Abstract: . . .  normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103 , 56–115. Page 30 Learning to read 30 Rastle, K., & Coltheart, M. (1999). Serial and strategic effects in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 25 , 482–503. Sampson, G. (1985). Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press. Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96 , 523–568. Snow, C. E., & Juel, C. (2005). Teaching children to read: What do we know about how to do it? In M. J. Snowling & C. Hulme (Eds.), Science of reading: A handbook (pp. 501–520). Oxford, England: Blackwell. Sprenger-Charolles, L., Siegel, L. S., & Bonnet, P. (1998). Reading and spelling acquisition in French: The role of phonological mediation and orthographic factors. Journal of Experimental Child Psychology, 68, 134–165. Stella, G., & Biancardi, A. (1990). Accesso alla lingua scritta e sistema verbale: Una integrazione complessa [Oral language and the beginning of writing: A complex integration]. Età Evolutiva, 35, 38–49. Thompson, G. B., Cottrell, D. S., & Fletcher-Flinn, C. M. (1996). Sublexical orthographic–phonological relations early in the acquisition of reading: The knowledge sources account. Journal of Experimental Child Psychology, 62, 190–222. Page 31 Learning to read 31 Treiman, R., Kessler, B., & Bick, . . .
. . .  E. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103 , 56–115. Page 30 Learning to read 30 Rastle, K., & Coltheart, M. (1999). Serial and strategic effects in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 25 , 482–503. Sampson, G. (1985). Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press. Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96 , 523–568. Snow, C. E., & Juel, C. (2005). Teaching children to read: What do we know about how to do it? In M. J. Snowling & C. Hulme (Eds.), Science of reading: A handbook (pp. 501–520). Oxford, England: Blackwell. Sprenger-Charolles, L., Siegel, L. S., & Bonnet, P. (1998). Reading and spelling acquisition in French: The role of phonological mediation and orthographic factors. Journal of Experimental Child Psychology, 68, 134–165. Stella, G., & Biancardi, A. (1990). Accesso alla lingua scritta e sistema verbale: Una integrazione complessa [Oral language and the beginning of writing: A complex integration]. Età Evolutiva, 35, 38–49. Thompson, G. B., Cottrell, D. S., & Fletcher-Flinn, C. M. (1996). Sublexical orthographic–phonological relations early in the acquisition of reading: The knowledge sources account. Journal of Experimental Child Psychology, 62, 190–222. Page 31 Learning to read 31 Treiman, R., . . .
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