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Fang, X., Perfetti, C. A., & Stafura, J. (2017). Learning new meanings for known words: Biphasic effects of prior knowledge. Learning Cognition and Neuroscience, 32(5), 637-649.

Chang, L. Y., Stafura, J. Z., Rickles, B., Chen, H. C., & Perfetti, C. A. (2016). Incremental learning of Chinese orthography: ERP indicators of animated and static stroke displays on character form and meaning acquisition. Journal of Neurolinguistics, 33, 78-95.

Balass, M., Halderman, L., Benau, E. M., & Perfetti, C. A. (2016). Semantic processes and individual differences detected through error-related negativities. Journal of Neurolinguistics, 37, 82-97.

Chang, L. Y., Plaut, D. C. & Perfetti C. A. (2016). Visual complexity in orthographic learning: Modeling learning across writing system variations. Scientific Studies of Reading, 20(1), 64-85.

Harris, L., & Perfetti, C. A. (2016). Lexical stress and linguistic predictability influence proofreading behavior. Frontiers in Psychology, 7:96. doi: 10.3389/fpsyg.2016.00096.

Stafura, J. Z., Rickles, B., & Perfetti, C. A. (2015). Contextual learning of L2 word meanings: Second language proficiency modulates behavioural and ERP indicators of learning. Language, Cognition, and Neuroscience, 30(5), 506-528. DOI: 10.1080/23273798.2014.942673.

Elgort, I., Perfetti, C. A., Rickles, B., & Stafura, J. (2015). ERP evidence for memory and predictive mechanisms in word-to-text integration. Language, Cognition and Neuroscience, 30(10), 1273-1290.

Guan, C. Q., Harris, L. N., Meng, W., & Perfetti, C. A. (2015). Writing quality predicts Chinese learning. Reading and Writing: An InterDisciplinary Journal,, 28, 763-795.

Olulade, O. A., Jamal, N. I., Koo, D., LaSasso, C. J., Perfetti, C. A., & Eden, G. (2015). Neuroanatomical evidence in support of the bilingual advantage theory. Cerebral Cortex,, 1-9.

Segers, E., Perfetti, C. A., & Verhoeven, L. (2014). Foundations of language, literacy, and numeracy learning. International Journal of Disability, Development and Education,, 61(3), 189-193.

Stafura, J. Z., & Perfetti, C. A. (2014). Word-to-text integration: Message level and lexical level influences in ERPs. Neuropsychologia, 64, 41-53.

Chang, L. Y., Stafura, J. Z., Rickles, B., Chen, H. C., & Perfetti, C. A. (in press). Incremental learning of Chinese orthography: ERP indicators of animated and static stroke displays on character form and meaning acquisition. Journal of Neurolinguistics.  

Bhide, A., Gadgil, S., Zelinsky, C., & Perfetti, C. (2014). Does reading in an alphasyllabary affect phonemic awareness? Inherent schwa effects in Marathi-English bilinguals. Writing Systems Research, 6(1), 73-93.  

Chang, L. Y., Xu, Y., Perfetti, C. A., Zhang, J., & Chen, H. C. (2014). Supporting orthographic learning at the beginning stage of learning to read Chinese as a second language. International Journal of Disability Development and Education, 61(3), 288-305.  

Harris, L. N., Perfetti, C. A., & Rickles, B. B. (2014). Error-related negativities during spelling judgments expose orthographic knowledge. Neuropsychologia, 54, 112-128.   View

Moore, M. W. Durisko, C. Perfetti, C. A. & Fiez, J. A. (2014). Learning to read an alphabet of human faces produces left-lateralized training effects in the fusiform gyrus. Journal of Cognitive Neuroscience, 26(4), 896-913.  

Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22-37.   View

Wang, M., Liu, T. & Perfetti, C. A. (2014). The roles of character properties in early learning to read Chinese as a second language. In N. Jiang (Ed.), Advances in Chinese as a second language.Cambridge Scholars Publishing.  

Xu, Y., Chang, L. Y. & Perfetti. C. A. (2014). The effect of radical-based grouping in character learning in Chinese as a foreign language. Modern Language Journal, 98(3), 773-793.  

