographic analogies in learning to reading Chinese.
Ho, Connie, S.H. , Law, Teresa, P.S. & Ng, Penny, M. (1998). The phonological deficit hypothesis in Chinese developmental dyslexia. (In Press).
Holligan, C.& Johnston, R.S. (1988). The use of phonological informtion by good and poor readers in memory and reading tasks. Memory & Cognition, 16, 522-532.
Horwitz, B., Rumsey J.M. & Donohue, B.C. (1998). Functional connectivity of the angular gyrus in normal reading and dyslexia. Proceeding National Academy Science, 95/15, 8939-8944.
Huang H.S., Hanley, J.R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54, 73-98.
Huang H.S., Hanley, J.R. (1997). A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan, International Journal of Behaviroal Development, 20, 249-268.
Hung, D.L.,& Tzeng, O.J.L. (1981). Orthographic variations and visual information processing. Psychological Bulletin, 90, 377-414.
Iversen, S.,& Tunmer W. (1993). Phonological processing skills and the reading recovery program, Journal of Educational Psychology, 85, 112-126.
Juel, C. (1988). Learning to read and write: a longitudinal study of 54 children from first through fourth grades. Journal of educational Psychology, 80, 437-447.
Juel, C., Griffith, P.L. & Gohgh, P.B. (1986)Acquisition literacy:a longitudinal study of children in first and second grade. Journal of Educational Psychology, 78,243-255.
Johannes, S., Kussmaul, C.L., Munte, T.F. &d Mangun, G.R. (1996). Developmental dyslexia: passive visual stimulation provides no evidence for a magnocellular processing defect. Neuropsychogia, 34(11), 1123-1127.
Kruk, R.S. & Willows, D.M. (1993) Toward an ecologically valid analysis of visual processes dyslexic readers. In Wright, S.F. & Groner, R. (Eds). Facets of dyslexia and its remediation. E.L.S. publishers.
Liberman, I.Y., Shankweiler, D., Fischer, F.W.,& Carter, B. (1974). Expicit syllable and phoneme segmantation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
Livingstone, M.S., Rosen, G.D., Drislane, F.W. & Galaburda, A.M. (1991). Physiological and anatomical evidence for a magnocellular defect in developmental dyslexia. Proceeding National Academic of Science, U.S.A., 88, 7943-7947.
Lovegrove, Martin & Slaghuis, W. (1986). A theoretical and experimental case for a visual deficit in specific reading disability. Cogniitive Neuropsychology, 3, 225-267.
Lundberg, I., Frost, J. & Petersen, O. (1988) Effect of an extensive program foe stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
Lukatela, G. & Turvey, M.T. (1994). Visual access is initially phonological. 1: Evidence from associative priming by words, homophone, and pseudohomophones. Joural of Experimental Psychology: general, 123, 331-353.
Mark, L.S., Shankweiler, D., Liberman, I.Y., Fowler, C.A. (1977) Phonetic recoding and reading difficulty in beginning readers. Memory & Cognition, 5(6), 626-629.
MacLean, M., Bryant, P.,& Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood, Merrill-Palmer Quarterly, 33, 255-281.
Mausnsell, J.H.,R., Nealey, T.A. & Depriest, D.D. (1990). Magnocellular and parvocellular contributions to responses in the middle temporal visual aera of the macaque momkey. Journal of Neuroscienve, 10, 3323-3334.
Mesulam, M.M. (1985) Pattern in behavioral nerroanatomy: association area, the limbic system, and hemispheric specialization. In Davis, F.A. (1985) principles of behavioral neurology, 1-70, Philadelphia.
Merigan, W.H., Byrne, C.E., Maunsell J.H.R. (1991) Dose primate motion perception dependent on the magnocellular pathway ? The Journal of neuroscience, 11(11) 3422-3429.
Merzenich, M. M., Jenkins, W.M., Johnston, P., Schreiner, C., Miller, S.L. & Tallal, P. (1996). Temporal processing deficits of language-learning impaired children ameliorated by training, Science, 271(5245), 77-81.
Metsala, J.L., Stanovich, K.E. & Brown, G.D. (1998). Regularity effects and the phonological deficit of reading disabilities: a meta-analytic review. Journal of Educational psychology, 90(2), 279-293.
Miller, S. L. & Tallal, P. (1995). A behavioral neuroscience approach to developmental language disorders: Evidence for a rapid temporal processing deficit. Cicchetti, D. & Cohen, D.J. (Eds) (1995). Developmental psychopathology, Vol. 2: Risk, disorder, and adaptation. Wiley series on personality processes. New York, NY, USA: John Wiley & Sons
Mody, M., Studdert-Kennedy, M., Brady, S. (1997）Speech perception deficits in poor readers: Auditory processing or phonological coding? Journal of Experimental Child Psychology, 64(2), 199-231.
