Publications
Harris, L. N., Perfetti, C. A., and Hirshorn, E. A. (2023). Bypass language en route to meaning at your peril. Behavioral and Brain Sciences, 46, e245.
Harris, L. N., Lopez, L. E., Li, A., and Santuzzi, A. M. (2023). Phonological decoding skill in braille readers: Implications for dyslexia. Journal of Cultural Cognitive Science, 7(2), 137-146.
Harris, L. N., Gladfelter, A., Santuzzi, A. M., Lech, I. B., Rodriguez, R., Lopez, L. E., Soto, D., and Li, A. (2023). Braille literacy as a human right: A challenge to the “inefficiency” argument against braille instruction. International Journal of Psychology, 58(1), 52-58.
Gul, N., Harris, L. N., LaRouech, A., and Strohm, G. (2022). Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired. Reading and Writing, 35(9), 2109-2129.
Hirshorn, E. A., and Harris, L. N. (2022). Culture is not destiny, for reading: Highlighting variable routes to literacy within writing systems. Annals of the New York Academy of Sciences, 1513(1), 31-47.
Harris, L. N., Creed, B., Perfetti, C. A, and Rickles, B. (2022). The role of word knowledge in error detection: A challenge to the broken-error-monitor account of dyslexia. Annals of Dyslexia, 72, 384-402.
Gul, N., and Harris, L. N. (2020). Semantics. In J. Vonk and T. K. Shackelford (Eds.), Encyclopedia of animal cognition and behavior. Springer.
Dugas, D., Stich, A., Harris, L. N., and Summers, K. (2020). “I’m being pulled in too many different directions": Academic identity tensions at regional public universities in challenging economic times. Studies in Higher Education, 45(2), 312-326.
Perfetti, C. A., and Harris, L. N. (2019). Developmental dyslexia in English. In L. Verhoeven, C. A. Perfetti, and K. Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25-49). Cambridge, UK: Cambridge University Press.
Lech, I. B., and Harris, L. N. (2019). Language learning in the virtual wild. In M. L. Carrió-Pastor (Ed.), Teaching language and teaching literature in virtual environments, pp. 39-54. Singapore: Springer.
Dugas, D., Summers, K., Harris, L. N., and Stich, A. (2018). Shrinking budgets, growing demands: Neoliberalism and academic identity tension at regional public universities. AERA Open, 4(1).
Harris, L. N., and Perfetti, C. A. (2017). Individual differences in phonological feedback effects: Evidence for the orthographic recoding hypothesis of orthographic learning. Scientific Studies of Reading, 21(1), 31-45.
Perfetti, C. A., and Harris, L. N. (2017). Learning to read English. In L. Verhoeven and C. A. Perfetti (Eds.), Learning to read across languages and writing systems. Cambridge, UK: Cambridge University Press.
Harris, L. N., and Perfetti, C. A. (2016). Individual differences in phonological feedback effects: Evidence for the orthographic recoding hypothesis of orthographic learning. Scientific Studies of Reading, 21(1), 31-45.
Harris, L. N., and Lech, I. (2016). Language modularity. In T. K. Shackelford and V. A. Weekes-Shackelford (Eds.), Encyclopedia of Evolutionary Psychological Science. New York: Springer.
Harris, L. N., and Perfetti, C. A. (2016). Lexical stress and linguistic predictability influence proofreading behavior. Frontiers in Psychology, 7, 96.
Guan, Q. C., Harris, L. N., Meng, W., and Perfetti, C. A. (2015). Writing quality predicts Chinese learning. Reading and Writing, 28(6), 763-795.
Harris, L. N., Perfetti, C. A., and Rickles, B. (2013). Error-related negativities during spelling judgments expose orthographic knowledge. Neuropsychologia, 54, 112-128.
Perfetti, C. A., and Harris, L. N. (2013). Universal reading processes are modulated by language and writing system. Language Learning and Development, 9(4), 296-316.
Cao, F., Rickles, B., Vu, M., Zhu, Z., Chan, D. H.-L., Harris, L. N., Stafura, J., Xu, Y., and 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.
Cao, F., Vu, M., Lung Chan, D. H., Lawrence, J. M., Harris, L. N., Guan, Q., Xu, Y. and Perfetti, C. A. (2013). Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study. Human Brain Mapping, 34, 1670–1684.
Harris, L. N. (2013). Improved vocabulary outcomes through student reflection: Report from an urban high school. Journal for Classroom Research in Literacy, 6, 14-23.
