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DOLL Reading List

Development of Language and Literacy, 2021/22, Semester 1
Dr Hannah Nash
Tutor information is taken from the Module Catalogue

Lecture 1: Infant language

Core reading

Werker, J. F., & Yeung, H. H. (2005). Infant speech perception bootstraps word learning. Trends in cognitive sciences9(11), 519-527.

Kuhl, P. K., Stevens, E., Hayashi, A., Deguchi, T., Kiritani, S., & Iverson, P. (2006). Infants show a facilitation effect for native language phonetic perception between 6 and 12 months. Developmental science9(2), F13-F21.

Additional reading

Jusczyk, P. W. (1999). How infants begin to extract words from speech. Trends in cognitive sciences3(9), 323-328.

Sebastián-Gallés, N. (2006). Native-language sensitivities: Evolution in the first year of life. Trends in Cognitive Sciences10(6), 239-241.

Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature reviews neuroscience, 5(11), 831-843.

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Lecture 2: Learning new words

Core reading

Kucker, S. C., McMurray, B., & Samuelson, L. K. (2015). Slowing down fast mapping: Redefining the dynamics of word learning. Child Development Perspectives9(2), 74-78.

Tomasello, M. (2000). The item-based nature of children’s early syntactic development. Trends in cognitive sciences4(4), 156-163.

Additional reading

Horst, J. S., & Samuelson, L. K. (2008). Fast mapping but poor retention by 24‐month‐old infants. Infancy13(2), 128-157.

Henderson, L. M., Weighall, A. R., Brown, H., & Gareth Gaskell, M. (2012). Consolidation of vocabulary is associated with sleep in children. Developmental science15(5), 674-687.

Wilkinson, K. M., Ross, E., & Diamond, A. (2003). Fast mapping of multiple words: Insights into when “the information provided” does and does not equal “the information perceived”. Journal of Applied Developmental Psychology24(6), 739-762.

Houston-Price, C., Plunkett, K. I. M., & Harris, P. (2005). 'Word-learning wizardry'at 1; 6. Journal of Child Language32(1), 175.

Swingley, D. (2010). Fast mapping and slow mapping in children's word learning. Language learning and Development6(3), 179-183.

Wilkinson, K. S., & Houston-Price, C. (2013). Once upon a time, there was a pulchritudinous princess...: The role of word definitions and multiple story contexts in children's learning of difficult vocabulary. Applied Psycholinguistics34(3), 591-613.

McMurray, B., Horst, J. S., & Samuelson, L. K. (2012). Word learning emerges from the interaction of online referent selection and slow associative learning. Psychological review119(4), 831.

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Lecture 3: Combining words

Core reading

Yang, C., Crain, S., Berwick, R. C., Chomsky, N., & Bolhuis, J. J. (2017). The growth of language: Universal Grammar, experience, and principles of computation. Neuroscience & Biobehavioral Reviews81, 103-119.

Spencer, J. P., Blumberg, M. S., McMurray, B., Robinson, S. R., Samuelson, L. K., & Tomblin, J. B. (2009). Short arms and talking eggs: Why we should no longer abide the nativist–empiricist debate. Child development perspectives3(2), 79-87.

Additional reading

Aslin, R. N., & Newport, E. L. (2012). Statistical learning: From acquiring specific items to forming general rules. Current directions in psychological science21(3), 170-176.

Joanisse, M. F., & McClelland, J. L. (2015). Connectionist perspectives on language learning, representation and processing. Wiley Interdisciplinary Reviews: Cognitive Science6(3), 235-247.

Joanisse, M. F., & Seidenberg, M. S. (1998). Specific language impairment: A deficit in grammar or processing?. Trends in cognitive sciences2(7), 240-247.

Saffran, J. R. (2003). Statistical language learning: Mechanisms and constraints. Current directions in psychological science12(4), 110-114.

