Investigaciones

•  Fletcher, J.M., Fuchs, L.S., Barnes, M.A. (2007).  Learning Disabilities:  From Identification to Intervention. New York, NY: Guilford Press
• Lyon, G. R. (1995). Research initiatives in learning disabilities: Contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Neurology, 10,S120-126.
• Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg M. S. (2001). How psychological science informs the teaching of reading. Psychological Science, 2(2 Suppl), 31-74.
• Shaywitz, S. E. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. New York, NY: Alfred A. Knopf, Inc.
• Wolf, M. (2008). Proust and the Squid: The Story and Science of the Reading Brain. New York, NY: Harper Perennial Publishers. (Hardcover edition published 2007 by Harper Publishers).

DEFINITION

• Fletcher, J. M., Lyon, G. R., Fuch, L. S., & Barnes, M. A. (2007). Learning Disabilities: From Identification to Intervention. New York, NY: The Guilford Press.
• Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003).  Defining dyslexia, comorbidity, teachers’ knowledge of Language and Reading:  A definition of dyslexia. Annals of Dyslexia, 53, 1-14.

LANGUAGE  DIFFERENCES

• Goswami, U. (2002). Phonology, reading development and dyslexia: A cross-linguistic perspective.Annals of Dyslexia. 52, 141-163.
• Goulandris, N. (Ed.). (2002). Dyslexia in Different Languages. London, UK: Whurr Publishers.
• Leong, C. K., & Joshi, R. M. (Eds.). (1997). Cross-Language Studies of Learning to Read and Spell.Dordrecht, Holland: Kluwer Academic Publishers.
• Lundberg, I. (2002). Second language learning and reading with the additional load of dyslexia.Annals of Dyslexia. 52, 165-187.
• Paulesu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., Cappa, S. F., Cossu, G., Habib, M., Frith, C. D., & Frith, U. (2001). Dyslexia: Cultural diversity and biological unity.Science, 291, 2165-2167.
• Siok, W. T., Perfetti, C. A., Jin, Z., & Tan, L. H. (2004). Biological abnormality of impaired reading is constrained by culture. Nature, 431(7004), 71-76.

GENDER DIFFERENCES

• Alarcon, et al. (1995). Etiology of individual differences in reading performance: A test of sex limitation. Behavioral Genetics, 25, 17-23.
• Katusic, S. K., Colligan, R. C., Barbaresi, W. J., Schaid, D. J., & Jacobsen, S. J. (2001). Incidence of reading disability in a population-based birth cohort, 1976-1982, Rochester, Minn. Mayo Clinic Proceedings, 76(11), 1075-1077.
• Liederman, et al. (1995). The sex ratios of families with a neurodevelopmentally disordered child.Journal of Child Psychology and Psychiatry, 36, 511-517.
• Rutter, M., Caspi, A., Fergusson, D., Horwood, L. J., Goodman, R., Maughan, B., et al. (2004). Sex Differences in Developmental Reading Disability: New Findings From 4 Epidemiological Studies. Journal of the American Medical Association, 291(16), 2007-2012.
• 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(8), 998-1002.

INSTRUCTION AND INTERVENTION

• Alexander, A. W., & Slinger-Constant, A. M. (2004). Current status of treatments for dyslexia: Critical review. Journal of Child Neurology, 19(10), 744-758.
• Lovett, M. W., Barron, R.W., Benson, N.J. (2003). Effective remediation of word identification and decoding difficulties in school-age children with reading disabilities.  In H. Lee Swanson, Karen Harris, & Steve Graham (Eds), Handbook of Learning Disabilities. New York:  Guilford Publications.
• Lovett, M. W., De Palma, M., Frijters, J. C., Steinbach, K. A., Temple, M., Benson, N. J., et al. (2008). Interventions for reading difficulties: A comparison of response to intervention by ELL and EFL struggling readers. Journal of Learning Disabilities, 41(4), 333-352.
• Lovett, M.W., Lacerenza, L., Borden, S.L., Frijters, J.C., Seteinbach, K.A., & DePalma, M. (2000).  Components of effective remediation for developmental reading disabilities: combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92, 263-283.
• Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148–182.
• Scanlon, D.M., Vellutino, F.R., Small, S.G., Fanuele, D.P., & Sweeney, J.M. (2005). Severe reading difficulties–Can they be prevented? A comparison of prevention and intervention approaches.Exceptionality, 13(4), 209-227.
• Scammaca, N., Vaughn, S., Roberts, G., Wanzek, J., &Torgesen, J. K. (2007). Extensive reading interventions in grades k– 3: From research to practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
• Shaywitz, S., Morris, R., & Shaywitz, B. (2008). The education of dyslexic children from childhood to young adulthood. Annual Review of Psychology, 59, 451-475.
• Torgesen, J.K. (2004). Lessons Learned From the Last 20 Years of Research on Interventions for Students who Experience Difficulty Learning to Read.  In McCardle, P. & Chhabra, V. (Eds.)  The voice of evidence in reading research. Baltimore: Brookes Publishing.
• Torgesen, J.K. (2005).  Recent discoveries from research on remedial interventions for children with dyslexia. In M. Snowling and C. Hulme (Eds.). The Science of Reading. (pp. 521-537). Oxford: Blackwell Publishers
• Torgesen, J.K., Alexander, A. W., Wagner, R.K., Rashotte, C.A., Voeller, K., Conway, T. & Rose, E. (2001).  Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
• Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small S. G., Pratt, A., Chen R., & Denckla, M. B.  (1996).  Cognitive profiles of difficult-to-remediate and readily remedeated poor readers:  Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.

