Writing System references by Vivian Cook

WRITING SYSTEM REFERENCES	WSTopics Home Vivian Cook Other booklists
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Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press

Aderman, D. & Smith, F. F. 1971) 'Expectancy as a determinant of functional units in perceptual recognition', Cognitive Psychology 2:117-129.

Aho, A.V. & J.D. UlIman. 1972. The theory of parsing, translation, and compiling. Vol.1 Parsing. New Jersey: Prentice-Hall.

Ainsworth, W. A. (1973) 'A System for Converting English Text into Speech', IEEE Transactions on Audio and Electroacoustics AU-21 (3): 28~290.

Akinnaso, E,N. 1982. On the Differences between Spoken and Written Language. In Language and Speech, vol. 25(2): 97-125.

Albrow, K. H. (1972). The English Writing System: Notes Towards a Description. London: Longman.

Alegria, J. & Charlier, B. (1992). The role of lip-reading and cued speech in the development of phonological representation in deaf children. Symposium on Lip-reading: XXV International Congress of Psychology, Brussels, 1992.

Alegria, J. & Mousty, P. (in preparation). The development of spelling procedures in French-speaking, normal and disabled children: effects of frequency and lexicality.

Alegria, J., Leybaert, I., Charlier, B. & Hage, C. (1992). On the origin of phonological representations in the deaf: hearing lips and hands. In J. Alegria, D. Holender, J. J. de Morais & M Radeau (Eds), Analytic Approaches to Human Cognition: In Honour of Professor Paul Bertelson. Amsterdam: Elsevier.

Alegria, J., Pignot, E. & Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory & Cognition, 10, 451-456.

Allen, J., Hunnicutt, M. S~ & Klatt, D. (1987) From text to speech. The MiTalk sys-tem, Cambridge: Cambridge University Press.

Allen, W.S. (1978) Vox Latina - a guide to the pronunciation of Classical Latin, Cambridge: Cambridge University Press.

Allerton, D. J. (1982) 'Orthography and dialect', in W. Haas (ed.) Standard Languages: Spoken and Written, Manchester: Manchester University Press.

Altenberg, B. 1984. Causal Linking in Spoken and Written English. Studia Linguistica 38: 20-69.

Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-406.

Anderson, J. R. (1989). A theory of the origins of human knowledge. Artificial Intelligence, 40, 313-351.

Anderson, J. R. (1990). Cognitive Psychology and its Implications (3rd edition). New York:

Anderson, K. (1985). Spelling errors and strategies of college students who are good readers/good spellers and poor readers/poor spellers on four complex word patterns. (Doctoral dissertation, Georgia State University, 1982) Dissertation Abstracts International.

Aram, D. M., Rose, D. F. & Horowitz, S. J. (1984). Developmental reading without meaning. In R. N. Malatesha & H. A. Whitaker (Eds), Dyslexia: A Global Issue. NATO ASI Series.

Augst, Gerhard (ed.). 1986. New trends in graphemics and orthography. Berlin: Walter de Gruyter.

Austin-Ward, II. (1986). English, English teaching and English teachers: the perceptions of 16-year-olds. Education Research, 28(1), 32-42.

Backman, J. (1983). The role of psycholinguistic skills in reading acquisition: a look at early readers. Reading Research Quarterly, is, 466-479.

Backman, J., Bruck, M., Herbert, M. & Seidenberg, M. (1984). Acquisition and use of spelling-sound correspondence in reading. Journal of Experimental Child Psychology, 38,

Badecker, W., Hulls, A. & Caramazza, A. (1990). Lexical morphology and its role in the writing process: evidence from a case of acquired dysgraphia. Cognition, 35, 205-243.

Badian, N. A. (1984). Reading disability in an epidemiological context: incidence and environmental correlates. Journal of Learning Disabilities, 17, 129-136.

Baker, Wmi. and Bruce L. Derwing. 1982. "Response coincidence analysis as evidence for language acquisition strategies." Applied psycho-linguistics 3, 193-221.

Ball, E. & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26(1), 49-66.

Bannatyne, A. D. & Wichiarajote, P. (1969). Relationships between written spelling, motor functioning and sequencing skills. Journal of Learning Disabilities, 2(1), 1-4.

