My general research interests are in the development of reading and spelling skills, specifically the units of representation when converting print to sound. In my research to date, I have focused early stages of the process of reading, including the assembly and retrieval of word representations and pronunciations.
Bernstein, S.E. (in press, 2008). Phonology, decoding, and lexical compensation in vowel spelling errors made by children with dyslexia. Reading and Writing. Manuscript in .pdf
Bernstein, S. E., & Treiman, R. (2004). Pronouncing novel graphemes: The role of consonantal context. Memory & Cognition, 32, 905-915.
Bernstein, S. E., & Treiman, R. (2001). Learning a novel grapheme: Effects of positional and phonemic context. Journal of Experimental Child Psychology, 79 , 56-77.
Bernstein, S. E., DeShon, R. P., & Carr, T. H. (1998). Concurrent task demands and individual differences in the architecture of reading: Discriminating artifacts from real McCoys. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(4),822-844.
Bernstein, S.E. and Carr, T.H. (1996). Dual-route theories of pronouncing printed words: What can be learned from concurrent task performance? Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(1), 86-116.
Sawyer, D. J., & Bernstein, S. E. (in press, 2008). Students with phonological dyslexia in school-based programs: Insights from Tennessee schools. In V. Berninger, A. Fawcett, G. Reid & L. Siegel (Eds.), Dyslexia handbook. Thousand Oaks, CA: Sage. Manuscript in .pdf
Sawyer, D. J., & Bernstein, S. E. (2002). Do discrepancy models satisfy either the letter or the spirit of idea? In R. Bradley, L. Danielson & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 457-466). Mahwah, NJ: Erlbaum.
My Personal Webpage http://home.comcast.net/~bernstein327/
Hobbies we had before there were two children...The Ann Arbor Dueling Society
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