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Below, you will find information on these research articles including references, abstracts, links to the articles in their entirety, and more.
Maximo, J. O., Murdaugh, D. L., O’Kelley, S., & Kana, R. K. (2017). Changes in intrinsic local connectivity after reading intervention in children with autism. Brain and Language, 175, 11-17. doi:10.1016/j.bandl.2017.08.008
Bednarz, H. M., Maximo, J. O., Murdaugh, D. L., O’Kelley, S., & Kana, R. K. (2017). “Decoding versus comprehension”: Brain responses underlying reading comprehension in children with autism. Brain and Language, 169, 39-47. https://doi.org/10.1016/j.bandl.2017.01.002
Bell, N. (1991). Gestalt imagery: A critical factor in language comprehension. Annals of Dyslexia, 41(1), 246-260. doi:10.1007/BF02648089
Murdaugh, D. L., Maximo, J.O., & Kana, R.K. (2015). Changes in intrinsic connectivity of the brain’s reading network following intervention in children with autism. Human Brain Mapping, 36, 2965-2979. doi:10.1002/hbm.22821
Murdaugh, D. L., Deshpande, H. D., & Kana, R. K. (2017). From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention. Neuroimage, 16, 303-312. doi:10.1002/aur.1503
Lindamood, P. C., Bell, N., & Lindamood, P. D. (1997). Sensory-cognitive factors in the controversy over reading instruction. Journal of Developmental and Learning Disorders 1(1), 143-182. Retrieved from http://www.icdl.com/bookstore/icdl-publications/journal-of-development-and-learning
Murdaugh, D. L., Deshpande, H. D. & Kana, R. K. (2015). The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism. Autism Research, 9, 141-154. doi:10.1002/aur.1503
Fayez, O, & Hor, G. (2009). Verbalization and visualization process: Its applicability in EFL. International Journal of Humanities, 7(8), 33-42. Retrieved from http://www.ijhssnet.com/
Johnson-Glenberg, M. C. (2000). Training reading comprehension in adequate decoders/poor comprehenders: Verbal versus visual strategies. Journal of Educational Psychology, 92, 772-782. https://psycnet.apa.org/doi/10.1037/0022-0663.92.4.772