Morais, J. (1991) Constraints on the development of phonemic awareness. In Brady, S., Shankweiler, D.P. (1991)(eds.) Phonological processes in literacy: a tribute to Isabelle Y. Liberman, LEA Publishers, Hillsdale, N.J.
Morais, J., Cary, L., Algeria, J. & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously ? Cognition,7, 323-331.
Morais, J.,Bertelson, P., Cary, L. & Algeria, J. (1986). Literacy training and speech segmentation. Cognition,24, 45-64.
Morais, J., Content, A., Bertelson, P., Cary, L. & Kolinsky, R. (1988). Is there a critical period for the acquisition of segmental analysis ? Cognitive Neuropsychology, 5, 347-352.
Morais, J., Castro, S.L., Scliar-Cabral L., Kolinsky R., & Content, A.,(1987).The effects of literacy on the recognition of dichotic words. The quarterly Journal of Experimental Psychology, 39A, 451-465.
Morais, J. (1985). Literacy and awareness of the units of speech: implications for research on the unit of perception. Linguistics, 23, 707-721.
Morris, R. D. Stuebing, K.K., Fletcher, J.M., Shaywitz, S.E., Lyon, G.R., Shankweiler, Katz, L., Francis, D.J. & Shaywitz, B.A. (1998). Subtypes of reading disability: variability around a phonological core. Journal of Educational Psychology, 90(3), 347-373.
Muter, V., Hulme, C., Snowling, M.& Taylor, S. (1997). Segmentation, not rhyming, predict early progress in learning to read. Journal of Experimental Child Psychology, 65, 370-396.
O''''Connor, R.E., Jenkins, J.R.,& Slocum T.A. (1995) Transfer among phonological tasks in kindergarten instructional content. Journal of Educational Psychology, 87, 202-217.
Pavlidis, G.T. (1985). Eye movemnet differences hold the key to dyslexia? Neuropsychologia, 19, 57-64.
Paulesu, E., Frith, U., Snowling, M., Gallagher,, A., Morton, J., Frakowiak, R.S.J. & Frith, C.D. (1996). Is developmental dyslexia a disconnection syndrome? Evidence from PET scanning, Brain, 119, 143-157.
Pennington, B.F, Van Orden, G., Kirson, D. & Haith, M. ( 1991) What is the causal relation between verbal STM problems and dyslexia? In Brady, S.A., Shankweiler, D.P. (Eds)(1991). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. (pp. 173-186). Hillsdale, NJ, USA: Lawrence Erlbaum Associates, Inc
Perfetti, C.A. (1992). The representation problem in reading acquisition. In P.B. Gough, L.C. Ehri, & R. Treiman(Eds.) Reading acquisition.Hillsdale N:Erlbaum.
Perfetti, C.A., Beck, I., Bell, L.C.,& Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: a longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
Perfetti, C.A.,& Hogaboam, T. (1976).Relation between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67, 461-469.
Posner, M.I. & Abdullaev, Y.G. (1999). Neuroanatomy, circuitry and platicity of word reading. NeuroReport, 10, R12-R23.
Pugh, K.R., Mencl, W.E., Shaywtiz, B.A., Shaywitz,S.E, Fulbright, R.K., Constable,R.T., Skudlarski, P., Marchione, K.E.,Jenner,A.R., Fletcher, J.M., Liberman, A.M., Shankweiler,D.P., Katz,L., Lacadie, C. & Gore, J.C. (1999). The angular gyrus in developmental dyslexia: task-specific differences in functional connectivity within posterior cortex. Psychological Science. ( in press).
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, 3, 372-422.
Rayer, K., Pollatsek, A., and Bilsky, A.B. (1995). Can a temporal processing deficit account for dyslexia? Psychonomic Bulletins & Review, 2 , 501-507.
Rozin, P., Poritsky, S. & Sotsky, R. (1971) American children with reading problems can easily learn to read English represented by Chinese characters. Science, 171,1264-1267.
Read, C., Zhang, Y.F., Nie, H.Y.& Ding, B.Q. (1986). The ability to manipulate speech sounds depends on knowing alphabetic writing, Cognition, 24, 31-44.
Scheerer E. (1987) Visual word recognition in German. In Allport,A ., MacKay, D.G. & Prinz, W. (Eds)(1987) Language perception and production: Relationships between listening, speaking, reading and writing.
Seymour, P.H.K. (1986) Cognitive analysis of dyslexia. NY: Routledge & Kagan Paul Inc.
Share, D.L. (1995). Phonological recoding and self teaching: sine qua non of reading acquisition.,Cognition,151-218.