RESPONSE TO INSTRUCTION

• Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues.Learning Disabilities Research and Practice, 18(3), 172-186.
• Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18(3), 157-171.
• Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promis and potential problems. Learning Disabilities Research and Practice, 18(3), 137-146.
• Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391-409.
• Vaughn, S., Wanzek, J., Woodruff, A. L., & Linan-Thompson, S. (2007). A three-tier model for preventing reading difficulties and early identification of students with reading disabilities. In D. Haager, J. Klingner & S. Vaughn (Eds.), Evidence-Based Reading Practices for Response to Intervention (pp. 11-28). Baltimore, MD: Paul H. Brookes Publishing.
• Vellutino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first grade intervention. Journal of Learning Disabilities, 39(2), 157-169.

FLUENCY AND COMPREHENSION

• Ehri, L.C. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.) Learning and teaching reading. London: British Journal of Educational Psychology Monograph Series II.
• Fuchs, L.S., Fuchs, D., Hosp, M.K., & Jenkins, J.R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.
• Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702–714.
• Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal  of Educational Psychology, 100(2), 310-321.
• Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
• 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.Parkton, MD: York Press.

SPELLING

• Moats, L. C. (1995). Spelling: Development, Disability, and Instruction. Baltimore, MD: York Press.
• Treiman, R. (1993). Beginning to Spell. New York: Oxford University Press.
• Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala & L. C. Ehri (Eds.), Word Recognition in Beginning Literacy (pp. 289-313), Mahwah, NJ: Lawrence Erlbaum Associates.
• Mahwah, NJ: Erlbaum. Treiman, R. (2006). Knowledge about letters as a foundation for reading and spelling. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of Orthography and Literacy. Mahwah, NJ: Erlbaum.
• Venezky, R. (1999). The American Way of Spelling. New York: Guilford Press.

TEACHER PREPARATION

• Aaron, P. G., Malatesha Joshi, R., & Quatroche, D. (2008). Becoming a Professional Reading Teacher: What to Teach, How to Teach, Why it Matters. Baltimore, MD: Paul H. Brookes Publishing Co.
• Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, NY: The Guilford Press.
• Fry, E. B., & Kress, J. E. (2006). The Reading Teacher’s Book of Lists (5 ed.). San Francisco, CA: Jossey-Bass.
• Gaskins, I. W. (2005). Success with Struggling Readers: The Benchmark School Approach. New York, NY: The Guilford Press.
• Haager, D., Klingner, J. K., & Vaughn, S. (2008). Evidence-Based Reading Practices for Response to Intervention. Baltimore, MD: Paul H. Brookes Publishing Co.
• Klinger, J., Vaughn, S., & Boardman, A. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York, NY: Guilford Press.
• Lovett, M. W., Lacerenza, L., De Palma, M., Benson, N. J., Steinbach, K. A., & Frijters, J. C. (2008). Preparing teachers to remediate reading disabilities in high school: What is needed for effective professional development? Teaching and Teacher Education, 24(4), 1083-1097.
• Moats, L. (2000). Speech to Print: Language Essentials for Teachers. Baltimore, MD: Paul H. Brookes Publishing.
• Pressley, M. (2006). Reading Instruction that Works: The Case for Balanced Teaching (Solving Problems in the Teaching of Literacy) (3 ed.). New York, NY: The Guilford Press.
• Pressley, M., Allington, R. L., Wharton-McDonald, R., Block, C. C., & Morrow, L. M. (2001). Learning to Read: Lessons from Exemplary first grade classrooms. New York, NY: The Guilford Press.

