Salary/Stipend:
Year 1 - $36,996
Year 2 - $38,976

For additional information, contact Carol Fowler.

Information on NIH post-doctoral stipends.

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HASKINS LABORATORIES - POST-DOCTORAL FELLOWS

Haskins Laboratories is pleased to announce a Postdoctoral Fellowship Program in Reading Acquisition and Reading Disabilities funded by a grant from NICHD. We anticipate that one postdoctoral fellowship will be awarded in 2008. It will be a non-renewable two-year position. The recipient will be a qualified individual who wishes to further his/her training in basic and applied reading research. Topics of particular interest to Haskins researchers include: (1) the linguistic and cognitive underpinnings of reading acquisition and reading difficulties; (2) phonological aspects of reading development, reading disabilities, and word recognition processes; (3) the role of sentence processing and text comprehension in attaining skilled reading; (4) the effects of cross-language and dialect differences on reading acquisition; (5) links between biological and behavioral development as reading skills are acquired; (6) the application of reading research to benefit instruction; (7) computational modeling of skilled visual word recognition and its acquisition.

An individual must be a citizen or noncitizen national of the United States or must have been lawfully admitted for permanent residence (i.e., in possession of a currently valid Alien Registration Receipt Card I-551, or some other legal verification of such status). Individuals must have completed all requirements for the Ph.D. degree by the start date of their appointment (usually September 1), and they must, by that date, provide documentation to that effect. Applicants for the two-year cycle beginning in September 2008 should send a curriculum vitae; a personal letter describing specific research interests, goals, and long-term career plans; reprints of publications; and three letters of reference to Dr. Carol Fowler, Training Program in Reading Research, Haskins Laboratories, 300 George Street, New Haven, CT 06511.

Overview: Description of Haskins Laboratories
Haskins Laboratories, an independent, non-profit research facility, offers a unique resource for the cultivation of scientific talent directed to studies of reading and its supporting abilities. Funded continuously by the National Institute of Child Health and Human Development since 1965 to conduct research on spoken language and reading, the Laboratories have played a leadership role in the theoretical and empirical developments in the study of reading and its cognitive and linguistic underpinnings over the past three decades. The scope of reading-related research at the Laboratories is broad, ranging from studies of phonological abilities underlying reading acquisition in English and other languages to investigations of the neuropsychological underpinnings of reading performance. The faculty available to advise postdoctoral fellows includes experts in reading research and supporting disciplines of speech science, linguistics and psycholinguistics, developmental psychology, and cognitive neuroscience.

A. POST-DOCTORAL TRAINING PROGRAM
The postdoctoral program in reading acquisition and reading disabilities at Haskins Laboratories will provide research training, a supportive research environment, and opportunities for advanced coursework at affiliated universities. The range of research opportunities, the nature of the research involvement, and the choice of coursework (if any) will be tailored for each fellow. On entry into the program, fellows will establish an informal advisory committee that will provide guidance and support for the fellow's research plans and course of study. Fellows may initially choose to participate in an ongoing research project at the Laboratories; however, they may instead undertake their own project.

Postdoctoral fellows will be encouraged to attend the regular research colloquia at Haskins that take place nearly every week. The lectures feature speakers from around the world as well as researchers on the staff at Haskins. In the past, a broad array of topics on language an literacy has been addressed in the colloquia including neuropsychological and genetic studies of reading, intervention research, studies of speech perception and production, investigations of syntactic development, and much more.

Although taking courses is not the central aim of the postdoctoral training, individuals may wish to broaden or deepen their expertise in specific areas relevant to their research and professional goals. Course options are available at Yale University, University of Connecticut and University of Rhode Island.

B. POST-DOCTORAL TRAINING PROGRAM FACULTY

Carol Fowler, Director of the Training Program, is Professor of Psychology at University of Connecticut and adjunct Professor of Psychology and Linguistics at Yale University. Much of her research is on speech production and perception, where she studies the remarkably close correspondence between the articulatory activities of speakers and the percepts achieved by listeners. Some of her work on speech perception has focused on listeners’ integration of optical information about speech gestures with acoustically specified information. In her work that is most directly relevant to reading, she has asked whether the phonological information that is accessed in speech perception and in reading is the same. Researchers have shown that skilled readers of a great variety of languages and writing systems access phonological information very early on in the process of visual word recognition. An index of that is their slower word recognition times when they read inconsistently as contrasted with consistently mapped words. Inconsistent words are those such as pint whose word “body” (here int) can be pronounced in more than one way (as in pint and hint), and/or words such as gain whose word rime (/eyn/) can be spelled in more than one way (gain, lane). Fowler and colleagues have shown that auditorily presented inconsistent words are also recognized more slowly than consistent words. This implies that the phonological forms accessed by listeners are those accessed by readers. Fowler has served as major advisor to 13 Ph.D. candidates and one post doctoral fellow. She has collaborated in research with a great many graduate students and undergraduates; she has published papers with three undergraduates, eleven graduate students and one post doctoral fellow. Carol Fowler will provide training in the areas of speech production and perception and will help students make the link from there to reading.