Shaywitz, S.A., Shaywitz, B.A., Pugh, K.R., Fulbright, R.K., Constable, R.T., mencel, W.E., Shankweiler, D.P., Liberman, A.M., Skudlarski, P., Fletcher, J.M., Katz, l, Marchione, K.E., Lacadie, C., Gatenby, C. & Gore, J.C. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proceeding National Academic science, 95, 2636-2641.
Shaywitz, S.A., Michael, M.D., Escobar, D., Shaywitz, B.A., Fletcher, J.M. & Makuch, R. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. The New England Journal of Medicine, 326(3), 145-150.
Shaywitz, S.A. (1998). Dyslexia. The New English Journal of Medicine, 29(338/5) , 307-312
Siegel, L.S. (1993), Alice in IQ and or why IQ is still irrelevant to learning disabilities.In R.M. Joshi & C.K. Leong(Eds.),Reading disabilities: diagnosis and component processes, London:Kluwer Academic Publishers.
Siegel, L.S. (1989). IQ is irrelevant to the defination of learning disabilities. Journal of Learning Disabilities, 22, 469-478.
Siegel L.S., Ryan, E. (1988). Development of grammatical-sensitivity, phonological and short-term memory skills in normal achieving and learning disabled children, Developmental Psychology, 24, 28-37.
Slocum, T.A., O''''Connor, R.E. & Jenkins J.R. (1993). Transfer among phonological manipulation skills. Journal of Educational Psychology, 85, 618-630.
Snowling M.J., Goulandris, N. & Defty, N. (1996). A longitudinal study of reading development in dyslexic children. Journal of Educational Psychology, 88, 653-669.
Spencer, A. (1996) Phonology: Theory and Description. Blackwell Publishers Ltd, Oxford, England.
Spinnelli, D., Angelelli, P., De Luca, M., Di Pace, E. Judica, A. & Zoccolotti, P. (1997). Developmental surface dyslexia is not associated with deficits in the transient visual system. NeuroReport, 8, 1807-1812.
Stahl, S.A., Murry, B.A. (1994), Defining phonological awareness and its relationship to rerly reading. Journal of Educational Psychology, 86, 221-234.
Stanovich, K.E. (1993), Problems in the differential diagnosis of reading disabilities. In R.M. Joshi & C.K. Leong(Eds.), Reading disabilities: diagnosis and component processes, London:Kluwer Academic Publishers.
Stanovich, K.E. (1992) Speculations on the causes and consequences of individual differences in early reading acquisition. In P.B. Gough, L.C. Ehri, & R. Treiman (Eds.) Reading acquisition. Hillsdale N:Erlbaum.
Shu, H. & Anderson, R.C. (1999). Learning to read Chinese: the development of metalinguistic awareness. In Wang, J., Inhoff, A.W. & Chen, H.C. (1999). Reading Chinese Script: a cognitive analysis, LEA Publishers, Mahwah, New Jersey.
Stanovich, K.E. (1986).Matthew effects in reading: some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Stanovich, K.E., Nathan, R.G.,& Zolman, J.E. (1988).The developmental lag hypothesis in reading: longitudinal and matched reading-level comperisons. Child Development,59, 71-86.
Stanovich, K.E., Cunningham, A.E.& Cramer, B.B. (1984). Assessing phonological awareness in kindergarten children: issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
Stanovich, K.E. (1991). Discrepancy definitions of reading disability; Has intelligence led us astry? Reading Research Quarterly, 26, 7-29.
Stanovich K.E., Siegel L.S. & Gottardo, A. (1997). Converging evidence for phonological and surface sutypes of reading disability. Journal of Educational Psychology, 89(1), 114-127.
Stevenson,H., Stigler, J., William, L., Lee, H.Y. (1982).,Reading disabilities: The case of Chinese , Japanese, and Engliish, Child Development, 53,1164-1181.
Studdert-Kennedy, M. (1987). The phoneme as a perceptuomotor structure. In Allport,A ., MacKay, D.G. & Prinz, W. (Eds)(1987) Language perception and production: Relationships between listening, speaking, reading and writing.
Studdert-Kennedy, M. & Mody, (1995). Auditory temporal perception deficits in the reading-impaired: a critical review of the evidence. Psychonomic Bulletin & Review, 2(4), 508-514.
Swanson, L. (1984) Verbal Encoding Effects on the visual short-termmemory of learing disabled and Normal readers, Journal of Educational Psychology, 70,539-544.
Swanson, L. (1995). The role of working memory in skilled and less skilled readers'''' comprehension, Intelligence, 21, 83-108.
Swanson, L. (1993). Working memory in learning disability subgroups. Journal of Experimental Child Psychology, 56, 87-114.
Tallal, P. (1980). Auditory temporal perception, phonics, and reading disabilities in children.Brain & Language, 9(2), 182-198.
