27. R. Lyon (2001). Measuring Success: Using Assessment and Accountability to Raise Student Achievement. Statement to the Subcommittee on Education Reform, U. S. House of Representatives.

28. M. Wolf, L. Miller, and K. Donnelly (2000). RAVE-O: A Comprehensive Fluency-Based Reading Intervention Program // Journal of Learning Disabilities, 33. P. 375–386 (Special Issue); R. Morris, M. Lovett, M. Wolf (2006). The Case for Multiple-Component Remediation of Reading Disabilities: A Controlled Factorial Evaluation of the Influence of IQ, Socioeconomic Status, and Race on Outcomes.

9. Выводы: от читающего мозга к тому, что «придет вслед за ним»

1. R. M. Rilke (1939). The Seventh Elegy // Duino Elegies. New York: Norton. P. 63.

2. J. Carroll (2001). America’s Bookstores: Shrines to the Truth // Boston Globe. P. A11. January 30.

3. K. Kelly (2006). Scan This Book! // New York Times Magazine, Section 6. P. 43. May 14.

4. R. Kurzweil (2006). The Singular Is Near. New York: Penguin. P. 197–198; How can we. P. 487.

5. Ibid. P. 589; Kurzweil 3000 Reading System; Kurzweil Educatitonal Systems.

6. L-H. Tan et al. (2000). Brain Activation in the Processing of Chinese Characters and Words: A Functional MRI Study // Human Brain Mapping, 10 (1). P. 16–27; Idem (2003). Neural Systems of Second Language Reading Are Shaped by Native Language // Human Brain Mapping, 18 (3). P. 158–166.

7. E. Havelock (1976). Origins of Western Literacy. Ontario, Canada: Ontario Institute for Studies in Education.

8. M. I. Posner and B. D. McCandliss (1999). Brain Circuitry during Reading // Converging Methods for Understanding Reading and Dyslexia. R. Klein and P. McMullen (eds.). Cambridge, Mass.: MIT Press.

9. W. Ong (1982). Orality and Literacy. London: Methuen. P. 178.

10. Plato. Phaedrus // The Collected Dialogues. E. Hamilton and H. Cairns (eds.) (1961). Princeton, N.J.: Princeton University Press. P. 276.

11. J. McEneaney (2006). Agent-Based Literacy Theory // Reading Research Quarterly, 41. P. 352–371.

12. D. Rose. Learning in a Digital Age // Usable Knowledge. K. Fischer and T. Katzir (eds.). Cambridge: Cambridge University Press.

13. E. Tenner (2006). Searching for Dummies // New York Times, Section 4. P. 12, March 26.

14. G. J. Whitehurst and C. J. Lonigan (1998). Child Development and Emergent Literacy // Child Development, 69 (3). P. 848–872; G. J. Whitehurst et al. (1994). A Picture Book Reading Intervention in Day Care and Home for Children from Low-Income Families // Developmental Psychology, 30. P. 679–689; G. J. Whitehurst and C. J. Lonigan (2001). Emergent Literacy: Development from Prereaders to Readers // S. B. Neuman and D. K. Dickinson (eds.). Handbook of Early Literacy Research. New York: Guilford. P. 11–29.

15. K. Stanovich (1986). Matthew Effects in Reading: Some consequences of Individual Differences in the Acquisition of Literacy // Reading Research Quarterly, 21 (4). P. 360–407.

16. M. A. Just, P. A. Carpenter, T. A. Keller, W. F. Eddy, and K. R. Thulborn (1996). Brain Activation Modulated by Sentence Comprehension // Science, 274 (5284). P. 912–913.

17. David S. Kahn (2006). How Low Can They Go? // Wall Street Journal. P. W11, May 26.

18. N. Geschwind (1982). Why Orton Was Right. Annals of Dyslexia, 32. P. 13–28.

19. Терапевтическое вмешательство, основанное на этом знании, такое как наша программа RAVE-O, программа PHAST в Ловетте, «Книга для чтения и думания» Роуза и программы ускорения Брезница, является скромным, но обнадеживающим началом того, чем должно стать подобное вмешательство в будущем. Описания программ см. в следующих публикациях: M. Wolf, L. Miller, and K. Donnelly (2000). RAVE-O: A Comprehensive Fluency-Based Reading Intervention Program // Journal of Learning Disabilities, 33. P. 375–386 (special issue); R. Morris et al. The Case for Multiple-Component Remediation of Reading Disabilities: A Controlled Factorial Evaluation of the Influence of IQ, Socioeconomic Status, and Race on Outcomes; Rose. Learning in a Digital Age; Z. Breznitz (1997). The Effect of Accelerated Reading Rate on Memory for Text among Dyslexic Readers // Journal of Educational Psychology, 89. P. 287–299.

20. G. Noam and C. Herman (2002). Where Education and Mental Health Meet: Developmental Prevention and Early Intervention in Schools // Development and Psychopathology, 14. P. 861–875; C. Recklitis and G. Noam (1999). Clinical and Developmental Perspectives on Adolescent Coping // Child Psychiatry and Human Development, 30. P. 87–101.