Kommentare zu Radach, Guenther & Huestegge (2012):Blickbewegungen beim Lesen: Leseentwicklung und Legasthenie
Literatur
(2010). A survey of visual function in an Austrian population of school-age children with reading and writing difficulties. BMC Ophtalmology 10:16.
(2005). SWIFT: a dynamical model of saccade generation during reading. Psychological Review, 112, 777– 813.
(2009). Development of the letter identity span in reading: Evidence from the eye movement moving window paradigm. Journal of Experimental Child Psychology, 102, 167– 181.
(1982). Eye movements in reading. In R. Groner & P. Fraisse (Eds.), Cognition and eyemovements (pp. 139 – 154). Amsterdam: North Holland.
(1999). Eye movements in reading: Are two eyes better than one? In W. Becker, H. Deubel, & T. Mergner (Eds.). Current oculomotor research: Physiological and psychological aspects, (pp. 341 – 348). New York, NY: Plenum Press.
(2010) ((2010 oder 2012?)). See it. Say it. Do it! The parent’s & teacher’s action guide to creating successful students & confident kids.. Centennial, CO: HiClear Publishing.
(2011). Dyslexic children are confronted with unstable binocular fixation while reading. PLoS ONE 6 (4), 1– 10.
(2006). Binocular coordination of eye movements during reading. Vision Research, 46, 2363– 2374.
(1981). Visual factors and eye movements in reading. Visible Language, XV (2), 129– 146.
(2009). An examination of binocular reading fixations based on sentence corpus data. Journal of Vision, 9 (5): 31. 1– 28.
(2009). PISA 2009 Results: What students know and can do. Retrieved July 12, 2012, from www.oecd.org/edu/pisa/2009
(2012). Blickbewegungen beim lesen, leseentwicklung und legasthenie. Lernen und Lernstörungen, 1, 185– 204.
(2008). The role of top down factors in local eye movement control during reading. Psychological Research, 72, 675– 688.
(2009). How children read for comprehension: Eye movement in developing readers. In R. K. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.). Biological and behavioral bases of reading comprehension. New York, NY: Guildford..
(1986). Eye movements and the perceptual span in beginning and skilled readers. Journal of Experimental Child Psychology, 41, 211– 236.
(2006). Some empirical tests of an interactive activation model of eye movement control in reading. Cognitive Systems Research, 7, 34– 55.
(2011). Eye movements and reading: What teachers need to know. In S. J. Samuels, & A. E. Farstrup (Eds.). What research has to say about reading instruction, (pp. 25 – 50). Newark, DE: International Reading Association.
(1958). Recent studies of eye movements in reading. Psychological Bulletin, 55 (4), 215– 231.
(1955). The effect of typographical variations upon eye movements in reading. Journal of Educational Research, 49, 171– 184.
(2003). Binocular coordination of saccades at far and near in children and in adults. Jounal of Vision, 3, 554– 561.
(2010). A dual-route perspective on eye movements of dyslexic readers. Cognition, 115, 367– 379.
(2011a). Effects of individual differences in verbal skills on eye-movement patterns during sentence reading. Journal of Memory & Language, 65, 45– 73.
(2011b). Individual differences in visual comprehension of morphological complexity. In L. Carlson, C. Hoelscher, and T. Shipley (Eds.). Proceedings of the 33rd Annual Meeting of the Cognitive Science Society (pp. 1643 – 1648). Austin, TX: Cognitive Science Society.
(2012). The visuo-oculomotor component of RAN is a strong predictor of eye-movements in reading. Presentation at the Society for Scientific Studies of Reading conference, Montreal, July 2012.
(1983). Dyslexic and normal readers’eye movements. Journal of Experimental Psychology: Human Perception and Performance, 9, 816– 825.
(2009). How children read for comprehension: Eye movements in developing readers. In Wagner, R. K., Schatschneider, C., & Phythian-Sence, C. (Eds.). Beyond Decoding: The Bilogical and Behavioral Foundations of Reading Comprehension. New York: Guildford Press.
