Neurological research behind our processes

Just a “short” reading list covering some of the main scientific work that our flagship program was built upon. Happy researching!

Books

Barry, S. R. (2009), Fixing My Gaze, Basic Books, Philadelphia

Beresford, S. M., Muris, D.W., Allen, M. J. and Young F. A. (1996), Improve Your Vision, Simon and Schuster, New York

Brooks, G. (2013), What works for children and young people with literacy difficulties?, London, Dyslexia-SpLD Trust

Chall, J. (1967), Learning to Read: The Great Debate, McGraw Hill, New York

Dehaene, S. (2009), Reading in the Brain, Penguin, New York

Doyle, J. (1996), Dyslexia an Introductory Guide, Whurr Publishing, London

Eide, B. and Eide, F. (2006), The Mislabelled Child, Hyperion, New York

Fletcher-Campbell, F., Soler, J. and Reid, G. (2009), Approaching Difficulties in Literacy Development, The Open University, Milton Keynes

Freis, C. C. (1962), Lingusitics and Reading, Holt, Rinehard and Winston Inc, New York

Ginsburg, H. and Opper, S. (1979), Piaget’s Theory of Intellectual Development, Prentice Hall

Goddard Blythe, S. (2009), Attention, Balance and Coordination, Wiley-Blackwell, Chichester

Goodrich, J. (1996), Help Your Child To Perfect Eyesight Without Glasses, Celestial Arts, Berkeley

Hulme, C. and Snowling, M. J. (2009), Developmental Disorders of Language Learning and Cognition, Wiley-Blackwell, Chichester

Jager Adams, M. (1994), Beginning To Read, MIT Press, Cambridge

Jama, D. and Dugdale, G. (2012), Literacy: State of the Nation, London, National Literacy Trust

McGuinness, D. (1998), Why Children Can’t Read, Penguin, London

McGuinness, D. ((1998), Reading Reflex, Penguin, London

Norbury, C. F., Tomblin, J. B. and Bishop, D. V. M. (1998), Understanding Developmental Language Disorders, Psychology Press, Hove

Pumfrey, P. (1991), Special Needs in Ordinary Schools, Cassell Educational, London

Pumfrey, P. and Reason, R. (1991), Specific Learning Difficulties (Dyslexia), Routledge, London

Reid, G. (2009), Dyslexia, Wiley-Blackwell, Chichester

Shaywitz, S. (2005), Overcoming Dyslexia, Random House, New York

Siegel, L. (2013), Understanding Dyslexia and Other Learning Disabilities, Pacific Education Press, Vancouver

Snowling, M. J. and Hulme, C. (2005), The Science of Reading, Blackwell, Oxford

Soler, J.., Fletcher-Campbell, F. and Reid, G. (2009), Understanding Difficulties in Literacy Development, The Open University, Milton Keynes

Sousa, D. A. (2005), How the Brain Learns to Read, Corwin Press, Thousand Oaks

Warchowsky, J, H. (2012), How Behavioural Optometry Can Unlock Your Child’s Potential, Jessica Kingsley, London

Wolf, M. (2008), Proust and the Squid, Icon Books, Cambridge

Vygotsky, L.S. (1978), Mind in Society, Cambridge, Harvard University.

Research Papers

Billiet, C.R., Bellis, T.J. (2011), The relationship between brainstem temporal processing and performance on tests of central auditory function in children with reading disorders, Journal of Speech, Language and Hearing Research, Vol 54, pp 228-242

Boets, B., Wouters, J., van Wieringen, A., and Ghesquiere, P. (2007), Auditory processing, speech perception and phonological ability in pre-school children at high-risk for dyslexia: A longitudinal study of the auditory temporal processing theory, Neuropsychologia, vol 45, pp 1608–1620.

Booth, J. R., Perfetti, C. A., MacWhinney,  B., and Hunt, S. B. (2000). The association of rapid temporal perception  with orthographic  and phonological processing in children and adults with reading impairment, Scientific Studies of Reading, vol 4, pp 101–132.

Bretherton,  L.,  and Holmes, V. M. (2003). The relationship between temporal auditory processing, phonemic awareness, and reading disability, Journal of Experimental  Child Psychology, vol 84, pp 218–243.

Bronfenbrenner, U. (1986), Ecology of the family as a context for human development Research perspectives, Developmental Psychology, vol 22, pp 723-742.

Bronfenbrenner, U. (1994), Nature-Nuture Reconceptualized in Developmental Perspective: A Bioecological Model, Psychological Review, vol 101, pp 568-586.

Bucci,  M., Nassibi,  N., Gerard, C-L., Bui-Quoc, E. and Seassau, M. (2012) Immaturity of the Oculomotor  Saccade and Vergence Interaction in Dyslexic Children: Evidence from a Reading and Visual Search Study. PLoS ONE, vol 7, issue 3

Cestnick, L.,  and  Jerger, J.  (2000), Auditory temporal  processing and lexical/nonlexical reading in developmental dyslexics, Journal of the American Academy of Audiology, vol 11, pp 501–513.

Chiappe,  P.,  Stringer,  R.,  Siegel, L.   S.,   and   Stanovich, K.  E.   (2002),  Why  the  timing deficit hypothesis does not explain reading disability in adults, Reading and Writing: An Interdisciplinary  Journal, vol 15, pp 73–107.