Gell-Mann, M., & Ruhlen, M. (2011). The origin and evolution of word order. Proceedings of the National Academy of Sciences108(42), 17290-17295.

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Lecture 4: DLD

Core reading

Lum, J. A., Conti-Ramsden, G., Page, D., & Ullman, M. T. (2012). Working, declarative and procedural memory in specific language impairment. cortex48(9), 1138-1154.

Bishop, D. V. (2014). Problems with tense marking in children with specific language impairment: not how but whenPhilosophical Transactions of the Royal Society B: Biological Sciences369(1634), 20120401.

Additional reading

Bishop, D. V., Adams, C. V., & Norbury, C. F. (2006). Distinct genetic influences on grammar and phonological short‐term memory deficits: evidence from 6‐year‐old twins. Genes, Brain and Behavior5(2), 158-169.

Bishop, D. V. M., & Hayiou‐Thomas, M. E. (2008). Heritability of specific language impairment depends on diagnostic criteria.  Genes, Brain and Behavior, 7(3), 365-372.

Strong, G. K., Torgerson, C. J., Torgerson, D., & Hulme, C. (2011). A systematic meta‐analytic review of evidence for the effectiveness of the ‘Fast ForWord’language intervention program.  Journal of Child Psychology and Psychiatry52(3), 224-235.

Graham, S. A., & Fisher, S. E. (2013). Decoding the genetics of speech and language. Current opinion in neurobiology, 23(1), 43-51.

Hayiou-Thomas, M. E., Bishop, D. V., & Plunkett, K. (2004). Simulating SLI. Journal of Speech, Language, and Hearing Research.

Joanisse, M. F., & Seidenberg, M. S. (2003). Phonology and syntax in specific language impairment: Evidence from a connectionist model. Brain and language86(1), 40-56.

Joanisse, M. F., & Seidenberg, M. S. (1998). Specific language impairment: A deficit in grammar or processing?. Trends in cognitive sciences2(7), 240-247.

Van der Lely, H. K. (2005). Domain-specific cognitive systems: insight from Grammatical-SLI.  Trends in cognitive sciences9(2), 53-59. 

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Lecture 5: Written language

Core reading

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest19(1), 5-51.

Additional reading

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of reading9(2), 167-188.

Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading-comprehension difficulties: A randomized controlled trial. Psychological science21(8), 1106-1116.

Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological bulletin138(2), 322.

Hulme, C., & Snowling, M. J. (2014). The interface between spoken and written language: developmental disordersPhilosophical Transactions of the Royal Society B: Biological Sciences369(1634), 20120395.

Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific studies of reading16(2), 91-121.

Caravolas, M., Lervåg, A., Defior, S., Seidlová Málková, G., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological science24(8), 1398-1407.

Nation, K. (2017). Nurturing a lexical legacy: Reading experience is critical for the development of word reading skill. npj Science of Learning2(1), 1-4.

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Lecture 6: Dyslexia 

Core reading

Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological bulletin138(2), 322.

Pennington, B. F., Santerre-Lemmon, L., Rosenberg, J., MacDonald, B., Boada, R., Friend, A., ... & Olson, R. K. (2012). Individual prediction of dyslexia by single versus multiple deficit models. Journal of abnormal psychology121(1), 212.

Additional reading

Becker, J., Czamara, D., Scerri, T. S., Ramus, F., Csépe, V., Talcott, J. B., ... & Honbolygó, F. (2014). Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort. European Journal of Human Genetics22(5), 675-680.

Bosse, M. L., Tainturier, M. J., & Valdois, S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition104(2), 198-230.

Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., & Facoetti, A. (2013). Action video games make dyslexic children read better. Current Biology23(6), 462-466.

Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child development65(1), 41-57.

Hoeft, F., McCandliss, B. D., Black, J. M., Gantman, A., Zakerani, N., Hulme, C., ... & Gabrieli, J. D. (2011). Neural systems predicting long-term outcome in dyslexia. Proceedings of the National Academy of Sciences108(1), 361-366.