Baron, J. (1979). Orthographic and word-specific mechanisms in children's reading of words. Child Development, 50, 60-72.

Barron, R. W. (1980). Visual and phonological strategies in reading and spelling. In U. Frith (Ed.), Cognitive Processes in Spelling. Toronto: Academic Press, pp.195-213.

Barry, C. & Seymour, P. H. K. (1988). Lexical priming and sound-to-spelling contingency effects in nonword spelling. Quarterly Journal of Experimental Psychology, 40A(1), 5-40.

Barry, C. (1988). Modelling assembled spelling: convergence of data from normal subjects and "surface" dysgraphia. Cortex, 24, 339-346.

Barry, C. (1992). Interactions between lexical and assembled spelling (in English, Italian and Welsh). In C. M. Sterling & C. Robson (eds), Psychology, Spelling and Education. Clevedon:

Barton, D., Miller, R. & Macken, M. A. (1980). Do children treat clusters as one unit or two? Papers and Reports on Child Language Development, IS, 93-137.

Batig, T. and M. Steffan-Batogowa. 1980. "A distance function in phonetics." Lingua posnaniensis 23, 47-58.

Batchelor, E. S., Kixmiller, I. S. & Dean, R. S. (1990). Neuropsychological aspects of reading and spelling performance in children with learning disabilities. Developmental Neuropsychology, 6(3), 183-192.

Baxter, D. M. & Warrington, E. K. (1988). The case for biphoneme processing: a rejoinder to Goodman-Schulman. Cortex, 24, 137-142.

Baxter, D. M. & Warrington, F. K. (1983). Neglect dysgraphia. Journal of Neurology, Neurosurgery and Psychiatry, 45, 1073-1078.

Baxter, D. M. & Warrington, F. K. (1987). Transcoding sound to spelling: single or multiple sound unit correspondence? Cortex, 23, 11-28.

Beauvois, M. F. & De'rouesne', J. (1979). Phonological alexia: three dissociations. Journal of Neurology, Neurosurgery & Psychiatry, 42, 1115-1124.

Beauvois, M.-F. & De'rouesne', J. (1981). Lexical or orthographic agraphia. Brain, 104, 21-49.

Beers, J. (1980). Developmental stages of spelling competence in primary school children. In E. Henderson & J. Beers (Eds), Development and Cognitive Aspects of Learning to Spell:

Beers, J. W., Beers, C. S. & Grant, K. (1977). The logic behind children's spelling. Elementary School Journal, 77, 238-242.

Bentin, S., Bargai, N. & Katz, L. (1984). Orthographic and phonemic coding for lexical access: evidence from Hebrew. Journal of Experimental Psychology: Learning, Memory and Cognition, 10(3), 353-368.

Berninger, V. W. (1986). Normal variation in reading acquisition. Perceptual and Motor Skills, 62(3), 691-716.

Berninger, V. W., Abbott, R. D. & Shurtleff, H. A. (1990). Developmental changes in interrelationships of visible language codes, oral language codes, and reading or spelling. Learning and Individual Differences, 21(1), 45-66.

Bertelson, P., Morais, J., Alegria, J. & Content, A. (1985). Phonetic analysis capacity and learning to read. Nature, 313, 73-74.

Besner, D., Twilley, L., McCann, R. S. & Seergobin, K. (1990). On the association between connectionism and data: are a few words necessary? Psychological Review, 97, 432-446.

Biemiller, A. (1970). The development of the use of graphic contextual information as children learn to read. Reading Research Quarterly, 6, 75-96.

Bierwisch, M. 1972. "Schriftstruktur und Phonologie." Probleme und Ergebnisse der Psychologie 43.

Bissex, G. L. (1980). GNYS AT WRK: A Child Learns to Read and Write. Cambridge, Mass:

Boder, E. & Jarrico, S. (1982). The Boder Test of Reading-Spelling Patterns. New York: Grune and Stratton.

