Shallice, T. (1988).
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition.
Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis.
Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarski, P., Constable, R. T., Marchione, K. E., Fletcher, J. M., Lyon, G. R., & Gore, J. C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia.
Shaywitz, S. (2003).
Shaywitz, S. E., Escobar, M. D., Shaywitz, B. A., Fletcher, J. M., & Makuch, R. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability.
Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Fulbright, R. K., Constable, R. T., Mencl, W. E., Shankweiler, D. P., Liberman A. M., Skudlarski, P., Fletcher, J. M., Katz, L., Marchione, K. E., Lacadie, C., Gatenby, C., & Gore, J. C. (1998). Functional disruption in the organization of the brain for reading in dyslexia.
Shelton, J. R., Fouch, E., & Caramazza, A. (1998). The selective sparing of body part knowledge: A case study.
Shuwairi, S. M., Albert, M. K., & Johnson, S. P. (2007). Discrimination of possible and impossible objects in infancy.
Sigman, M., & Gilbert, C. D. (2000). Learning to find a shape.