Lista de obras - Anne Castles - Dominio Público Uruguay

A Computational Model of the Self-Teaching Hypothesis Based on the Dual-Route Cascaded Model of Reading.

artículo científico publicado en 2018

A Test of Everyday Reading Comprehension (TERC)

A haplotype spanning KIAA0319 and TTRAP is associated with normal variation in reading and spelling ability

artículo científico publicado en 2007

A pericallosal lipoma case with evidence of surface dyslexia

scientific article published on 06 March 2019

A test of the magnocellular deficit theory of dyslexia in an adult sample

artículo científico publicado en 2006

Assessing spelling skills and strategies: A critique of available resources

Assessing the basic components of reading: A revision of the Castles and Coltheart test with new norms

Auditory processing in the dyslexic brain

Auditory temporal pattern discrimination and reading ability

artículo científico publicado en 2004

Author accepted manuscript: Paired associate learning deficits in poor readers: the contribution of phonological input and output processes

artículo científico publicado en 2018

Bedding down new words: Sleep promotes the emergence of lexical competition in visual word recognition.

artículo científico

Behaviour genetic analyses of reading and spelling: A component processes approach

Can contrast sensitivity functions in dyslexia be explained by inattention rather than a magnocellular deficit?

artículo científico publicado en 2001

Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy.

artículo científico publicado en 2011

Children reading spoken words: interactions between vocabulary and orthographic expectancy

artículo científico publicado en 2017

Cognitive Correlates of Developmental Surface Dyslexia: A Single Case Study

artículo científico publicado en 1996

Cognitive modelling and the behaviour genetics of reading

article

Computer use and letter knowledge in pre-school children: a population-based study

artículo científico publicado en 2013

Context effects on orthographic learning of regular and irregular words ⬇️

artículo científico publicado el 1 de mayo de 2011

Contrast sensitivity in subgroups of developmental dyslexia

artículo científico publicado en 2003

Corrigendum to “When ‘slime’ becomes ‘smile’: Developmental letter position dyslexia in English”

scholarly article published in Neuropsychologia

Detecting Different Types of Reading Difficulties: A Comparison of Tests

Developing a comprehensive model of risk and protective factors that can predict spelling at age seven: findings from a community sample of Victorian children

article

Developmental Dyslexia and the Phonological Deficit Hypothesis

Developmental disorders: what can be learned from cognitive neuropsychology?

artículo científico publicado en 2013

Developmental dissociations between lexical reading and comprehension: evidence from two cases of hyperlexia.

artículo científico publicado en 2010

Disentangling the developmental trajectories of letter position and letter identity coding using masked priming

artículo científico publicado en 2016

Do 'blacheap' and 'subcheap' both prime 'cheap'? An investigation of morphemic status and position in early visual word processing.

artículo científico publicado en 2017

Dyslexia (neuropsychological).

artículo científico

Early morphological decomposition during visual word recognition: Evidence from masked transposed-letter priming ⬇️

artículo científico publicado el 1 de octubre de 2011

Early morphological decomposition of suffixed words: Masked priming evidence with transposed-letter nonword primes

article

Early orthographic influences on phonemic awareness tasks: evidence from a preschool training study

artículo científico publicado en 2010

Embedded stems as a bootstrapping mechanism for morphological parsing during reading development

artículo científico publicado en 2019

Ending the Reading Wars: Reading Acquisition From Novice to Expert

scientific article published on 01 June 2018

Genetic and environmental bases of reading and spelling: A unified genetic dual route model

article

German and English Bodies: No Evidence for Cross-Linguistic Differences in Preferred Orthographic Grain Size

article

Getting to grips with the heterogeneity of developmental dyslexia

artículo científico

Getting to the bottom of orthographic depth

artículo científico

Helping children with reading difficulties: some things we have learned so far.

artículo científico publicado en 2017

How does orthographic knowledge influence performance on phonological awareness tasks?

artículo científico publicado en 2003

Is there a causal link from phonological awareness to success in learning to read?

artículo científico publicado en 2004

John Marshall and the developmental dyslexias

article

Lapses of concentration and dyslexic performance on the Ternus task

artículo científico publicado en 2001

Lateralized auditory brain function in children with normal reading ability and in children with dyslexia

artículo científico publicado en 2013

Learning morphologically complex spoken words: Orthographic expectations of embedded stems are formed prior to print exposure

scientific article published on 09 January 2020

Learning to be a good orthographic reader

Letter to Dr Nelson

Low self-concept in poor readers: prevalence, heterogeneity, and risk

artículo científico publicado en 2016

Modelling the implicit learning of phonological decoding from training on whole-word spellings and pronunciations