Cao, F., Rickles, B., Vu, M., Zhu, Z., Chan, D. H. L., Harris, L. N., & Perfetti, C. A. (2013). Early Stage Visual-Orthographic Processes Predict Long-Term Retention of Word Form and Meaning: A Visual Encoding Training Study. Journal of Neurolinguistics, 26(4), 440-461.   View

Cao, F., Tao, R., Liu, L., Perfetti, C. A., & Booth, J. R. (2013). High proficiency in a second language is characterized by greater involvement of the first language network: Evidence from Chinese learners of English. Journal of Cognitive Neuroscience, 25(10), 1649-1663.   View

Perfetti, C. A., & Harris, L. N. (2013). Universal reading processes are modulated by language and writing system. Language Learning and Development, 9(4), 296-316.  

Perfetti, C. A., & Tan, L. H. (2013). Write to read: the brain's universal reading and writing network.Trends in cognitive sciences, 17(2), 56-57.   View

Perfetti, C. A., Stafura, J., & Adlof, S. M. (2013). Reading Comprehension and Reading Comprehension Problems: A Word-to-Text Integrative Perspective. In B. Miller, L. Cutting, & P. McCardle (Eds.). Unraveling the Behavioral, Neurobiological, and Genetic Components of Reading Comprehension. Baltimore: Paul Brookes Publishing.  

Perfetti, C., Cao, F., & Booth, J. (2013). Specialization and universals in the development of reading skill: How Chinese research informs a universal science of reading. Scientific Studies of Reading, 17(1), 5-21.   View

Xu, Y., Chang, L. Y., Zhang, J., & Perfetti, C. A. (2013). Reading, writing, and animation in character learning in Chinese as a foreign language. Foreign Language Annals, 46(3), 423-444.  

Halderman, L. K., Ashby, J., & Perfetti, C. A. (2012). Phonology: An early and integral role in identifying words. In J. Adelman (Ed.), Visual word recognition, Volume I: Models and methods, orthography and phonology. Psychology Press.  

Halderman, L. K., Ashby, J., & Perfetti, C. A. (2012). An early and integral role in identifying words.Visual Word Recognition Volume 1: Models and Methods, Orthography and Phonology, 1, 207.   View

Jamal, N. I., Piche, A. W., Napoliello, E. M., Perfetti, C. A., & Eden, G. F. (2012). Neural basis of single-word reading in Spanish–English bilinguals. Human brain mapping, 33(1), 235-245.   View

Perfetti, C., & Adlof, S. M. (2012). Reading comprehension: A conceptual framework from word meaning to text meaning. Measuring up: Advances in how we assess reading ability, 3-20.   View

Perfetti, C. A. (2011). Phonology is critical in reading: But a phonological deficit is not the only source of low reading skill. Explaining individual differences in reading (pp. 153-171). New York: Routledge.  View

Adlof, S. M., Perfetti, C. A., & Catts, H. W. (2011). Developmental changes in reading comprehension: Implications for assessment and instruction. In. S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (pp. 186-214). Newark, DE: International Reading Association.  View

Cheng, C., Wang, M., & Perfetti, C. A. (2011). Acquisition of compound words in Chinese-English bilingual children: Decomposition and cross-language activation. Applied Psycholinguistics, 32, 583-600.   View

de Jong, N., & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533-568.   View

Frishkoff, G. A., Perfetti, C. A., & Collins-Thompson, K. (2011). Predicting robust vocabulary growth from measures of incremental learning. Scientific Studies of Reading, 15(1), 71-91.   View

Guan, C. Q., Liu, Y., Chan, D. H. L., & Perfetti, C. A. (2011). Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology.   View

Liu, Y., Wang, M., Perfetti, C. A., Brubaker, B., Wu, S., & MacWhinney, B. (2011). Learning a Tonal Language by Attending to the Tone: An In Vivo Experiment. Language Learning.   

