Articles in Refereed Journals
Share D.L., Jorm A.F., Maclean R., Matthews R., & Waterman, B. (1983). Early reading achievement, oral language ability, and a child's home background. Australian Psychologist,18,75-89.
Jorm A.F., & Share D.L. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics,4,104-147.
Share D.L. (1984). Interpreting the output of multivariate analyses: A discussion of current approaches. British Journal of Psychology ,75,349-362.
Jorm A.F., Share D.L., Maclean R., & Matthews R. (1984). Phonological confusability in short-term memory for sentences as a predictor of reading ability. British Journal of Psychology,75, 393-400.
Share D.L., Jorm A.F., Maclean R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology,76,1309-1324.
Jorm A.F., Share D.L., Maclean R., & Matthews, R. (1984). Phonological recoding skills and learning to read: A longitudinal study. Applied Psycholinguistics,5,201-207.
Jorm A.F., Share D.L., Matthews R., & Maclean R. (1986). Behaviour problems in specific reading retarded and general reading backward children: A longitudinal study. Journal of Child Psychology and Psychiatry,27,33-43.
Share D.L., & Silva P.A. (1986). The stability and classification of specific reading retardation: A longitudinal study from age seven to age eleven. British Journal of Educational Psychology,56,32-39.
Jorm A.F., Share D.L., Maclean R., & Matthews R. (1986). Cognitive factors at school entry predictive of specific reading retardation and general reading backwardness. Journal of Child Psychology and Psychiatry,27,45-54.
Share D.L., Chalmers D., Silva P.A., & Stewart I. (1986). Reading disability and middle ear pathology. Archives of Disease in Childhood ,61,400-401.
McGee R.O., Williams S.M., Share D.L., Anderson J., & Silva P.A. (1986). The relationship between specific reading retardation,general reading backwardness, and behavioural disorders in a large sample of Dunedin boys: A longitudinal study from five to eleven years. Journal of Child Psychology and Psychiatry,27,597-610.
Share D.L., McGee R.O., & Silva P.A. (1987). Motor proficiency in dyslexic children with and without attentional disorders. Journal of Human Movement Studies,12,313-320.
Share D.L., Jorm A.F., Maclean R., & Matthews R. (1987). Parental involvement in reading progress. Australian Psychologist,22,43-51.
Share D.L., Silva P.A., & Adler C.J. (1987). Factors associated with reading-plus-spelling retardation and specific spelling retardation: A longitudinal study from age three to age eleven. Developmental Medicine and Child Neurology,29,72-84.
Share D.L., McGee R., McKenzie D., Williams S.M., & Silva P.A. (1987). Further evidence relating to the distinction between specific reading retardation and general reading backwardness. British Journal of Developmental Psychology,5,35-44.
Share D.L., & Silva P.A. (1987). Language deficits and specific reading retardation. British Journal of Disorders of Communication ,22,219-226.
Share D.L., & Jorm A.F. (1987). Segmental analysis: Co-requisite to reading, vital for self-teaching, requiring phonological memory. Cahiers de Psychologie Cognitive/European Bulletin of Cognitive Psychology ,7,509-513.
Share D.L., Moffitt T.E., & Silva P.A. (1988). Factors associated with arithmetic-and-reading disability and specific arithmetic disability. Journal of Learning Disabilities,21,313-320.
Williams S., Sanderson G., Share D.L., & Silva P.A. (1988). Refractive error, IQ, and reading ability: A longitudinal study from age seven to eleven. Developmental Medicine and Child Neurology,30,735-742.
McGee R.O., & Share D.L. (1988). Attention Deficit Disorder with Hyperactivity and academic failure: Which comes first and which should be treated? Journal of the American Academy of Child and Adolescent Psychiatry,27,318-325.
Share D.L., Jorm A.F., Matthews R., & Maclean R. (1988). Lexical decision and naming times of young disabled readers with function and content words. Australian Journal of Psychology, 40,11-18.
Share D.L., & Schwartz S. (1988). A note on the distinction between Attention Deficit Disorder and Reading Disability: Are there group-specific cognitive deficits? Brain and Language,34,350-352.
Share D.L., McGee R., & Silva P.A. (1989). IQ and reading progress: A test of the capacity notion of IQ. Journal of the American Academy of Child and Adolescent Psychiatry,28,97-100.
Share D.L. (1990). Self-correction rates: Indices of efficient reading or artefact of text difficulty? Educational Psychology,10,181-186.
Siegal M. & Share D.L. (1990). Contamination sensitivity in young children. Developmental Psychology, 26, 455-458.