Huss, M., Verney, J. P., Fosker, T., Mead, N., & Goswami, U. (2011). Music, rhythm, rise time perception and developmental dyslexia: perception of musical meter predicts reading and phonology. Cortex47(6), 674-689.

Lobier, M., Zoubrinetzky, R., & Valdois, S. (2012). The visual attention span deficit in dyslexia is visual and not verbal. cortex48(6), 768-773.

Lyytinen, H., Guttorm, T. K., Huttunen, T., Hämäläinen, J., Leppänen, P. H., & Vesterinen, M. (2005). Psychophysiology of developmental dyslexia: A review of findings including studies of children at risk for dyslexia. Journal of Neurolinguistics18(2), 167-195.

Messaoud-Galusi, S., Hazan, V., & Rosen, S. (2011). Investigating speech perception in children with dyslexia: Is there evidence of a consistent deficit in individuals?. Journal of Speech, Language, and Hearing Research.

Olulade, O. A., Napoliello, E. M., & Eden, G. F. (2013). Abnormal visual motion processing is not a cause of dyslexia. Neuron79(1), 180-190.

Rack, J. P., Snowling, M. J., Hulme, C., & Gibbs, S. (2007). No evidence that an exercise‐based treatment programme (DDAT) has specific benefits for children with reading difficulties. Dyslexia13(2), 97-104.

Scerri, T. S., & Schulte-Körne, G. (2010). Genetics of developmental dyslexia. European child & adolescent psychiatry19(3), 179-197.

Stein, J. (2019). The current status of the magnocellular theory of developmental dyslexia. Neuropsychologia130, 66-77.

Ziegler, J. C., Pech‐Georgel, C., Dufau, S., & Grainger, J. (2010). Rapid processing of letters, digits and symbols: what purely visual‐attentional deficit in developmental dyslexia?. Developmental science13(4), F8-F14.

Saksida, A., Iannuzzi, S., Bogliotti, C., Chaix, Y., Démonet, J. F., Bricout, L., ... & George, F. (2016). Phonological skills, visual attention span, and visual stress in developmental dyslexia. Developmental psychology52(10), 1503.

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Lecture 7: Bilingualism

Core reading

Bialystok, E., & Craik, F. I. (2010). Cognitive and linguistic processing in the bilingual mind. Current directions in psychological science19(1), 19-23.

Kaushanskaya, M., & Marian, V. (2009). Bilingualism reduces native-language interference during novel-word learning. Journal of Experimental Psychology: Learning, Memory, and Cognition35(3), 829.

Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive psychology66(2), 232-258.

Additional reading

Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism.  Review of Educational Research80(2), 207-245.

Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism12(1), 3.

Butler, Y. G., & Hakuta, K. (2004). Bilingualism and second language acquisitionThe handbook of bilingualism114, 144.

Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition130(3), 278-288.

De Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive advantage in bilingualism: An example of publication bias?. Psychological science26(1), 99-107.

Gold, B. T. (2015). Lifelong bilingualism and neural reserve against Alzheimer's disease: A review of findings and potential mechanisms.  Behavioural Brain Research281, 9-15.

Kaushanskaya, M., Gross, M., & Buac, M. (2014). Effects of classroom bilingualism on task‐shifting, verbal memory, and word learning in children. Developmental science17(4), 564-583.

Paap, K. R., Johnson, H. A., & Sawi, O. (2015). Bilingual advantages in executive functioning either do not exist or are restricted to very specific and undetermined circumstances. Cortex69, 265-278.

Ferjan Ramírez, N., Ramírez, R. R., Clarke, M., Taulu, S., & Kuhl, P. K. (2017). Speech discrimination in 11‐month‐old bilingual and monolingual infants: a magnetoencephalography study. Developmental Science20(1), e12427.

This list was last updated on 15/09/2021