Other resources (books, magazines, articles, list of bibliography, essays... printable materials)
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
American Optometric Association. (2004). The use of tinted lenses and colored overlays for the treatment of dyslexia and other related reading and learning disorders. St. Louis, MO: Author. Retrieved on June 12, 2005,
Aylward, E.H., Richards, T.L., Berninger, V.W., Nagy, W.E., Field, K.M., Grimme, A.C., et al. (2003). Instructional treatment associated with changes in brain activation in children with dyslexia. Neurology, 61, 212-219.
Blachman, B.A., Schatschneider, C., Fletcher, J.M., Francis, D.J., Clonan, S.M., Shaywitz, et al. (2004). Effects of intensive reading remediation for second and third graders and a 1-year follow-up. Journal of Educational Psychology, 96, 444-461.
Booth, J.R., & Burman, D.D. (2001). Development and disorders of neurocognitive systems for oral language and reading. Learning Disability Quarterly, 24, 205-215.
Catts, H.W., & Kamhi, A.G. (2005). Language and reading disabilities (2nd ed.). Boston: Pearson.
Deutsch, G.K., Dougherty, R.F., Bammer, R., Siok, W.T., Gabrieli, J.D., & Wandell, B. (2005). Children's reading performance is correlated with white matter structure measured by diffusion tensor imaging. Cortex, 41, 354-363.
Francis, D.J., Shaywitz, S.E., Stuebing, K.K., Shaywitz, B.A., & Fletcher, J.M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88, 3-17.
Heim, S., & Keil, A. (2004). Large-scale neural correlates of developmental dyslexia. European Child & Adolescent Psychiatry, 13, 125-140.
Iovino, I., Fletcher, J.M., Breitmeyer, B.G., & Foorman, B.R. (1998). Colored overlays for visual perceptual deficits in children with reading disability and attention deficit/hyperactivity disorder: Are they differentially effective? Journal of Clinical & Experimental Neuropsychology, 20, 791-806.
Joseph, J., Noble, K., & Eden, G. (2001). The neurobiological basis of reading. Journal of Learning Disabilities, 34, 566-579.
Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003). Defining dyslexia, comorbidity, teachers' knowledge of language and reading. Annals of Dyslexia, 53, 1-14.
Morris, R.D., Stuebing, K.K., Fletcher, J.M., Shaywitz, S.E., Shankweiler, D.P., Katz, L., et al. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 347-373.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00- 4769). Washington, DC: U.S. Government Printing Office.
Papanicolaou, A.C., Pugh, K.R., Simos, P.G., & Mencl, W.E. (2004) Functional brain imaging: An introduction to concepts and applications. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research. Baltimore: Paul H. Brooks.
Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2001). How psychological science in-forms the teaching of reading. Psychological Science in the Public Interest, 2(2), 31-74.
Richards, T.L. (2001). Functional magnetic resonance imaging and spectroscopic imaging of the brain: Application of the fMRI and fMRS to reading disabilities and education. Learning Disability Quarterly, 24, 189-203.
Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Mencl, W.E., Fulbright, R.K., Skudlarksi, P., et al. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52, 101-110.
Shaywitz, S.E. (1996). Dyslexia. Scientific American, 275(5), 98-104.
Shaywitz, S.E., Fletcher, J.M., Holahan, J.M., Shneider, A.E., Marchione, K.E., Stuebing, K.K., et al. (1999). Persistence of dyslexia: The Connecticut Longitudinal Study at adolescence. Pediatrics, 104, 1351-1359.
Shaywitz, B.A., Shaywitz, S.E., Blachman, B.A., Pugh, K.R., Fulbright, R.K., Skudlarski, P., et al. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55, 926-933.
Shaywitz, S.E., Shaywitz, B.A., Fletcher, J.M., & Escobar, M.D. (1990). Prevalence of reading disability in boys and girls: Results of the Connecticut Longitudinal Study. Journal of the American Medical Association, 264, 998-1002.
Shaywitz, S.E., Shaywitz, B.A., Fulbright, R.K., Skudlarski, P., Mencl, W.E., Constable, R.T., et al. (2003). Neural systems for compensation and persistence: Young adult outcome of childhood reading disability. Biological Psychiatry, 54, 25-33.
Shaywitz, S.E., Shaywitz, B.A., Pugh, K.R., Fulbright, R.K., Constable, R.T., Mencl, W.E., et al. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proceedings of the National Academy of Sciences, 95, 2636-2641.
Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55-64.
Torgesen, J.K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.
Torgesen, J.K., Rashotte, C.A., & Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain. Timonium, MD: York.
Wagner, R.K., & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
Ziegler, J.C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.