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    • Asadi, Ibrahim A. (2017). Reading Arabic with the diacritics for short vowels: Vowelised but not necessarily easy to read. Writing Systems Research, 9(2), 137–147. https://doi.org/10.1080/17586801.2017.1400493
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    • Taha, Haitham. (2016). Deep and shallow in Arabic orthography: New evidence from reading performance of elementary school native Arab readers. Writing Systems Research, 8(2), 133–142. https://doi.org/10.1080/17586801.2015.1114910
    • Taouk, Miriam, & Coltheart, Max. (2004). The cognitive processes involved in learning to read in Arabic [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 27–57. https://doi.org/10.1023/B:READ.0000013831.91795.ec
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    • Asadi, Ibrahim A. (2017). Reading Arabic with the diacritics for short vowels: Vowelised but not necessarily easy to read. Writing Systems Research, 9(2), 137–147. https://doi.org/10.1080/17586801.2017.1400493
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    • Hermena, Ehab W., Bouamama, Sana, Liversedge, Simon P., & Drieghe, Denis. (2021). Does diacritics-based lexical disambiguation modulate word frequency, length, and predictability effects? An eye-movements investigation of processing Arabic diacritics. PLoS ONE, 16(11), e0259987. https://doi.org/10.1371/journal.pone.0259987
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    • Taouk, Miriam, & Coltheart, Max. (2004). The cognitive processes involved in learning to read in Arabic [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 27–57. https://doi.org/10.1023/B:READ.0000013831.91795.ec
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    • Abu-Rabia, Salim. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 39–59. https://doi.org/10.1023/A:1008147606320
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    • Hansen, Gunna Funder. (2014). Word recognition in Arabic: Approaching a language-specific reading model. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 55–76). Dordrecht: Springer.
    • Mahfoudhi, Abdessatar, Everatt, John, & Elbeheri, Gad. (2011). Introduction to the special issue on literacy in Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1011–1018. https://doi.org/10.1007/s11145-011-9306-y
    • Saiegh-Haddad, Elinor. (2003a). Bilingual oral reading fluency and reading comprehension: The case of Arabic/Hebrew (L1) - English (L2) readers. Reading and Writing: An Interdisciplinary Journal, 16(8), 717–736.
    • Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
    • Silva, Cláudia. (2011). Writing in Portuguese chats :) : A new wrtng systm? [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 143–156. https://doi.org/10.1075/wll.14.1.07sil [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 147–159). Amsterdam: John Benjamins]
    • Taha, Haitham. (2016). Deep and shallow in Arabic orthography: New evidence from reading performance of elementary school native Arab readers. Writing Systems Research, 8(2), 133–142. https://doi.org/10.1080/17586801.2015.1114910
    • Taouk, Miriam, & Coltheart, Max. (2004). The cognitive processes involved in learning to read in Arabic [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 27–57. https://doi.org/10.1023/B:READ.0000013831.91795.ec
  • Abu-Rabia, Salim. (2000). Effects of exposure to literary Arabic on reading comprehension in diglossic situation. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 147–157. Cited by21
    • Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
    • Abu-Rabia, Salim, & Taha, Haitham. (2004). Reading and spelling error analysis of native Arabic dyslexic readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 651–689. https://doi.org/10.1007/s11145-004-2657-x
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    • Baluch, Bahman. (2006). Perian orthography and its relation to literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 365–376). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Farran, Lama K., Bingham, Gary E., & Matthews, Mona W. (2014). Environmental contributions to language and literacy outcomes in bilingual English-Arabic children in the U.S. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 351–379). Dordrecht: Springer.
    • Hertz-Lazarowitz, Rachel. (2004). Storybook writing in first grade. Reading and Writing: An Interdisciplinary Journal, 17(3), 267–299.
    • Jarjoura, Waleed, & Karni, Avi. (2014). Braille reading in blind and sighted individuals: Educational considerations and experimental evidence. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 395–408). Dordrecht: Springer.
    • Khamis-Dakwar, Reem, & Makhoul, Baha. (2014). The development of ADAT (Arabic Diglossic Knowledge and Awareness Test): A theoretical and clinical overview. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 279–300). Dordrecht: Springer.