Morpho-orthographic segmentation without semantics

artículo científico

Morphological processing during visual word recognition in developing readers: evidence from masked priming

artículo científico

No evidence for a prolonged attentional blink in developmental dyslexia

artículo científico publicado en 2010

Nonword reading: comparing dual-route cascaded and connectionist dual-process models with human data

artículo científico publicado en 2012

Orthographic Facilitation of Oral Vocabulary Acquisition in Children With Hearing Loss

artículo científico publicado en 2021

Orthographic Learning in Children Who Are Deaf or Hard of Hearing

artículo científico publicado en 2019

Orthographic facilitation of oral vocabulary acquisition in primary school children

artículo científico publicado en 2023

Orthographic learning in developmental surface and phonological dyslexia

artículo científico publicado en 2015

Orthographic learning via self-teaching in children learning to read English: effects of exposure, durability, and context

artículo científico publicado en 2006

Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers

artículo científico publicado en 2017

Parallel processing of whole words and morphemes in visual word recognition

artículo científico

Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese

artículo científico publicado en 2018

Phonics training for English-speaking poor readers

artículo científico publicado en 2012

Phonics training for English-speaking poor readers

artículo científico publicado en 2011

Phonics training for English-speaking poor readers

artículo científico publicado en 2018

Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children.

artículo científico publicado en 2012

Phonological processing deficits in specific reading disability and specific language impairment: same or different?

Pirates at parties: letter position processing in developing readers

artículo científico

Predictors of Orthographic Learning of Regular and Irregular Words

Quantifying the reliance on different sublexical correspondences in German and English

article

Reading in children with temporal lobe epilepsy: A systematic review.

artículo científico publicado en 2017

Replicability of sight word training and phonics training in poor readers: a randomised controlled trial

artículo científico publicado en 2015

Replication of reported linkages for dyslexia and spelling and suggestive evidence for novel regions on chromosomes 4 and 17.

artículo científico publicado en 2006

Semantic involvement in reading aloud: evidence from a nonword training study

artículo científico publicado en 2008

Sequential processing in hemispheric word recognition: the impact of initial letter discriminability on the OUP naming effect.

artículo científico

Sight Word and Phonics Training in Children With Dyslexia

artículo científico publicado en 2013

Taking the Book from the Bookshelf: Masked Constituent Priming Effects from Compound Words and Nonwords

scientific article published on 26 January 2018

The effect of orthographic uniqueness and deviation points on lexical decisions: evidence from unilateral and bilateral-redundant presentations.

artículo científico

The effect of word length on hemispheric word recognition: evidence from unilateral and bilateral-redundant presentations.

artículo científico publicado en 2002

The genesis of reading ability: what helps children learn letter-sound correspondences?

artículo científico publicado en 2009

The impact of progressive semantic loss on reading aloud

artículo científico

The locus of impairment in English developmental letter position dyslexia

artículo científico publicado en 2014

The nature of orthographic learning in self-teaching: Testing the extent of transfer.

artículo científico publicado en 2016

The role of neighbourhood density in transposed-letter priming

article published in 2009

The role of the magnocellular visual pathway in the attentional blink

artículo científico publicado en 2012

Tracking orthographic learning in children with different profiles of reading difficulty

artículo científico publicado en 2014

Tracking the acquisition of orthographic skills in developing readers: masked priming effects.

artículo científico publicado en 2007

Tracking the evolution of orthographic expectancies over building visual experience

artículo científico publicado en 2020

Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers

scientific article published on 18 January 2020

Variations within a subtype: Developmental surface dyslexias in English

artículo científico publicado en 2018

Varieties of developmental dyslexia.

artículo científico publicado en 1993

Varieties of developmental reading disorder: genetic and environmental influences

artículo científico publicado en 1999

Visual processing speed as a marker of immaturity in lexical but not sublexical dyslexia

scientific article published on 21 August 2019

Visual temporal processing in dyslexia and the magnocellular deficit theory: the need for speed?

scientific article published on 08 August 2011

When 'slime' becomes 'smile': developmental letter position dyslexia in English

artículo científico publicado en 2012

Who are the noisiest neighbors in the hood? Using error analyses to study the acquisition of letter-position processing

scientific article published on 05 April 2018

Word and pseudoword superiority effects on letter position processing in developing and skilled readers

artículo científico publicado en 2016

Word regularity affects orthographic learning

artículo científico

Lista de obras de Anne Castles

A Computational Model of the Self-Teaching Hypothesis Based on the Dual-Route Cascaded Model of Reading.

A Test of Everyday Reading Comprehension (TERC)

A haplotype spanning KIAA0319 and TTRAP is associated with normal variation in reading and spelling ability

A pericallosal lipoma case with evidence of surface dyslexia

A test of the magnocellular deficit theory of dyslexia in an adult sample

Assessing spelling skills and strategies: A critique of available resources

Assessing the basic components of reading: A revision of the Castles and Coltheart test with new norms

Auditory processing in the dyslexic brain

Auditory temporal pattern discrimination and reading ability

Author accepted manuscript: Paired associate learning deficits in poor readers: the contribution of phonological input and output processes

Bedding down new words: Sleep promotes the emergence of lexical competition in visual word recognition.

