Articles (Refereed Journals, Proceeding)
Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2004). Teacher's Reading Subject Matter Knowledge and their Ability to Calibrate this Knowledge. Annals of Dyslexia, 54 (1),139-166.
Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Share, D. (2003). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, .
Daniels, D. H., & Perry, K. E. (2003). "Learner-centered" according to children. Theory into Practice, 42(2), 102-109.
Donohue, K. M., Perry, K. E., & Weinstein, R. S. (2003). Teachers' classroom practices and children's rejection by their peers. Journal of Applied Developmental Psychology, 24(1), 91-118.
Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14, 549-568.
Perry, K. E., & Weinstein, R. S. (1998). The social context of early schooling and children's school adjustment. Educational Psychologist, 33(4), 177-194.
Pratarelli, M. E., Perry, K. E., & Galloway, A. M. (1994). Automatic lexical access in children: New evidence from masked identity priming. Journal of Experimental Child Psychology, 58, 346-358.
Other Papers/Reports/Op-Eds/Computer Programs
A reading- writing-language sourcebook for the primary grades (1997). University School Support for Educational Reform. Contributing Author and member of the Bay Area Reading Task Force.