References
Adams, A. M., & Gathercole, S. E. (1996). Phonological working memory and spoken language
development in young children. The Quarterly Journal of Experimental Psychology, 49A, 216-
233.
Abu-Rabia, S., Share, D., & Mansour, M. S. (2003). Word recognition and basic cognitive processes
among reading-disabled and normal readers in Arabic. Reading and Writing: An
Interdisciplinary Journal, 16, 423-442.
Baddeley, A. D. (1986). Working memory. New York: Oxford University Press.
Baddley, A. D., & Hitch, G. (1974). Working memory. In G. A. Bower (Ed.). The psychology of learning and
motivation (Vo. 8, pp. 47-89). New York: Academic.
Budd, D., Whitney, P., & Turley, K. J. (1995). Individual differences in working memory strategies for
reading expository text. Memory & Cognition, 23, 735-748.
Coltheart, V., Laxon, V. J., Keating, G. C., & Pool, M. M. (1986). Direct access and phonological encoding
processes in children’s reading: Effects of word characteristics. British Journal of Educational
Psychology, 56, 255-270.
Colom, R., Flores-Mendoza, C., Quiroga, M. A., & Privado, J. (2005). Working memory and general
intelligence: The role of short-term storage. Personality & Individual Differences, 39, 1005-1014.
Cummins, J. (1994). The acquisition of English as a second language. In R. Pritchard & K.
Spangenberg-Urbschat (Eds.) Kids come in all languages. (pp. 36-62). Newark, DE:
International Reading Association.
Daneman, M. & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal
of Verbal Learning & Verbal Behavior, 19, 450-466.
Daneman, M., & Carpenter, P. A. (1983). Individual differences in integrating information between and
within sentences. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 561-
583.
Daneman, M. & Merikle, P. M. (1996). Working memory and language comprehension: A meta-analysis.
Psychonomic Bulletin & Review, 3, 422-433.
Gathercole, S. E. (1998). The development of memory. Journal of Child Psychology and Psychiatry, 39, 3-
27.
Gathercole, S. E., & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the
development of vocabulary in children: A longitudinal study. Journal of Memory and
Language, 28, 200-213.
Gathercole, S. E., & Baddeley, A. D. (1993). Working memory and language. Hillsdale, NJ: Lawrence
Erlbaum.
Gernsbacher, M. A. (1990). Less skilled readers have less efficient suppression mechanisms.
Psychological Science, 4, 294-298.
Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L. (2001). Factors related to English reading
performance in children with Chinese as a first language: More evidence of cross-language
transfer of phonological processing. Journal of Educational Psychology, 93 (3), 530-542.
Gupta, P. (1996). Word learning and verbal short-term memory: A computational account. Proceedings
of the 18th Annual Conference of the Cognitive Science Society, 189-194.
Gupta, P., MacWhinney, B., Feldman, H. M., and Sacco, K. (2003). Phonological memory and vocabulary
learning in children with focal lesions. Brain and Language, 87, 241-252.
Henry, L. & MacLean, M. (2003). Relationships between working memory, expressive vocabulary and
arithmetical reasoning in children with and without intellectual disabilities. Educational and
Child Psychology, 20(3), 51-63.
Jeffries, S., & Everatt, J. (2004). Working memory: Its role in dyslexia and other specific learning
difficulties. Dyslexia: An International Journal of Research and Practice, 10, 196-214.
Johnston, R. S., Rugg, M. D., & Scott, T. (1987). Phonological similarity effects, memory span and
developmental reading disorders: The nature of the relationship. The British Journal of
Psychology, 78, 205-211.
Jorm, A. F., Share, D. L., Maclean, R., & Matthews, R. (1984). Phonological confusability in short-term
memory for sentences as a predictor of reading ability. The British Journal of Psychology, 75,
393-400.
Just, M. A., & Carpernter, P. A. (1992). A capacity theory of comprehension: Individual differences in
working memory. Psychological Review, 99, 122-49.
Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The
generality of working memory capacity: A latent variable approach to verbal and visuospatial
memory span and reasoning. Journal of Experimental Psychology: General, 133, 189-217.
Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The
orthographic depth hypothesis. In R. Frost & L. Katz (Eds.), Orthography, phonology,
morphology, and meaning (pp. 67-84). Amsterdam: North Holland.
Katz, R. B., Shankweiler, D., & Liberman, I. Y. (1981). Memory for item order and phonetic recoding in
the beginning reader. Journal of Experimental Child Psychology, 32, 474-484.
Keenan, J. M., & Betjemann, R. S. (2006). Comprehending the Gray Oral Reading Test without reading
it: Why comprehension tests should not include passage-independent items. Scientific Studies
of Reading, 10 (4), 363-380.
Korkman, M., Kirk, U., & Kemp, S. (1998). A Developmental Neuropsychological Assessment. San Antonio,
TX: The Psychological Corporation.
