Anne Castles

Q: What Schools Are Affiliated With Anne Castles

Anne Castles is affiliated with the following schools: University of Melbourne, Macquarie University, Australian National University

Anne Castles's AcademicInfluence.com Rankings

Anne Castles

Psychology

#1241

World Rank

#1528

Historical Rank

Cognitive Science

#88

World Rank

#89

Historical Rank

psychology Degrees

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Psychology

Anne Castles's Degrees

PhD Cognitive Psychology University of Melbourne

Why Is Anne Castles Influential?

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According to Wikipedia, Anne Castles is a cognitive scientist of reading and language, with a particular focus on reading development and developmental dyslexia. Early life Castles was born in Canberra, Australia and attended St Clare's College, Canberra finishing in 1982. She later moved to Sydney.

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Anne Castles's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Is there a causal link from phonological awareness to success in learning to read? (2004) (941)
Varieties of developmental dyslexia (1993) (922)
Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018) (485)
Orthographic learning via self-teaching in children learning to read English: effects of exposure, durability, and context. (2007) (238)
Varieties of developmental reading disorder: genetic and environmental influences. (1999) (203)
Cognitive Correlates of Developmental Surface Dyslexia: A Single Case Study. (1996) (174)
Tracking the acquisition of orthographic skills in developing readers: masked priming effects. (2007) (155)
How does orthographic learning happen (2006) (139)
How does orthographic knowledge influence performance on phonological awareness tasks? (2003) (128)
Getting to the bottom of orthographic depth (2015) (117)
Can contrast sensitivity functions in dyslexia be explained by inattention rather than a magnocellular deficit? (2001) (117)
Assessing the basic components of reading: A revision of the Castles and Coltheart test with new norms (2009) (105)
A Haplotype Spanning KIAA0319 and TTRAP Is Associated with Normal Variation in Reading and Spelling Ability (2007) (102)
Context effects on orthographic learning of regular and irregular words. (2011) (90)
Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy (2012) (90)
Contrast sensitivity in subgroups of developmental dyslexia (2003) (86)
Morphological processing during visual word recognition in developing readers: Evidence from masked priming (2012) (80)
Automatic activation of orthography in spoken word recognition: Pseudohomograph priming (2008) (78)
Predictors of Orthographic Learning of Regular and Irregular Words (2013) (78)
Sight Word and Phonics Training in Children With Dyslexia (2015) (75)
John Marshall and the developmental dyslexias (2006) (73)
Neighbourhood Effects on Masked Form Priming in Developing Readers (1999) (71)
Phonics training for English-speaking poor readers. (2018) (68)
Replication of reported linkages for dyslexia and spelling and suggestive evidence for novel regions on chromosomes 4 and 17 (2007) (65)
Phonics training for English-speaking poor readers. (2012) (65)
Semantic involvement in reading aloud: evidence from a nonword training study. (2008) (63)
Early orthographic influences on phonemic awareness tasks: evidence from a preschool training study. (2011) (63)
The genesis of reading ability: what helps children learn letter-sound correspondences? (2009) (60)
Morpho-orthographic segmentation without semantics (2016) (60)
Visual temporal processing in dyslexia and the magnocellular deficit theory: the need for speed? (2011) (59)
Masked Homophone and Pseudohomophone Priming in Children and Adults (1998) (59)
Nonword reading: comparing dual-route cascaded and connectionist dual-process models with human data. (2012) (57)
Unexpectedly Poor Spelling in University Students (2001) (57)
Genetic and environmental bases of reading and spelling: A unified genetic dual route model (2006) (56)
Learning to be a good orthographic reader (2008) (56)
Behaviour genetic analyses of reading and spelling: A component processes approach (2004) (56)
Parallel Processing of Whole Words and Morphemes in Visual Word Recognition (2012) (55)
When ‘slime’ becomes ‘smile’: Developmental letter position dyslexia in English (2012) (47)
Word regularity affects orthographic learning (2012) (46)
Effects of Consistency and Age of Acquisition on Reading and Spelling among Developing Readers (2006) (46)
Assessing spelling skills and strategies: A critique of available resources (2009) (45)