Boder, E. (1971). Developmental dyslexia: prevailing diagnostic concepts and a new diagnostic approach. In H. R. Myklebust (Ed.), Progress in Learning Disabilities, Vol.2. New York:

Boder, E. (1973). Developmental dyslexia: a diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine and Child Neurology, 15, 663-687.

Bojarsky, C. (1969) 'Consistency of spelling and pronunciation deviation of Appalachian students', Modern Language Journal 53: 347-50.

Bos, C. S. (1988). Process-oriented writing. Exceptional Children, 56(4), 521-527.

Bos, C. S. & Vaughn, 5. (1991). Strategies for Teaching Students with Learning and Behavioral Problems. Boston: Allyn & Bacon.

Bouma, H. (1971). Visual recognition of isolated lower-case letters. Vision Research, 11,459-474.

Bowey, J. A. & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12, 91-121.

Bradley, L. & Bryant, P. (1983). Categorising sounds and learning to read: a causal connection. Nature, 301, 419.

Bradley, L. & Bryant, P. E. (1978). Difficulties in auditory organisation as a possible cause of reading backwardness. Nature, 271, 746-747.

Bradley, L. & Bryant, P. E. (1981). Visual memory and phonological skills in reading and spelling backwardness. Psychological Research, 43, 193-199.

Bradley, L. & Bryant, P. E. (1985). Rhyme and Reason in Reading and Spelling. Ann Arbor: University of Michigan Press.

Bradley, L. (1990). Rhyming connections in learning. In P. D. Pumfrey & C. D. Elliott (Eds), Children's Difficulties in Reading, Spelling and Writing. Basingstoke: Falmer Press.

Bradley, L. L. & Bryant, P. E. (1979). The independence of reading and spelling in backward and normal readers. Developmental Medicine and Child Neurology, 21, 504-514.

Bradley, L. L. & Bryant, P. E. (1991). Phonological skills before and after learning to read. In S. Brady & D. Shankweiler (Eds), Phonological Processes in Literacy. London: LEA.

Bradley, L. L. (1979). Perceptual and cognitive difficulties experienced by able backward readers. Unpublished doctoral dissertation. University of Reading.

Bradley, L. L. (1980), 2nd edition (1984). Assessing Reading Difficulties. London: Macmillan. (Latest edition, 1992. Windsor: NFER-Nelson).

Bradley, L. L. (1981). The organization of motor patterns for spelling: an effective remedial strategy for backward readers. Developmental Medicine and Child Neurology, 23, 83-91.

Bradley, L. L. (1985). Dissociation of reading and spelling behaviour. In D. D. Duane & C. K. Leong (Eds), Understanding Learning Difficulties. New York: Plenum Press.

Bradley, L. L. (1988). Making connections in learning to read and to spell. Applied Cognitive Psychology, 2, 3-18.

Bradley, L. L. (1989). Predicting learning disabilities. In J. J. Dumont & H. Nakken (Eds), Learning Disabilities, Vol.2: Cognitive, Social and Remedial Aspects. Amsterdam: Swets.

Bradley, L. L. (1990). Rhyming connections in learning to read and to spell. In P. D. Pumfrey & C. D. Elliott (Eds), Children's Dfficulties in Reading, Spelling and Writing: Challenges and Responses. Basingstoke: Falmer Press.

Brady, S., Shankweiler, D. & Mann, V. A. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35, 345-367.

Brengelman, F. H. (1980) 'Orthoepists, printers and the rationalization of English spelling', Journal of English and Germanic Philology 79: 332-54.

Bridges, R. (1919) 'On homophones', Society for Pure English, Tract II, Oxford:
Brierley, M., Hutchinson, P., Topping, K. & Walker, C. (1989). Reciprocal peer tutored cued spelling with ten year olds. Paired Learning, 5, 136-140.

Brimer, M. A. & Dunn, L. M. (1962). English Picture Vocabulary Tests. Bristol: Education Evaluation Enterprises

Brooks, G., Gorman, T.& Kendall, L, (1993), Spelling it out: the spelling abilities of 11 and 15 year olds, NFER

Brown, A. (1988) 'A Singaporean corpus of misspellings: analysis and implications', Journal of the Simphfled Spelling Society 3: 410.