GENETICS OF READING DISABILITY

• Cope, N., Harold, D., Hill, G., Moskvina, V., Stevenson, J., Holmans, P., et al. (2005). Strong evidence that KIAA0319 on chromosome 6p is a susceptibility gene for developmental dyslexia. The American Journal of Human Genetics, 76(4), 581-591.
• Fisher, S. E., & DeFries, J. C. (2002). Developmental dyslexia: Genetic dissection of a complex cognitive trait. Nature Reviews Neuroscience, 3, 767-780.
• Fisher, S. E., & Francks, C. (2006). Genes, cognition and dyslexia: Learning to read the genome.Trends in Cognitive Sciences, 10, 250-257.
• Meaburn, E. L., Harlaar, N., Craig, I. W., Schalkwyk, L. C., & Plomin, R. (2008). Quantitative trait locus association scan of early reading disability and ability using pooled DNA and 100K SNP microarrays in a sample of 5760 children. Molecular Psychiatry, 13, 729-740.
• Meng, H., Smith, S. D., Hager, K., Held, M., Liu, J., Olson, R. K., et al. (2007). DCDC2 is associated with reading disablity and modulates neuronal development in the brain. Proceedings of the National Academy of Sciences of the United States of America, 102(47), 17053-17058.
• Paracchini, S., Scerri, T., & Monaco, A. P. (2007). The genetic lexicon of dyslexia. Annual Review of Genomics and Human Genetics, 8, 57-79.
• Paracchini, S., Steer, C. D., Buckingham, L.-L., Morris, A. P., Ring, S., Scerri, T., et al. (2008). Association of the KIAA0319 dyslexia susceptibility gene with reading skills in the general population.American Journal of Psychiatry, DOI: 10.1176/appi.ajp.2008.07121872.
• Pennington, B. F. (1995). Genetics of Learning Disabilities. Journal of Child Neurology, 10, S69-77.
• Pennington, B. F. (1999). Toward an integrated understanding of dyslexia: Genetic, neurological, and cognitive mechanisms. Development and Psychopathology, 11, 629-654.
• Plomin, R., & Kovas, Y. (2005). Generalist genes and learning disabilities. Psychological Bulletin, 131(4), 592-617.
• Thapar, A., Langley, K., O’Donovan, M. C., & Owen, M. (2006). Refining the attention deficit hyperactivity disorder phenotype for molecular genetic studies. Molecular Psychiatry, 11, 714-720.
• Williams, J., & O’Donovan, M. C. (2006). The genetics of developmental dyslexia. European Journal of Human Genetics, 14, 681-689.

NEUROBIOLOGY OF READING DISABILITY

• Eden, G. F., Jones, K. M., Cappell, K., Gareau, L., Wood, F. B., Zeffiro, T. A., et al. (2004). Neural changes following remediation in adult developmental dyslexia. Neuron, 44(3), 411-422.
• Eden: G. F., & Moats, L. (2002). The role of neuroscience in the Remediation of students with dyslexia. National Neuroscience, 5(Suppl), 1080-1084.
• Eden, G. F., & Zeffiro, T. A. (1998). Neural systems affected in developmental dyslexia revealed by functional neuroimaging. Neuron, 21(2), 279-282.
• Helenius, P., Salmelin, R., Service, E., Connolly, J. F., Leinonen, S., & Lyytinen, H. (2002). Cortical activation during spoken-word segmentation in nonreading-impaired and dyslexic adults. Journal of Neuroscience, 22(7), 2936-2944.
• Leonard, C. M., Eckert, M. A., Given, B. K., Berninger, V. W., & Eden, G. F. (2006). Individual differences in anatomy predict reading and oral language deficits. Brain, 129(Pt 12), 3329-3342.
• Maisog, J. M., Einbinder, E. R., Flowers, D. L., Turkeltaub, P. E., & Eden, G. F. (2008). A meta-analysis of functional neuroimaging studies of dyslexia. Annals of the New York Academy of Sciences, 1145, 237-259.
• Ramus, F., Rosen, S., Dakin, S. C., Day, B. L. Castellote, J. M., White, S., & Frith, U. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126(Pt 4), 841-865.
• Renvall, H., & Hari, R. (2002). Auditory cortical responses to speech-like stimuli in dyslexic adults.Journal of Cognitive Neuroscience, 14(5), 757-768.
• Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarski, P., Constable, R. T., Marchione, K. E., Fletcher, J. M., Lyon, G. R., & Gore, J. C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry,52(2), 101-110.
• Shaywitz, S. E., & Shaywitz, B. A. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Development and Psychopathology, 20, 1329-1349.
• Virsu, V., Lahti-Nuuttila, P., & Laasonen, M. (2003). Crossmodal Temporal processing acuity impairment aggravates with age in developmental dyslexia. Neuroscience Letters, 336(3), 151-154

PHONOLOGICAL PROCESSING

• Brady, S. (1997). Ability to encode phonological representations: An underlying difficulty of poor readers. In B.A. Blachman (Ed.) Foundations of Reading Acquisition and Dyslexia. Mahwah, NJ: Lawrence Erlbaum Associates.
• Catts, H. W., Fey, M., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten: A research-based model and its clinical implication. Language, Speech, & Hearing Services in Schools, 32, 38-50.
• Elbro, C., Borstrom, I., & Petersen, D.K. (1998). Predicting dyslexia from kindergarten: The importance of distinctiveness of phonological representations of lexical items. Reading Research Quarterly, 33, 36-60.
• Gough, P., & Tunmer, W. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
• Liberman, I.Y., Shankweiler, D., & Liberman, A.M. (1989).  The alphabetic principle and learning to read.  In Shankweiler, D. & Liberman, I.Y. (Eds.), Phonology and reading disability:  Solving the reading puzzle(pp.1-33). Ann Arbor, MI: U. of Michigan Press.
• Perfetti, C., Beck, I. & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first-grade children. Merrill-Palmer Quarterly, 33, 283-319.
• Post, Y., Foorman, B., & Hiscock, M. (1997). Speech perception and speech production as indicators of reading difficulty. Annals of Dyslexia, 47, 1-25.
• Scarborough, H. (1990). Very early language deficits in dyslexic children. Child Development, 61,1728-43.
• Scarborough, H. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 48, 115-136.
• Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education: Contributions from Educational Psychology, 1, 1-57.
• Snowling, M. J. & Nation, K. (1997). Language, phonology and learning to read. In C. Hulme & M. Snowling (Eds.) Dyslexia: Biology, Cognition, and Intervention. London: Whurr Publishers, Ltd.
• Torgesen, J.K. (1999).  Phonologically based reading disabilities:  Toward a coherent theory of one kind of learning disability.  In R.J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on Learning Disabilities. (pp. 231-262). New Haven: Westview Press.

