!!Kathleen Rastle - Selected Publications
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There are over 10,500 citations to Prof. Rastle's work according to Google Scholar.\\
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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]\\
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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]\\
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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]\\
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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]\\
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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]) \\
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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]\\
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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)\\
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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]\\
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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]\\
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(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. \\
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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.)\\
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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]\\
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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]) \\
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9. Taylor, J., Rastle, K. & Davis, M.H. (2014).  Interpreting response time effects in functional imaging studies. Neuroimage, 99, 419-433. [[31 citations]\\
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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]