Brown, A. (1990). A review of recent research in spelling. Educational Psychology Review, 2, 365-397.

Brown, G. D. A. & Loosemore, R. P. W. (in press). A computational approach to dyslexic reading and spelling. In M. Joshi & C. K. Leong (Eds),
Developmental andAcquired Dyslexia: Neuropsychological and Neurolinguistic Perspectives. Dordrecht: Kluwer.

Brown, G. D. A. & Watson, F. L. (1991). Reading in developmental dyslexia: a connectionist approach. In M. Snowling & M. Thomson (Eds), Dyslexia: Integrating Theory and Practice. Oxford: Whurr.

Brown, G. D. A. (1987). Resolving inconsistency: a computational model of word naming. Journal of Memory and Language, 23, 1-23.

Brown, G. D. A., Glover, P. J. & Holt, L. (1993). Investigating skilled adult spelling using production time measures. Unpublished manuscript.

Brown, G. D. A., Loosemore, R. & Watson, F. L. (1993). Normal and dyslexic spelling: a connectionist approach. Manuscript in submission.

Brown, H D. (1970) 'Categories of spelling difficulty in speakers of English as a first and second language', Journal of Verbal Learning and Verbal Behaviour 9: 232~.

Brown, J. S. & Burton, R. R. (1978). Diagnostic models for procedural bugs in basic mathematical skills. Cognitive Science, 2, 155-192.

Brown, P. (1991). DEREK: the direct encoding routine for evoking knowledge. In D. Besner & G. W. Humphries (Eds), Basic Processes in Reading. Hove and London: LEA, pp.104-147.

Bruck, M. & Treiman, R. (1990). Phonological awareness and spelling in normal children and dyslexics: the case of initial consonant clusters. Journal of Experimental Child Psychology,

Bruck, M. & Waters, G. (1988). An analysis of the spelling errors of children who differ in their reading and spelling skills. Applied Psycholinguistics, 9, 77-92.

Bruck, M. & Waters, G. (1989). An analysis of the component reading and spelling skills of good readers-good spellers, good readers-poor spellers, and poor readers-poor spellers. In T. Carr & B. A. Levy (Eds), Reading and its Development: Component Skills Approaches. New York: Academic Press, pp.161-206.

Bruck, M. (1988). The word recognition and spelling of dyslexic children. Reading Research Quarterly, 23, 51-69.

Bryant, N. D., Drabin, I. R. & Gettinger, M. (1981). Effects of varying unit size on spelling achievement in learning disabled children. Journal of Learning Disabilities, 14, 200-203.

Bryant, P. & Bradley, L. (1980). Children write words they do not read. In U. Frith (Ed.), Cognitive Processes in Spelling. London: Academic Press, pp.355-370.

Bryant, P. & Impey, L. (1986). The similarities between normal readers and developmental and acquired dyslexics. Cognition, 24, 121-137.

Bryant, P. E. & Bradley, L. (1985). Children's Reading Problems. Oxford: Blackwell.

Bryant, P. E. & Bradley, L. L. (1985). Phonetic analysis capacity and learning to read. Nature, 313, 73-74.

Bryant, P. E., Bradley, L. L., Maclean, M. & Crossland, J. (1988). Nursery rhymes, phonological skills and reading. Journal of Child Language, 48, 224-245.

Bryant, P. E., MacLean, M., Bradley, L. L. & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26(3), 429-438.

Bryant, R. F. & Bradley, L. (1980). Why children sometimes write words which they do not read. In U. Frith (Ed.), Cognitive Processes in Spelling. Toronto: Academic Press, pp.355-370.

Bub, D. & Kertesz, A. (1982a). Evidence for lexicographic processing in a patient with preserved written over oral single word naming. Brain, 105, 697-717.

Bub, D., Cancelliere, A. & Kertesz, A. (1985). Whole-word and analytic translation of spelling to sound in a non-semantic reader. In K. Patterson, J. Marshall & M. Coltheart ~ds), Surface Dyslexia: Neuropsychological and Cognitive Studies of Phonological Reading. London: LEA.

Burd, L. & Kerbeshian, J. (1988). Familial pervasive development disorder, Tourette disorder and hyperlexia. Neuroscience & Behavioral Reviews, 12, 233-234.

