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Supplemental Information for CCD Statement on Dyslexia and Reading Impairment

Signatories

  • Serje Robidoux, PhD, Department of Cognitive Science, ARC CCD
  • Nic Badcock, PhD, Department of Cognitive Science, ARC CCD
  • Anne Castles, PhD, Department of Cognitive Science, ARC CCD
  • Max Coltheart, PhD, Department of Cognitive Science, ARC CCD
  • Veronika Coltheart, PhD, Department of Cognitive Science, ARC CCD
  • Saskia Kohnen, PhD, Department of Cognitive Science, ARC CCD, Macquarie Cognition Clinic for Reading
  • Robin Litt, PhD, Department of Cognitive Science, ARC CCD
  • Eva Marinus, PhD, Department of Cognitive Science, ARC CCD
  • Genevieve McArthur, PhD, Department of Cognitive Science, ARC CCD, Macquarie Cognition Clinic for Reading
  • Lyndsey Nickels, PhD, Department of Cognitive Science, ARC CCD
  • Teresa Schubert, PhD, Department of Cognitive Science, ARC CCD
  • Hua-Chen Wang, PhD, Department of Cognitive Science, ARC CCD

List of References

Subtyping of reading problems

Castles, A., Bates, T., & Coltheart, M. (2006). John Marshall and the developmental dyslexias. Aphasiology, 20(9), 871-892.

Jones, K., Castles, A., & Kohnen, S. (2011). Subtypes of developmental reading disorders: Recent developments and directions for treatment.

Friedmann, N., & Coltheart, M. (in press). Types of developmental dyslexia. In A. Bar On, & D. Ravid (Eds.), Handbook of communication disorders: Theoretical, empirical, and applied linguistics perspectives. Berlin, Boston: De Gruyter Mouton.

Individualised treatment

Friedmann, N., & Coltheart, M. (in press). Types of developmental dyslexia. In A. Bar On, & D. Ravid (Eds.), Handbook of communication disorders: Theoretical, empirical, and applied linguistics perspectives. Berlin, Boston: De Gruyter Mouton.

Coltheart, M., & Kohnen, S. (2012). Acquired and developmental disorders of reading and spelling. The Handbook of the Neuropsychology of Language, Volume 1&2, 892-920.

Dissociation between reading and spelling

Moll, K. & Landerl, K. (2009) Double Dissociation Between Reading and Spelling Deficits, Scientific Studies of Reading, 13(5), 359-382.

Fayol, M., Zorman, M. & Lété, B. (2009). Associations and dissociations in reading and spelling French: Unexpectedly poor and good spellers. British Journal of Educational Psychology, 6, 63-75.

Dyslexia and intelligence

Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22(8), 469-478.

The importance of phonics in teaching

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393-447.

Further Information

Contact Details

Telephone: +61 2 9850 4127
Email : ccd@mq.edu.au
Web : www.ccd.edu.au

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