The Dual Route Model and the Developmental Dyslexias. (2006) (45)
Lapses of concentration and dyslexic performance on the Ternus task (2001) (45)
Lateralized auditory brain function in children with normal reading ability and in children withdyslexia (2013) (44)
Developmental Dyslexia and the Phonological Deficit Hypothesis (2014) (44)
Early morphological decomposition during visual word recognition: Evidence from masked transposed-letter priming (2011) (43)
Getting to grips with the heterogeneity of developmental dyslexia (2013) (40)
Developmental dissociations between lexical reading and comprehension: Evidence from two cases of hyperlexia (2010) (39)
Children reading spoken words: interactions between vocabulary and orthographic expectancy. (2018) (39)
A Computational Model of the Self-Teaching Hypothesis Based on the Dual-Route Cascaded Model of Reading (2018) (38)
Putting the learning into orthographic learning (2017) (37)
Word recognition development in children: Insights from masked priming (2003) (36)
Low self-concept in poor readers: prevalence, heterogeneity, and risk (2016) (34)
The nature of orthographic learning in self-teaching: Testing the extent of transfer. (2016) (33)
Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children (2013) (32)
Subtypes of developmental dyslexia and lexical acquisition (1996) (31)
No evidence for a prolonged attentional blink in developmental dyslexia (2010) (30)
The impact of progressive semantic loss on reading aloud (2007) (30)
Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers (2017) (30)
Variations in Spelling Style among Lexical and Sublexical Readers (1997) (29)
Helping children with reading difficulties: some things we have learned so far (2017) (29)
Early morphological decomposition of suffixed words: Masked priming evidence with transposed-letter nonword primes (2012) (28)
Visual and Auditory Processing Impairments in Subtypes of Developmental Dyslexia: A Discussion (2000) (28)
The role of neighbourhood density in transposed-letter priming (2009) (27)
Bedding down new words: Sleep promotes the emergence of lexical competition in visual word recognition (2017) (27)
Phonological processing deficits in specific reading disability and specific language impairment: same or different? (2013) (26)
Cognitive modelling and the behaviour genetics of reading (2006) (26)
Replicability of sight word training and phonics training in poor readers: a randomised controlled trial (2015) (26)
Paired-Associate Learning Ability Accounts for Unique Variance in Orthographic Learning (2017) (25)
The Attentional Blink in Developing Readers (2009) (23)
The Effect of Orthographic Uniqueness and Deviation Points on Lexical Decisions: Evidence from Unilateral and Bilateral-Redundant Presentations (2003) (23)
Modelling the implicit learning of phonological decoding from training on whole-word spellings and pronunciations (2016) (22)
Tracking orthographic learning in children with different profiles of reading difficulty (2014) (21)
Cognitive Precursors of Reading: A Cross-Linguistic Perspective (2021) (21)
Computer use and letter knowledge in pre‐school children: A population‐based study (2013) (21)
Developmental disorders: what can be learned from cognitive neuropsychology? (2014) (21)
Orthographic processing and children’s word reading (2018) (19)
Pirates at parties: letter position processing in developing readers. (2013) (19)
The Effect of Word Length on Hemispheric Word Recognition: Evidence from Unilateral and Bilateral-Redundant Presentations (2002) (18)
The locus of impairment in English developmental letter position dyslexia (2014) (18)
A test of the magnocellular deficit theory of dyslexia in an adult sample (2006) (18)
Auditory temporal pattern discrimination and reading ability. (2004) (17)
Do ‘blacheap’ and ‘subcheap’ both prime ‘cheap’? An investigation of morphemic status and position in early visual word processing (2018) (17)
A Test of Everyday Reading Comprehension (TERC) (2013) (16)
Sequential processing in hemispheric word recognition: The impact of initial letter discriminability on the OUP naming effect (2005) (16)
German and English Bodies: No Evidence for Cross-Linguistic Differences in Preferred Orthographic Grain Size (2017) (16)
Embedded stems as a bootstrapping mechanism for morphological parsing during reading development (2019) (15)
Australian Brain Alliance (2016) (15)
Orthographic learning in developmental surface and phonological dyslexia (2015) (15)
Disentangling the Developmental Trajectories of Letter Position and Letter Identity Coding Using Masked Priming (2017) (15)
