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Publications (since 2000)

Book chapters

• Arciuli, J. & Cupples, L. (in press). Would you rather ‘embert a cudsert’ or ‘cudsert an embert’? How spelling patterns at the beginning of English disyllables can cue grammatical category. In A. C. Schalley and D. Khlentzos (Eds.), Language and cognitive structure. Amsterdam/Philadelphia: John Benjamins.
  
  
• Gillon, G., Clendon, S., Cupples, L., Flynn, M., Iacono, T., Schmidtkie, T., Young, A., and Yoder, D. (2004). Phonological awareness development in children with physical, sensory, or intellectual impairment. In G. Gillon, Phonological awareness: From research to practice. New York, N.Y.: Guilford Publications.

Journal Articles

• Arciuli, J. & Cupples, L. (2003). Effects of stress typicality during speeded grammatical classification. Language and Speech, 46, 353-374.
  
  
• Arciuli, J., & Cupples, L. (2004). Effects of stress typicality during spoken word recognition by native and non-native speakers of English: Evidence from onset gating. Memory & Cognition, 32, 21-30.
  
  
• Arciuli, J. & Cupples, L. (2006). The processing of lexical stress during visual word recognition: Typicality effects and orthographic correlates. Quarterly Journal of Experimental Psychology, 59(5), 920-948.
  
  
• Arciuli, J. Cupples, L., & Vigliocco, G. (2006). Are word meanings corresponding to different grammatical categories organised differently within lexical semantic memory? Journal of the Mental Lexicon, 1(2), 251-275.
  
  
• Bowen, C., & Cupples, L. (2004). The role of families in optimizing phonological therapy outcomes. Child Language Teaching and Therapy, 20, 245-260.
  
  
• Bowen, C. & Cupples, L. (2006). PACT: Parents and children together in phonological therapy. Advances in Speech-Language Pathology, 8(3), 282-292.
  
  
• Cupples, L. (2001). The development of phonological awareness and its relationship to literacy. Advances in Speech-Language Pathology, 3, 159-162.
  
  
• Cupples, L. (2002). The structural characteristics and on-line comprehension of experiencer-verb sentences. Language and Cognitive Processes, 17, 125-162.
  
  
• Cupples, L., & Iacono, T. (2000). Phonological awareness and oral reading skill in children with Down syndrome. Journal of Speech, Language and Hearing Research, 43, 595-608.
  
  
• Cupples, L., & Iacono, T. (2002). The efficacy of ‘whole word’ versus ‘analytic’ reading instruction for children with Down syndrome. Reading and Writing: An Interdisciplinary Journal, 15, 549-574.
  
  
• Golding, M., Mitchell, P., & Cupples, L. (2005). Risk markers for the graded severity of auditory processing abnormality in an older Australian population: the Blue Mountains Hearing Study. Journal of the American Academy of Audiology, 16(6), 348-356.
  
  
• Golding, M., Taylor, A., Cupples, L., & Mitchell, P. (2006). The odds of auditory processing abnormality in the average older adult: the Blue Mountains Hearing Study. Ear and Hearing, 27, 129-138.
  
  
• Iacono, T.A., Balandin, S., & Cupples, L. (2001). Focus group discussions of literacy assessment and web-based reading intervention. Augmentative and Alternative Communication, 17, 27-36.
  
  
• Iacono, T., & Cupples, L. (2004). Assessment of phonemic awareness and word reading skills of people with complex communication needs. Journal of Speech, Language, and Hearing Research, 47, 437-449.
  
  
• Iacono, T.A., Cupples, L., Balandin, S., & Cassidy, S. (2001). Access to web-based reading materials for individuals with disability. Australian Communication Quarterly, 3, 117-119.
  
  

Conference Proceedings

• Cupples, L. (Ed.) (2006). Abstracts of the 15th Australian Language and Speech Conference. Australian Journal of Psychology, 58.
  
  

Conference Publications

•             Arciuli, J. & Cupples, L. (2003). Stress typicality effects in native and non-native speakers of English. Proceedings of the 15th ICPhS, Barcelona (pp. 2051-2054, CD-Rom).

• Arciuli, J. & Cupples, L. (2002). The effects of lexical stress in visual and auditory word recognition. In C. Bow (ed.), Proceedings of the Ninth Australian International Conference on Speech Science and Technology (pp. 58-63, CDRom). Melbourne, Australia: Australian Speech Science and Technology Association Inc.
  
  
• Arciuli, J. & Cupples, L. (2002). Orthographic correlates of lexical stress [Abstract]. Australian Journal of Psychology, 54, 47.
  