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    • Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
    • Myhill, John. (2014). The effect of diglossia on literacy in Arabic and other languages. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 197–223). Dordrecht: Springer.
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    • Saiegh-Haddad, Elinor. (2003a). Bilingual oral reading fluency and reading comprehension: The case of Arabic/Hebrew (L1) - English (L2) readers. Reading and Writing: An Interdisciplinary Journal, 16(8), 717–736.
    • Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
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    • Saiegh-Haddad, Elinor, & Spolsky, Bernard. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 225–240). Dordrecht: Springer.
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  • Abu-Rabia, Salim. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 39–59. https://doi.org/10.1023/A:1008147606320 Cited by25
    • Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
    • Abu-Rabia, Salim, & Taha, Haitham. (2004). Reading and spelling error analysis of native Arabic dyslexic readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 651–689. https://doi.org/10.1007/s11145-004-2657-x
    • Abu-Rabia, Salim, & Taha, Haitham. (2006b). Reading in Arabic orthography: Characteristics, research findings, and assessment. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 321–338). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Asadi, Ibrahim A. (2017). Reading Arabic with the diacritics for short vowels: Vowelised but not necessarily easy to read. Writing Systems Research, 9(2), 137–147. https://doi.org/10.1080/17586801.2017.1400493
    • Asadi, Ibrahim A., Ibrahim, Raphiq, & Khateb, Asaid. (2017). What contributes to spelling in Arabic? A cross-sectional study from first to sixth grade. Writing Systems Research, 9(1), 60–81. https://doi.org/10.1080/17586801.2016.1218748
    • Breznitz, Zvia. (2004). Introduction on regular and impaired reading in semitic languages [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 645–649.
    • Eviatar, Zohar, & Ibrahim, Raphiq. (2014). Why is it hard to read Arabic? In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 77–96). Dordrecht: Springer.
    • Hansen, Gunna Funder. (2014). Word recognition in Arabic: Approaching a language-specific reading model. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 55–76). Dordrecht: Springer.
    • Hermena, Ehab W., Bouamama, Sana, Liversedge, Simon P., & Drieghe, Denis. (2021). Does diacritics-based lexical disambiguation modulate word frequency, length, and predictability effects? An eye-movements investigation of processing Arabic diacritics. PLoS ONE, 16(11), e0259987. https://doi.org/10.1371/journal.pone.0259987
    • Hertz-Lazarowitz, Rachel. (2004). Storybook writing in first grade. Reading and Writing: An Interdisciplinary Journal, 17(3), 267–299.
    • Khoury-Metanis, Afnan, Asadi, Ibrahim A., & Khateb, Asaid. (2018). The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children. Writing Systems Research, 10(2), 95–110. https://doi.org/10.1080/17586801.2018.1540375
    • Mahfoudhi, Abdessatar, Everatt, John, & Elbeheri, Gad. (2011). Introduction to the special issue on literacy in Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1011–1018. https://doi.org/10.1007/s11145-011-9306-y
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Mohamed, Wessam, Elbert, Thomas, & Landerl, Karin. (2011). The development of reading and spelling abilities in the first 3 years of learning Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1043–1060. https://doi.org/10.1007/s11145-010-9249-8
    • Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
    • Ravid, Dorit. (2006a). Hebrew orthography and literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 339–364). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Ravid, Dorit, & Haimowitz, Sarit. (2006). The vowel path: Learning about vowel representation in written Hebrew [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 67–93.
    • Russak, Susie, & Fragman, Alon. (2014). The development of grapho-phonemic representations among native Hebrew speakers learning Arabic as a foreign language. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 381–393). Dordrecht: Springer.
    • Saiegh-Haddad, Elinor. (2003a). Bilingual oral reading fluency and reading comprehension: The case of Arabic/Hebrew (L1) - English (L2) readers. Reading and Writing: An Interdisciplinary Journal, 16(8), 717–736.
    • Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
    • Schiff, Rachel, & Ravid, Dorit. (2004b). Vowel representation in written Hebrew: Phonological, orthographic and morphological contexts. Reading and Writing: An Interdisciplinary Journal, 17(3), 241–265. http://dx.doi.org/10.1023/B:READ.0000017668.48386.90
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • Taha, Haitham. (2016). Deep and shallow in Arabic orthography: New evidence from reading performance of elementary school native Arab readers. Writing Systems Research, 8(2), 133–142. https://doi.org/10.1080/17586801.2015.1114910
    • Tahan, Sandy, Cline, Tony, & Messaoud-Galusi, Souhila. (2011). The relationship between language dominance and pre-reading skills in young bilingual children in Egypt [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1061–1087. https://doi.org/10.1007/s11145-011-9301-3
    • Taouk, Miriam, & Coltheart, Max. (2004). The cognitive processes involved in learning to read in Arabic [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 27–57. https://doi.org/10.1023/B:READ.0000013831.91795.ec
  • Abu-Rabia, Salim. (2002). Reading in a root-based-morphology language: The case of Arabic. Journal of Research in Reading, 25, 299–309. Cited by10
    • Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
    • Abu-Rabia, Salim, & Taha, Haitham. (2004). Reading and spelling error analysis of native Arabic dyslexic readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 651–689. https://doi.org/10.1007/s11145-004-2657-x
    • Abu-Rabia, Salim, & Taha, Haitham. (2006b). Reading in Arabic orthography: Characteristics, research findings, and assessment. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 321–338). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Breznitz, Zvia. (2004). Introduction on regular and impaired reading in semitic languages [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 645–649.
    • Khamis-Dakwar, Reem, & Makhoul, Baha. (2014). The development of ADAT (Arabic Diglossic Knowledge and Awareness Test): A theoretical and clinical overview. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 279–300). Dordrecht: Springer.
    • Mohamed, Wessam, Elbert, Thomas, & Landerl, Karin. (2011). The development of reading and spelling abilities in the first 3 years of learning Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1043–1060. https://doi.org/10.1007/s11145-010-9249-8
    • Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
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    • Levin, Iris, & Aram, Dorit. (2012). Mother-child joint writing and storybook reading and their effects on children's literacy: An intervention study. Reading and Writing, 25(1), 217–249. https://doi.org/10.1007/s11145-010-9254-y
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    • Puranik, Cynthia S., & Lonigan, Christopher J. (2011). From scribbles to scrabble: Preschool children's developing knowledge of written language. Reading and Writing, 24(5), 567–589. https://doi.org/10.1007/s11145-009-9220-8
    • Robins, Sarah, & Treiman, Rebecca. (2010). Learning about writing begins informally. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 17–29). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_2
    • Segal-Drori, Ora, Korat, Ofra, Shamir, Adina, & Klein, Pnina S. (2010). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading and Writing, 23(8), 913–930. https://doi.org/10.1007/s11145-009-9182-x
  • Aram, Dorit, & Korat, Ofra (Eds.). (2010). Literacy development and enhancement across orthographies and cultures (Literacy Studies 2). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6 Cited by1
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  • Aram, Dorit, Korat, Ofra, & Levin, Iris. (2006). Maternal mediation in a young child's writing activity: A sociocultural perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 709–733). Mahwah, NJ; London: Lawrence Erlbaum Associates. Cited by2
    • Korat, Ofra, Klein, Pnina, & Segal-Drori, Ora. (2007). Maternal mediation in book reading, home literacy environment, and children's emergent literacy: A comparison between two social groups. Reading and Writing, 20(4), 361–398. https://doi.org/10.1007/s11145-006-9034-x
    • Shanya, Michal, Geva, Esther, & Melech-Feder, Liat. (2010). Emergent literacy in children of immigrants coming from a primarily oral literacy culture. Written Language & Literacy, 13(1), 24–60. https://doi.org/10.1075/wll.13.1.02sha
  • Aram, Dorit, & Levin, Iris. (2001). Mother-child joint writing in low SES: Sociocultural factors, maternal mediation and emergent literacy. Cognitive Development, 16, 831–852. https://doi.org/10.1016/S0885-2014(01)00067-3 Cited by21
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    • Aram, Dorit, Korat, Ofra, & Levin, Iris. (2006). Maternal mediation in a young child's writing activity: A sociocultural perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 709–733). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Aram, Dorit, & Levin, Iris. (2004). The role of maternal mediation of writing to kindergartners in promoting literacy achievements in second grade: A longitudinal perspective. Reading and Writing: An Interdisciplinary Journal, 17(4), 387–409. https://doi.org/10.1023/B:READ.0000032665.14437.e0
    • Aram, Dorit, & Levin, Iris. (2016). Mother-child joint writing as a learning activity. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 29–45). Cham: Springer.