TEMPORAL PROCESSING

• Breier, J. I., Gray, L. C., Fletcher, J. M., Foorman, B., & Class, P. 2002). Perception of speech and nonspeech stimuli by children with and without reading disability and attention deficit hyperactivity disorder. Journal of Experimental Child Psychology, 82(3), 226-250.
• Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., & Scott, S. K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Science of the United States of America, 99(16), 10911-10916.
• Hari, R., & Renvall, H. (2001). Impaired processing of rapid stimulus sequences in dyslexia. Trends in Cognitive Sciences, 5(12), 525-532.
• Heiervang, E., Stevenson, J., & Hugdahl, K. (2002). Auditory processing in children with dyslexia.Journal of Child Psychology and Psychiatry, 43(7), 931-938.
• Helenius, P., Salmelin, R., Richardson, U., Leinonen, S., & Lyytinen, H. (2002). Abnormal auditory cortical activation in dyslexia 100 msec after speech onset. Journal of Neuroscience, 14(4), 603-617.
• Laasonen, M., Service, E., & Virsu, V. (2002). Crossmodal temporal order and processing acuity in developmentally dyslexic young adults. Brain Language, 80(3), 340-354.
• Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., & Tallal, P. (1996). Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271, 77-81.
• Talcott, J. B., Witton, C., Hebb, G. S., Stoodley, C. J., Westwood, E. A., France, S. J., Hansen, P. C., & Stein, J. F. (2002). On the relationship between dynamic visual and auditory processing and literacy skills: Results from a large primary-school study. Dyslexia, 8(4), 204-225.
• Van Ingelghem, M., van Wieringen, A., Wouters, J., Vandnbussche, E., Onghena, P., & Ghesquiere, P. (2002). Psychophysical evidence for a general temporal processing deficit in children with dyslexia.Neuroreport, 12(16), 3603-3607.
• Witton, C., Stein, J. F., Stoodley, C. J., Rosner, B. S., & Talcott, J. B. (2002). Separate influences of acoustic AM and FM sensitivity on the phonological decoding skills of impaired and normal readers.Journal of Cognitive Neuroscience, 14(6), 866-874.

VISUAL PROCESSING

• Christenson, G. N., Griffin, J. R., & Taylor, M. (2001). Failure of blue-tinted lenses to change reading scores of dyslexic individuals. Optometry, 71(10), 627-633.
• Eden, G. F., VanMeter, J. W., Rumsey, J. M., Maisog, J. M., Woods, R. P., & Zeffiro, T. A. (1996). Abnormal processing of visual motion in dyslexia revealed by functional brain imaging. Nature, 382(6586), 66-69.
• Solan, H. A. (2002). Response to Christenson, Griffin, and Taylor. Optometry, 73(1), 7.

ADHD Linked to Alterations in Brain Reward System

by Brain Balance on February 22, 2010 · 1 commentA recent study by researchers at Universitat Autònoma de Barcelona and the Vall d’Hebron University Hospital shows that alterations in the brain’s reward system may be related to Attention-Deficit/Hyperactivity Disorder (ADHD):Until now, attention-deficit/hyperactivity disorder (ADHD) was related to alterations in the brain affecting attention and cognitive processes. Researchers at Universitat Autònoma de Barcelona and the Vall d’Hebron University Hospital for the first time have discovered anomalies in the brain’s reward system related to the neural circuits of motivation and gratification. In children with ADHD, the degree of motivation when carrying out an activity is related to the immediacy with which the objectives of the activity are met. This would explain why their attention and hyperactivity levels differ depending on the tasks being carried out.This leads researchers to consider that ADHD is not only caused by brain alterations affecting cognitive processes, but also by anomalies which cause motivational deficiencies. This would explain the imbalance in levels of attention and hyperactivity in a child with ADHD depending on his or her motivation when engaged in a specific task and the immediacy of the gratification/pleasure while carrying it out.Read more about the study here.Reference:
Carmona S.et al (2009) Ventro-Striatal reductions underpin symptoms of Hyperactivity and impulsivity in Attention-Deficit/Hyperactivity disorder. Biol. Psychiatry, 66: 972-977.Source:
Maria Jesus Delgado
Universitat Autonoma de Barcelona

Mixed-Handed Children More Likely to Have ADHD: Study Points to Functional Disconnection in Brain

Research Articles, Books, and Resources General

• Fletcher, J.M., Fuchs, L.S., Barnes, M.A. (2007).  Learning Disabilities:  From Identification to Intervention. New York, NY: Guilford Press
• Lyon, G. R. (1995). Research initiatives in learning disabilities: Contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Neurology, 10,S120-126.
• Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg M. S. (2001). How psychological science informs the teaching of reading. Psychological Science, 2(2 Suppl), 31-74.
• Shaywitz, S. E. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. New York, NY: Alfred A. Knopf, Inc.
• Wolf, M. (2008). Proust and the Squid: The Story and Science of the Reading Brain. New York, NY: Harper Perennial Publishers. (Hardcover edition published 2007 by Harper Publishers).