Susan Brady is Professor of Psychology at the University of Rhode Island where she trains Masters and Ph.D. students in School Psychology and Masters students in Education who are becoming Reading Specialists. She has supervised graduate student research in reading for many years. In her own research and with her students, Brady has concentrated on the role of speech perception and phonological memory on individual differences in reading ability, investigating whether the deficits associated with reading difficulties are speech specific and studying the parameters of phonological weaknesses. She has also tested predicted consequences of phonological deficits on vocabulary acquisition and on quality of phonological representations for words in the lexicon. In addition, her research has examined the development of phonological awareness and the occurrence of phoneme awareness difficulties for adult poor readers and for readers of a shallow orthography. Dr. Brady is strongly committed to the goal of prevention of reading problems, and, to this end, she has devoted much of her efforts to the task of translating research into classroom practice in the teaching of reading, for the training of professionals and for educational policies concerning literacy. Currently, she is co-PI for a large professional development grant with 125 first-grade teachers. She served as a Board Member for the International Dyslexia Association (IDA) for six years, co-authored with Louisa Moats the IDA Position Paper, Informed Instruction for Reading Success: Foundations for Teacher Preparation, and has worked with other advocacy groups to promote research-based reading practices. She has been Associate Editor for Annals of Dyslexia for the past eight years and serves as an ad hoc reviewer for numerous journals in the reading field and in experimental psychology.

David Braze is a linguist and Senior Scientist at Haskins. His research focuses on processes involved in the comprehension of meaning above the word level: of phrase, sentence and text. Dr. Braze’s studies explore how the cognitive bases of reading comprehension (ability to comprehend speech, word knowledge, decoding skill, verbal memory and so on) are related to the apprehension of complex meaning as it unfolds in time. He employs online methods, including that of monitoring eye-movements during reading, to collect moment-by-moment indicators of comprehension bottlenecks and to explore how comprehension challenges inherent to texts interact with individual differences in the cognitive underpinnings of reading skill. A recent focus of his research has been the question of how quality of lexical knowledge supports the ability to integrate meaning across words. Dr Braze’s work on individual differences in language comprehension extends to both print and speech modalities and to signed languages.

Laurie Feldman is Professor of Psychology at The State University of New York at Albany. Her research explores the conditions under which reading is guided by the morphological structure of words. Her studies contrast the priming effects of a shared morpheme with effects due to similarity of form or similarity of meaning in the absence of shared morphology. A related question that her research addresses is how modality of input (speech or print) influences morphological processing. Dr. Feldman’s research on readers of varying proficiency and language experience spans several languages, including Hebrew, Serbo-Croatian, and Chinese, as well as English, each with different ways of representing morphological structure. Her work on morphology examines visual and auditory language processing across languages with varying structures. Dr. Feldman is director of the Honors program for Psychology majors and has supervised many graduate student research projects.

Stephen Frost is a Senior Scientist at Haskins Laboratories where his research focuses on the timing and localization of processes (orthographic, phonological, lexical-semantic, morphological) that mediate printed word recognition. Dr. Frost combines behavioral paradigms such as short-term priming, a frequently-used technique used to reveal the characteristics of the earliest stages of processing, and functional neuroimaging paradigms to identify the regions of the brain associated with component processes. His focus is on how these processes interact or trade off during word recognition and how these interactions differ between skilled and reading-disabled readers. In a separate line of behavioral research, Dr. Frost also examines variables known to affect printed and spoken word recognition in order to characterize the similarities.

Margie Gillis received her doctoral degree in Education at University of Connecticut. She heads our applied reading project and is co-PI of our Teacher Quality grant with Susan Brady. She provides workshops for teachers in the early elementary grades on aspects of reading instruction. In addition, she supervises our mentors, who spend a day a week in area classrooms to serve as reading mentors to teachers. She also serves as a mentor.

