The following research articles are assigned for Spring 2024. (Blog/media posts and textbook/handbook chapters are not included here; see Daily syllabus page.) Articles to be presented in class by student groups are indicated.
This page will be updated as the semester progresses.
- Treiman, Rebecca, Brett Kessler, & Suzanne Bick. 2002.
Context sensitivity in the spelling of English vowels.
Journal of Memory and Language 47(3): 448-468.
[https://doi.org/10.1016/S0749-596X(02)00010-4]
[link
through UNC Libraries]
- Rayner, Keith, Sara C. Sereno, Mary F. Lesch, & Alexander Pollatsek. 1995.
Phonological codes are automatically activated during reading:
Evidence from an eye movement priming paradigm.
Psychological Science 6(1): 26-32.
[https://www.jstor.org/stable/40062872]
[link
through UNC Libraries]
- Group 1 |
O'Brien, Beth A., Malikka Begum Habib Mohamed, Nurul Taqiah Yussof, & Siew Chin Ng. 2019.
The phonological awareness relation to early reading in English for three groups of simultaneous bilingual children.
Reading and Writing 32(4): 909-937.
[link
through UNC Libraries]
- Group 2 |
Juhasz, Barbara J., Margaret M. Gullick, & Leah W. Shesler, 2011.
The effects of age-of-acquisition on ambiguity resolution:
Evidence from eye movements.
Journal of Eye Movement Research 4(1): 1-14.
[link
through UNC Libraries]
- Group 3 |
Wang, Hua-Chen, Eva Marinus, Lyndsey Nickels, and Anne Castles. 2014.
Tracking orthographic learning in children with different profiles of reading difficulty.
Frontiers in human neuroscience 8: article 468, 1-14.
[link
through UNC Libraries]
- Group 4 | Kuo, Li-Jen, Gloria Ramirez, Sharon de Marin, Tae-Jin Kim, and Melike Unal-Gezer. 2017. Bilingualism and morphological awareness: A study with children from general education and Spanish-English dual language programs. Educational Psychology 37 (2): 94-111. [link through UNC Libraries]