Kroll, J., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for
asymmetric connections between bilingual memory representations. Journal of Memory &
Language, 33, 149-174.
Leong, C. K., Tse, S. K., Loh, K. Y., & Hau, K. T. (2008). Text comprehension in Chinese children: Relative
contribution of verbal working memory, pseudoword reading, rapid automatized naming,
and onset-rime phonological segmentation. Journal of Educational Psychology, 100, 135-149.
McDougall, S., Hulme, C., Ellis, A., & Monk, A. (1994). The role of short-term memory and phonological
skills in reading. Journal of Experimental Child Psychology, 58, 112-133.
Miller, P., & Kupfermann, A. (2009). The role of visual and phonological representations in the
processing of written words by readers with diagnosed dyslexia: Evidence from a working
memory task. Annals of Dyslexia, 59, 12-33.
Miyake, A., & Friedman, N.P. (1998). Individual differences in second language proficiency: Working
memory as language aptitude. In A.F. Healy & L.E. Bourne (Eds.), Foreign language learning:
Psycholinguistic studies on training and retention (pp. 339-364). Mahwah, NJ: Lawrence
Erlbaum Associates.
O’Brien, I., Segalowitz, N., Collentine, J., Freed, B. (2006). Phonological memory and lexical, narrative,
and grammatical skills in second language oral production by adult learners. Applied
Psycholinguistics, 27, 377-402.
Pae, H. K. (2011). Is Korean a syllabic alphabet or an alphabetic syllabary? Writing Systems Research,
DOI: 10.1093/wsr/wsr002.
Pae, H. K., Sevcik, R., & Morris, R. D. (2004) Cross-language links between English and Korean in the
second-language reading acquisition, Journal of Multilingual Communication Disorders, 2 (1),
68-79.
Pae, H. K., Sevcik, R. A., & Morris, R. D. (2010). Cross-language correlates in phonological process and
naming speed: Evidence from deep and shallow orthographies. The Journal of Research in
Reading, 33(4), 335-436.
Pae, H. K., Greenberg, D., & Williams, R. S. (2011). An analysis of differential error patterns on
the Peabody Picture Vocabulary Test-III in children and struggling African-American adults
readers. Reading and Writing: An Interdisciplinary Journal. DOI: 10.1007/s11145-011-9315-x.
Payne, T. W., Kalibatseva, Z., & Jungers, M. K. (2009). Does domain experience compensate for working
memory capacity in second language reading comprehension? Learning and Individual
Differences, 19, 119-123.
Perfetti, C. A. and Liu, Y. (2005). Orthography to phonology and meaning: comparisons across and
within writing systems. Reading and Writing: An Interdisciplinary Journal, 18, 193-210.
Rastle, K. and Coltheart, M. (1999). Serial and strategic effects in reading aloud. Journal of Experimental
Psychology: Human Perception & Performance, 25, 482-503.
Sohn, H-M. (1999). The Korean Language. New York: Cambridge University Press.
Stanovich, K. E., Siegel, L. S., & Gottardo, A. (1997). Converging evidence for phonological and surface
subtypes of reading disability. Journal of Educational Psychology, 89 (1), 114-127.
Stone, G., & Van Orden, G. C. (1993). Strategic control of processing in word recognition. Journal of
Experimental Psychology: Human Perception and Performance, 19, 744-774.
Swanson, H. L., & Berninger, V. (1995). The role of working memory in skilled and less skilled readers’
comprehension. Intelligence, 21, 83-108.
Swanson, H. L., Saez, L., & Gerber, M. (2006). Growth in literacy and cognition in bilingual children at
risk or not at risk for reading disabilities. Journal of Educational Psychology, 98, 247-264.
Swanson, H. L., Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and reading
disabilities: A selective meta-analysis of the literature. Journal of Learning Disabilities, 43 (3),
260-287.
Taylor, I. (1980). The Korean writing system: An alphabet? a syllabary? a logography? In P. A. Kolers, M.
E. Wrostad & H. Bouma (Eds.). Processing of visible language 2. New York: Plenum Press.
Taylor, I. (1997). Psycholinguistic reasons for keeping Chinese characters in Korean and Japanese. In H.
C. Chen (Ed.), Cognitive processing of Chinese and related Asian Languages (pp. 299-319). Hong
Kong: Chinese University Press.
Unsworth, N., & Engle, R. W. (2007). The nature of individual differences in working memory capacity:
Active maintenance in primary memory and controlled search from secondary memory.
Psychological Review, 114, 104-132.
Wechsler, D. (1991). The Wechsler intelligence scale for children-III. New York: Psychological Corp.
Wiederhold, J. L., & Bryant, B. R. (2001). Gray oral reading tests-4. Austin, TX: Pro-Ed.
Windfuhr, K., & Snowling, M. J. (2001). The relationship between paired associate learning and
phonological skills in normally developing children. Journal of Experimental Child Psychology,
80, 160-173.
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading
across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.