Reichle, E. D., Tokowicz, N., Liu, Y., & Perfetti, C. A. (2011). Testing an assumption of the E-Z Reader Model of eye-movement control during reading: Using event-related potentials to examine the familiarity check. Psychophysiology, 48, 993-1003.   View

Verhoeven, L., & Perfetti, C. A. (2011). Morphological processing in reading acquisition: A cross-linguistic perspective. Applied Psycholinguistics, 32, 457-466.   View

Verhoeven, L., & Perfetti, C. A. (2011). Vocabulary growth and reading skill. Introduction to special issue of Scientific Studies of Reading, 15(1), 1-7.   View

Perfetti, C. A., Nelson, J., Liu, Y., Fiez, J., & Tan, L. H. (2010). The neural bases of reading: Universals and writing system variations. In P. Cornelissen, M. Kringelbach, & P. Hansen (Eds.), The neural basis of reading (pp. 147-172). Oxford University Press.  

Balass, M., Nelson, J. R., & Perfetti, C. A. (2010). Word learning: An ERP investigation of word experience effects on recognition and word processing. Contemporary Educational Psychology, 35,126-140.   View

Frishkoff, G. A., Perfetti, C. A., & Collins-Thompson, K. (2010). Lexical quality in the brain: ERP evidence for robust word learning from context. Developmental Neuropsychology, 35(4), 1-28.   View

Perfetti, C. A. (2010). Decoding, vocabulary, and comprehension: The golden triangle of reading skill. In M. G. McKeown & L. Kucan (Eds.), Bringing reading researchers to life: Essays in honor of Isabel Beck (pp. 291-303). NY: Guilford Press.   View

Perfetti, C. A. (2010). Reading. In P. C. Hogan (Ed.), Cambridge encyclopedia of the language sciences (pp. 699-702). Storrs, CT: University of Connecticut.   View

Yang, C.-L., Perfetti, C. A., & Liu, Y. (2010). Sentence integration processes: An ERP study of Chinese sentence comprehension with relative clauses. Brain & Language, 112, 85-100.   View

Frishkoff, G. A., Perfetti, C. A., & Westbury, C. (2009). ERP measures of partial semantic knowledge: Left temporal indices of skill differences and lexical quality. Biological Psychology, 80(1), 130-147.  View

Frishkoff, G. A., White, G., & Perfetti, C. A. (2009). In vivo testing of learning and instructional principles: The design and implementation of school-based experimentation. In L. M. Dinella (Ed.),Conducting science-based psychology research in schools (pp. 153-173). Washington DC: American Psychological Association.  

Nelson, J. R., Liu, Y., Fiez, J., & Perfetti, C. A. (2009). Assimilation and accommodation patterns in ventral occipitotemporal cortex in learning a second writing system. Human Brain Mapping, 30, 810-820.   View

Perfetti, C. A. (2009). La Maison hypertext. In M. Bernstein & D. Greco (Eds.), Reading hypertext (pp. 19-20). Watertown, MA: Eastgate Systems.   View

Bolger, D. J., Balass, M., Landen, E. & Perfetti, C. A. (2008). Contextual variation and definitions in learning the meaning of words. Discourse Processes, 45(2), 122-159.   View

Frishkoff, G. A., Collins-Thompson, K., Perfetti, C. A., & Callan, J. (2008). Measuring incremental changes in word knowledge: Experimental validation and implications for learning assessment.Behavioral Research Methods, 40(4), 907-925.   View

Hart, L., & Perfetti, C. A. (2008). Learning words in Zekkish: Implications for understanding lexical representation. In E. L. Grigorenko & A. J. Naples (Eds.), Single word reading: Behavioral and biological perspectives (pp. 107-128). New York: Taylor & Francis.   View

Perfetti, C. A., & Dunlap, S. (2008). Learning to read: General principles and writing system variations. In K. Koda & A. Zehler (Eds.), Learning to read across languages (pp. 13-38). Mahwah, NJ: Erlbaum.  View

Perfetti, C. A., Yang, C-L., & Schmalhofer, F. (2008). Comprehension skill and word-to-text processes.Applied Cognitive Psychology, 22(3), 303-318.  