Burd, L., Fisher, W., Knowlton, D. & Kerbeshian, 1. (1987). Hyperlexia: a marker for improvement in children with pervasive developmental disorder? Journal of the American Academy of Child and Adolescent Psychiatry, 26, 407-412.

Burden, V. (1989). A comparison of priming effects on the nonword spelling performance of good and poor readers. Cognitive Neuropsychology, 6, 43-66.

Burden, V. (1992). Why are some "normal" readers such poor spellers? In C. Sterling & C. Robson (Eds), Psychology, Spelling and Education. London: Multilingual Matters.

Burgess, N. & Hitch, G. (1992). Towards a network model of the articulatory loop. Journal of Memory and Language, 31, 429-460.

Byrne, B. & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic awareness to young children: a 1-year follow-up. Journal of Educational Psychology, 85, 1-8.

Byrne, B., Freebody, P. & Gates, A. (1992). Longitudinal data on the relations of word-reading strategies to comprehension, reading time, and phonemic awareness. Reading Research Quarterly, 27, 141-151.

Cain, A. C. (1969). Special "isolated" abilities in severely psychotic young children. Psychiatry, 32, 137-149.

Calfee, R. C., Chapman, R. S. & Venezky, R. L. (1972). How a child needs to think to learn to read. In L. W. Gregg (Ed.), Cognition in Learning and Memory. New York: Wiley, pp.139-182.

Calfee, R., Lindamood, P. & Lindamood, C. (1973). Acoustic-phonetic skills and reading: kindergarten through twelfth grade. Journal of Educational Psychology, 64, 293-298.

Campbell, R. & Burden, V. (in press). Phonological awareness, reading and spelling in the profoundly deaf. In B. de Gelder& J. Morais (Eds), PhonologicalAwareness and Literacy:

Campbell, R. & Butterworth, B. (1985). Phonological dyslexia and dysgraphia in a highly literate subject; a developmental case with associated deficits of phonemic awareness and processing. Quarterly Journal of Experimental Psychology, 37A, 435-475.

Campbell, R. & Wright, H. (1990). Deafness and immediate memory for pictures: dissociations between inner speech and the inner ear? Journal of Experimental Child Psychology, 50,

Campbell, R. (1983). Writing nonwords to dictation. Brain and Language, 19, 153-178.

Campbell, R. (1985). When children write nonwords to dictation. Journal of Experimental Child Psychology, 40, 130-151.

Campbell, R. (1992). Speech in the head? In D. Reisberg (Ed.), Auditory Imagery. Hillsdale, NJ: LEA, pp.73-94.

Camphell, R. 1983. "Writing nonwords to dictation." Brain and language, 19, 153-178.

Cannella, G. 5. (1991). Effects of social interaction on the creation of a sound/symbol system by kindergarten children. Child Study Journal, 21(2), 117-133.

Caramazza, A. & Hillis, A. (1990). Spatial representation of words in the brain implied by studies of a unilateral neglect patient. Nature, 346 (6281), 267-269.

Caramazza, A. & Hillis, A. (1991). Lexical organization of nouns and verbs in the brain. Nature, 349(6312), 788-790.

Caramazza, A. & Miceli, G. (1989). Orthographic structure, the graphemic buffer and the spelling process. In C. Von Euler, I. Lundberg & G. Lennerstrand (Eds), Brain and Reading. Macmillan/Wenner-Gren International Symposium Series.

Caramazza, A. & Miceli, G. (1990). The structure of graphemic representations. Cognition, 37, 243-297

Caramazza, A. (1992). Is cognitive neuropsychology possible? Journal of Cognitive Neuropsychology, 4(1), 80-95.

Caramazza, A., Miceli G., Villa, G. & Romani, C. (1987). The role of the graphemic buffer in spelling: evidence from a case of acquired dysgraphia. Cognition, 26, 59-85.

Caramazza, A., Miceli, G., Silveri, M. C. & Laudanna, A. (1985). Reading mechanisms and the organisation of the lexicon: evidence from acquired dysgraphia. Cognitive Neuropsychology, 2, 81-114.

