Publications on the Psychology of Reading:

Stanovich, P. J., & Stanovich, K. E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular & instructional decisions . Washington, DC: US Department of Education. NIFL.pdf
http://www.nifl.gov/partnershipforreading/publications/html/stanovich/

Cunningham, A. E., Zibulsky, J., Stanovich, K. E., & Stanovich, P. J. (2009). How teachers would spend their time teaching language arts: The mismatch between self-reported and best practices. Journal of Learning Disabilities, 42, 418-430.

Stanovich, K. E., & Stanovich, P. J. (2006). Fostering the scientific study of reading instruction by example. In K. Dougherty Stahl & M. McKenna (Eds.), Reading research at work: Foundations of effective practice (pp. 36-44). New York: Guilford Press.

Stanovich, K. E. (2005). The future of a mistake: Will discrepancy measurement continue to make the learning disabilities field a pseudoscience? Learning Disability Quarterly, 28, 103-106. LDQ 05.pdf

Stringer, R., Toplak, M. E., & Stanovich, K. E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17, 891-914. RW Dec04.pdf

Stanovich, K. E., & Cunningham, A. E. (2004). Inferences from correlational data: Exploring associations with reading experience. In N. Duke & M. Mallette (Eds.), Literacy research methodologies (pp. 28-45). New York: Guilford Press.

Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Stanovich, P. J. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54, 139-167. AnDys04.pdf

Stanovich, K. E. (2003). Understanding the styles of science in the study of reading. Scientific Studies of Reading, 7, 105-126. SSSR.2003.pdf

Cunningham, A. E., & Stanovich, K. E. (2003). Reading matters: How reading engagement influences cognition. In J. Flood, D. Lapp, J. Squire, & J. Jensen (Eds.), Handbook of research on teaching the English language arts (Second Ed.) (pp. 666-675). Mahwah, NJ: Lawrence Erlbaum Associates.

Cunningham, A. E., & Stanovich, K. E. (2003). Reading can make you smarter! Principal, 83, 34-39.

Cunningham, A. E., Perry, K., Stanovich, K. E., & Share, D. L. (2002). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, 82, 185-199. RDjecp02.pdf

Chiappe, P., Stringer, R., Siegel, L. S., & Stanovich, K. E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults. Reading and Writing: An Interdisciplinary Journal, 15, 73-107.

Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14, 549-568. RdWrt01.pdf

Stringer, R., & Stanovich, K. E. (2000). The connection between reaction time and variation in reading ability: Unravelling covariance relationships with cognitive ability and phonological sensitivity. Scientific Studies of Reading, 4, 41-53. ssr2000.pdf

Stanovich, K. E. (1999). The search for theoretically meaningful subtypes of reading disability. Thalamus, 17(1), 2-20.

Stanovich, K. E. (1999). The sociopsychometrics of learning disabilities. Journal of Learning Disabilities, 32, 350-361. JLD99.pdf

Stanovich, K. E., & Stanovich, P. J. (1999). How research might inform the debate about early reading acquisition. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading: A psychological perspective (pp. 12-41). Oxford: Blackwell Publishers.

Gottardo, A., Chiappe, P., Siegel, L. S., & Stanovich, K. E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers, Reading and Writing: An Interdisciplinary Journal, 11, 465-487.

Metsala, J. L., Stanovich, K. E., & Brown, G. D. A. (1998). Regularity effects and the phonological deficit model of reading disabilities: A meta-analytic review. Journal of Educational Psychology, 90, 279-293. RdJEdPsy98.pdf

Stanovich, K. E. (1998). Twenty-five years of research on the reading process: The grand synthesis and what it means for our field. In T. Shanahan & F. Rodriguez-Brown (Eds.), Forty-Seventh Yearbook of the National Reading Conference (pp. 44-58). Chicago: NRC.

