Selected Key Publications – Reading Program

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.

Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100, 589-608.

Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). The DRC model: A model of visual word recognition and reading aloud. Psychological Review, 108, 204 – 258.

Kohnen, S., Nickels, L, Castles, A., Friedmann, N., & McArthur, G. (2012). When ‘slime’ becomes ‘smile’: Developmental letter position dyslexia in English. Neuropsychologia, 50, 3681-3692.

Marinus, E., Mostard, M., Segers, E., Schubert, T., Madelaine, A., & Wheldall, K. (2016). A special font for people with dyslexia: Does it work and if so, why? Dyslexia, 22, 233-244.

Pritchard, S.C., Coltheart, M., Marinus, E., & Castles, A. (2018). A computational model of the self-teaching hypothesis based on the dual-route cascaded model of reading. Cognitive Science, 42(3), 722-770.

Wang, H.-C., Wass, M., & Castles, A. (2017). Paired-associate learning ability accounts for unique variance in orthographic learning. Scientific Studies of Reading, 21(1), 5-16.

Wegener, S., Wang, H.-C., de Lissa, P., Robidoux, S., Nation, K., Castles, A. (2018). Children reading spoken words: Interactions between vocabulary and orthographic. Developmental Science, 21(3), e12577.