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  1. Phonology, reading acquisition, and dyslexia: Insights from connectionist models.Michael W. Harm & Mark S. Seidenberg - 1999 - Psychological Review 106 (3):491-528.
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  • Understanding normal and impaired word reading: Computational principles in quasi-regular domains.David C. Plaut, James L. McClelland, Mark S. Seidenberg & Karalyn Patterson - 1996 - Psychological Review 103 (1):56-115.
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  • Phonological recoding and self-teaching: sine qua non of reading acquisition.David L. Share - 1995 - Cognition 55 (2):151-218.
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  • (1 other version)A distributed, developmental model of word recognition and naming.Mark S. Seidenberg & James L. McClelland - 1989 - Psychological Review 96 (4):523-568.
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  • A connectionist multiple-trace memory model for polysyllabic word reading.Bernard Ans, Serge Carbonnel & Sylviane Valdois - 1998 - Psychological Review 105 (4):678-723.
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