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  1. Word recognition in early reading: A review of the direct and indirect access hypotheses. [REVIEW]Roderick W. Barron - 1986 - Cognition 24 (1-2):93-119.
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  • Literacy training and speech segmentation.José Morais, Paul Bertelson, Luz Cary & Jesus Alegria - 1986 - Cognition 24 (1-2):45-64.
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  • The ability to manipulate speech sounds depends on knowing alphabetic writing.Charles Read, Zhang Yun-Fei, Nie Hong-Yin & Ding Bao-Qing - 1986 - Cognition 24 (1-2):31-44.
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  • Language mechanisms and reading disorder: A modular approach.Donald Shankweiler & Stephen Crain - 1986 - Cognition 24 (1-2):139-168.
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  • Does awareness of speech as a sequence of phones arise spontaneously?José Morais, Luz Cary, Jésus Alegria & Paul Bertelson - 1979 - Cognition 7 (4):323-331.
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  • Building theories of reading ability: On the relation between individual differences in cognitive skills and reading comprehension.Thomas H. Carr - 1981 - Cognition 9 (1):73-114.
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  • Are there independent lexical and nonlexical routes in word processing? An evaluation of the dual-route theory of reading.Glyn W. Humphreys & Lindsay J. Evett - 1985 - Behavioral and Brain Sciences 8 (4):689-705.
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  • The similarities between normal readers and developmental and acquired dyslexics.Peter Bryant & Lawrence Impey - 1986 - Cognition 24 (1-2):121-137.
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  • Phonological awareness: The role of reading experience.Virginia A. Mann - 1986 - Cognition 24 (1-2):65-92.
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