Various Varying Views on Variation

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Bryant, P.E. , & Bradley, L. (1985). Children's reading problems. Oxford: Basil Blackwell.

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Lundberg, I. , Frost, J. , & Peterson, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263–284.

Maclean, M. , Bryant, P. , & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255–281.

Morais, J. , Alegria, J. , & Content, A. (1987). The relationships between segmental analysis and alphabetic literacy: An interactive view. Cahiers Psychologie Cognitive, 7, 415–438.

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Perfetti, C.A. , Beck, I. , Bell, L. , & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283–319.

Satz, P. , Morris, R. , & Fletcher, J.M. (1985). Hypotheses, subtypes, and individual differences in dyslexia: Some reflections. In D.B. Gray & J.F. Kavanagh (Eds.), Biobehavioral measures of dyslexia (pp. 25–40). Parkton, MD: New York Press.

Scarborough, H.S. (1984). Continuity between childhood dyslexia and adult reading. British Journal of Psychology, 75, 329–348.

Schiff, M. , & Lewontin, R. (1986). Education and class. Oxford: Oxford University Press.

Seidenberg, M.S. , Bruck, M. , Fornarolo, G. , & Backman, J. (1985). Word recognition processes of poor and disabled readers: Do they necessarily differ? Applied Psycholinguistics, 6, 161–180.

Share, D.L. , McGee, R. , McKenzie, D. , Williams, S. , & Suva, P.A. (1987). Further evidence relating to the distinction between specific reading retardation and general reading backwardness. British Journal of Developmental Psychology, 5, 35–44.

Silva, P.A. , McGee, R. , & Williams, S. (1985). Some characteristics of 9-year-old boys with general reading backwardness or specific reading retardation. Journal of Child Psychology and Psychiatry, 26, 407–421.

Stanovich, K.E. (1986a). Cognitive processes and the reading problems of learning disabled children: Evaluating the assumption of specificity. In J. Torgesen & B. Wong (Eds.), Psychological and educational perspectives on learning disabilities (pp. 87–113). New York: Academic Press.

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Stanovich, K.E. , West, R.F. , & Cunningham, A.E. (1989, March). The relative independence of phonological and orthographic processing in reading. Paper presented at the meeting of the American Educational Research Association, San Francisco.

Stanovich, K.E. , West, R.F. , & Cunningham, A.E. (in press). Beyond phonological processes: Print exposure and orthographic processing. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy. Hillsdale, NJ: Erlbaum.

Stevenson, J. , Graham, P. , Fredman, G. , & McLoughlin, V. (1987). A twin study of genetic influences on reading and spelling ability and disability. Journal of Child Psychology and Psychiatry, 28, 229–247.