DEFINITION

• Fletcher, J. M., Lyon, G. R., Fuch, L. S., & Barnes, M. A. (2007). Learning Disabilities: From Identification to Intervention. New York, NY: The Guilford Press.
• Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003).  Defining dyslexia, comorbidity, teachers’ knowledge of Language and Reading:  A definition of dyslexia. Annals of Dyslexia, 53, 1-14.

LANGUAGE  DIFFERENCES

• Goswami, U. (2002). Phonology, reading development and dyslexia: A cross-linguistic perspective.Annals of Dyslexia. 52, 141-163.
• Goulandris, N. (Ed.). (2002). Dyslexia in Different Languages. London, UK: Whurr Publishers.
• Leong, C. K., & Joshi, R. M. (Eds.). (1997). Cross-Language Studies of Learning to Read and Spell.Dordrecht, Holland: Kluwer Academic Publishers.
• Lundberg, I. (2002). Second language learning and reading with the additional load of dyslexia.Annals of Dyslexia. 52, 165-187.
• Paulesu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., Cappa, S. F., Cossu, G., Habib, M., Frith, C. D., & Frith, U. (2001). Dyslexia: Cultural diversity and biological unity.Science, 291, 2165-2167.
• Siok, W. T., Perfetti, C. A., Jin, Z., & Tan, L. H. (2004). Biological abnormality of impaired reading is constrained by culture. Nature, 431(7004), 71-76.

GENDER DIFFERENCES

• Alarcon, et al. (1995). Etiology of individual differences in reading performance: A test of sex limitation. Behavioral Genetics, 25, 17-23.
• Katusic, S. K., Colligan, R. C., Barbaresi, W. J., Schaid, D. J., & Jacobsen, S. J. (2001). Incidence of reading disability in a population-based birth cohort, 1976-1982, Rochester, Minn. Mayo Clinic Proceedings, 76(11), 1075-1077.
• Liederman, et al. (1995). The sex ratios of families with a neurodevelopmentally disordered child.Journal of Child Psychology and Psychiatry, 36, 511-517.
• Rutter, M., Caspi, A., Fergusson, D., Horwood, L. J., Goodman, R., Maughan, B., et al. (2004). Sex Differences in Developmental Reading Disability: New Findings From 4 Epidemiological Studies. Journal of the American Medical Association, 291(16), 2007-2012.
• 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(8), 998-1002.

INSTRUCTION AND INTERVENTION

• Alexander, A. W., & Slinger-Constant, A. M. (2004). Current status of treatments for dyslexia: Critical review. Journal of Child Neurology, 19(10), 744-758.
• Lovett, M. W., Barron, R.W., Benson, N.J. (2003). Effective remediation of word identification and decoding difficulties in school-age children with reading disabilities.  In H. Lee Swanson, Karen Harris, & Steve Graham (Eds), Handbook of Learning Disabilities. New York:  Guilford Publications.
• Lovett, M. W., De Palma, M., Frijters, J. C., Steinbach, K. A., Temple, M., Benson, N. J., et al. (2008). Interventions for reading difficulties: A comparison of response to intervention by ELL and EFL struggling readers. Journal of Learning Disabilities, 41(4), 333-352.
• Lovett, M.W., Lacerenza, L., Borden, S.L., Frijters, J.C., Seteinbach, K.A., & DePalma, M. (2000).  Components of effective remediation for developmental reading disabilities: combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92, 263-283.
• Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148–182.
• Scanlon, D.M., Vellutino, F.R., Small, S.G., Fanuele, D.P., & Sweeney, J.M. (2005). Severe reading difficulties Can they be prevented? A comparison of prevention and intervention approaches.Exceptionality, 13(4), 209-227.
• Scammaca, N., Vaughn, S., Roberts, G., Wanzek, J., &Torgesen, J. K. (2007). Extensive reading interventions in grades k– 3: From research to practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
• Shaywitz, S., Morris, R., & Shaywitz, B. (2008). The education of dyslexic children from childhood to young adulthood. Annual Review of Psychology, 59, 451-475.
• Torgesen, J.K. (2004). Lessons Learned From the Last 20 Years of Research on Interventions for Students who Experience Difficulty Learning to Read.  In McCardle, P. & Chhabra, V. (Eds.)  The voice of evidence in reading research. Baltimore: Brookes Publishing.
• Torgesen, J.K. (2005).  Recent discoveries from research on remedial interventions for children with dyslexia. In M. Snowling and C. Hulme (Eds.). The Science of Reading. (pp. 521-537). Oxford: Blackwell Publishers
• Torgesen, J.K., Alexander, A. W., Wagner, R.K., Rashotte, C.A., Voeller, K., Conway, T. & Rose, E. (2001).  Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
• Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small S. G., Pratt, A., Chen R., & Denckla, M. B.  (1996).  Cognitive profiles of difficult-to-remediate and readily remedeated poor readers:  Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.