Perfetti, C., & Frishkoff, G. A. (2008). The neural bases of text and discourse processing. In B. Stemmer & H. A. Whitaker (Eds.), Handbook of the neuroscience of language (pp. 165-174). Cambridge, MA: Elsevier.   View

Siok, W. T., Niu, Z. Jin, Z., Perfetti, C. A. & Tan, L. H. (2008). A structural-functional basis for dyslexia in the cortex of Chinese readers. PNAS (Proceedings of the National Academy of Sciences), 105(14), 5561-5566.   View

Verhoeven, L., & Perfetti, C. A. (2008). Introduction. Advances in text comprehension: Model, process and development. Applied Cognitive Psychology, 22(3), 293-301.   View

Chen, B. G., Zhou, H. X., Dunlap, S., & Perfetti, C. A. (2007). Age of acquisition effects in reading Chinese: Evidence in favor of the Arbitrary Mapping Hypothesis. British Journal of Psychology, 98(3), 499-506.   View

Goldberg, R. F., Perfetti, C. A., Fiez, J. A., & Schneider, W. (2007). Selective retrieval of abstract semantic knowledge in left prefrontal cortex. The Journal of Neuroscience, 27(14), 3790-3798.  

Landi, N., & Perfetti, C. A. (2007). An electrophysiological investigation of semantic and phonological processing in skilled and less-skilled comprehenders. Brain and Language, 102, 30-45.   View

Liu, Y., Dunlap, S., Fiez, J., & Perfetti, C. A. (2007). Evidence for neural accommodation to a writing system following learning. Human Brain Mapping, 28, 1223-1234.   View

Liu, Y., Massaro, D. W., Chen, T. H., Chan, H. L., & Perfetti, C. A. (2007). Using Visual Speech for Training Chinese Pronunciation: An In-vivo Experiment. Proceedings of the SLaTE Workshop on Speech and Language Technology in Education.  

Liu, Y., Wang, M., & Perfetti, C. A. (2007). Threshold-style processing of Chinese characters for adult second-language learners. Memory and Cognition, 35(3), 471-480.   View

Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383.   View

Perfetti, C. A., Liu, Y., Fiez, J. Nelson, J., Bolger, D. J., & Tan, L.-H. (2007). Reading in two writing systems: Accommodation and assimilation in the brain's reading network. Bilingualism: Language and Cognition, 10(2), 131-146. Special issue on "Neurocognitive approaches to bilingualism: Asian languages", P. Li (Ed.)   View

Schmalhofer, F., & Perfetti, C. A. (2007). Neural and behavioral indicators of integration processes across sentence boundaries. In F. Schmalhofer & C. Perfetti (Eds.), Higher level language processes in the brain: Inference and comprehension processes (pp. 161-188). Mahwah, NJ: Erlbaum.   View

Schmalhofer, F., & Perfetti, C. A. (Eds.). (2007). Higher level language processes in the brain: Inference and comprehension processes. Mahwah, NJ: Erlbaum.  

Yang, C. -L., Perfetti, C. A., & Schmalhofer, F. (2007). Event-related potential indicators of text integration across sentence boundaries. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(1), 55-89.   View

Goldberg, R. F., Perfetti, C. A., & Schneider, W. (2006). Distinct and common cortical activations for multimodal semantic categories. Cognitive, Affective, and Behavioral Neuroscience, 6, 214-222.   View

Goldberg, R. F., Perfetti, C. A., & Schneider, W. (2006). Perceptual knowledge retrieval activates sensory brain regions. The Journal of Neuroscience, 26(18), 4917-4921.  

Landi, N., Perfetti, C. A., Bolger, D. J., Dunlap, S., & Foorman, B. R. (2006). The role of discourse context in developing word form representations: A paradoxical relationship between reading and learning. Journal of Experimental Child Psychology, 94(2), 114-133.   View

Liu, Y., Perfetti, C. A., & Wang, M. (2006). Visual analysis and lexical access of Chinese characters by Chinese as second language readers. Linguistics and Language, 7(3), 637-657.   View

Massaro, D. W., Liu, Y., Chen, T. H., & Perfetti, C. A. (2006). A multilingual embodied conversational agent for tutoring speech and language learning. Proceedings of the Ninth International Conference on Spoken Language Processing (Interspeech 2006 - ICSLP, September, Pittsburgh, PA) (pp. 825-828). Universität Bonn, Germany.   View

