Publications

Harris, L. N., Perfetti, C. A., & 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., & 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., & 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., & 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., & 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, & 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., & Harris, L. N. (2020). Semantics. In J. Vonk & T. K. Shackelford (Eds.), Encyclopedia of animal cognition and behavior. Springer.

Dugas, D., Stich, A., Harris, L. N., & 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., & 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., & 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., & Stich, A. (2018). Shrinking budgets, growing demands: Neoliberalism and academic identity tension at regional public universities. AERA Open, 4(1).

Harris, L. N., & 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., & 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., & 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., & Lech, I. (2016). Language modularity. In T. K. Shackelford & V. A. Weekes-Shackelford (Eds.), Encyclopedia of Evolutionary Psychological Science. New York: Springer.

Harris, L. N., & 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., & Perfetti, C. A. (2015). Writing quality predicts Chinese learning. Reading and Writing, 28(6), 763-795.

Harris, L. N., Perfetti, C. A., & Rickles, B. (2013). Error-related negativities during spelling judgments expose orthographic knowledge. Neuropsychologia, 54, 112-128.

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.

Cao, F., Rickles, B., Vu, M., Zhu, Z., Chan, D. H.-L., Harris, L. N., Stafura, J., Xu, Y., & 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. & 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.