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    • Elimelech, Adi, Aram, Dorit, & Levin, Iris. (2020). Mothers teaching their children the Hebrew writing system: The effects on children’s early writing and reading skills. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 263–287). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_17
    • Farran, Lama K., Bingham, Gary E., & Matthews, Mona W. (2014). Environmental contributions to language and literacy outcomes in bilingual English-Arabic children in the U.S. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 351–379). Dordrecht: Springer.
    • Korat, Ofra, Aram, Dorit, Hassunha-Arafat, Safieh, Iraki, Himat Hag-Yehiya, & Saiegh-Haddad, Elinor. (2014). Mother-child literacy activities and early literacy in the Israeli Arab family. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 323–347). Dordrecht: Springer.
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    • Lam, Silvia Siu-Yin, & McBride-Chang, Catherine. (2013). Parent-child joint writing in Chinese kindergarteners: Explicit instruction in radical knowledge and stroke writing skills. Writing Systems Research, 5(1), 88–109. https://doi.org/10.1080/17586801.2013.812532
    • Levin, Iris, & Aram, Dorit. (2012). Mother-child joint writing and storybook reading and their effects on children's literacy: An intervention study. Reading and Writing, 25(1), 217–249. https://doi.org/10.1007/s11145-010-9254-y
    • Levin, Iris, Aram, Dorit, Tolchinsky, Liliana, & McBride, Catherine. (2013). Maternal mediation of writing and children's early spelling and reading: The Semitic abjad versus the European alphabet [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 134–155. https://doi.org/10.1080/17586801.2013.797335
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    • McBride-Chang, Catherine, Lin, Dan, Liu, Phil D., Aram, Dorit, Levin, Iris, Cho, Jeung-Ryeul, Shu, Hua, & Zhang, Yuping. (2012). The ABC's of Chinese: Maternal mediation of Pinyin for Chinese children's early literacy skills. Reading and Writing, 25(1), 283–300. https://doi.org/10.1007/s11145-010-9270-y
    • Phillips, Linda M. (2010). The making of literate families: Considerations of context and misconceptions. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 123–135). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_9
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    • Shanya, Michal, Geva, Esther, & Melech-Feder, Liat. (2010). Emergent literacy in children of immigrants coming from a primarily oral literacy culture. Written Language & Literacy, 13(1), 24–60. https://doi.org/10.1075/wll.13.1.02sha
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    • Elimelech, Adi, Aram, Dorit, & Levin, Iris. (2020). Mothers teaching their children the Hebrew writing system: The effects on children’s early writing and reading skills. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 263–287). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_17
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    • Levin, Iris, & Aram, Dorit. (2012). Mother-child joint writing and storybook reading and their effects on children's literacy: An intervention study. Reading and Writing, 25(1), 217–249. https://doi.org/10.1007/s11145-010-9254-y
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    • Sénéchal, Monique, Whissell, Josée, & Bildfell, Ashley. (2017). Starting from home: Home literacy practices that make a difference. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 384–407). Amsterdam; Philadelphia: John Benjamins.
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    • Levin, Iris, & Aram, Dorit. (2012). Mother-child joint writing and storybook reading and their effects on children's literacy: An intervention study. Reading and Writing, 25(1), 217–249. https://doi.org/10.1007/s11145-010-9254-y
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Compiled and edited by Terry Joyce. © April, 2022