Leonard Katz is Professor of Psychology at the University of Connecticut, where he is a member of the Language and Cognition faculty. He has long held an appointment as Senior Scientist at Haskins Laboratories. His primary research interests are in the areas of psycholinguistics and cognitive neuroscience. His current research activity includes research on reading fluency in Russian children. (The transparency of the Russian orthography makes this language ideal for studying fluency.) In English, he investigates neurobiological correlates of the reading process using fMRI, and he studies (with skilled readers) how lexical mental representations of a word change with repeated experience. Dr. Katz also specializes in experimental design and analysis (topics he has taught annually to graduate students at the University of Connecticut since 1965) and is the research group’s primary statistical consultant. Dr. Katz has supervised and trained many graduate students and postdoctoral students. His research on reading began with research grants from NIMH and the Office of Education in the 1960s and early 1970s. In 1974, he joined the Haskins Laboratories staff where he has been a member of their reading research program.

Jim Magnuson is an Assistant Professor of Psychology at the University of Connecticut, as well as Senior Research Scientist at Haskins Laboratories. His research foci are the time course of spoken language comprehension (speech perception, word recognition, and sentence processing), and language processing and development across the lifespan in typical and atypical populations (especially those with reading disabilities or specific language impairment). His primary research tools are eye tracking, ERPs, and computational modeling. In addition to his research efforts, Dr. Magnuson is involved in both graduate and undergraduate training at the University of Connecticut. His courses include graduate seminars on The Mental Lexicon, Cognition, and Time Course Methods (eye tracking, mouse tracking, and ERPs), and undergraduate courses on Cognitive Psychology and Research Methods.

W. Einar Mencl is a Senior Scientist and Director of Neuroimaging Research at Haskins Laboratories. He has been affiliated with Haskins since 1996. He provides general support for numerous neuroimaging projects, primarily involving fMRI, covering aspects from experimental design, to acquisition, to data analysis and interpretation. In early collaborations with Ken Pugh and the Yale Center for Learning and Attention, he investigated the typical development of reading’s neural circuitry in children and adolescents, and differences in developmental dyslexia. More recent work has focused on the use of multivariate analysis of neuroimaging data as a bridge to network models of linguistic processing, and application of event-related imaging to parcellate areas involved in printed word identification. Dr. Mencl currently supervises one research assistant and one graduate-level intern, maintains the computer hardware and software environment necessary for neuroimaging data analysis, and provides training for students and scientists at Haskins. He provides a yearly workshop on neuroimaging for the Haskins community.

Kenneth Pugh is a Research Scientist at the Yale University School of Medicine (Pediatrics) and has also held an appointment at Haskins Laboratories for the past 10 years as Senior Research Scientist. His primary role at the Laboratories is to bring the perspective of cognitive neuroscience to research on reading and reading disability. Dr. Pugh directs a large research program examining language processing in print and speech in which he and his co-workers employ a combined behavioral and neurobiological approach, exploiting functional magnetic imaging to study readers of a variety of ages and skill levels. Functional imaging studies to date have examined the neurobiological underpinnings of phonological deficits in reading disability, isolating the cortical circuits that are disrupted, as well as compensatory responses in dyslexic readers. Additionally, brain/behavior analyses conducted by Pugh and his colleagues have revealed functional imaging patterns that predict performance levels on behavioral measures of reading skill. In the course of this research Dr. Pugh has supervised and trained six post-doctoral fellows.

Jay Rueckl is Associate Professor of Psychology at the University of Connecticut, as well as Senior Research Scientist at Haskins Laboratories. His research investigates visual word identification, including the acquisition and use of knowledge of lexical morphology, the role of phonological processes in reading, and the nature and organization of the neural structures involved in word perception. He is also interested in learning and memory, and in particular the implicit memory processes that underlie the perception of written and spoken words. Much of Dr. Rueckl’s work is concerned with the development and testing of connectionist (“ neural network”) models of morphological and phonological processes in word identification, and consequently his research combines experimental studies with computer simulations of network models. He has also explored the link between cognitive processes such as reading and the branch of mathematics known as nonlinear dynamics, and has worked toward the development of new experimental methodologies that are well-suited for studying the dynamic characteristics of the word identification process. In addition to his research efforts, Dr. Rueckl is involved in both graduate and undergraduate training at the University of Connecticut. He teaches graduate courses on The Mental Lexicon, Memory, and Connectionist Modeling, undergraduate courses on Cognitive Psychology and Research Methods in Cognitive Psychology, and serves as the research advisor for both graduate and undergraduate students. Finally, Dr. Rueckl is the coordinator of the Cognitive Science Focus, an interdisciplinary program intended to facilitate research and training in cognitive science at the University of Connecticut.

