49 Impact of semantics on word decoding 2 References Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858–886. doi:10.1037/0033-2909.130.6.858 Brus, B. T., & Voeten, M. J. M. (1973). Eén‐minuut‐test. Pearson. Burton, D. B., Sepehri, A., Hecht, F., Vandenbroek, A., Ryan, J. J., & Drabman, R. (2001). A confirmatory factor analysis of the WISC‐III in a clinical sample with cross‐validation in the standardization sample. Child Neuropsychology, 7(2), 104–116. doi:10.1093/arclin/15.8.695a Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111. doi:10.1016/S0010-0277(03)00164-1 Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378– 1396. doi:10.1044/1092-4388(2005/096) Cohen, J. (1959). The factorial structure of the WISC at ages 7‐6, 10‐6, and 13‐6. Journal of Consulting Psychology, 23(4), 285–299. doi:10.1037/h0043898 Coltheart, M. (2006). Dual route and connectionist models of reading: An overview. London Review of Education, 4(1), 5–17. doi:10.1080/13603110600574322 Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–256. doi:10.1037/0033-295X.108.1.204 Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. doi:10.1207/s1532799xssr0902_4 Elbro, C. (1996). Early linguistic abilities and reading development: A review and a hypothesis. Reading and Writing; an Interdisciplinary Journal, 8, 453–485. doi:10.1007/BF00577023 Elbro, C., Borstrom, L., & Petersen, D. K. (1998). Predicting dyslexia fromkindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33(1), 36–60. doi:10.1598/RRQ.33.1.3 Faul, F., Erdfelder, E., Lang, A., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. doi:10.3758/BF03193146 Garlock, V. S., Walley, A. C., & Metsala, J. L. (2001). Age‐of‐acquisition, word frequency and neighborhood density effects on spoken word recognition: Implications for the development of phoneme awareness and early reading ability. Journal of Memory and Language, 45, 468– 492. doi:10.1006/jmla.2000.2784 Georgiou, G. K., Papadopoulos, T. C., Fella, A., & Parrila, R. (2012). Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology, 112(1), 1–17. doi:10.1016/j.jecp.2011.11.006 Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420. doi:10.1080/03637750903310360 Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analyses: A regression‐based approach. The Guilford Press. Hulme, C., Snowling, M., Caravolas, M., & Carroll, J. (2005). Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart. Scientific Studies of Reading, 9(4), 351–365. doi:10.1207/s1532799xssr0904_2 Jongejan, W. J., Verhoeven, W. J., & Siegel, L. S. (2007). Predictors of reading and spelling abilities in first‐ and second‐language learners. Journal of Educational Psychology, 99(4), 835–851. doi:10.1037/0022-0663.99.4.835 Kaufman, A. S. (1975). Factor analysis of the WISC‐R at 11 age levels between 61/2 and 161/2 years. Journal of Consulting and Clinical Psychology, 43(2), 135–147. doi:10.1037/h0076502
RkJQdWJsaXNoZXIy MTk4NDMw