Breznitz Z. & Share D.L. (1992). The effects of accelerated reading rate on memory for text. Journal of Educational Psychology, 84, 193-199.
Feitelson, D., Goldstein, Z., Iraqi, J., & Share, D.L. (1993). Effects of listening to story reading on aspects of literacy acquisition in a diglossic situation. Reading Research Quarterly, 28, 71-79.
Share, D.L. (1995) Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
Birnboim, S., & Share D.L. (1995). Surface dyslexia in Hebrew: A case study. Cognitive Neuropsychology, 12, 825-846.
Siegel, L.S., Share, D.L., & Geva, E. (1995). Dyslexics have orthographic skills that are superior to normal readers. Psychological Science, 6, 250-254.
Share D.L., & Stanovich, K.E. (1995a) Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education,1, 1-57 (see attached documents for details on this new periodical)
Share D.L., & Stanovich, K.E. (1995b) Accommodating individual differences in critiques: Replies to our commentators. Issues in Education,1, 105-121.
Share, D.L. (1996). Word recognition and spelling processes in specific reading disabled and garden-variety poor readers. Dyslexia, 2, 167-174.
Share, D.L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis . Journal of Experimental Child Psychology, 72, 95-129.
Share, D.L., Gur, T. (1999). How reading begins: A study of preschoolers' print identification strategies. Cognition and Instruction, 17, 177-213.
Lamm, O., Share, D.L., Shatil, E., & Epstein, R. (1999). Kindergarten dichotic listening as a predictor of first-grade reading achievement . Dyslexia, 5, 138-154.
Shatil, E., Share, D.L., & Levin, I. (2000). On the contribution of kindergarten writing to Grade 1 literacy: A longitudinal study in Hebrew . Applied Psycholinguistics, 28, 1-25.
Share, D.L., Jorm, A. F., Maclean, R., & Matthews, R. (2002). Auditory temporal processing and specific reading disability. Reading and Writing, 15, 151-178.
Cunningham, A., E., Perry, K.E., Stanovich, K. E., & Share, D. L. (2002). Orthographic learning during reading: Examining the role of self-teaching . Journal of Experimental Child Psychology, 82, 185-199
Share, D. L., & Silva, P. A. (2003). Gender bias in IQ-discrepancy and post-discrepancy definitions of reading disability. Journal of Learning Disabilities, 36, 4-14.
Shatil, E., & Share, D. L. (2003). Cognitive antecedents of early Hebrew reading ability: A test of the cognitive modularity hypothesis . Journal of Experimental Child Psychology, 86, 1-31
Abu-Rabia, S., Share, D. L., & Mansour, M. S. (2003). Word recognition and basic cognitive abilities among reading-disabled and normal readers in Arabic . Reading and Writing, 16, 423-442.
Share, D. L., & Leikin, M. (2003). Language impairment at school entry and later reading disability: Connections at lexical and supra-lexical levels of reading . Scientific Studies of Reading , 8, 87-110.
Share, D. L. (2004). Orthographic learning at a glance: On the time course and developmental onset of self-teaching . Journal of Experimental Child Psychology , 87 , 267-298 .
Share, D. L. (2004). Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology , 88, 213-233
Leikin, M., Share, D. L., & Schwartz, M. (2005). Difficulties of L2 Hebrew reading in Russian-speaking second graders. Reading and Writing.
Share D. L., & Blum, P. (2005). Syllable splitting among literate and pre-literate Hebrew-speakers. Journal of Experimental Child Psychology .
Schwartz, M., Leikin, M., & Share, D. L. (2006). Bi-literate bilingualism versus mono-literate bilingualism: A longitudinal study of reading acquisition in Hebrew (L2) among Russian-speaking (L1) children. Written Language and Literacy, 8, 179-206.
Share D. L. (2008). On the Anglocentricities of Current Reading Research and Practice: The Perils of Overreliance on an "Outlier" Orthography . Psychological Bulletin, 134 (4), 584–615.
Share, D. L. (2008). Orthographic learning, phonology and the self-teaching hypothesis . In R. Kail (Ed.), Advances in Child Development and Behavior, 36, (pp. 31-82). Amsterdam: Elsevier
de Jong, P. F., & Share, D. L. (in press). Orthographic learning during silent and oral reading. Scientific Studies of Reading.
Share, D.L. Common Misconceptions about the Phonological Deficit Theory of Dyslexia. Brain Sci. 2021, 11, 1510. https://doi.org/10.3390/brainsci11111510