Hollis S. Scarborough is Senior Scientist at Haskins Laboratories. In addition, she is an adjunct member of the graduate faculty of Educational Psychology at the City University of New York. At the latter institution she supervises graduate student research and serves on thesis and dissertation committees. The central focus of Scarborough’s research for the past two decades has been on the relationship between oral and written language skills, with particular emphasis on the development of reading difficulties and their antecedents in young children. She investigated these issues in a longitudinal study in which children from families with a high incidence of dyslexia and a comparison group were followed from toddlerhood through adolescence. Follow-up studies are examining which of the cognitive requirements of rapid serial naming are responsible for the powerful predictive value this measure had for estimating later improvements in literacy skills for children with reading disabilities. In addition, Scarborough conducts research on the relationship of dialect differences to early reading by African American children, and on the nature of reading difficulties of adolescents and adults. Dr. Scarborough is a member of the Board of Directors of the Society for the Scientific Study of Reading and serves on the editorial boards of the Journal of Educational Psychology, Journal of Learning Disabilities, and Annals of Dyslexia. She was a member of the National Research Council's Committee on the Prevention of Reading Difficulties in Young Children, which published a much publicized and acclaimed report on that issue.

Michael Turvey holds Alumni and Trustees’ Distinguished Professorships at the University of Connecticut and has published 300 scientific articles in the areas of visual and haptic perception, movement coordination, and reading. His reading research has focused on the involvement of phonological (speech-related) codes in the visual identification of words. This research has been conducted with the writing systems of Serbo-Croatian and English. In this research, Turvey and colleagues have used a variety of techniques to probe the word identification process at the time scale of tenths of a second. The research has demonstrated that the lower limit on the speed with which a fluent reader identifies a word (that is, determines its name and meaning) is set by the time required to assemble the word’s phonological code. This is true for the fluent reader of the Serbo-Croatian writing system, with its relatively simple mapping from letters to phonemes, and for the fluent reader of the English writing system, with its relatively complex mapping from letters to phonemes. Turvey’s current research on reading mechanisms applies methods of nonlinear dynamics to understand better the time-evolution of the phonological code during the word recognition process. In his 38 years of teaching at the University of Connecticut, Turvey has supervised many graduate students and has taught more than 25,000 undergraduates. He has received numerous awards from the University for his teaching.

C. SAMPLE REFERENCES ON READING BY HASKINS RESEARCHERS

Linguistic and Cognitive Underpinnings of Reading Acquisition and Reading Difficulties.

Crain, S., Ni, W., & Shankweiler, D. (2000). Grammatism. Brain & Language, 77, 294-304.

Dietrich, J. & Brady, S. A. (2001). Phonological representations of adult poor readers: An investigation of specificity and stability. Applied Psycholingusitics, 22, 383-418.

Feldman, L.B., Rueckl, J., Diliberto, K., Pastizzo, M., & Vellutino, F. (2002). Morphological analysis by child readers as revealed by the fragment completion task. Psychological Bulletin and Review, 9, 529-535.

Liberman, A.M. (1999). The reading researcher and the reading teacher need the right theory of speech. Scientific Studies of Reading, 3, 95-112.

Mattingly, I.G. (1985). Did orthographies evolve? Remedial and Special Education, 6, 18-23.

Scarborough, H.S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. Shapiro, A. Acardo, & A. Capute (Eds.), Specific Reading Disability: A View of the Spectrum (pp. 75-119). Timonium, MD.: York Press.

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory andpractice. In S. Neuman & D. Dickinson (Eds), Handbook for research in early literacy (pp. 97-110). New York: Guilford Press.

Scarborough, Hollis S. (2005). Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts. In Catts, H. W & Kamhi, A. G (Eds). The connections between language and reading disabilities. (pp. 3-24). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Studdert-Kennedy, M. (2002). Deficits in phoneme awareness do not arise from failures in rapid auditory processing. Reading and Writing: An Interdisciplinary Journal, 15, 5-14.