RESPONSE TO INSTRUCTION

• Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues.Learning Disabilities Research and Practice, 18(3), 172-186.
• Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18(3), 157-171.
• Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promis and potential problems. Learning Disabilities Research and Practice, 18(3), 137-146.
• Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391-409.
• Vaughn, S., Wanzek, J., Woodruff, A. L., & Linan-Thompson, S. (2007). A three-tier model for preventing reading difficulties and early identification of students with reading disabilities. In D. Haager, J. Klingner & S. Vaughn (Eds.), Evidence-Based Reading Practices for Response to Intervention (pp. 11-28). Baltimore, MD: Paul H. Brookes Publishing.
• Vellutino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first grade intervention. Journal of Learning Disabilities, 39(2), 157-169.

FLUENCY AND COMPREHENSION

• Ehri, L.C. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.) Learning and teaching reading. London: British Journal of Educational Psychology Monograph Series II.
• Fuchs, L.S., Fuchs, D., Hosp, M.K., & Jenkins, J.R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.
• Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702–714.
• Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal  of Educational Psychology, 100(2), 310-321.
• Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
• 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.Parkton, MD: York Press.

SPELLING

• Moats, L. C. (1995). Spelling: Development, Disability, and Instruction. Baltimore, MD: York Press.
• Treiman, R. (1993). Beginning to Spell. New York: Oxford University Press.
• Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala & L. C. Ehri (Eds.), Word Recognition in Beginning Literacy (pp. 289-313), Mahwah, NJ: Lawrence Erlbaum Associates.
• Mahwah, NJ: Erlbaum. Treiman, R. (2006). Knowledge about letters as a foundation for reading and spelling. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of Orthography and Literacy. Mahwah, NJ: Erlbaum.
• Venezky, R. (1999). The American Way of Spelling. New York: Guilford Press.

TEACHER PREPARATION

• Aaron, P. G., Malatesha Joshi, R., & Quatroche, D. (2008). Becoming a Professional Reading Teacher: What to Teach, How to Teach, Why it Matters. Baltimore, MD: Paul H. Brookes Publishing Co.
• Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, NY: The Guilford Press.
• Fry, E. B., & Kress, J. E. (2006). The Reading Teacher’s Book of Lists (5 ed.). San Francisco, CA: Jossey-Bass.
• Gaskins, I. W. (2005). Success with Struggling Readers: The Benchmark School Approach. New York, NY: The Guilford Press.
• Haager, D., Klingner, J. K., & Vaughn, S. (2008). Evidence-Based Reading Practices for Response to Intervention. Baltimore, MD: Paul H. Brookes Publishing Co.
• Klinger, J., Vaughn, S., & Boardman, A. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York, NY: Guilford Press.
• Lovett, M. W., Lacerenza, L., De Palma, M., Benson, N. J., Steinbach, K. A., & Frijters, J. C. (2008). Preparing teachers to remediate reading disabilities in high school: What is needed for effective professional development? Teaching and Teacher Education, 24(4), 1083-1097.
• Moats, L. (2000). Speech to Print: Language Essentials for Teachers. Baltimore, MD: Paul H. Brookes Publishing.
• Pressley, M. (2006). Reading Instruction that Works: The Case for Balanced Teaching (Solving Problems in the Teaching of Literacy) (3 ed.). New York, NY: The Guilford Press.
• Pressley, M., Allington, R. L., Wharton-McDonald, R., Block, C. C., & Morrow, L. M. (2001). Learning to Read: Lessons from Exemplary first grade classrooms. New York, NY: The Guilford Press.