(2011). Children’s eye movements during reading. In S. Liversedge, I. Gilchrist & S. Everling (Eds.). Oxford handbook on eye movements, (pp. 643 – 662). Oxford, GB: Oxford University Press.
(2005). Interview with Annette Karmiloff-Smith. Cognitive Science Online, 3, 25– 27.
(1983). The modularity of mind. Cambridge, MA: MIT Press.
(2003). Why theories about developmental dyslexia require developmental designs. Trends in Cognitive Sciences, 7, 534– 540.
(2010). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15, 3– 10.
(2006). Impaired visual processing of letter and digit strings in adult dyslexic readers. Vision Research, 46, 718– 723.
(2012). Neuropsychologie von Entwicklungsstörungen schulischer Fertigkeiten. Göttingen: Hogrefe.
(2010). Neural systems predicting long-term outcome in dyslexia. Proceedings of the National Academy of Sciences, 108, 361– 366.
(2006). Perhaps correlational but not causal: No effect of dyslexic readers’ magnocellular system on their eye movements during reading. Neuropsychologia, 44, 637– 648.
(2006). Dem Geist auf der Spur: Neurokognitive Methoden zur Messung von Lern- und Gedächtnisprozessen. Zeitschrift für Erziehungswissenschaft, 9 (Beiheft 5), 71– 86.
(2011). Dyslexic children are confronted with unstable binocular fixation while reading. PLoS One 6, e18694.
(2001). Functional brain development in humans. Nature Reviews Neuroscience, 2, 475– 483.
(2011a). Developmental Cognitive Neuroscience, 3rd ed.. Chichester: Wiley-Blackwell.
(2011b). Interactive specialization: a domain-general framework for human functional brain development?. Developmental Cognitive Neuroscience, 1, 7– 21.
(2002). Neuroimaging of typical and atypical development: A perspective from multiple levels of analysis. Development and Psychopathology, 14, 521– 536.
(1998). Development itself is the key to understanding developmental disorders. Trends in cognitive sciences, 2, 389– 398.
(2009). Nativism versus neuroconstructivism: Rethinking the study of developmental disorders. Developmental Psychology, 45, 56– 63.
(2010). Neuroimaging of the developing brain: Taking“ developing” seriously. Human Brain Mapping, 31, 934– 941.
(2004). arly development of children at familial risk for dyslexia – follow-up from birth to school age. Dyslexia, 10, 146– 178.
(2009). Neurophysiology in preschool improves behavioral prediction of reading ability throughout primary school. Biological Psychiatry, (66), 341– 348.
(2002). Cross-cultural similarities in the predictors of reading acquisition. Child Development, 73, 1392– 1407.
(2000). Predicting dyslexia at 8 years of age using neonatal brain responses. Brain and Language, 72, 238– 245.
(2012). The psychology of reading, 2. ed.. New York: Psychology Press.
(1990). Very early language deficits in dyslexic children. Child Development, 61, 1728– 1743.
(2007). Development of neural systems for reading. Annual Review of Neuroscience, 30, 475– 503.
(1988). Explaining the differences between the dyslexic and the garden-variety poor reader: the phonological-core variable-difference model.. Journal of Learning Disabilities, 21, 590– 604.
(2009). Using developmental trajectories to understand developmental disorders. Journal of Speech, Language, and Hearing Research, 52, 336– 358.
(1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1– 33.
(2010). Dyslexia in regular orthographies: manifestation and causation. Dyslexia, 16, 283– 299.
(2011). Understanding developmental dyslexia through computational modeling: an individual deficit-based simulation approach. In P. McCardle, B. Miller, J. R. Lee & O. J. L. Tzeng (Eds.). Dyslexia across languages: orthography and the brain-gene-gehavior link. Baltimore: Paul H. Brookes Publishing.
(2010). Orthographic depth and its impact on universal predictors of reading: a cross-language investigation. Psychological Science, 21, 551– 559.
(2005). Reading acquisition, developmental dyslexia and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin, 131, 3– 29.
(2010). Rapid processing of letters, digits, and symbols: what purely visual-attentional deficit in developmental dyslexia?. Developmental Science, 13, F8– F14.