Phonological Aspects of Reading Development, Reading Disabilities, and Word Recognition Processes. Brady, S. A. (1997). Ability to encode phonological representations: An underlying difficulty of poor readers. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 21-47). Mahwah, NJ: Erlbaum.

Carello, C., Turvey, M.T., Lukatela, G. (1992). Can theories of word recognition remain stubbornly nonphonological? In R. Frost & L. Katz, (Eds.), Orthography, phonology, morphology, and meaning. Amsterdam: Elsevier.

Cutting, L. E. & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10, 277-299.

Fowler, A. (1991). How early phonological development might set the stage for phoneme awareness. In Brady, S.A. & Shankweiler, D. Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ: Erlbaum.

Fowler, A. & Liberman, I. (1995). The role of phonology and orthography in morphological awareness. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 157-188). Hillsdale: Erlbaum Associates.

Frost, R. & Yogev, O. (2001). Orthographic and phonological computation in visual word recognition: Evidence from backward masking in Hebrew. Psychonomic Bulletin & Review, 8, 524-530.

Katz, L. & Frost, S. (2001). Phonology constrains the internal orthographic representation. Reading and Writing: An Interdisciplinary Journal, 14, 297-332.

Lukatela, G., Eaton, T., Lee, C., Carello, C. & Turvey, M. T. (2002). Equal homophonic priming with words and pseudohomophones. Journal of Experimental Psychology: Human Perception and Performance, 28, 3-21.

Lukatela, G., Eaton, T., Sabadini, L. & Turvey, M. T. (2004). Vowel duration affects visual word identification: Evidence that the mediating phonology is phonetically informed. Journal of Experimental Psychology: Human Perception and Performance, 30, 151-162.

Rueckl, J. & Raveh, M. (1999). The influence of morphological regularities on the dynamics of a connectionist network. Brain and Language, 68, 110-117.

Scarborough, H.S., Ehri, L.C., Olson, R.C., & Fowler, A.E. (1998). The fate of phonemic awareness beyond the elementary school years. Scientific Studies of Reading, 2, 115-142.

Shankweiler, D. & Fowler, A. E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing. 17, 483-515.

Shankweiler, D., Liberman, I.Y., Mark, L.S., Fowler, C.A., & Fischer, F.W. (1979). The speech code and learning to read. Journal of Experimental Psychology: Human Learning and Memory, 5, 531-545.

The Role of Sentence Processing and Text Comprehension in Attaining Skilled Reading. Braze, D., Shankweiler, D., Ni W., & Conway Palumbo, L. (2002). Readers' eye movements distinguish anomalies of form and content. Journal of Psycholinguistic Research, 31, 25-44.

Crain, S., Shankweiler, D., Macaruso, P., & Bar-Shalom, E. (1990). Working memory and comprehension of spoken sentences: Investigation of children with reading disorder. In G.Vallar & T. Shallice (Eds). Neuropsychological impairments of short-term memory. Cambridge: Cambridge University Press.

Katz, L. & Frost, S.J. (2000). Phonology constrains the internal orthographic representation. Reading and Writing: An Interdisciplinary Journal, 13, 1-36.

LeVasseur- Marciarille, V. Macaruso, P., Palumbo, L., Shankweiler, D. (2006). Syntactically cued text facilitates oral reading fluency in developing readers. Applied Psycholinguistics. 27, 423-445.

Ni. W., Constable, R.T., Mencl, W.E., Pugh, K.R., Fulbright, R.K., Shaywitz, S.E., Shaywitz, B.A., Gore, J.C., & Shankweiler, D. (2000). An event-related neuroimaging study distinguishing form and content in sentence processing. Journal of Cognitive Neuroscience, 12, 120-133.

Rueckl, J. & Raveh, M. (1999). The influence of morphological regularities on the dynamics of a connectionist network. Brain and Language, 68, 110-117.

Shankweiler, D. (1989). How problems in decoding are related to difficulties in comprehension. In D. Shankweiler and I. Liberman (Eds.), Phonology and Reading Disability: Solving the Reading Puzzle (pp. 35-68). Ann Arbor: The University of Michigan Press.

Tabor, W., Galantucci, B. & Richardson, D. (2004). Effects of merely local syntactic coherence on sentence processing. Journal of Memory and Language, 50, 355-370.

Tabor, W. & Hutchins, S. (2004). Evidence for self-organized sentence processing: Digging-in effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 431-450.

The Effects of Cross-language and Dialect Differences on Reading Acquisition. Charity, A., Scarborough, H. S., & Griffin, D. M. (2004). Familiarity with school English in African American children and its relation to early reading achievement. Child Development. 75, 1340-1356.