Behaviour genetic analyses of reading and spelling: A component processes approach

Can contrast sensitivity functions in dyslexia be explained by inattention rather than a magnocellular deficit?

Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy.

Children reading spoken words: interactions between vocabulary and orthographic expectancy

Cognitive Correlates of Developmental Surface Dyslexia: A Single Case Study

Cognitive modelling and the behaviour genetics of reading

Computer use and letter knowledge in pre-school children: a population-based study

Context effects on orthographic learning of regular and irregular words ⬇️

Contrast sensitivity in subgroups of developmental dyslexia

Corrigendum to “When ‘slime’ becomes ‘smile’: Developmental letter position dyslexia in English”

Detecting Different Types of Reading Difficulties: A Comparison of Tests

Developing a comprehensive model of risk and protective factors that can predict spelling at age seven: findings from a community sample of Victorian children

Developmental Dyslexia and the Phonological Deficit Hypothesis

Developmental disorders: what can be learned from cognitive neuropsychology?

Developmental dissociations between lexical reading and comprehension: evidence from two cases of hyperlexia.

Disentangling the developmental trajectories of letter position and letter identity coding using masked priming

Do 'blacheap' and 'subcheap' both prime 'cheap'? An investigation of morphemic status and position in early visual word processing.

Dyslexia (neuropsychological).

Early morphological decomposition during visual word recognition: Evidence from masked transposed-letter priming ⬇️

Early morphological decomposition of suffixed words: Masked priming evidence with transposed-letter nonword primes

Early orthographic influences on phonemic awareness tasks: evidence from a preschool training study

Embedded stems as a bootstrapping mechanism for morphological parsing during reading development

Ending the Reading Wars: Reading Acquisition From Novice to Expert

Genetic and environmental bases of reading and spelling: A unified genetic dual route model

German and English Bodies: No Evidence for Cross-Linguistic Differences in Preferred Orthographic Grain Size

Getting to grips with the heterogeneity of developmental dyslexia

Getting to the bottom of orthographic depth

Helping children with reading difficulties: some things we have learned so far.

How does orthographic knowledge influence performance on phonological awareness tasks?

Is there a causal link from phonological awareness to success in learning to read?

John Marshall and the developmental dyslexias

Lapses of concentration and dyslexic performance on the Ternus task

Lateralized auditory brain function in children with normal reading ability and in children with dyslexia

Learning morphologically complex spoken words: Orthographic expectations of embedded stems are formed prior to print exposure

Learning to be a good orthographic reader

Letter to Dr Nelson

Low self-concept in poor readers: prevalence, heterogeneity, and risk

Modelling the implicit learning of phonological decoding from training on whole-word spellings and pronunciations

Morpho-orthographic segmentation without semantics

Morphological processing during visual word recognition in developing readers: evidence from masked priming

No evidence for a prolonged attentional blink in developmental dyslexia

Nonword reading: comparing dual-route cascaded and connectionist dual-process models with human data

Orthographic Facilitation of Oral Vocabulary Acquisition in Children With Hearing Loss

Orthographic Learning in Children Who Are Deaf or Hard of Hearing

Orthographic facilitation of oral vocabulary acquisition in primary school children

Orthographic learning in developmental surface and phonological dyslexia

Orthographic learning via self-teaching in children learning to read English: effects of exposure, durability, and context

Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers

Parallel processing of whole words and morphemes in visual word recognition

Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese

Phonics training for English-speaking poor readers

Phonics training for English-speaking poor readers

Phonics training for English-speaking poor readers

Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children.

Phonological processing deficits in specific reading disability and specific language impairment: same or different?

Pirates at parties: letter position processing in developing readers

Predictors of Orthographic Learning of Regular and Irregular Words

Quantifying the reliance on different sublexical correspondences in German and English

Reading in children with temporal lobe epilepsy: A systematic review.

Replicability of sight word training and phonics training in poor readers: a randomised controlled trial

Replication of reported linkages for dyslexia and spelling and suggestive evidence for novel regions on chromosomes 4 and 17.

Semantic involvement in reading aloud: evidence from a nonword training study

Sequential processing in hemispheric word recognition: the impact of initial letter discriminability on the OUP naming effect.

Sight Word and Phonics Training in Children With Dyslexia

Taking the Book from the Bookshelf: Masked Constituent Priming Effects from Compound Words and Nonwords

The effect of orthographic uniqueness and deviation points on lexical decisions: evidence from unilateral and bilateral-redundant presentations.

The effect of word length on hemispheric word recognition: evidence from unilateral and bilateral-redundant presentations.

The genesis of reading ability: what helps children learn letter-sound correspondences?