GENETICS OF READING DISABILITY

• Cope, N., Harold, D., Hill, G., Moskvina, V., Stevenson, J., Holmans, P., et al. (2005). Strong evidence that KIAA0319 on chromosome 6p is a susceptibility gene for developmental dyslexia. The American Journal of Human Genetics, 76(4), 581-591.
• Fisher, S. E., & DeFries, J. C. (2002). Developmental dyslexia: Genetic dissection of a complex cognitive trait. Nature Reviews Neuroscience, 3, 767-780.
• Fisher, S. E., & Francks, C. (2006). Genes, cognition and dyslexia: Learning to read the genome.Trends in Cognitive Sciences, 10, 250-257.
• Meaburn, E. L., Harlaar, N., Craig, I. W., Schalkwyk, L. C., & Plomin, R. (2008). Quantitative trait locus association scan of early reading disability and ability using pooled DNA and 100K SNP microarrays in a sample of 5760 children. Molecular Psychiatry, 13, 729-740.
• Meng, H., Smith, S. D., Hager, K., Held, M., Liu, J., Olson, R. K., et al. (2007). DCDC2 is associated with reading disablity and modulates neuronal development in the brain. Proceedings of the National Academy of Sciences of the United States of America, 102(47), 17053-17058.
• Paracchini, S., Scerri, T., & Monaco, A. P. (2007). The genetic lexicon of dyslexia. Annual Review of Genomics and Human Genetics, 8, 57-79.
• Paracchini, S., Steer, C. D., Buckingham, L.-L., Morris, A. P., Ring, S., Scerri, T., et al. (2008). Association of the KIAA0319 dyslexia susceptibility gene with reading skills in the general population.American Journal of Psychiatry, DOI: 10.1176/appi.ajp.2008.07121872.
• Pennington, B. F. (1995). Genetics of Learning Disabilities. Journal of Child Neurology, 10, S69-77.
• Pennington, B. F. (1999). Toward an integrated understanding of dyslexia: Genetic, neurological, and cognitive mechanisms. Development and Psychopathology, 11, 629-654.
• Plomin, R., & Kovas, Y. (2005). Generalist genes and learning disabilities. Psychological Bulletin, 131(4), 592-617.
• Thapar, A., Langley, K., O’Donovan, M. C., & Owen, M. (2006). Refining the attention deficit hyperactivity disorder phenotype for molecular genetic studies. Molecular Psychiatry, 11, 714-720.
• Williams, J., & O’Donovan, M. C. (2006). The genetics of developmental dyslexia. European Journal of Human Genetics, 14, 681-689.

NEUROBIOLOGY OF READING DISABILITY

• Eden, G. F., Jones, K. M., Cappell, K., Gareau, L., Wood, F. B., Zeffiro, T. A., et al. (2004). Neural changes following remediation in adult developmental dyslexia. Neuron, 44(3), 411-422.
• Eden: G. F., & Moats, L. (2002). The role of neuroscience in the Remediation of students with dyslexia. National Neuroscience, 5(Suppl), 1080-1084.
• Eden, G. F., & Zeffiro, T. A. (1998). Neural systems affected in developmental dyslexia revealed by functional neuroimaging. Neuron, 21(2), 279-282.
• Helenius, P., Salmelin, R., Service, E., Connolly, J. F., Leinonen, S., & Lyytinen, H. (2002). Cortical activation during spoken-word segmentation in nonreading-impaired and dyslexic adults. Journal of Neuroscience, 22(7), 2936-2944.
• Leonard, C. M., Eckert, M. A., Given, B. K., Berninger, V. W., & Eden, G. F. (2006). Individual differences in anatomy predict reading and oral language deficits. Brain, 129(Pt 12), 3329-3342.
• Maisog, J. M., Einbinder, E. R., Flowers, D. L., Turkeltaub, P. E., & Eden, G. F. (2008). A meta-analysis of functional neuroimaging studies of dyslexia. Annals of the New York Academy of Sciences, 1145, 237-259.
• Ramus, F., Rosen, S., Dakin, S. C., Day, B. L. Castellote, J. M., White, S., & Frith, U. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126(Pt 4), 841-865.
• Renvall, H., & Hari, R. (2002). Auditory cortical responses to speech-like stimuli in dyslexic adults.Journal of Cognitive Neuroscience, 14(5), 757-768.
• Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarski, P., Constable, R. T., Marchione, K. E., Fletcher, J. M., Lyon, G. R., & Gore, J. C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry,52(2), 101-110.
• Shaywitz, S. E., & Shaywitz, B. A. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Development and Psychopathology, 20, 1329-1349.
• Virsu, V., Lahti-Nuuttila, P., & Laasonen, M. (2003). Crossmodal Temporal processing acuity impairment aggravates with age in developmental dyslexia. Neuroscience Letters, 336(3), 151-154

PHONOLOGICAL PROCESSING

• Brady, S. (1997). Ability to encode phonological representations: An underlying difficulty of poor readers. In B.A. Blachman (Ed.) Foundations of Reading Acquisition and Dyslexia. Mahwah, NJ: Lawrence Erlbaum Associates.
• Catts, H. W., Fey, M., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten: A research-based model and its clinical implication. Language, Speech, & Hearing Services in Schools, 32, 38-50.
• Elbro, C., Borstrom, I., & Petersen, D.K. (1998). Predicting dyslexia from kindergarten: The importance of distinctiveness of phonological representations of lexical items. Reading Research Quarterly, 33, 36-60.
• Gough, P., & Tunmer, W. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
• Liberman, I.Y., Shankweiler, D., & Liberman, A.M. (1989).  The alphabetic principle and learning to read.  In Shankweiler, D. & Liberman, I.Y. (Eds.), Phonology and reading disability:  Solving the reading puzzle(pp.1-33). Ann Arbor, MI: U. of Michigan Press.
• Perfetti, C., Beck, I. & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first-grade children. Merrill-Palmer Quarterly, 33, 283-319.
• Post, Y., Foorman, B., & Hiscock, M. (1997). Speech perception and speech production as indicators of reading difficulty. Annals of Dyslexia, 47, 1-25.
• Scarborough, H. (1990). Very early language deficits in dyslexic children. Child Development, 61,1728-43.
• Scarborough, H. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 48, 115-136.
• Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education: Contributions from Educational Psychology, 1, 1-57.
• Snowling, M. J. & Nation, K. (1997). Language, phonology and learning to read. In C. Hulme & M. Snowling (Eds.) Dyslexia: Biology, Cognition, and Intervention. London: Whurr Publishers, Ltd.
• Torgesen, J.K. (1999).  Phonologically based reading disabilities:  Toward a coherent theory of one kind of learning disability.  In R.J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on Learning Disabilities. (pp. 231-262). New Haven: Westview Press.