Clearinghouse (2013), What works in literacy, http://ies.ed.gov/ncee/wwc/topic.aspx?sid=8, accessed 15/06/2013

Conole, G., Dyke, M., Oliver, M. and Seale J. (2004), Mapping pedagogy and tools for effective learning design, Computers and Education, vol 43, pp17-33

Farmer, M. E., and Klein, R. M. (1995), The evidence for a temporal processing deficit linked to dyslexia: A review, Psychonomic Bulletin and Review, vol 2, pp 460–493.

Foster, MA; Lambert, R; Abbott-Shim, M; McCarty, F; Franze (2005), A model of home learning environment and social risk factors in relation to children’s emergent literacy and social outcomes, Early Childhood Research Quarterly, vol 20; pp13-36

Georgiou, G., Protopapas, A., Papadopoulos, T. C., Skaloumbakas, C., and Parrila, R. (2010), Auditory temporal processing and dyslexia in an orthographically consistent language, Cortex, vol 46, pp 1330–1344.

Gibson, L. Y., Hogben, J. H., and Fletcher, J. (2006), Visual and auditory processing and component reading skills in developmental dyslexia,  Cognitive Neuropsychology, vol 23, pp 621–642.

Goldstone, R.L. (1998), Perceptual Learning, Annual Review of Psychology, vol 49, pp 585-612

Goswami, U. (2011), A temporal sampling framework for developmental dyslexia,  Trends in Cognitive Sciences, vol 15, pp 3–10.

Hatzidaki, A., Gianneli,  M., Petrakis, E., Makaronas,  N., and Aslanides,  I. M. (2010), Reading and visual processing in Greek dyslexic children: An eye-movement study, Dyslexia, vol 17, pp 85–104.

Hartas, D. (2011), Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes, British Educational Research Journal, vol 37, pp 893-914

Hollin, C. R. and Howells, K. (1987), Lay explanations of delinquency: Global or offence-specific?, British Journal of Social Psychology, vol 26, pp 203–210.

Hood, M., and Conlon, E. (2004), Visual and auditory temporal processing and early reading development, Dyslexia, vol 10, pp 234–252.

Hooi Yin Loo, J., Bamiou, D-E. and Rosen, S (2013), The impacts of language background and language-related disorders in auditory processing assessment, Journal of Speech, Language and Hearing Research, Vol 56, pp 1-12

Kronbichler, M., Hutzler, F., and Wimmer, H. (2002), Dyslexia: Verbal impairments in the absence of magnocellular impairments, NeuroReport, vol 13, pp 617–620.

Marshall, C. M., Snowling, M. J., and Bailey,  P. J. (2001), Rapid auditory processing and phonological ability in normal readers  and readers  with dyslexia, Journal of Speech, Language, and Hearing, vol 44, pp 925–940.

Martini, F. and Senechal, M. (2012), Learning literacy skills at home: parent teaching, expectations and child interest, Canadian Journal of Behavioural Science, Vol 44, pp 210-221

Meyers, L. S., Gamst, G. and Guarino, A.J. (2006), Applied Multivariate Research, London, Sage Publications.

McLean, G. M. T., Stuart, G. W., Coltheart, V., and Castles, A. (2011), Visual temporal processing in dyslexia and the magnocellular deficit theory: The need for speed? Journal of Experimental  Psychology: Human Perception and Performance, vol 37, pp 1957–1975.

Molfese, D. and Molfese, V. (2002), Environmental and social influences on reading skills as indexed by brain and behavioral responses, Annals of Dyslexia, vol 52, pp121-137.

Papadopoulos, T. C., Georgiou,  G. K., and  Kendeou, P. (2009), Investigating the  double-deficit hypothesis in Greek: Findings from a longitudinal study, Journal of Learning Disabilities, vol 42, pp 528–547.

Ramus, F. (2003). Developmental dyslexia: Specific  phonological deficit  or  general sensorimotor dysfunction?, Current Opinion in Neurobiology, vol 13, pp 212–218.

Reed, M. A. (1989), Speech perception and the discrimination of brief auditory cues in reading disabled children, Journal of Experimental Child Psychology, vol 48, pp 270–292.

Richardson, U., Thomson, J. M.,  Scott, S. K., and Goswami, U. (2004), Auditory processing skills and phonological representation in dyslexic children, Dyslexia, vol 10, pp 215–233.

Riksen-Walraven, J.M. (1978), Effects of caregiver behaviour on habituation rate and self-efficacy in infants, International Journal of Behavioral Development, Vol 1, pp 105-130.

Rose, J (2006), Independent Review of the Teaching of Early Reading, London, DFES-0201-2006, UK Government

Snowling, M. (2000), Dyslexia, Oxford, Blackwell.

SpLD-Dyslexia Trust (2013), Interventions for Literacy [online], http://www.interventionsforliteracy.org.uk/interventions/list-view/, accessed 15/06/2013

Stein,  J. F., Talcott, J. B., and Walsh, V. (2000), Controversy about the evidence for a visual magnocellular deficit in developmental dyslexics, Trends in Cognitive Sciences, vol 4, pp 209–211.

Studdert-Kennedy, M. (2002), Deficits in phoneme awareness do not arise from failures in rapid auditory processing, Reading and Writing: An Interdisciplinary  Journal, vol 15, pp 5–14.

Wegerif, R. and Mercer, N. (2010), Using computer-based text analysis to integrate qualitative and quantitative methods in research on collaborative learning, Language and Education, vol 11, pp 271-286.

Wolf, M., and Bowers, P. G. (1999), The double deficit hypothesis for the developmental dyslexias, Journal of Educational  Psychology, vol 91, pp 415–438.