Carlisle, J. F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics, 9, 247-266.

Carroll, J. B. & White, M. N. (1973). Word frequency and age of acquisition as determiners of picture-naming latency. Quarterly Journal of Experimental Psychology, 25, 85-95.

Carroll, J. B., Davies P. and Richman B. (1971) The American Heritage Word Frequency Book, New York: American Heritage.

Catach, N. (1980). L 'orthographe Francaise: Traite' Theorique et Pratique. Paris: Nathan.

Coltheart, M., Masterson, J., Byng, S., Prior, M. & Riddoch, J. (1983). Surface dyslexia.

Cataldo, S. & Ellis, N. (1988). Interactions in the development of spelling, reading and phonological skills. Journal of Research in Reading, 11(2), 86-109.

Cataldo, S. & Ellis, N. C. (1990). Learning to spell, learning to read. In P. D. Pumphrey & C. D. Elliott (Eds), Children's Difficulties in Reading, Writing and Spelling: Challenges and Responses. Basingstoke: Falmer Press.

Cates, W. M. (1989). Research findings applied to software design: computerized instructional spelling programs. Journal of Computer-Based Instruction, 16, 36-45.

Catts, H. W. (1989). Phonological processing deficits and reading disabilities. In A. G. Kambi & H. W. Catts (Eds), Reading Disabilities: A Developmental Language Perspective. Boston: Little Brown.

Chedru, F. & Geschwind, N. (1962). Writing disturbances in acute confusional states. Neuropsychologia, 10, 343-353.

Cheng, C. & Yang, M. (1989), ‘Lateralisation in the visual perception of Chinese characters’, Brain and Language, 36, 669-698

Cheshire, J., Edwards, V., Munstermann, H. and Weltens, B. (1989) Dialect and Education, Clevedon, Philadelphia: Multilingual Matters Ltd.

Chomsky, C. (1970) 'Reading, writing and phonology', Harvard Educational Review 40: 287-309

Chomsky, C. (1971), ‘Invented spelling in the open classroom’, Words, 27, 499-518

Chomsky, C. (1979). Approaching reading through invented spelling. In L. B. Resnick & P. A. Weaver (Eds), Theory and Practice of Early Reading, Vol.2. Hillsdale, NJ: LEA, pp.43-65.

Chukovsky, K. (1956). Quoted in Elkonin, D. (1971) Development of speech. In A. Zaporozhets & D. Elkonin (Eds), The Psychology ofPre-School Children. Cambridge, Mass: MIT Press.

Chukovsky, K. (1963). From Two to Five. Berkeley and Los Angeles: University of California Press.

Clark, E. V. (1978). Awareness of language: some evidence from what children say and do. In A. Sinclair, R. J. Jarvella & W. J. M. Levelt (Eds), The Child's Conception ofLanguage. New York: Springer-Verlag.

Clark, L. K. (1988). Invented spelling versus traditional spelling in first graders' writing: effects on learning to read and spell. Research in the Teaching of English, 22(3), 281-309.

Clay, M. M. (1975). What Did! Write? Beginning Writing Behaviour. Auckland: Heinemann.

Clifton, W. (1992). Spelling intervention in developmental dyslexia: a single case study. Unpublished MSc Thesis. National Hospitals College of Speech Sciences.

Clymer, T. (1963) 'The utility of phonic generalisations in the primary grades', The Reading Teacher 16: 252~.

Cobrinik, L. (1974). Unusual reading ability in severely disturbed children. Journal of Autism and Childhood Schizophrenia, 4, 163-1 75.

Cobrinik, L. (1982). The performance of hyperlexic children on an "incomplete words" task. Neuropsychologia, 20, 569-577

Cohen, G. (1980). Reading and searching for spelling errors. In U. Frith (Ed.), Cognitive Processes in Spelling. London: Academic Press, pp.135-158.

Coltheart, M. (1981). Disorders of reading and their implications for models of normal reading. Visible Language, 15, 245-286.

Coltheart, M. (1985). Cognitive neuropsychology and the study of reading. In M. Posner & O. Mann (Eds), Attention & Performance XL Hillsdale NJ: LEA.

