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    • Bondarev, Dmitry. (2019). Introduction: Orthographic polyphony in Arabic script. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 1–37). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-001
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    • Kataoka, Kuniyoshi. (2003). Form and function of emotive pictorial signs in casual letter writing. Written Language & Literacy, 6(1), 1–29.
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
  • Barton, David, & Hamilton, Mary. (1998). Local literacies: Reading and writing in one community. London: Routledge. Cited by23
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    • Canagarajah, Suresh. (2000). [Book review: David Barton & Mary Hamilton, (1998), Local literacies: Reading and writing in one community]. Written Language & Literacy, 3(2), 271–274.
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    • Herbert, Pat, & Robinson, Clinton. (1999). Another language, another literacy? Evidence from Africa. Written Language & Literacy, 2(2), 247–266.
    • Hicks, Troy, & Perrin, Daniel. (2014b). Beyond single modes and media: Writing as an ongoing multimodal text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 231–253). Berlin; Boston: De Gruyter Mouton.
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    • Johnson, Sally, & Finlay, Frank (2001). (Il)literacy and (im)morality in Bernhard Schlink's The reader. Written Language & Literacy, 4(2), 195–214.
    • Kress, Gunther. (2003). Literacy in the new media age. London; New York: Routledge. http://dx.doi.org/10.4324/9780203164754
    • Lee, Carmen, & Barton, David. (2012). Multilingual texts on Web 2.0: The case of Flickr.com. In Mark Sebba, Shahrzad Mahootian, & Carla Jonsson (Eds.), Language mixing and code-switching in writing: Approaches to mixed-language written discourse (Routledge Critical Studies in Multilingualism 2) (pp. 128–145). New York; London: Routledge.
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    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Lyons, Martyn, & Marquilhas, Rita (Eds.). (2017). Approaches to the history of written culture: A world inscribed (New Directions in Book History). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54136-5
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    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Schneider, Cindy. (2016). Talking around the texts: Literacy in a multilingual Papua New Guinean community. Written Language & Literacy, 19(1), 1–34. https://doi.org/10.1075/wll.19.1.01sch
    • Seidenberg, Mark S. (2013). The science of reading and its educational implications [Special issue: Learning to read and write: Connections between written and spoken language]. Language Learning and Development, 9(4), 331–360. https://doi.org/10.1080/15475441.2013.812017
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
  • Barton, David, Hamilton, Mary, & Ivanič, Roz (Eds.). (2000). Situated literacies: Reading and writing in context. London: Routledge. Cited by17
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    • Kress, Gunther. (2003). Literacy in the new media age. London; New York: Routledge. http://dx.doi.org/10.4324/9780203164754
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Lyons, Martyn, & Marquilhas, Rita (Eds.). (2017). Approaches to the history of written culture: A world inscribed (New Directions in Book History). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54136-5
    • Olson, David R., & Torrance, Nancy. (2009). Preface. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. xiii-xxi). Cambridge: Cambridge University Press.
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    • Rogers, Alan. (2001). [Book review: David Barton, Mary Hamilton, Roz Ivanič (Eds.), (2000), Situated literacies: Reading and writing in context]. Written Language & Literacy, 4(1), 122–124.
    • Street, Brian. (2009). Ethnography of writing and reading. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 329–345). Cambridge: Cambridge University Press.
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    • Uppstad, Per Henning, Solheim, Oddny Judith, & Skaftun , Atle. (2020). The reading – writing connection in assessment of reading comprehension. Exploring the role of a communicative aspect of writing. 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. 243–262). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_16
    • Werner, Shirley. (2009). Literacy studies in classics: The last twenty years. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 333–382). Oxford: Oxford University Press.
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    • Jisa, Harriet, Reilly, Judy S., Verhoeven, Ludo, Baruch, Elisheva, & Rosado, Elisa. (2002). Passive voice constructions in written texts: A cross-linguistic developmental study [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 163–181.
    • Jisa, Harriet, & Tolchinsky, Liliana. (2009). Developing a depersonalized stance through linguistic means in typologically different languages: Written expository discourse. Written Language & Literacy, 12(1), 1–25. https://doi.org/10.1075/wll.12.1.01jis
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    • Reilly, Judy S., Baruch, Elisheva, Jisa, Harriet, & Berman, Ruth A. (2002). Propositional attitudes in written and spoken language [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 183–218.
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    • Schiff, Rachel, & Korat, Ofra. (2006). Sociocultural factors in children's written narrative production. Written Language & Literacy, 9(2), 213–246.
  • Berman, Ruth A. (1995). Narrative competence and storytelling performance: How children tell stories in different contexts. Journal of Narrative and Life History, 5, 285–313. Cited by6
    • Hertz-Lazarowitz, Rachel. (2004). Storybook writing in first grade. Reading and Writing: An Interdisciplinary Journal, 17(3), 267–299.
