Models of Reading Bibliography

Compiled by Jill Kerper Mora, Ed.D.
San Diego State University

Álvarez, C., Carreiras, M., & Perea, M. (2004). Are syllables phonological units in visual word recognition? Language and Cognitive Processes, 19(3), 427-452. https://doi.org/https://doi.org/10.1080/01690960344000242

Ardila, A., & Cuetos, F. (2016). Applicability of dual-route reading models to Spanish. Psicothema, 28(1), 71-75. https://doi.org/10.7334/psicothema2015.103

Bernhardt, E. B. (2005). Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133-150.

Bernhardt, E. B., & Kamil, M. L. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the Linguistic Threshold and the Linguistic Interdependence hypotheses. Applied Linguistics, 16(1), 15-34.

Binder, J. R., Medler, R. D., Conant, L. L., & Liebenthal, E. (2005). Some neurophysiological constraints on models of word naming. NeuroImage, 27, 677-693. https://doi.org/10.1016/j.neuroimage.2005.04.029

Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 57(Supp), 45-77.

Bialystok, E. (2001). Bilingualism in development: Language, literacy and cognition. Cambridge University Press.

Borowsky, R., Owen, W. J., & Fonos, N. (1999). Reading speech and hearing print: Constraining models of visual word recognition by exploring connections with speech perception. Canadian Journal of Experimental Psychology, 53(4), 294-305.

Carreiras, M., Armstrong, B. C., Perea, M., & Frost, R. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18(2), 90-98. https://doi.org/10.1016/j.tics.2013.11.005

Cevoli, B., Watkins, C., & Rastle, K. (2022). Prediction as a basis for skilled reading: Insights from modern language models. Royal Society Open Science, 9(211837), 1-12. https://doi.org/10.1098/rsos.211837

Cattinelli, I., Borghese, N. A., Gallucci, M., & Paulesu, E. (2013). Reading the reading brain: A new meta-analysis of functional imaging data on reading. Journal of Neurolinguistics, 26, 214-238

Coltheart, M. (2006). Dual route and connectionist models of reading: An overview. London Review of Education, 4(1), 5-17.

Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud. Psychological Reviw, 100(4), 589-608.

Deacon, S. H., & Kieffer, M. J. (2017). Understanding how syntactic awareness contributes to reading comprehension: Evidence from mediation and longitudinal models. Journal of Educational Psychology, 110(1), 72-86.

Doyle, M. A. (2013). Marie M. Clay’s theoretical perspective: A literacy processing theory. In D. E. Alvermann, N. J. Unrau, & R. B. Rudell (Eds.), Theoretical models and processes of reading (Sixth ed.). International Reading Association. https://doi.org/10.1598/0710.26

Dijkstra, T., & Van Heuven, W. J. B. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5, 175–197.

Flores, B. (1981). Bilingual reading instructional practices: The three views of the reading process as they relate to the concept of language interference. California Journal of Teacher Education, 8(3), 98-122.

Floyd, R., Meisinger, E., Gregg, N., & Keith, T. (2012). An explanation of reading comprehension across development using models from Cattell-Horn-Carroll theory: Support for interactive models of reading. Psychology in the Schools, 48(8), 725-743. https://doi.org/10.1002/pits.21633

Foorman, B. R., Petscher, Y., & Herrera, S. (2018). Unique and common effects of decoding and language factors in predicting reading comprehension in grades 1-10. Learning and Individual Differences, 63, 12-23.

Frost, R. (2012). A universal approach to modeling visual word recognition and reading: Not only possible, but also inevitable. Behavioral and Brain Science, 35(5), 310-329.

Goodman, K. S. (1994). Reading, writing, and written texts: A transactional sociopsycholinguistic view. In R. B. Ruddell, M. Rapp Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (Fourth ed., pp. 1093-1130). International Reading Association.

Grabe, W., & Yamashita, J. (2022). Reading in a second language: Moving from theory to practice. Cambridge University Press.

Hoffman, P., Ralph, M. A. L., & Woollams, A. M. (2015). Triangulation of the neurocomputational architecture underpinning reading aloud. PNAS Journal Proceedings of the  National Academy of Sciences, 112(28), E3719-E3728. https://doi.org/https://doi.org/10.1073/pnas.1502032112

Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing, 2(2), 127-160.

Jorm, A. F., & Share, D. L. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics, 4, 103-147.

Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: the orthographic depth hypothesis. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning: Advances in psychology, Vol. 94 (pp. 67–84). Oxford: North-Holland.

LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.

Loveall, S. J., Channell, M. M., & Phillips, B. A. (2013). Phonological recoding, rapid automatized naming, and orthographic knowledge. Journal of Experimental Child Psychology, 1(16), 738-746.

Pearson, P. D. (1976). A psycholinguistic model of reading. Language Arts, 53(3), 309-314.

Perfetti, C. A., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22-37.

Poeppel, D., & Johnson, S. (1995). Neuroimaging studies of language should connect with (psycho)linguistic theories. Behavioral and Brain Sciences, 18(2), 369-370.

Ramos Periera, M. D. J. (2012). Connectionist and dual-route models of reading: What insights can be gained by synthesizing both models? Journal of Social & Psychological Sciences, 6, 40-54.

Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21, 221-238.

Seidenberg, M. S. (2005). Connectionist models of word reading. Current Directions in Psychological Science, 14(5), 238-242.

Sheriston, L., Critten, S., & Jones, E. (2016). Routes to reading and spelling: Testing the predictions of dual-route theory. Reading Research Quarterly, 51(4), 403-417.

Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71.

Storch, S., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934-947.

Taylor, J. S. H., Rastle, K., & Davis, M. H. (2013). Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies. Psychological Bulletin, 139(4), 966-791. https://doi.org/10.1037/a0030266

Tracey, D. H., & Morrow, L. M. (2006). Lenses on reading: An introduction to theories and models. The Guilford Press.