Commentaries

Adelman, H.S. , & Taylor. L. (1983). Learning disabilities in perspective. Glenview, IL: Scoti, Foresman.

Adelman, H.S. , & Taylor, L. (1986). The problems of definition and differentiation and the need for a classification schema. Journal of Learning Disabilities, 19, 514-520.

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Deci, E.L. , & Chandler, C.L. (1986). The importance of motivation for the future of the LD field. Journal of Learning Disabilities, 19, 587-594.

Kolligian, J. , & Sternberg, R.J. (1987). Intelligence, information processing, and specific learning disabilities: A triarchic synthesis. Journal of Learning Disabilities, 20, 8-17.

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Torgesen, J.K. , & Wong, B.Y.L. (1986). Psychological and educational perspectives on learning disabilities. Orlando, FL: Academic Press.

Balota, D. , Pollatsek, A. , & Rayner, K. (1985). The interaction of contextual constraints and parafoveal visual information in reading. Cognitive Psychology, 17, 364-390.

Fcdor, J. (1983). Modularity of mind. Cambridge: MIT Press.

Fodor, J. (1985). Precis of modularity of mind. Behavioral and Brain Sciences, 8, 1-42.

Gough, P.B. (1981). A comment on Kenneth Goodman. In M. Kamil (Ed.), Directions in reading: Research and instruction (pp. 92-95). Washington, DC: National Reading conference.

Gough, P.B. (1983). Context, form, and interaction. In K. Rayner (Ed.), Eye movements in reading (pp. 203-211). New York: Academic Press.

Gough, P.B. (1985). One second of reading: Postscript. In H. Singer & R. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed., pp. 687-688). Newark, DE: International Reading Association.

Henderson, L. (1982). Orthography and word recognition in reading. London: Academic Press.

LaBerge, D. , & Samuels, S. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.

McConkie, G. W. , & Zola, D. (1981). Language constraints and the functional stimulus in. reading. In.

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Mitchell, D. (1982). The process of reading: A cognitive analysis of fluent reading and learning to read. Chichester, England: Wiley.

Perfetti, C.A. (1985). Reading ability. New York: Oxford University Press.

Perfetti, C. A Goldman, S., & Hogaboam, T. (1979). Reading skill and the identification of words in discourse context. Memory & Cognition, 7, 273-282.

Rayner, K , & Bertera, J.H. (1979). Reading without a fovea. Science, 206, 468-469.

Samuels, S.J. (1987). Information processing and reading. Journal of Learning Disabilities, 20, 18-22.

Seidenberg, M. (1985a). Lexicon as module. Behavioral and Brain Sciences, 8, 31-32.

Seidenberg, M. (1985b). The time course of information activation and utilization in visual word recognition. In D. Besner, T. Waller, & G. MacKinnon (Eds.), Reading research: Advances in theory and practice (Vol. 5, pp. 199-252). New York: Academic Press.

Stanovich, K.E. (1984). The interactive-compensatory model of reading: A confluence of developmental, experimental, and educational psychology. Remedial and Special Education, 5, 11-19.

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. , & West, R.F. (1983). On priming by a sentence context. Journal of Experimental Psychology: General, 112, 1-36.

Zola, D. (1984). Redundancy and word perception during reading. Perception & Psychophysics, 36, 277-284.

Berliner, D.C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15, 3-13.

Day, J.D., French. L.A. , & Hall, L.K. (1985). Social influences on cognitive development. In D.L. Forrest-Pressley, G.E. MacKinnon, & T.G. Waller (eds.), Metacognition, cognition, and human performance (pp. 33-56). New York: Academic Press.

Dishler, D.D., Schumaker, J.B. , & Lerz, B.K. (1984). Academic and cognitive interventions for LD adolescents: Part I. Journal of Learning Disabilities. 17. 108-117.

Deshler, D.D., Schumaker, J.B., Lenz, B.K , & Ellis, E. (1984). Academic and cognitive interventions for LD adolescents: Part II. Journal of Learning Disabilities, 17, 170-179.

Hallahan, D.P., Kneedler, R.D. , & Lloyd, J.W. (1983). Cognitive behavior modification techniqucs for learning disabled children: Selfinstruction and self-monitoring. In J.D. McKinney & L. Feagans (eds.), Current topics in learning disabilities (pp. 207-244). Norwood: NJ: Ablex.

Hallahan, D.P., Lloyd, J.W., Kauffman, J.M. , & Loper, A.B. (1983). Academic problems. In R.J. Morris & T.R. Kratochwill (eds.). The practice of child therapy (pp. 113-141). New York: Pergamon Press.

Palincsar, A.S. , & Brown, D.A. (1987). Enhancing instructional time through attention to metacognition. Journal of Learning Disabilities, 20, 66-75.

Swanson, H.L. (1984). Does theory guide practice? Remedial and Special Education, 5, 7-16.

Vygotsky, L.S. (1978). Internalization of higher psychological functions. In M. Cole. VJ. Steiner, S. Scritmer, & E. Souberman (eds.), Mind in society: The development of higher psychological processes (pp. 52-57). Cambridge: Harvard University Press.

Wertsch, J.V. (1979). From social interaction to higher psychological processes: A clarification and application of Vygotsky's theory. Human Development, 22, 1-22.

Wong, B , (1985). Metacognition and learning disabilities. In T.G. Waller, D. Forrest-Pressley. & E. Mackinnon (eds.), Metacognitior. cognition, and human performance. New York: Academic Press.

Boliek, C.A. (1986). Hemispatial and verbal attentional effects on dichotic listening in normal and learningdisabled children. Unpublished doctoral dissertation. University of Norhern Colorado. Greeley.

Kinsbourne, M. (1986). Using laterality tests to monitor disabled learners' thinking. In S. Cecl (Ed.), Handbook of cognitive. social, and neuropsychological aspects of learning disabilities (pp. 493-502). Hillsdale, NJ: Erlbaum.

Obrzut, J.E., Boliek, C.A. & Obrzut. A. (1986). The effect of stimulus type and directed attention on dichotic listening with children. Journal of Experimental Child Psychology. 41., 198-209.

Obrzut, J.E., Hynd. G.W., Obrzut. A. , & Pirozzolo, F.J. (1981). Effect of directed attention on cerebral asymmetries in normal and learning disabled children. Developmental Psychology, 17, 118-125.

Obrzut. J.E., Hynd. G.W. , & Zellner. R.D. (1983). Attentional deficit in learning-disabled children: Evidence from visual halffield asymmetries. Brain and Cognition. 2, 89-101.

Obrzut, J.F., Morris, G.L… Wison. S.L… Lord. J.M… & Caraveo, L.E. (in press). Brainstem evoked response in the assessment of learning disabilities. International Journal of Neuroscience.

Obrzut, J.E. , Obrzut. A. , Bryden. M.P. , & Bartels. S.G. (1985). Information processing and speech lateralization in learningdisabled children. Brain and Language, 25. 87-101.

Swanson, H.L. , & Obrzut. J.E. (1985). Learningdisabled readers' recall as a function of distinctive encoding, hemisphere processing and selective attention. Journal of Learning Disabilities. 18. 409-418.

Torello, M.W. , & Duffy, F.H. (1985). Using brain electrical activity mapping to diagnose learning disabilities. Theory Into Practice. 24, 95-99.