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    • Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
    • Tolchinsky, Liliana, Johansson, Victoria, & Zamora, Anita. (2002). Text openings and closings in writing and speech: Autonomy and differentiation [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 219–253.
  • Berman, R. A. (1997a). Narrative theory and narrative development: The Labovian impact. Journal of Narrative and Life History, 7, 235–244. Cited by7
    • Berman, Ruth A. (2016). Linguistic literacy and later language development. 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. 181–200). Cham: Springer.
    • Berman, Ruth, Ragnarsdóttir, Hrafnhildur, & Strömqvist, Sven. (2002). Discourse stance: Written and spoken language. [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 255–289.
    • Berman, Ruth A., & Ravid, Dorit. (2009). Becoming a literate language user: Oral and written text construction across adolescence. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 92–111). Cambridge: Cambridge University Press.
    • Brandes, Gilad, & Ravid, Dorit. (2019). The development of adverbial clause functions in Hebrew narrative and expository writing across adolescence. Written Language & Literacy, 22(1), 130–158. https://doi.org/10.1075/wll.00022.bra
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. 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. 271–285). Cham: Springer.
    • Ravid, Dorit, & Chen-Djemal, Yehudit. (2015). Spoken and written narration in Hebrew: A case study. Written Language & Literacy, 18(1), 56–81. https://doi.org/10.1075/wll.18.1.03rav
    • Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
  • Berman, Ruth A. (1997b). Preliterate knowledge of language: What five-year-olds know about language structure and language use. In Clotilde Ponteorvo (Ed.), Writing development: An interdisciplinary view (Studies in Written Llanguage and literacy 6) (pp. 61–76). Amsterdam; Philadelpha: John Benjamins. Cited by8
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    • Jisa, Harriet, & Tolchinsky, Liliana. (2009). Developing a depersonalized stance through linguistic means in typologically different languages: Written expository discourse. Written Language & Literacy, 12(1), 1–25. https://doi.org/10.1075/wll.12.1.01jis
    • Mazur-Palandre, Audrey. (2015). Overcoming preferred argument structure in written French: Development, modality, text type. Written Language & Literacy, 18(1), 25–55. https://doi.org/10.1075/wll.18.1.02maz
    • Ravid, Dorit. (2001). Learning to spell in Hebrew: Phonological and morphological factors. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 459–485. https://doi.org/10.1023/A:1011192806656
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Salas, Naymé, Llauradó, Anna, Castillo, Cristina, Taulé, Mariona, & Martí, M. Antònia. (2016). Linguistic correlates of text quality from childhood to adulthood. 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. 307–326). Cham: Springer.
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  • Berman, R. A. (2004). Between emergence and mastery: The long developmental route of language acquisition. In R. A. Berman (Ed.), Language development across childhood and adolescence (Trends in Language Acquisition Research 3) (pp. 9–34). Amsterdam: John Benjamins. Cited by9
    • Ailhaud, Emilie, Chenu, Florence, & Jisa, Harriet. (2016). A developmental perspective on the units of written French. 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. 287–305). Cham: Springer.
    • Berman, Ruth, Nayditz, Ronit, & Ravid, Dorit. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14(2), 161–187. https://doi.org/10.1075/wll.14.2.01ber
    • Berman, Ruth A., & Ravid, Dorit. (2009). Becoming a literate language user: Oral and written text construction across adolescence. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 92–111). Cambridge: Cambridge University Press.
    • Kupersmitt, Judy R. (2016). When causation meets motion: Motion events at the interface between coherence and cohesion in narrative development. 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. 227–249). Cham: Springer.
    • Mazur-Palandre, Audrey. (2015). Overcoming preferred argument structure in written French: Development, modality, text type. Written Language & Literacy, 18(1), 25–55. https://doi.org/10.1075/wll.18.1.02maz
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. 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. 271–285). Cham: Springer.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
    • Salas, Naymé, Llauradó, Anna, Castillo, Cristina, Taulé, Mariona, & Martí, M. Antònia. (2016). Linguistic correlates of text quality from childhood to adulthood. 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. 307–326). Cham: Springer.
  • Berman, R. A. (2005). Introduction: Developing discourse stance in different text types and languages. Journal of Pragmatics, 37(2), 105–124. Cited by8
    • Ailhaud, Emilie, Chenu, Florence, & Jisa, Harriet. (2016). A developmental perspective on the units of written French. 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. 287–305). Cham: Springer.
    • Berman, Ruth A. (2016). Linguistic literacy and later language development. 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. 181–200). Cham: Springer.
    • Berman, Ruth, Nayditz, Ronit, & Ravid, Dorit. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14(2), 161–187. https://doi.org/10.1075/wll.14.2.01ber
    • Berman, Ruth A., & Nir, Bracha. (2010). The lexicon in writing-speech-differentiation: Developmental perspectives [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 183–205. https://doi.org/10.1075/wll.13.2.01ber
    • Berman, Ruth A., & Ravid, Dorit. (2009). Becoming a literate language user: Oral and written text construction across adolescence. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 92–111). Cambridge: Cambridge University Press.