Perfetti, C. A., & Liu, Y. (2006). Reading Chinese characters: Orthography, phonology, meaning, and the Lexical Constituency Model. In P. Li, L. H. Tan, E. Bates, & O. J. L. Tzeng (Eds.), Handbook of East Asian psycholinguistics (pp. 225-236). New York: Cambridge University Press.   View

Perfetti, C. A., Tan, L. H., & Siok, W. T. (2006). Brain-behavior relations in reading and dyslexia: Implications of Chinese results. Brain and Language, 98, 344-346.   View

Yang, C.-L., & Perfetti, C. (2006). Contextual constraints on the comprehension of relative clause sentences in Chinese: ERPs evidence. Language and Linguistics, 7(3), 697-730.  

Bolger, D.J., Perfetti, C.A., & Schneider, W. (2005). A cross-cultural effect on the brain revisited: Universal structures plus writing system variation. Journal of Human Brain Mapping, 25(1), 83-91.  View

Nelson, J. R., Balass, M., & Perfetti, C. A. (2005). Differences between written and spoken input in learning new words. Written Language & Literacy, 8(2), 25-44.   View

Perfetti, C. A., & Liu, Y. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems. Reading and Writing, 18(3), 193-210.   View

Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: some implications of research on Chinese for general theories of reading. Psychological Review, 12(11), 43-59.   View

Perfetti, C. A., Wlotko, E. W., & Hart, L. A. (2005). Word learning and individual differences in word learning reflected in Event-Related Potentials. Journal of Experimental Psychology: Learning Memory and Cognition, 31(6), 1281-1292.   View

Tan, L.H., Spinks, J.A., Eden, G., Perfetti, C.A., & Siok, W.T. (2005). Reading depends on writing, in Chinese. PNAS, 102, 8781-8785   View

Tokowicz, N., & Perfetti, C. A. (2005). Introduction to part II: Comprehension. In J. F. Kroll & A. M. B. De Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 173-177). New York: Oxford University Press.   View

Wang, M., Perfetti, C. A., & Liu, Y. (2005). Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97, 67-88.   View

Yang, C. -L., Perfetti, C. A., & Schmalhofer, F. (2005). Less skilled comprehenders' ERPs show sluggish word-to-text integration processes. Written Language & Literacy, 8(2), 233-257.   View

Yang, C.-L., Perfetti, C. A., & Schmalhofer, F. (2005). ERP evidence for less skilled readers: Inefficient lexical processes in text integration. The special Issues in Reading and Writing.  

Britt, M. A., Wiemer-Hastings, P., & Perfetti, C. A. (2004). Using intelligent feedback to improve sourcing and integration in students essays. International Journal of Artificial Intelligence in Education, 14(3), 359-374.  

Perfetti, C. A., & Bolger, D. J. (2004). The brain might read that way. Scientific Studies of Reading, 8(3), 293-304.   View

Siok, W. T., Perfetti, C. A . Jin, Z., & Tan, L. H. (2004). Biological abnormality of impaired reading constrained by culture: Evidence from Chinese. Nature, September 1, 71-76.   View

Wang, M., Liu, Y., & Perfetti, C. A. (2004). The implicit and explicit learning of orthographic structure and function of a new writing system. Scientific Studies of Reading, 8(4), 357-379.   View

Wang, M., Koda, K., & Perfetti, C. A. (2004). Language and writing systems are both important in learning to read: A reply to Yamada. Cognition, 93, 133-137.  

Liu, Y., Perfetti, C. A., & Hart, L. (2003). ERP evidence for the time course of graphic, phonological, and semantic information in Chinese meaning and pronunciation decisions. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29(6), 1231-1247   View

Liu., Y., & Perfetti, C. (2003). The time course of brain activity in reading English and Chinese: An ERP study of Chinese bilinguals. Journal of Human Brain Mapping, 18, 167-175.   View

McCandliss, B., Beck, I. L., Sandak, R., & Perfetti, C. (2003). Focusing attention on decoding for children with poor reading skills: Design and preliminary tests of the Word Building intervention. Scientific Studies of Reading, 7(1), 75-104.   View

Perfetti, C. A. (2003). The universal grammar of reading. Scientific Studies of Reading, 7(1), 3-24.  View

Reichle, E. D. & Perfetti, C. A. (2003). Morphology in word identification: A word experience model that accounts for morpheme frequency effects. Scientific Studies of Reading, 7, 219-237   View

Tan, L. H., Spinks, J. A., Feng, C. M., Siok, W. T., Perfetti, C. A., Xiong, J., Fox, P. T., & Gao, J. H. (2003). Neural systems of second language reading are shaped by native language. Human Brain Mapping, 18, 158-166.  

