Download a copy of my CV: [PDF] updated April 2018

My Google scholar profile.

Peer-reviewed Publications

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

Kinoshita, S., Schubert, T., & Verdonschot, R. (in press). Allograph priming is based on abstract letter identities: Evidence from Japanese kana. Journal of Experimental Psychology: Learning, Memory, and Cognition.

Schubert, T., Kinoshita, S. & Norris, D. (2017). What causes the greater perceived similarity of consonant-transposed nonwords? The Quarterly Journal of Experimental Psychology, 71, 642-656. doi: 10.1080/17470218.2016.1271444

Schubert, T., Badcock, N., & Kohnen, S. (2017). Development of children’s identity and position processing for letter, digit, and symbol strings: A cross-sectional study of the primary school years. Journal of Experimental Child Psychology, 162, 163-180. doi: 10.1016/j.jecp.2017.05.008

Schubert, T. (2017). Why are digits easier to identify than letters? Neuropsychologia, 95, 136-155. doi:10.1016/j.neuropsychologia.2016.12.016

Schubert, T. & Nickels, L. (2016). Nonlinear spelling in graphemic buffer deficit. Cognitive Neuropsychology, 32(7/8), 431-441. doi: 10.1080/02643294.2016.1171751

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

Book Chapter

Purcell, J., Schubert, T. & Hillis, A. (2015). Acquired impairments in reading.  In A. Hillis (Ed.) The Handbook of Adult Language Disorders, 2nd edition. New York: Psychology Press.