Representative Publications and Presentations

Shankweiler, D., Lundquist, E., Katz, L., Steubing, K., Fletcher, J., Brady, S.,

Fowler, A., Dreyer, L., Marchione, K., Shaywitz, S., & Shaywitz, B. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, 95-112.

Shankweiler, D. (1999). Words to meanings. Scientific Studies of Reading, 3,

113-127. Ni, W., Constable, R. T., Mencl, W. E., Pugh, K., Fulbright, R., Shaywitz, S., Shaywitz, B., Gore, J. & Shankweiler, D. (2000). An event-related neuroimaging study distinguishing form and content in sentence processing. Journal of Cognitive Neuroscience, 12, 120-133.

Pugh, K., Mencl, E.W., Shaywitz, B. A., Shaywitz, S. E., Fulbright, R. K.,

Skudlarski, P., Constable, R. T., Marchione, K., Jenner A. R., Shankweiler, D. P., Katz, L., Fletcher, J., Lacadie, C., & Gore, J. C. (2000). The angular gyrus in developmental dyslexia: Task-specific differences in functional connectivity in posterior cortex, Psychological Science, 11, 51-56.

Crain, S., Ni, W., & Shankweiler, D. (2001). Grammatism. Brain and

Language, 77, 294-304.

Braze, D., Shankweiler, D.P., Ni, W., & Palumbo, L.C. (2002). Reader's eye

movements distinguish anomalies of form and content. Journal of Psycholinguistic Research, 31, 25-44.

Constable, R.T., Pugh, K. R., Berroya, E., Mancl, W. E., Westerveld, M., Ni, W.,

& Shankweiler, D. (2004). Sentence complexity and imput modality effects in sentence comprehension: An fMRI study. NeuroImage, 22, 11-21.

Shankweiler, D., Palumbo, L. C., Ni, W., Mencl, W. E., Fulbright, R., Pugh, K.

R., Constable, R. T., Harris, K.S., Kollia, B., & Van Dyke, J. (2004). Unexpected recovery of language function after massive left-hemisphere infarct: Coordinated psycholinguistic and neuroimaging studies. Brain and Language, 91, 181-182.

Shankweiler, D. & Fowler, A. E. (2004). Questions people ask about the role of

phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17, 483-515.

Fletcher-Flinn, C. M.., Shankweiler, D., & Frost, S. J. (2004). Coordination of

reading and spelling in early literacy: An examination of the discrepancy hypothesis. Reading and Writing: An Interdisciplinary Journal, 17, 617-644.

Hindson, B., Byrne, B., Fielding-Barnsley, R., Newman, C., Hine, D. W., &

Shankweiler, D. (2005). Assessment and Early Instruction of Preschool Children at Risk for Reading Disability. Journal of Educational Psychology, 97(4), 687-704.

Byrne, B., Shankweiler, D., & Hine, D.W. (in press). Reading development of

children at risk for dyslexia. To appear in M. Mody & K. Silliman (Eds.), Language impairment and reading disability: Interactions among brain, behavior, and experience. New York: Guilford.

Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (in press). Speaking

up for Vocabulary: Reading Skill Differences in Young Adults. Journal of Learning Disabilities.

LeVasseur, V., Macaruso, P., Palumbo, L., & Shankweiler, D. (2006).

Syntactically cued text facilitates oral reading fluency in developing readers. Applied Psycholinguistics, 27, 423-445.