1. Andrews, S. (2012). Individual differences in skilled visual word recognition. and reading: The role of lexical quality. In J. S. Adelman & J. S. Adelman (Eds.), Visual word recognition: Meaning and context, individuals and development (pp.151–172). New York, NY, US:Psychology Press
2. Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M. L Kamil, P. B., Mosenthal, & Pearson, P. D. (Eds.). Handbook of Reading Research (Vol. 2,789–814). New York:Longman
3. Blythe, H. I., Pagán, A., & Dodd, M. (2015). Beyond decoding:Phonological processing during silent reading in beginning readers. Journal Of Experimental Psychology: Learning Memory, And Cognition, 41(4),1244–1252. doi:https://doi.org/10.1037/xlm0000080
4. Bolger, D. J., Balass, M., Landen, E., & Perfetti, C. A. (2008). Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45(2),122–159. doi:https://doi.org/10.1080/01638530701792826
5. Burt, J. S., & Jared, D. (2016). The role of lexical expertise in reading homophones. The QuarterlyJournal Of Experimental Psychology, 69(7),1302–1321 doi:https://doi.org/10.1080/17470218.2015.1062528