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Reading and Reading Disorders: Scientific Articles

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Featured Articles

The following featured articles include those from NICHD researchers or NICHD-supported researchers.

  • Beattie, R. L., & Manis, F. R. (2013). Rise time perception in children with reading and combined reading and language difficulties. Journal of Learning Disabilities, 46(3), 200–209. PMID: 22711666
  • Berninger, V. W., Lee, Y. L., Abbott, R. D., & Breznitz, Z. (2013). Teaching children with dyslexia to spell in a reading-writers' workshop. Annals of Dyslexia, 63(1), 1–24. PMID: 21845501
  • Breen, M., & Clifton, C. Jr. (2013). Stress matters revisited: a boundary change experiment. Quarterly Journal of Experimental Psychology, 66(10), 1896–1909. PMID: 23425386
  • Bruno, J. L., Lu, Z. L., & Manis, F. R. (2013). Phonological processing is uniquely associated with neuro-metabolic concentration. NeuroImage, 67, 175–181. PMID: 23147236
  • Chonchaiya, W., Tardif, T., Mai, X., Xu, L., Li, M., Kaciroti, N., et al. (2013). Developmental trends in auditory processing can provide early predictions of language acquisition in young infants. Developmental Science, 16(2), 159–172. PMID: 23432827
  • Hedenius, M., Ullman, M. T., Alm, P., Jennische, M., & Persson, J. (2013). Enhanced recognition memory after incidental encoding in children with developmental dyslexia. PLoS One, 8(5), e63998. PMID: 23717524
  • Landi, N., Frost, S. J., Menci, W. E., Preston, J. L., Jacobsen, L. K., Lee, M., et al. (2013). The COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation. Developmental Science, 16, 13–23. PMID: 23278923
  • Lonigan, C. J., Purpura, D. J., Wilson, S. B., Walker, P. M., & Clancy-Menchetti, J. (2013). Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Journal of Experimental Child Psychology, 114(1), 111–130. PMID: 23073367
  • Miller, A. C., Keenan, J. M., Betjemann, R. S., Willcutt, E. G., Pennington, B. F., & Olson, R. K. (2013). Reading comprehension in children with ADHD: Cognitive underpinnings of the centrality deficit. Journal of Abnormal Child Psychology, 41(3), 473–483. PMID: 23054132
  • Okano, K., Grainger, J., & Holcomb, P. J. (2013). An ERP investigation of visual word recognition in syllabary scripts. Cognitive, Affective and Behavioral Neuroscience, 13(2), 390–404. PMID: 23378278
  • Olson, R. K., Hulslander, J., Christopher, M., Keenan, J. M., Wadsworth, S. J., Willcutt, E. G., et al. (2013). Genetic and environmental influences on writing and their relations to language and reading. Annals of Dyslexia, 63(1), 25–43. PMID: 21842316
  • Peterson, R. L., Pennington, B. F., & Olson, R. K. (2013). Subtypes of developmental dyslexia: Testing the predictions of the dual-route and connectionist frameworks. Cognition, 126(1), 20–38. PMID: 23010562
  • Peterson, R. L., Pennington, B. F., Samuelsson, S., Byrne, B., & Olson, R. K. (2013). Shared etiology of phonological memory and vocabulary deficits in school-age children. Journal of Speech, Language, and Hearing Research, 56(4), 1249–1259. PMID: 23275423
  • Roberts, G., Fletcher, J. M., Stuebing, K. K., Barth, A. E., & Vaughn, S. (2013). Treatment effects for older struggling readers: an application of moderated mediation. Learning and Individual Differences, 23, 10–21. PMID: 23472048
  • Hughes, J. N., Wu, J. Y., Kwok, O. M., Villarreal, V., & Johnson, A. Y. (2012). Indirect effects of child reports of teacher-student relationship on achievement. Journal of Educational Psychology, 104, 350–365. PMID: 23226873
  • Moser, S. E., West, S. G., & Hughes, J. N. (2012). Trajectories of math and reading achievement in low achieving children in elementary school: Effects of early and later retention in grade. Journal of Educational Psychology, 104, 603–621. PMID: 23335818
  • Neuhoff, N., Bruder, J., Bartling, J., Warnke, A., Remschmidt, H., Müller-Myhsok, B., et al. (2012). Evidence for the late MMN as a neurophysiological endophenotype for dyslexia. PLoS One, 7, e34909. PMID: 22606227
  • Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427–452. PMID: 21838545
  • Peterson, R., & Pennington, B. (2012). Developmental dyslexia. Lancet, 379(9830), 1997–2007. PMID: 22513218
  • Reese, L., Arauz, R. M., & Bazán, A. R. (2012). Mexican parents’ and teachers’ literacy perspectives and practices: Construction of cultural capital. International Journal of Qualitative Studies in Education, 25, 983–1003. PMID: 23288984
  • Vandermosten, M., Boets, B., Poelmans, H., Sunaert, S., Wouters, J., & Ghesquière, P. (2012). A tractography study in dyslexia: neuroanatomic correlates of orthographic, phonological and speech processing. Brain, 135, 935–948. PMID: 22327793
  • Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C., Barth, A., et al. (2012). Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention. Journal of Learning Disabilities, 45(6), 515–525. PMID: 21512102
  • Berninger, V. W., & May, M. O. (2011). Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. Journal of Learning Disabilities, 44, 167–183. PMID: 21383108
  • Handler, S. M., Fierson, W. M., Section on Ophthalmology; Council on Children with Disabilities; American Academy of Ophthalmology; American Association for Pediatric Ophthalmology and Strabismus; American Association of Certified Orthoptists. (2011). Learning disabilities, dyslexia, and vision. Pediatrics, 127, e818–e856. PMID: 21357342
  • Rezaie, R., Simos, P., Fletcher, J., Cirino, P., Vaughn, S., & Papanicolaou, A. (2011). Engagement of the temporal lobe regions predicts response to educational interventions in adolescent struggling readers. Developmental Neuropsychology, 36(7), 869–888. PMID: 21978010
  • Tanaka, H., Black, J., Hulme, C., Stanley, L., Kesler, S., Whitfield-Gabriela, S., et al. (2011). The brain basis of the phonological deficit in dyslexia is independent of IQ. Psychological Science, 22(11), 1442–1451. PMID: 22006060

PubMed Search Results

Use the links below to search the PubMed database of more than 20 million citations for scientific articles.

Last Updated Date: 04/02/2014
Last Reviewed Date: 02/28/2014
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