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Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How Psychological Science Informs the Teaching of Reading. Psychological Science in the Public Interest, 2, 31-74.
http://dx.doi.org/10.1111/1529-1006.00004

has been cited by the following article:

• TITLE: Visual, Auditory and Cross Modal Lexical Decision: A Comparison between Dyslexic and Typical Readers

  AUTHORS: Shelley Shaul

  KEYWORDS: Dyslexia, Lexical Decision, Visual, Auditory, Cross Modality

  JOURNAL NAME: Psychology, Vol.5 No.16, October 30, 2014

  ABSTRACT: This study examined the differences in processing between typical and dyslexic readers in a lexical decision task in different modalities (visual, auditory, and cross modality). In general, dyslexics exhibited slower reaction times and made more mistakes when performing the task. The biggest gap between the two groups of readers was found on the visual task. However, the dyslexics benefited from the cross modality presentation, with differences between the two groups minimized. The results of this study indicate that the slowness characteristic of dyslexics’ stems mainly from slow processing of visual linguistic information and that supporting both processing systems relevant to reading will assist inter-sensory integration and may ease the word decoding process among dyslexics.