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11. См. рекомендации: A. S. Palincsar and A. L. Brown (1984). ʻReciprocal Teachingʼ of Comprehension-Fostering and Comprehension-Monitoring Activities // Cognition and Instruction 1. P. 117–175; A. S. Palincsar and L. R. Herrenkohl (2002). Designing Collaborative Learning Contexts // Theory into Practice, 41 (1). P. 26–32; National Reading Council (2003). Strategic Education Research Partnership. Washington, D.C.: National Academies Press.
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17. M. Posner and M. Raichle (1994). Images of Mind. New York: Scientific American Library. Доступное описание когнитивной и нейроанатомической основы чтения см.: V. Berninger and T. Richards (2002). Brain Literacy for Educators and Psychologists. San Diego, Calif.: Academic Press. См. также раннюю работу: V. Berninger (1994). Reading and Writing Acquisition. Madison, Wisc.: Brown & Benchmark.
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21. Baddeley. Working Memory.
22. T. H. Carr (1999). Trying to Understand Reading and Dyslexia: Mental Chronometry, Individual Differences, Cognitive Neuroscience, and the Impact of Instruction as Converging Sources of Evidence // Converging Methods for Understanding Reading and Dyslexia. R. M. Klein and P. A. McMullen (eds.). Cambridge, Mass.: MIT Press. P. 459–491.
23. D. Hebb (1949). The Organization of Behavior. New York: Wiley.
24. K. Rayner (1999). What Have We Learned about Eye Movements during Reading? // Converging Methods for Understanding Reading and Dyslexia. R. Klein and P. A. McMullen (eds.). Cambridge, Mass.: MIT Press.
25. Ibid.
26. Posner and McCandliss. Brain Circuitry during Reading.
27. B. McCandliss, L. Cohen, and S. Dehaene (2003). The Visual Word Form Area: Expertise for Reading in the Fusiform Gyrus // Trends in Cognitive Science, 7. P. 293–299.
28. Carr. Trying to Understand Reading and Dyslexia.
29. K. Pammer, P. Hansen, M. I. Kringelbach, I. Holliday, G. Barnes, A. Hillebrand, K. D. Singh, and P. I. Cornelissen (2004). Visual Word Recognition: The First Half Second // Neuroimage, 22. P. 1819–1825.
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32. Существует значительно больше нейровизуализационных исследований фонологических процессов, чем любых других процессов. Обзоры существующих научных работ и различных взглядов на влияние факторов и языковых систем на эту активацию см. в следующих публикациях: Z. Breznitz (2006). Fluency in Reading. Mahwah, N.J.: Erlbaum; M. Coltheart, B. Curtis, P. Atkins, and M. Haller (1993). Models of Reading Aloud: Dual Route and Parallel-Distributed Processing Approach // Psychological Review, 100 (4). P. 589–608; J. A. Fiez, D. A. Balota, M. E. Raichle, and S. E. Petersen (1999). Effects of Lexicality, Frequency, and Spelling-to-Sound Consistency on the Functional Anatomy of Reading // Neuron, 24. P. 205–218; C. A. Perfetti and D. J. Bolger (2004). The Brain Might Read That Way // Scientific Studies of Reading, 8(4). P. 293–304; Sandak et al. The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New Directions; K. R. Pugh et al. (1997). Predicting Reading Performance from Neuroimaging Profiles: The Cerebral Basis of Phonological Effects in Printed Word Identification // Journal of Experimental Psychology: Human Perception and Performance, 2. P. 1–20; L. H. Tan et al. (2005). Reading Depends on Writing, in Chinese // Proceedings of the National Academy of Sciences, 102 (24). P. 8781–8785; R. A. Poldrack, A. D. Wagner, M. W. Prull, J. E. Desmond, G. H. Glover, and J. D. Gabrieli (1999). Functional Specialization for Semantic and Phonological Processing in the Left Inferior Prefrontal Cortex // NeuroImage, 10. P. 15–35.