Visual processing speed as a marker of immaturity in lexical but not sublexical dyslexia (2019) (13)
Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese (2018) (13)
Reading in children with temporal lobe epilepsy: A systematic review (2017) (12)
Dissociating automatic orthographic and phonological codes in lexical access and lexical acquisition (2003) (12)
Quantifying the reliance on different sublexical correspondences in German and English (2014) (11)
Paired associate learning deficits in poor readers: The contribution of phonological input and output processes (2019) (11)
Taking the Book from the Bookshelf: Masked Constituent Priming Effects from Compound Words and Nonwords (2018) (11)
A Neuroethics Framework for the Australian Brain Initiative (2019) (10)
Detecting Different Types of Reading Difficulties: A Comparison of Tests (2012) (10)
Morphological Processing and Visual Word Recognition Evidence from Acquired Dyslexia (1996) (10)
Auditory stream segregation in dyslexia (2001) (9)
Do nonword reading tests for children measure what we want them to? An analysis of year 2 error responses (2018) (8)
Tracking the evolution of orthographic expectancies over building visual experience. (2020) (8)
Subtypes of developmental reading disorders : recent developments and directions for treatment (2011) (8)
Tracking the Relations Between Children’s Reading and Emotional Health Across Time: Evidence From Four Large Longitudinal Studies (2021) (7)
Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers (2020) (6)
Learning morphologically complex spoken words: Orthographic expectations of embedded stems are formed prior to print exposure. (2020) (6)
Dyslexia (neuropsychological). (2010) (6)
Teaching irregular words: What we know, what we don-t know, and where we can go from here (2020) (6)
Precursors to reading: phonological awareness and letter knowledge (2015) (6)
Variations within a subtype: Developmental surface dyslexias in English (2018) (6)
Oral vocabulary knowledge and learning to read new words: A theoretical review (2022) (5)
Orthographic Learning in Children Who Are Deaf or Hard of Hearing. (2019) (5)
Corrigendum: Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018) (5)
Semantic and Phonological Decoding in Children’s Orthographic Learning in Chinese (2020) (5)
Learning to read and explicit teaching (2019) (5)
The Test of Everyday Reading Comprehension (2012) (5)
Developing a comprehensive model of risk and protective factors that can predict spelling at age seven: findings from a community sample of Victorian children (2015) (5)
Why Australia should trial the new phonics screening check (2016) (4)
Corrigendum to “When ‘slime’ becomes ‘smile’: Developmental letter position dyslexia in English” Neuropsychologia 50 (14) (2012) 3681–3692 (2013) (3)
Rapid communication Word regularity affects orthographic learning (2012) (3)
Eye-tracking the effect of semantic decoding on orthographic learning in Chinese (2018) (3)
Children Processing Novel Irregular and Regular Words During Reading: An Eye Tracking Study (2022) (3)
The role of the magnocellular visual pathway in the attentional blink (2012) (2)
A pericallosal lipoma case with evidence of surface dyslexia (2019) (2)
Which genes allow us to read and why (2005) (2)
Teaching Children to Read Irregular Words: A Comparison of Three Instructional Methods (2022) (2)
Should we do away with 'dyslexia'? (2014) (2)
'Brain-training' ... or learning, as we like to call it (2012) (2)
Auditory processing in the dyslexic brain (2010) (2)
The effects of spacing and massing on children's orthographic learning. (2021) (2)
Accounting for Agriculture in Place-Based Frameworks for Regional Development: A Value Assessment and Development Framework, and Toolbox for Building Constructed Advantage in Agriculture Based Regions (2013) (2)
Who Are the Noisiest Neighbors in the Hood? Using Error Analyses to Study the Acquisition of Letter-Position Processing (2017) (2)
A Neuroethics Framework for the Australian Brain Initiative (2020) (2)
Haplotype Spanning KIAA 0319 and TTRAP s Associated with Normal Variation in Reading nd Spelling Ability (2007) (1)
The effects of spacing and massing on children’s orthographic learning (2021) (1)
Should we dispense with the D word (2014) (1)
Nap effects on preschool children’s learning of letter‐sound mappings (2022) (1)
A value assessment and development framework andtoolbox for building constructed advantage in agriculture-based regions (2013) (1)
Why do some children learn to read without explicit teaching (2019) (1)