TEMPORAL PROCESSING

• Breier, J. I., Gray, L. C., Fletcher, J. M., Foorman, B., & Class, P. 2002). Perception of speech and nonspeech stimuli by children with and without reading disability and attention deficit hyperactivity disorder. Journal of Experimental Child Psychology, 82(3), 226-250.
• Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., & Scott, S. K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Science of the United States of America, 99(16), 10911-10916.
• Hari, R., & Renvall, H. (2001). Impaired processing of rapid stimulus sequences in dyslexia. Trends in Cognitive Sciences, 5(12), 525-532.
• Heiervang, E., Stevenson, J., & Hugdahl, K. (2002). Auditory processing in children with dyslexia.Journal of Child Psychology and Psychiatry, 43(7), 931-938.
• Helenius, P., Salmelin, R., Richardson, U., Leinonen, S., & Lyytinen, H. (2002). Abnormal auditory cortical activation in dyslexia 100 msec after speech onset. Journal of Neuroscience, 14(4), 603-617.
• Laasonen, M., Service, E., & Virsu, V. (2002). Crossmodal temporal order and processing acuity in developmentally dyslexic young adults. Brain Language, 80(3), 340-354.
• Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., & Tallal, P. (1996). Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271, 77-81.
• Talcott, J. B., Witton, C., Hebb, G. S., Stoodley, C. J., Westwood, E. A., France, S. J., Hansen, P. C., & Stein, J. F. (2002). On the relationship between dynamic visual and auditory processing and literacy skills: Results from a large primary-school study. Dyslexia, 8(4), 204-225.
• Van Ingelghem, M., van Wieringen, A., Wouters, J., Vandnbussche, E., Onghena, P., & Ghesquiere, P. (2002). Psychophysical evidence for a general temporal processing deficit in children with dyslexia.Neuroreport, 12(16), 3603-3607.
• Witton, C., Stein, J. F., Stoodley, C. J., Rosner, B. S., & Talcott, J. B. (2002). Separate influences of acoustic AM and FM sensitivity on the phonological decoding skills of impaired and normal readers.Journal of Cognitive Neuroscience, 14(6), 866-874.

VISUAL PROCESSING

• Christenson, G. N., Griffin, J. R., & Taylor, M. (2001). Failure of blue-tinted lenses to change reading scores of dyslexic individuals. Optometry, 71(10), 627-633.
• Eden, G. F., VanMeter, J. W., Rumsey, J. M., Maisog, J. M., Woods, R. P., & Zeffiro, T. A. (1996). Abnormal processing of visual motion in dyslexia revealed by functional brain imaging. Nature, 382(6586), 66-69.
• Solan, H. A. (2002). Response to Christenson, Griffin, and Taylor. Optometry, 73(1), 7.

ADHD Linked to Alterations in Brain Reward System

by Brain Balance on February 22, 2010 · 1 commentA recent study by researchers at Universitat Autònoma de Barcelona and the Vall d’Hebron University Hospital shows that alterations in the brain’s reward system may be related to Attention-Deficit/Hyperactivity Disorder (ADHD):Until now, attention-deficit/hyperactivity disorder (ADHD) was related to alterations in the brain affecting attention and cognitive processes. Researchers at Universitat Autònoma de Barcelona and the Vall d’Hebron University Hospital for the first time have discovered anomalies in the brain’s reward system related to the neural circuits of motivation and gratification. In children with ADHD, the degree of motivation when carrying out an activity is related to the immediacy with which the objectives of the activity are met. This would explain why their attention and hyperactivity levels differ depending on the tasks being carried out.This leads researchers to consider that ADHD is not only caused by brain alterations affecting cognitive processes, but also by anomalies which cause motivational deficiencies. This would explain the imbalance in levels of attention and hyperactivity in a child with ADHD depending on his or her motivation when engaged in a specific task and the immediacy of the gratification/pleasure while carrying it out.Read more about the study here. Reference:
Carmona S.et al (2009) Ventro-Striatal reductions underpin symptoms of Hyperactivity and impulsivity in Attention-Deficit/Hyperactivity disorder. Biol. Psychiatry, 66: 972-977. Source:
Maria Jesus Delgado
Universitat Autonoma de Barcelona

Mixed-Handed Children More Likely to Have ADHD: Study Points to Functional Disconnection in Brain

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