Kathleen Rastle - Selected Publications#

There are over 10,500 citations to Prof. Rastle's work according to Google Scholar.

1. Taylor, J., Rastle, K., & Davis, M.H. (2013). Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies. Psychological Bulletin, 139, 766-791. [192 citations]

2. Rastle, K. (2018). The place of morphology in learning to read in English. Cortex. https://www.sciencedirect.com/science/article/pii/S0010945218300571 [19 citations]

3. Ktori, M., Mousikou, P., & Rastle, K. (2018). Cues to stress assignment in reading aloud. Journal of Experimental Psychology: General, 147, 36-61. [7 citations]

4. Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5-51. [62 citations]

4a. (Press coverage for this articles on the Times Education Supplement (https://www.tes.com/news/tes-magazine/tes-magazine/ceasefire-reading-wars), the Times Education Supplement weekly podcast (https://www.tes.com/news/tes-podcast-football-grammar-expansion-and-reading-wars), UKEdChat (https://ukedchat.com/2018/06/12/science-reading-improves-literacy), Times Education Supplement (https://england.magazine.tes.com/editions/edition_edition_edition_5318.england/data/384831/index.html), Sydney Morning Herald (https://www.smh.com.au/education/call-off-the-reading-wars-phonics-wins-study-20180612-p4zkx8.html), ABC News (http://www.abc.net.au/news/2018-06-13/phonics-study-hopes-to-end-reading-wars-once-and-for-all/9863204), Science Daily (https://www.sciencedaily.com/releases/2018/06/180612185145.htm)

5. Taylor, JSH, Davis, MH. & Rastle, K. (2017). Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography. Journal of Experimental Psychology: General, 146, 826-858. [27 citations]

5a. (Press coverage for this article on TES (https://www.tes.com/news/school-news/breaking-news/phonics-leads-easier-more-accurate-reading-new-research-finds), Nursery World (http://www.nurseryworld.co.uk/nursery-world/news/1160984/study-re-ignites-debate-about-use-of-phonics), Schools Week (http://schoolsweek.co.uk/phonics-boosts-reading-accuracy-study-finds), SEN Magazine and other outlets)

6. Mousikou P., Sadat, J., Lucas, R., & Rastle K. (2017). Moving beyond the monosyllable in models of skilled reading: mega-study of disyllabic nonword reading. Journal of Memory & Language, 93, 169-192. [18 citations]

7. Yuen, I., Davis, M.H., Brysbaert, M., & Rastle, K. (2010). Activation of articulatory information in speech perception. Proceedings of the National Academy of Sciences, 107, 592-597. [102 citations]

(Linked replies to comments on this article
7a. Rastle, K., Davis, M.H., & Brysbaert, M. (2010). Reply to Skoyles: Direct acoustic-to-articulatory links have functional significance and historical precedent. Proceedings of the National Academy of Sciences, 107, E74.

7b. Rastle, K., Davis, M.H., & Brysbaert, M. (2010). Response to McGettigan et al: Task-based accounts are not sufficiently coherent to explain articulatory effects in speech perception. Proceedings of the National Academy of Sciences, 107, E43.)

8. Tamminen, J., Davis, M.H., & Rastle, K. (2015). From specific examples to general knowledge in language learning. Cognitive Psychology, 79, 1-39. [30 citations]

8a. (Press coverage for this article on Telegraph (http://www.telegraph.co.uk/education/educationnews/11544701/Getting-enough-sleep-is-key-to-exam-success-research-says.html) , The Conversation (http://theconversation.com/learning-a-language-sleep-on-it-and-youll-get-the-grammar-40605)

9. Taylor, J., Rastle, K. & Davis, M.H. (2014). Interpreting response time effects in functional imaging studies. Neuroimage, 99, 419-433. [31 citations]

10. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). The DRC model: A model of visual word recognition and reading aloud. Psychological Review, 108, 204–256. [3885 citations]