Siddiqui, S., West, R. F., & Stanovich, K. E. (1998). The influence of print exposure on syllogistic reasoning and knowledge of mental-state verbs. Scientific Studies of Reading, 2, 81-96. SSR98.pdf

Stanovich, K. E. (1998). Cognitive neuroscience and educational psychology: What season is it? Educational Psychology Review, 10, 419-426.

Cunningham, A. E. & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(1&2), 8-15. Cunningham_Stano_Amer_Educator_1998.pdf

Stanovich, K. E., Cunningham, A. E., & West, R. F. (1998). Literacy experiences and the shaping of cognition. In S. Paris & H. Wellman (Eds.), Global prospects for education: Development, culture, and schooling (pp. 253-288). Washington, DC: American Psychological Association. Stanovich_APA_1998.pdf

Cunningham, A. E. & Stanovich, K. E. (1998). The impact of print exposure on word recognition. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 235-262). Mahwah, NJ: Erlbaum.

Stanovich, K. E. (1998). Refining the phonological core deficit model. Child Psychology and Psychiatry Review, 3, 17-21.

Stanovich, K. E., & Siegel, L. S. (1998). The role of IQ in the diagnosis of reading disorders: The quest for a subtype based on aptitude/achievement discrepancy. In J. Rispens, T. van Yperen, & W. Yule (Eds.), Perspectives on the classification of specific developmental disorders (pp. 105-136). Dordrecht, The Netherlands: Kluwer.

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945. DevPsy97.pdf

Stanovich, K. E., Siegel, L. S., & Gottardo, A. (1997). Converging evidence for phonological and surface subtypes of reading disability. Journal of Educational Psychology, 89, 114-127. RdJEdPsy97.pdf

Gottardo, A., Siegel, L. S., & Stanovich, K. E. (1997). The assessment of adults with reading disabilities: What can we learn from experimental tasks? Journal of Research in Reading, 20, 42-54.

Stanovich, K. E., Siegel, L. S., Gottardo, A., Chiappe, P, & Sidhu, R. (1997). Subtypes of developmental dyslexia: Differences in phonological and orthographic coding. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 115-141). Mahweh, NJ: Erlbaum Associates.

Stanovich, K. E., & Stanovich, P. J. (1997). Further thoughts on aptitude/achievement discrepancy.   Educational Psychology in Practice, 13, 3-8.

Stanovich, K. E., Siegel, L. S., & Gottardo, A. (1997). Progress in the search for dyslexia subtypes. In C. Hulme & M. Snowling (Eds.), Dyslexia: Biology, cognition, and intervention (pp. 108-130). London: Whurr Publishers.

Stanovich, P. J., & Stanovich, K. E. (1997). Research into practice in special education. Journal of Learning Disabilities, 30, 477-481.

Stanovich, K. E. (1996). Toward a more inclusive definition of dyslexia. Dyslexia, 2, 154-166.

Gottardo, A., Stanovich, K. E., & Siegel, L. S. (1996). The relationships between phonological sensitivity, syntactic processing, and verbal working memory in the reading performance of third-grade children. Journal of Experimental Child Psychology, 63, 563-582.

Echols, L. D., West, R. F., Stanovich, K. E., & Zehr, K. S. (1996). Using children's literacy activities to predict growth in verbal cognitive skills: A longitudinal investigation. Journal of Educational Psychology, 88, 296-304. RdJEdPsy96.pdf

Stanovich, K. E., & Stanovich, P. J. (1996). Rethinking the concept of learning disabilities: The demise of aptitude/achievement discrepancy. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching, and schooling (pp. 117-147). Cambridge, MA: Blackwell Publishers.

Stanovich, K. E. (1996). Toward a scientifically responsible philosophy of reading instruction. In J. Shimron (Ed.), Literacy and education: Essays in Memory of Dina Feitelson (pp. 185-208). Cresskill, NJ: Hampton Press.

Stanovich, K. E., West, R. F., Cunningham, A. E., Cipielewski, J., & Siddiqui, S. (1996). The role of inadequate print exposure as a determinant of reading comprehension problems. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension disabilities: processes and intervention (pp. 15-32). Mahwah, NJ: Erlbaum.

