Work with acquired and developmental dyslexia

Schubert, T., Reilhac, C., & McCloskey, M. (in press). Knowledge about writing influences reading: Dynamic visual information about letter production facilitates letter identification. Cortex. doi: 10.1016/j.cortex.2018.03.020 [Preprint pdf]

Marinus, E., Mostard, M., Segers, E., Schubert, T., Madelaine, A. & Wheldall, K. (2016). A special font for people with dyslexia: Does it work and if so, why? Dyslexia, 22(3), 233-244. doi:10.1002/dys.1527

Schubert, T. & McCloskey, M. (2015). Recognition of oral spelling is diagnostic of the central reading processes. Cognitive Neuropsychology, 32(2), 80-88. doi:10.1080/02643294.2015.1031738

 McCloskey, M., & Schubert, T.  (2014). Shared versus separate processes for letter and digit identification. Cognitive Neuropsychology, 31(5/6), 437-460. doi:10.1080/02643294.2013.869202

Schubert, T., & McCloskey, M. (2013).  Prelexical representations and processes in reading: Evidence from an acquired dyslexia. Cognitive Neuropsychology, 30(6), 360-395. doi:10.1080/02643294.2014.880677

McCloskey, M., Fischer-Baum, S., & Schubert, T. (2013). Representation of letter position in single-word reading: Evidence from acquired dyslexia. Cognitive Neuropsychology, 30(6), 396-428. doi:10.1080/02643294.2014.880675