Tallal, P. (1984). Temporal or phonetic processing deficit in dyslexia? This is a question. Applied Psycholinguistics, 5, 167-169.
Tallal, P. & Curtiss, S. (1990). Neurological basis of developmental language disorders. In Rothenbeerger, A. (Ed.), Brain and behavior in child psychiatry. New Tork: Spring-Verlag.
Tallal, P., Miller, S..L., Bedi, G., Byma, G., Wang, X., Nagarajan, S.S., Schreiner, C., jenkins, W.M. & Merzenich, M.M. (1996). Language comprehension in language-learning impaired children improved with acoustically modified speech. Science, 271(5245), 81-84.
Torgesen, J.K., Morgan, S.H. & Davis, C. (1992) Effects of two types of phonological awareness training on word learning in kindergarten children, Journal of Educational Psychology, 84, 364-370.
Torgesen, J.K. & Wagner, R.K. (1998). Alternative diagnostic approaches for specific developmental reading disabilities. Learning Disabilities Research & Practice, 13(4), 220-232.
Toth, G. & Siegel, l.S. (1994). A critical evaluation of the IQ- achievement discrepancy based defination of dyslexia. Van den bos, K.P., Siegle, L.S., Bakker, D.J. & Share, D.L. (1994). Current directions in dyslexia research, Swets & Zeitlinger Publishers.
Treiman, R., Hirsh-Pasek, K. (1985). Are there qualitative differences in reading behavior between dyslexics and normal readers ? Memory & Cognition, 13, 357-364.
Treiman, R. (1992). The role of intrasyllabic units in learning to read and spell. In Gough, P.B., Ehri, L.C. (Eds)(1992). Reading acquisition. Hillsdale, NJ, USA: Lawrence Erlbaum Associates
Tunmer, W.E. & Nesdale, A.R. (1985). Phonemic segmentation skill and beginning reading. Journal of Educational Psychology, 77, 417-417.
Tunmer W.E. & Hoover, W.A. (1992).Cognitive and linguistics factors in learning to read. In P.B. Gough, L.C. Ehri, & R. Treiman(Eds.)Reading acquisition. Hillsdale NY: Erlbaum.
Tunmer, W.E., Herriman, M.L. & Nesdale, A.R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 134-158.
Turner, M.L., & Engle R.W.(1989) Is working memory capacity task dependent? Journal of memory and Language, 28, 127-154.
Tzeng, O.J.L., Hung, D.L. & Wang, W. S-Y. (1977). Speech recoding in reading Chinese characters. Jorurnal of Experimental Psychology: Learning, Memory, & Cognition, 14, 371-381.
Tzeng, O.J.L., Lin, Z.H., Hung, D.L. & Lee, W.L. (1995). Learning to be a conspirator: A tale of becoming a good Chinese reader. In de Gelder, B., Morais, J. (eds). (1995). Speech and reading: A comparative approach. (pp. 227-246). Hove, England UK: Erlbaum (UK) Taylor & Francis, Publishers.
Van Orden, G.C. (1987). A ROWS is a ROSE: spelling, sound, and reading. Memory & Cognition, 15, 181-198.
Vanni S., Uusitalo, M.A., Kiesila, P. & Hari R. (1997). Visyal motion activates V5 in dyslexics. NeuroReport, 8, 1939-1942.
Vellutino, F.R. & Scanlon, D.M. (1982) Verbal processing in poor and normal reader.In C.J. Brainers & M. Pressley(Eds.) Verbal processes in children NY:Springer-Verlag.
Vellutino, F.R. & Scanlon, D.M. (1987) Phonological coding, phonological arwareness, and reading ability:evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly,33, 321-361.
Vellutino, F.R., Scanlon, D.M. & Spearing, D. (1995).Semantic & phonological coding in poor and Normal readers. Jorurnal of Experimental Child Psychology, 59, 76-123.
Vellutino, F.R., Scanlon, D.M., Pratt, A., Chen, R. & Denckla, M.B. (1996). Cognitive profiles of difficult-to remediate and readily remediated poor readers: early intervention as a vehicle for distinguishing between cognitive and experiental deficits as basic causes of specific reading disabilities. Journal of Educational Psychology, 88, 4, 601-638.
Venezky, R.L. & Massaro, D.W. (1987) Orthographic structure and spelling-sound regularity in reading English words. In Allport,A ., MacKay, D.G. & Prinz, W. (Eds)(1987) Language perception and production: Relationships between listening, speaking, reading and writing.
Victor, J.D., Conte, M.M., Burton, L. & Nass, R. (1993). Visual evoked potentials in dyslexics and normal: failure to find a difference in transient or steady state responses. Visual Neuroscience, 10, 939-946.
Wagner, R.K. (1988) Causal relations between the development of phonological process abilities and acquisition of readin