Feldman, L.B. & Siok W.W.T. (1999) Semantic radicals contribute to the visual identification of Chinese characters. Journal of Memory and Language, 40, 559-576.

Fowler, A., Feldman, L.B., Andjelkovic, D., and Oney, B. (2003). Morphological and phonological analysis by beginning readers: Evidence from Serbo-Croatian and Turkish. In E. Assink and D. Sandra (Eds.). Reading Complex Words: Neuropsychology and Cognition. Amsterdam, The Netherlands: Kluwer.

Liberman, I.Y., Liberman, A.M., Mattingly, I.G., & Shankweiler, D. (1980) Orthography and the beginning reader. In J.F. Kavanagh & R. Venezky (Eds.) Orthography, reading, and dyslexia. Baltimore, University Park Press.

Lukatela, K., Carello, Shankweiler & Liberman (1995). Phonological awareness in illiterates: Observations from Serbo-Croatian. Applied Psycholinguistics, 16, 463-487.

Lukatela, G. & Turvey, M.T. (1998). Reading in two alphabets. American Psychologist, 53, 1057-1072.

Muller, K. & Brady, S. A. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An interdisciplinary Journal, 14, 757-799.

Links between Biological and Behavioral Development as Reading and Writing Skills are Acquired. Katz, L., Lee, C. Tabor, W., Frost, S., Mencl, W. E., Sandak, R., Rueckl, J. & Pugh, K. (2005). Behavioral and neurobiological effects of printed word repetition in lexical decision and naming. Neuropsychologia, 43, 2068-2083.

Pugh, K , Shaywitz, B., Shaywitz, S., Shankweiler, D., Katz, L., Fletcher, J., Constable, R.T., Skudlarski, P., Fulbright, R., Bronen, R. & Gore, J. (1997). Predicting reading performance from neuroimaging profiles: The cerebral basis of phonological effects in printed word identification. Journal of Experimental Psychology: Human Perception and Performance, 23, 299-318.

Pugh, K.R., Mencl, W.E., Shaywitz, B.A., Shaywitz, S. E., Fulbright, R.K., Constable, R.T., Skudlarski, P., Marchione, K.E., Jenner, A.R., Fletcher, J.M., Liberman, A.M., Shankweiler, D. , Katz, L, Lacadie, C., Gore, J.C. (2000). The angular gyrus in developmental dyslexia: Task-specific differences in funcional connectivity within posterior cortex. Psychological Science, 11, 51-56.

Pugh, K., Mencl, E., Jenner, A., Katz, L., Frost, S., Lee, J. R., Shaywitz, S. & Shaywitz, B. (2002). Neuroimaging studies of reading development and reading disability. Learning Disabilities Research & Practice, 16, 240-249.

Pugh, K., Frost, S., Sandak, R. Gillis, M. Moore, D., Jenner, A., Mencl, W. E. (2006). What does reading have to tell us about writing?: Preliminary questions and methodological challenges in examining the neurobiological foundations of writing and writing disabilities. MacArthur, C., Graham, S. & Fitzgerald, J. (Eds). Handbook of writing research. (pp. 433-448). New York, NY: Guilford Press.

Sandak, R., Mencl, W. E., Frost, S. J. & Pugh, K. R. (2004). The neurobiological basis of skilled and impaired reading: Recent findings and new directions. Scientific Studies of Reading, 8, 273-292.

The Application of Reading Research to Benefit Instruction. Brady, S. (Ed.) (1999). Special issue: Professional development for teachers: Raising the bar. Perspectives, 25 (4).

Brady, S. & Moats, L. (1997). Informed instruction for reading success: Foundations for teacher preparation. Position paper for the International Dyslexia Association, Baltimore.

Catone, W. V. & Brady, S. A. (2005). The inadequacy of Individual Educational Program (IEP) goals for high school students with word-level reading difficulties. Annals of Dyslexia, 55, 53-78.

Liberman, I.Y. & Liberman, A.M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40, 51-76.

Liberman, I.Y. & Shankweiler, D. (1979) Speech, the alphabet, and teaching to read. In L.B. Resnik & P.A. Weaver (Eds.). Theory and practice of early reading, Vol. 2. Hillsdale, NJ, Erlbaum.

McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing reading difficulties. Learning Disabilities Research and Practice, 16, 230-239.