Verhoeven, L., & Perfetti, C. A. (2003). Introduction to This Special Issue: The role of morphology in learning to read. Scientific Studies of Reading, 7(3), 209-218.   View

Wang, M., Koda, K., &, Perfetti, C. A. (2003). Alphabetic and nonalphabetic L1 effects in English word identification: A comparison of Korean and Chinese English L2 learners. Cognition, 87, 129-149.   View

Wang, M., Perfetti, C. A., & Liu, Y. (2003). Alphabetic readers quickly acquire orthographic structure in learning to read Chinese. Scientific Studies of Reading, 7(2), 183-208.   View

Booth, J. R. & Perfetti, C.A. (2002). Onset and rime structure influences naming but not early word identification in children and adults. Scientific Studies of Reading, 6(1), 1-23.  

Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Vehoeven. C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189-213). Amsterdam/Philadelphia: John Benjamins.  View

Perfetti, C. A., Liu, Y., & Tan, L.H. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In H. S. R. Kao, C-K. Leong, & D-G. Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 36-60). Hong Kong University Press.   View

Yoon, H-K., Bolger, D. J., Kwon, O-S., & Perfetti, C. A. (2002). Subsyllabic units in reading: A difference between Korean and English. In L. Verhoeven. C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 139-163). Amsterdam/Philadelphia: John Benjamins.   View

Perfetti, C. A. & Sandak, R. (2001). Literacy education. In N. J. Smelser & P. B. Baltes (Eds.) International encyclopedia of the social and behavioral sciences (pp. 8975-8981). Oxford: Pergamon.  View

Perfetti, C. A. (2001). Reading skill. In International encyclopedia of the social and behavioral sciences. Cognitive Science Editor, W. Kintsch. The Netherlands: Kluwer.  

Perfetti, C. A. (2001). Reading skills. In N. J. Smelser & P. B. Baltes (Eds.). International encyclopedia of the social & behavioral sciences (pp. 12800-12805). Oxford: Pergamon.   View

Perfetti, C. A., Van Dyke, J.A., & Hart, L. (2001). The psycholinguistics of basic literacy. In M. McGroarty (Ed.), Annual Review of Applied Linguistics, 21, 127-149.   View

Perfetti, C.A, & Hart, L. (2001). The lexical basis of comprehension skill. In D. Gorfien (Ed.), On the consequences of meaning selection (pp. 67-86). Washington, DC: American Psychological Association.   View

Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D. & Seidenberg, M.S. (2001). How psychological science informs the teaching of reading. Psychological science in the public interest, 2(2), 31-74. A supplement to Psychological Science.   View

Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2001). How should reading be taught. Scientific American (March, 2001). (Extracted from Psychological Science article)  

Tan, L.H., Liu, H.L., Perfetti, C.A., Spinks, J.A., Fox, P.T., & Gao, J.H. (2001). The neural system underlying Chinese logograph reading. NeuroImage, 13, 836-846.   View

Booth, J., Perfetti, C., MacWhinney, B., & Hunt, S. (2000). The association of rapid temporal perception with orthographic and phonological processing in children and adults with reading impairment. Scientific Studies of Reading, 4 (2), 101-132.   View

Britt, M.A., Perfetti, C. A., Van Dyke, J. & Gabrys, G. (2000). The Sourcer s Apprentice: A tool for document-supported history instruction. In P. Stearns, P. Seixas, & S. Weinberg (Eds.), Knowing, teaching and learning history: National and international perspectives (pp. 437-470). New York University Press.   View

Perfetti, C. A., & Sandak, R. (2000). Reading optimally builds on spoken language. Journal of Deaf Studies and Deaf Education, 5(1), 32-50.   View

