Models of Reading Bibliography

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

Adams, M. J. (1994). Making the connections between word recognition and reading. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (Fourth ed., pp. 838-863). International Reading Association.

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. (2012). Dual-route theories of reading aloud. In J. Adelman (Ed.), Visual word recognition: Models and methods, orthography and phonology (Vol. One, pp. 3-27). Taylor & Francis.

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.