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1	Acute stroke unit nurses' perspectives on communicating with patients with aphasia
	Dhaliwal, L; Barnes, S; Cupples, L. - : Australia : Wiley-Blackwell Publishing, 2014
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2	The Communicative benefits of cochlear implantation for children with hearing loss and autism spectrum disorder : a review
	Cupples, L; Crowe, K. - : Open Access Publishing London, 2014
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3	To r-ea-d or not to r-ea-d : should children with Down syndrome be taught phonics?
	Cupples, L. - : Chichester, UK : Wiley-Blackwell, 2012
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4	Two orthographic lexicons - twice as good as one?
	Simpson, I; Cupples, L. - : Taylor and Francis, 2007
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5	Two orthographic lexicons – twice as good as one?
	Simpson, I; Cupples, L. - : The Australian Psychological Society, 2007
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6	PACT: Parents and children together in phonological therapy
	Bowen, C.; Cupples, L.
	In: Advances in speech language pathology. - London [u.a.] : Taylor & Francis 8 (2006) 3, 282-292
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7	PACT : parents and children together in phonological therapy
	Bowen, Caroline; Cupples, L. - : Taylor & Francis, 2006
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8	Message from the dual orthographic lexica view : reports of my death are greatly exaggerated
	Simpson, I; Cupples, L. - : Taylor and Francis, 2006
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9	Using the dual-route model of reading to assess and design intervention programs for two boys with developmental surface dyslexia
	Law, C; Cupples, L. - : Taylor and Francis, 2006
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10	Are word meanings corresponding to different grammatical categories organised differently within lexical semantic memory?
	Arciuli, J; Cupples, L; Vigliocco, G
	In: The Mental Lexicon , 2 pp. 251-275. (2006) (2006)
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11	The Role of families in optimizing phonological therapy outcomes
	Bowen, Caroline; Cupples, L. - : Hodder Arnold, 2004
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12	The processing of lexical stress during disordered reading
	Arciuli, J; Cupples, L; Nickels, L. - : Melbourne, Vic : The Australian Psychological Society Limited, 2001
	Abstract: Little is known about the processing of lexical stress during visual word recognition. However, previous research in Italian has suggested that the processing of lexical stress during disordered reading can be explained using dual-route models of reading. In order to find out more about the processing of lexical stress during disordered reading of English we tested an individual with phonological dyslexia, PD, using a visually presented grammatical classification task. Prior to testing PD, Arciuli and Cupples (2000) carried out an experiment using the same task with 29 non-braindamaged participants. Participants were asked to classify 120 individually presented words as nouns or verbs. The stimuli varied systematically in terms of frequency of usage and stress regularity. Responses were significantly faster and more accurate to words with regular than regular stress patterns. However, there was no interaction between stress regularity and frequency. Arciuli and Cupples then carried out a second experiment using the same items with a lexical decision task. Again, the error rate data showed a main effect of stress regularity but no interaction between stress regularity and frequency. We reasoned that if lexical stress is assigned nonlexically, then regularity effects might not be observed in someone with phonological dyslexia because the nonlexical route is not functioning normally. If, on the other hand, lexical stress is assigned lexically, someone with phonological dyslexia should show ‘normal’ effects. PD’s error rates did not show a statistically significant difference between the processing of regularly and irregularly stressed words, suggesting that the effects observed by Arciuli and Cupples (2000) in typical, skilled readers might well have reflected a non-lexical influence. However, detailed inspection of the results for individual control participants indicated that (a) not all of them showed a lexical stress effect, and (b) the size of PD’s stress regularity effect was within the normal range. The results of a third analysis compared PD’s results with individuals from the normal sample who were similar to PD in terms of overall error rate(making 10% errors or more). Overall, this subgroup of control participants showed a significant effect of stress regularity, as expected; and once again, PD showed a stress regularity effect within the normal range. The results obtained using these three different approaches demonstrate the different theoretical interpretations that are available concerning the effects of lexical stress during reading. The central question is whether impaired non-lexical processing leads to similar or different effects of lexical stress to those seen in non-brain-damaged reading. On the basis of the present results, the answer remains unclear. ; 8 page(s)
	Keyword: lexical processing; phonological dyslexia
	URL: http://hdl.handle.net/1959.14/9852
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13	CLINICAL FORUM - Parents and children together (PACT): A collaborative approach to phonological therapy
	Bowen, C.; Cupples, L.
	In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 34 (1999) 1, 35-54
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14	CLINICAL FORUM - Reply: A phonological therapy in depth: A reply to commentaries
	Bowen, C.; Cupples, L.
	In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 34 (1999) 1, 65-84
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15	When Task Demands Induce "Asyntactic" Comprehension: A Study of Sentence Interpretation in Aphasia
	Cupples, L; Inglis, A L
	In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 10 (1993) 3, 201-234
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