Coltheart, M. (1985). Cognitive neuropsychology and the study of reading. In M. I. Posner & O. S. M. Mann (Eds), Attention and Performance XL Rillsdale, NJ: LEA.

Coltheart, Max, Karalyn E. Patterson and John C. Marshall (eds.). 1980. Deep dysleria. London: Roudedge and Keagan Paul.

Coltheart, Max. 1984. "Writing systems and reading disorders." In: L. Henderson (ed.), 67-80.

Coltheart, V. & Leahy, J. (1992). Children's and adults' reading of non-words: effects of regularity and consistency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18(4), 718-729.

Conrad, R. (1970). Short term memory processes in the deaf. British Journal of Psychology, 81, 179-185.

Conrad, R. (1972). Short term memory in the deaf: a test for speech coding. British Journal of Psychology, 67, 173-180.

Cook, L. 1981. "Misspelling analysis in dyslexia: observation of developmental strategy shifts." Bulletin of the Orton Society 31, 123-134.

Corballis, M. C. & Beale, I. L. (1993). Orton revisited: dyslexia, laterality, and left-right confusion. In D. M. Willows, R. Kruk & E. Corcos (Eds), Visual Processes in Reading and Reading Disabilities. Hillsdale, NJ: LEA.

Cornett, 0. (1967). Cued speech. American Annals of the Deaf, 112, 3-13.
Cox, B. (1989) English for Ages 5 to 16, London: Department of Education & Science.

Crain-Thoreson, C. & Dale, P. S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Developmental Psychology, 28(3)

Cromer, R. F. (1980). Spontaneous spelling by language disordered children. In U. Frith (Ed.), Cognitive Processes in Spelling. Toronto: Academic Press, pp.405-421.

Cubelli, R. (1991). A selective deficit for writing vowels in acquired dysgraphia. Nature, 353, 258-260.

Cummings, D.W. (1988) American English Spelling - An Informal Description, Baltimore: John Hopkins.

Cunningham, A. E. & Stanovich, K. E. (1993). Children's literacy environments and early word recognition subskills. Reading and Writing, 5, 193-204.

Cunningham, A. E. (1990). Explicit versus implicit instruction in phonological awareness. Journal of Experimental Child Psychology, 82, 733-740.

Cunningham, A. F. & Stanovich, K. F. (1990). Early spelling acquisition: writing beats the computer. Journal of Educational Psychology, 82, 159-162.

Cunningham, A. F. & Stanovich, K. F. (1991). Tracking the unique effects of print exposure in children: associations with vocabulary, general knowledge and spelling. Journal of Educational Psychology, 83(2), 264-274.

Cunningham, P. & Cunningham, J. W. (1992). Making words: enhancing the inverted spelling-decoding connection. The Reading Teacher, 46(2), 106-115.

Cutler, Anne (ed.). 1981. Slips of the tongue and language production. Linguistics 190 (7/8). Berlin: Mouton.

Cutler, Anne. 1981. "The reliability of speech effor data." In: Cutler, A. (ed.), 561-579.

de Beaugrande, Rohert. 1987. "Determinacy distributions in complex systems: Science, linguistics, language, life." Zeitschr£ft fur Sprachwis-senschaft und Kommunilationsforschung 40 (2), 147-190.

De Francis, J. (1989). Visible Speech: The Diverse Oneness of Writing Systems. Honolulu:

de Hirsch, K., Jansky, J. & Langford, W. (1966). Predicting Reading Failure: A Preliminary Study. New York: Harper and Row.

Dell, G. S. (1986). A spreading activation theory of retrieval in sentence production. Psychological Review, 93,283-321.

DeLuca, J. W., Rourke, B. P. & Del Dotto, J. F. (1991). Subtypes of arithmetic-disabled children: cognitive and personality dimensions. In B. P. Rourke (Ed.), Neuropsychological Validation of Learning Disability Subtypes. New York: Guilford, pp.180-219.

Desberg, P., Elliott, D. E. and Marsh, D. ~980) 'American Black English and spelling', in Frith, U. (ed.) Cognitive Processes in Spelling, London and New York: Academic Press.

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