Пруст и кальмар. Нейробиология чтения

26. V. Purcell-Gates (1986). Three Levels of Understanding about Written Language Acquired by Young Children Prior to Formal Instruction // Solving Problems in Literacy. J. Niles and R. Lalik (eds.). Rochester, N.Y.: National Reading Conference; V. Purcell-Gates (1988). Lexical and Syntactic Knowledge of Written Narrative Held by Well-Read-To Kindergartners and Second-Graders // Research in the Teaching of English, 22 (2). P. 128–160.

27. A. Charity, H. Scarborough, and Griffin P. (2003). Familiarity with School English in African-American Children and Its Relation to Reading Achievement; H. Scarborough, W. Dobrich, and M. Hager (1991). Preschool Literacy Experiences and Later Reading Achievement // Journal of Learning Disabilities, 24 (8). P. 508–511.

28. D. Gentner and M. Rattermann (1991). Language and the Career of Similarity // Perspectives on Language and Thought: Interrelations in Development. A. Gelman and J. P. Byrnes (eds.). Cambridge: Cambridge University Press. P. 225–277.

29. H. A. Rey (1941). Curious George. New York: Houghton Mifflin.

30. W. Kintsch and E. Greene (1978). The Role of Culture-Specific Schemata in the Comprehension and Recall of Stories // Discourse Processes, 1 (1). P. 1–13.

31. Biemiller. Language and Reading Success; Scarborough et al. Preschool Literacy Experiences and Later Reading Achievement; J. Frijters, R. Barron, and M. Brunello (2000). Child Interest and Home Literacy as Sources of Literacy Experience: Direct and Mediated Influences on Letter Name and Sounds Knowledge and Oral Vocabulary // Journal of Educational Psychology, 92 (3). P. 466–477.

32. S. Carey (2004). Bootstrapping.

33. Сьюзен Букхаймер и ее коллеги показывают, что именование объектов включает в себя подмножество участвующих в чтении процессов. Это, конечно, верно, но различия между именованием объектов и именованием букв демонстрируют и многое другое. См. главу 7, а также: S. Y. Bookheimer, T. A. Zeffiro, T. Blaxton, W. Gaillard, W. Theodore (2004). Regional Cerebral Blood Flow during Object Naming and Word Reading // Human Brain Mapping, 3(2). P. 93–106.

34. W. Benjamin (1978). Reflections. Edmund Jepheott (trans.), P. Demetz (ed.). New York: Harcourt and Brace.

35. D. Dickinson, M. Wolf, and S. Stotsky (1993). Words Move: The Interwoven Development of Oral and Written Language in the School Years // Language Development. 3rd ed. J. Berko-Gleason (ed.). Columbus, Ohio: Merrill. P. 369–420.

36. L. C. Ehri (1997). Sight Word Learning in Normal Readers and Dyslexic // Foundations of Reading Acquisition and Dyslexia: Implications for Early Intervention. B. A. Blachman (ed.). Mahwah, N.J.: Lawrence Erlbaum. P. 163–189.

37. D. Elkind (1981). The Hurried Child. Boston, Mass.: Addison-Wesley.

38. P. Yakovlev and A. Lecours (1967). The Myelogenetic Cycles of Regional Maturation of the Brain // Regional Development of the Brain in Early Life. A. Minkowski (ed.). Oxford: Blackwell Scientific; C. A. Nelson and M. Luciana (eds.) (2001). Handbook of Developmental Cognitive Neuroscience. Cambridge, Mass.: MIT Press.

39. N. Geschwind (1965). Disconnexion Syndrome in Animals and Man (Parts 1 and 2) // Brain, 88. P. 237–294.

40. M. Wolf and D. Gow (1985). A Longitudinal Investigation of Gender Differences in Language and Reading Development // First Language, 6. P. 81–110.

41. U. Goswami (2004). Comments at Mind, Brain, and Education Conference. Harvard University.

42. Elkind. The Hurried Child.

43. H. Lee (1960). To Kill a Mockingbird. New York: Warner. P. 17–18.

44. P. Fitzgerald (2004). Schooldays // Afterlife. T. Dooley (ed.). New York: Counterpoint. Цит. по: Katharine Powers (2003). A Reading Life // Boston Globe, November 16. P. H9.

45. G. L. Bissex (1980). Gnys at Work: A Child Learns to Write and Read. Cambridge, Mass.: Harvard University Press.

46. Dickinson et al. Words Move: The Interwoven Development of Oral and Written Language in the School Years. P. 369–420.

47. Chomsky. Stages in Language Development and Reading Exposure; C. Read (1971). Preschool Children’s Knowledge of English Phonology // Harvard Educational Review, 41. P. 1–54.

48. Dickinson et al. Words Move.

49. M. Pressley (1998). Reading Instruction That Works: The Case for Balanced Teaching. New York: Guilford.

50. Adams (1990). Beginning to Read. Cambridge, Mass.: MIT Press.