Spinks J.A., Liu, Y., Perfetti, C.A., & Tan, L.H. (2000). Reading Chinese characters for meaning: the role of phonological information, Cognition 76(1), B1-B11.   View

Tan, L. H., Spinks, J. A., Gao, J. H., Liu, H. L., Perfetti, C. A., Xiong, J., Stofer, K. A., Pu, Y., Liu, Y., & Fox, P. T. (2000). Brain activation in the processing of Chinese characters and words: A functional MRI study. Human Brain Mapping, 10(1), 16-27.   View

Booth, J. R., Perfetti, C. A., & MacWhinney, B. (1999). Quick, automatic, and general activation of orthographic and phonological representations in young readers. Developmental Psychology, 35, 3-19.   View

Britt, M. A., Rouet, J.-F., & Perfetti, C. A. (1999). Content integration and source separation in learning from multiple texts. In S. R. Goldman, A. C. Graesser, & P. van den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso. Mahwah, NJ: Erlbaum.  View

Perfetti, C. A. (1999). Cognitive research and the misconceptions of reading education. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading. Oxford: Blackwell. [Essentially the same paper as Perfetti (1995) Cognitive research can inform reading education. Journal of Research in Reading, 18, 106-115.]  

Perfetti, C. A. (1999). Comprehending written language: A blueprint of the reader. In C. Brown & P. Hagoort (Eds.), The neurocognition of language (pp. 167-208). Oxford University Press.   View

Perfetti, C.A. & Tan, L.H. (1999). The constituency model of Chinese word identification. In A. Inhoff, H.-S. Chen, & J. Wang (Eds.) Reading Chinese script: A cognitive analysis (pp. 115-134). Mahwah, NJ: Erlbaum.  

Perfetti, C.A., Rouet, J.-F., & Britt, M.A. (1999). Toward a theory of documents representation. In H. van Oostendorp & S. Goldman (Eds.), The construction of mental representations during reading (pp. 99-122). Mahwah, NJ: Erlbaum.   View

Tan, L. H., & Perfetti, C. A. (1999). Phonological activation in visual identification of Chinese two-character words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 382-393.   View

Tan, L.H., & Perfetti, C.A. (1999). Phonological and associative inhibition in the early stages of English word identification: Evidence from backward masking. Journal of Experimental Psychology: Human Perception and Performance, 25, 382-393.   View

Xu, B. And Perfetti, C.A. (1999). Nonstrategic subjective threshold effects in phonemic masking.Memory and cognition, 27(1), 26-36.   View

Zhang, S., Perfetti, C.A., & Yang, Hui (1999). Whole-word, frequency-general phonology in semantic processing of Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25 (4), 858-875.   View

Perfetti, C. A. (1998). The limits of co-occurrence: Tools and theories in language research. Discourse Processes, 25, 363-377.   View

Perfetti, C. A. (1998). Two basic questions about reading and learning to read. In P. Reitsma & L. Verhoeven (Eds.), Problems and interventions in literacy development (pp. 15-47). Dordrecht, The Netherlands: Kluwer Academic Publishers.  

Perfetti, C.A., & Marron, M. A. (1998). Learning to read: Literacy acquisition by children and adults. In D.A. Wagner (Ed.). Advances in adult literacy research and development. Hampton Press.   View

Perfetti, C.A., & Tan, L.H. (1998). The time course of graphic, phonological, and semantic activation in Chinese character identification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 101-118.   View

Rouet, J-F., Marron, M.A., Perfetti, C.A. & Favart, M. (1998). Understanding historical controversies: Students evaluation and use of documentary evidence. In J. Voss & M. Carretero (Eds.) International Review of History Education: Volume 2, Learning and Reasoning in History. London: Woburn Press.

Tan, L.H., & Perfetti, C.A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts. In "Cognitive processing of Chinese and Japanese" special issue. Reading and Writing: An Interdisciplinary Journal, 10, 165-200. Reprinted in C.K. Leong and K. Tamaoka (Eds), Cognitive Processes of the Chinese and the Japanese languages. Series in Neuropsychology and Cognition, R. Joshi, Series Editor. Boston: Kluwer Academic Publishers, 1998.   View