Publications

Publications

Kruk, R. S., Mayer, J., & Funk, L. (2014). The predictive relations between non-alphanumeric rapid naming and growth in regular and irregular word decoding in at-risk readers. Journal of Research in Reading, 37, 17–35. DOI: 10.1111/jrir.12005

Kruk, R. S., & Bergman, K. (2013). The reciprocal relationships between morphological awareness and reading. Journal of Experimental Child Psychology, 114, 10-34. http://dx.doi.org/10.1016/j.jecp.2012.09.014

Kruk, R. S., Prentice, S., & Moen, K. B. (2013). Early childhood education and care (ECEC) and reading acquisition in at-risk readers: Does quantity matter? Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 45, 49–63. doi: 10.1037/a0022706

Kruk R. S., & Reynolds, K. A. A. (2012). French Immersion experience and reading skill development in at-risk readers. Journal of Child Language, 39, 580-610. doi:10.1017/S0305000911000201

Kruk R. S., & Reynolds, K. A. A. (2011). French Immersion experience and reading skill development in at-risk readers. Journal of Child Language.

Kruk, R. S., Prentice, S., & Moen, K. B. (2011). Early childhood education and care (ECEC) and reading acquisition in at-risk readers: Does quantity matter? Canadian Journal of Behavioural Science.

Kruk, R. S., Sumbler, K., & Willows, D.M. (2008). Visual processing characteristics of children diagnosed with Meares-Irlen Syndrome. Opthalmic and Physiological Optics, 28, 35-46

Terepocki, M., Kruk, R.S., & Willows, D.M. (2002). The incidence and nature of letter orientation errors in reading disability. Journal of Learning Disabilities, 35, 214-233.

Kruk, R.S., and Willows, D.M. (2001). Backward pattern masking of familiar and unfamiliar materials in disabled and normal readers. Cognitive Neuropsychology, 18, 19-37.

Kruk, R.S. (1996). Colour and context effects on word perception in normal and disabled readers. International Journal of Psychology,31, 275.

Willows, D.M., Kruk, R.S., and Corcos, E. (1993). Visual processes in reading and reading disabilities. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Kruk, R.S. (1993). Processing text on monitors. In D. Willows, R.S. Kruk, and E. Corcos (Eds.),Visual processes in reading and reading disabilities (pp. 457-471). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Kruk, R.S., and Willows, D.M. (1993). Toward an ecologically valid analysis of visual processes in dyslexic readers. In S.F. Wright and R. Groner (Eds.), Studies in visual information processing 3: Facets of dyslexia and its remediation (pp. 193-206). Amsterdam: Elsevier Science Publishers.

Willows, D.M., Kruk, R.S., and Corcos, E. (1993). Are there differences between disabled and normal readers in their processing of visual information? In D. Willows, R.S. Kruk, and E. Corcos (Eds.),Visual processes in reading and reading disabilities (pp. 265-285). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Kruk, R.S. (1992). Visual processes of normal and disabled readers for familiar and unfamiliar materials. Australian Journal of Psychology, 44, 122.

Muter, P., Kruk, R.S., Buttigieg, M.A., and Kang, T.J. (1988). Reader-controlled computerized presentation of text. Human Factors, 30, 473-486.

Williamson, N.L., Muter, P., and Kruk, R.S. (1986). Computerized presentation of text for the visually handicapped. In E. Hjelmquist and L.-G. Nilsson (Eds.), Communication and Handicap: Aspects of Psychological Compensation and Technical Aids (115-125). Amsterdam: Elsevier Science Publishers.

Kruk, R.S., and Muter, P. (1984). Reading of continuous text on video screens. Human Factors, 26, 339-345.

 

Posters

Visual Attention Span and Re-entrant Processing in Struggling Readers

It’s Not All Phonological: Visual Discrimination and Visual Attention Predict Growth in Children’s Rapid Automatized Naming

The Predictive Relations Between Rapid Naming and Regular and Irregular Word Recognition

Reading Ability and Morphological Awareness: Is There a Reciprocal Relationship?

The Relation of French Immersion Exposure to Orthographic Awareness and Word Decoding in English-Speaking Students

Good-Poor Reader Accuracy Differences in Four-Dot Masking

The Impact of Visual and Phonological Ability on Early Reading Acquisition: A Structural Equation Model

Left Minineglect and the Magnocellular Deficit Theory in Children with Reading Difficulties

What Visual Attention Can and Cannot Tell Us About Reading Difficulty and Reading Acquisition