The Castles and Coltheart Test 2 (CC2) (2009) (1)
Word and pseudoword superiority effects on letter position processing in developing and skilled readers. (2016) (1)
Letter to Dr Nelson (2005) (1)
Orthographic facilitation of oral vocabulary acquisition in primary school children (2022) (1)
Oral vocabulary affects children’s orthographic learning in Chinese (2021) (1)
Orthographic Facilitation of Oral Vocabulary Acquisition in Children With Hearing Loss. (2021) (1)
Helping children with reading difficulties: some things we have learned so far (2017) (1)
Semantic involvement in reading aloud: a long term training (2005) (1)
POSTERPRESENTATIONS TDL 2019 THURSDAY NOVEMBER 7 (2019) (0)
Gippsland Grammar School - Starting Afresh: Bringing New Musical Life to a Country School (2003) (0)
Atkinson, Anthony P., 25 (1993) (0)
Getting to the bottom of orthographic depth (2015) (0)
Reading new words in context : investigating orthographic learning using fixation-related potentials (2012) (0)
The role of semantic knowledge in the reading of single words. (2001) (0)
The science of reading: a handbook by SNOWLING, N. A. and HULME, C. (2006) (0)
The use of a rapid priming technique I: Word recognition development in children (1999) (0)
Strengthening the Role of Agriculture in the North West Region of Tasmania: Issues and Approaches: Accounting for agriculture in place - based frameworks for regional development (2013) (0)
A regional agricultural development strategy for North west Tasmania: accounting for agriculture in place-based frameworks for regional development (2013) (0)
Orthographic and phonological mechanisms for visual word recognition in adults with persistent developmental dyslexia (2003) (0)
The role of semantics in reading aloud newly acquired words (2004) (0)
Genetic bases of normal reading (2006) (0)
Lexical and sublexical reading processes and the attentional blink in developing readers. (2007) (0)
Exploring the dual-foundation model: evidence from British and Czech children (2018) (0)
Reviewers acknowledgement (2011) (0)
A State of the Region Report for North West Tasmania (2013) (0)
Orthographic learning: Insights from fixation-related potentials (2010) (0)
Why Australia should trial the new phonics check (2017) (0)
A developmental delve into language specific speech perception and reading acquisition (2008) (0)
The Effect of Spacing Versus Massing on Orthographic Learning (2022) (0)
Reading aloud: a role for semantics? (2002) (0)
Behavior Genetic and Molecular Analyses of Reading and Spelling - Session: Language Development (2004) (0)
Bedding down new words: Sleep promotes the emergence of lexical competition in visual word recognition (2016) (0)
Acquisition of orthographic forms via spoken complex word training (2022) (0)
Impairment: written language (2013) (0)
Promoting agriculture in north west Tasmania - RIRDC report summary (2014) (0)
EXPRESS: The effect of oral vocabulary training on reading novel complex words. (2022) (0)
The Basis of Developmental Dyslexia: Neural, Cognitive, Genetic, or All Three?. (1997) (0)
Morpho-orthographic segmentation without semantics (2015) (0)
The Meanings of Written Words Test (MeOWW). (2012) (0)
Eye Movements During Reading (2023) (0)
Erratum: A Neuroethics Framework for the Australian Brain Initiative (Neuron (2019) 101(3) (365–369), (S0896627319300054), (10.1016/j.neuron.2019.01.004)) (2020) (0)
A haplotype spanning KIAA0319 and TTRAP is associated with normal variation in reading ability (2007) (0)
A comparison of EEG and MEG for assessment of hemispheric asymmetries in brain function (2010) (0)
Promoting agriculture in north west Tasmania (2014) (0)
Reading strategies and orthographic learning in children with hearing impairments and children with dyslexia (2015) (0)
Xenia English data (Test-Retest) (2018) (0)
Sleep promotes the emergence of lexical competition in visual word recognition (2016) (0)
Orthographic Expectancies in the Absence of Contextual Support (2022) (0)
How does oral vocabulary knowledge help children learn to read (2018) (0)
Automatic morpheme identification across development: Magnetoencephalography (MEG) evidence from fast periodic visual stimulation (2022) (0)
The use of a rapid priming technique I: Adult language processing (1999) (0)
Sensitivity to rapidly changing visual and auditory stimuli in adult dyslexia (2003) (0)
Perspective-taking in route-giving talk as collaborative action (2001) (0)

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What Schools Are Affiliated With Anne Castles?

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Anne Castles's Academic­Influence.com Rankings