Wagner, R. K., & Stanovich, K. E. (1996). Expertise in reading. In A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports and games (pp. 189-225 ). Mahwah, NJ: Erlbaum.

West, R. F., Stanovich, K. E., & Cunningham, A. E. (1995). Compensatory processes in reading. In R. Dixon & L. Backman (Eds.), Compensating for psychological deficits and declines: Managing losses and promoting gains (pp. 275-296). Hillsdale, NJ: Erlbaum.

Stanovich, K. E., West, R. F., & Harrison, M. R. (1995). Knowledge growth and maintenance across the life span: The role of print exposure. Developmental Psychology, 31, 811-826. DevPsy95.pdf

Hoien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7, 171-188.

Stanovich, K. E., & Stanovich, P. J. (1995). How research might inform the debate about early reading acquisition. Journal of Research in Reading, 18, 87-105.

Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education: Contributions from Educational Psychology, 1, 1-57. Share_Stanovich_IIE_1995.doc

Share, D. L., & Stanovich, K. E. (1995). Accommodating individual differences in critiques: Replies to our commentators. Issues in Education: Contributions from Educational Psychology, 1, 105-121.

Stanovich, K. E. (1994). Are discrepancy-based definitions of dyslexia empirically defensible? In K. van den Bos, L. Siegel, D. Bakker, & D. Share (Eds.), Current directions in dyslexia research (pp. 15-30). Lisse, The Netherlands: Swets & Zeitlinger.

Stanovich, K. E. (1994). Does dyslexia exist? Journal of Child Psychology and Psychiatry, 35, 579-595. Stanovich_JCPP_1994.pdf

Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53. RdJEdPsy94.pdf

Stanovich, K. E. (1994). Constructivism in reading education. Journal of Special Education, 28, 259-274.

Cunningham, A. E., Stanovich, K. E., & West, R. F. (1994). Literacy environment and the development of children's cognitive skills. In E. Assink (Ed.), Literacy acquisition and social context (pp. 70-90). New York: Harvester Wheatsheaf.

Gottardo, A., & Stanovich, K. E. (1994). Everything you always wanted to know about orthography (Review of "Orthography, Phonology, Morphology, and Meaning" by Frost & Katz). Contemporary Psychology, 39, 277-279.

Stanovich, K. E. (1993). Distinguished Educator Series: Romance and reality. The Reading Teacher, 47(4), 280-291. RdTch93.pdf [Reply: 48 (1), 10-12]. RdTch93reply.pdf

Stanovich, K. E. (1993). Does reading make you smarter? Literacy and the development of verbal intelligence. In H. Reese (Ed.), Advances in child development and behavior (Vol. 24, pp. 133-180). San Diego, CA: Academic Press. Stanovich_Advances_1993.pdf

Stanovich, K. E. (1993). A model for studies of reading disability. Developmental Review, 13, 225-245.

Stanovich, K. E., & Cunningham, A. E. (1993). Where does knowledge come from? Specific associations between print exposure and information acquisition. Journal of Educational Psychology, 85, 211-229. RdJEdPsy93.pdf

Cunningham, A. E., & Stanovich, K. E. (1993). Children's literacy environments and early word recognition skills. Reading and Writing: An Interdisciplinary Journal, 5, 193-204.

West, R. F., Stanovich, K. E., & Mitchell, H. R. (1993). Reading in the real world and its correlates. Reading Research Quarterly, 28, 34-50. (29, 290-291)

Stanovich, K. E. (1993). The language code: Issues in word recognition. In S. Yussen & M. C. Smith (Eds.), Reading across the life span (pp. 111-135). New York: Springer-Verlag.

Publications prior to 1993 are listed in:

Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press. Available from Amazon.com and Guilford Press.

Much requested papers:

Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407. RRQ86A.pdf


Stanovich, K. E.  (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency.  Reading Research Quarterly, 16, 32-71. Stanovich_RRQ_1980.pdf