  
• Arciuli, J. & Cupples, L. (2000). Lexical stress effects in visual word recognition [Abstract]. Australian Journal of Psychology Supplement, 52, 24-25.
  
  
• Arciuli, J., Cupples, L., & Nickels, L. (2001). The Processing of Lexical Stress during Disordered Reading [Abstract]. Australian Journal of Psychology, 53, 119.
  
  
• Cupples, L. (2001). Effects of verb type and output modality on choice of sentence structure in a constrained production task [Abstract]. Australian Journal of Psychology, 53, 3, 179.
  
  
• Cupples, L. (2001). The effect of verb type on producing and understanding sentences [Abstract]. Australian Journal of Psychology Supplement, 53, 49-50.
  
  
• Cupples, L. (2006). Reading development in children with Down syndrome [Abstract]. Australian Journal of Psychology Supplement.
  
  
• Iacono, T. & Cupples, L. (2004). Assessment of phonological awareness and reading in people with complex communication needs. [Abstract] Journal of Intellectual Disability Research, 48 (4 & 5), 322.
  
  
• Law, C. & Cupples, L. (2006). Using the dual-route model of reading to assess and design intervention programs for two boys with developmental surface dyslexia. [Abstract] Australian Journal of Psychology, 58.
  
  
• Simpson, I. & Cupples, L. (2005). You say lexicon, I say lexica, let’s call the whole thing off! Australian Journal of Psychology, 57.
  
  
• Simpson, I. & Cupples, L. (2006). Message from the dual orthographic lexica view: Reports of my death are greatly exaggerated. Australian Journal of Psychology, 58.
  
  

Other Publications

• Iacono, T. & Cupples, L. (2001).Assessment of Phonological Awareness and Reading (APAR). http://www.elr.com.au/apar/index.htm
  
  
• Iacono, T. & Cupples, L. (2002).Accessible Word Reading Intervention (AWRI). http://www.med.monash.edu.au/access/
  
  
  

Publications (prior to 2000)

Journal Articles

• Avons, S.E., Wragg, C.A., Cupples, L., & Lovegrove, W.J. (1998). Measures of phonological short-term memory and their relationship to vocabulary development.Applied Psycholinguistics, 19, 583-601.
  
  
• Bowen, C., & Cupples, L. (1998). A tested phonological therapy in practice.Child Language Teaching and Therapy,14, 29-50.
  
  
• Bowen, C., & Cupples, L. (1999a). Parents and children together (PACT): A collaborative approach to phonological therapy.International Journal of Language & Communication Disorders, 34, 35-55.
  
  
• Bowen, C., & Cupples, L. (1999b). A phonological therapy in depth: a reply to commentaries.International Journal of Language & Communication Disorders,34, 65-83.
  
  
• Coltheart, M., Inglis, L., Cupples, L., Michie, P., Bates, A., & Budd, B. (1998). A semantic subsystem of visual attributes.Neurocase,4, 353-370.
  
  
• Cupples, L., & Holmes, V.M. (1987). Reading skill and interpretation of temporary structural ambiguity.Language and Cognitive Processes,2, 179-203.
  
  
• Cupples, L., & Holmes, V.M. (1992). Evidence for a difference in syntactic knowledge between skilled and less skilled adult readers.Journal of Psycholinguistic Research,21, 249-274.
  
  
• Cupples, L, & Inglis, A.L. (1993). When task demands induce “asyntactic” comprehension: a study of sentence interpretation in aphasia. Cognitive Neuropsychology, 10, 201-234.
  
• Holmes, V.M., Stowe, L.A., & Cupples, L. (1989). Lexical expectations in parsing complement-verb sentences.Journal of Memory and Language, 28, 668-689.
  
  

Conference Publications

• Cupples, L. (1995). Working-memory capacity does not influence degree of garden-pathing for sentences containing temporary syntactic ambiguities [Abstract].Australian Journal of Psychology Supplement, 47, 7.
  
  
• Cupples, L., & Iacono, T. (1999). Reading intervention with children with Down syndrome [Abstract].Australian Journal of Psychology Supplement, 51, 27-28.
  
  
• Cupples, L., & Inglis, A.L. (1992). When actions “speak louder” than experiences: Evidence from aphasia. [Abstract]Australian Journal of Psychology, 44, 117-118.
  
  
• Cupples, L, & Inglis, A.L., (1993). Task demands can induce “asyntactic” comprehension: evidence from aphasia. [Abstract]Journal of Clinical and Experimental Neuropsychology,15, 390.