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. 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. 271–285). Cham: Springer.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Ravid, Dorit, & Chen-Djemal, Yehudit. (2015). Spoken and written narration in Hebrew: A case study. Written Language & Literacy, 18(1), 56–81. https://doi.org/10.1075/wll.18.1.03rav
  • Berman, Ruth A. (2008). The psycholinguistics of developing text construction. Journal of Child Language, 35, 735–771. Cited by13
    • Aparici, Melina, Rosado, Elisa, & Perera, Joan. (2016). Later development of relative clauses across discourse genres and modalities of production. 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. 201–225). Cham: Springer.
    • Bel, Aurora, Perera, Joan, & Salas, Naymé. (2010). Anaphoric devices in written and spoken narrative discourse: Data from Catalan [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 236–259. https://doi.org/10.1075/wll.13.2.03bel
    • Bel, Aurora, & Albert, Milagros. (2016). The development of referential choice in Spanish narratives among school-age children and adolescents. 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. 251–269). Cham: Springer.
    • Berman, Ruth A. (2016). Linguistic literacy and later language development. 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. 181–200). Cham: Springer.
    • Berman, Ruth, Nayditz, Ronit, & Ravid, Dorit. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14(2), 161–187. https://doi.org/10.1075/wll.14.2.01ber
    • Berman, Ruth A., & Nir, Bracha. (2010). The lexicon in writing-speech-differentiation: Developmental perspectives [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 183–205. https://doi.org/10.1075/wll.13.2.01ber
    • Berman, Ruth A., & Ravid, Dorit. (2009). Becoming a literate language user: Oral and written text construction across adolescence. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 92–111). Cambridge: Cambridge University Press.
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    • Mazur-Palandre, Audrey. (2015). Overcoming preferred argument structure in written French: Development, modality, text type. Written Language & Literacy, 18(1), 25–55. https://doi.org/10.1075/wll.18.1.02maz
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. 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. 271–285). Cham: Springer.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Ravid, Dorit, & Chen-Djemal, Yehudit. (2015). Spoken and written narration in Hebrew: A case study. Written Language & Literacy, 18(1), 56–81. https://doi.org/10.1075/wll.18.1.03rav
    • Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
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    • Berman, Ruth A. (2016). Linguistic literacy and later language development. 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. 181–200). Cham: Springer.
    • Berman, Ruth, Nayditz, Ronit, & Ravid, Dorit. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14(2), 161–187. https://doi.org/10.1075/wll.14.2.01ber
    • Brandes, Gilad, & Ravid, Dorit. (2019). The development of adverbial clause functions in Hebrew narrative and expository writing across adolescence. Written Language & Literacy, 22(1), 130–158. https://doi.org/10.1075/wll.00022.bra
    • Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
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  • Berman, Ruth A. (2016). Linguistic literacy and later language development. 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. 181–200). Cham: Springer. Cited by1
    • Reilly, Judy, & Polse, Lara. (2016). Perspectives on spoken and written language: Evidence from English speaking children. 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. 125–140). Cham: Springer.
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    • Brandes, Gilad, & Ravid, Dorit. (2019). The development of adverbial clause functions in Hebrew narrative and expository writing across adolescence. Written Language & Literacy, 22(1), 130–158. https://doi.org/10.1075/wll.00022.bra
    • Kaplan, Dafna. (2013). Development of reading comprehension from middle childhood to adolescence: Distributional and qualitative analyses of two genres. Written Language & Literacy, 16(2), 208–240. https://doi.org/10.1075/wlL16.2.04kap
    • Mazur-Palandre, Audrey. (2015). Overcoming preferred argument structure in written French: Development, modality, text type. Written Language & Literacy, 18(1), 25–55. https://doi.org/10.1075/wll.18.1.02maz
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. 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. 271–285). Cham: Springer.
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    • Beers, Scott F., & Nagy, William E. (2011). Writing development in four genres from grades three to seven: Syntactic complexity and genre differentiation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 183–202. https://doi.org/10.1007/s11145-010-9264-9
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    • Brandes, Gilad, & Ravid, Dorit. (2019). The development of adverbial clause functions in Hebrew narrative and expository writing across adolescence. Written Language & Literacy, 22(1), 130–158. https://doi.org/10.1075/wll.00022.bra
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    • Jisa, Harriet, & Tolchinsky, Liliana. (2009). Developing a depersonalized stance through linguistic means in typologically different languages: Written expository discourse. Written Language & Literacy, 12(1), 1–25. https://doi.org/10.1075/wll.12.1.01jis
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    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. 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. 271–285). Cham: Springer.
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    • Vail, Gabrielle, & Macri, Martha J. (2000). Introduction to special issue: Language and dialect in the Maya hieroglyphic script [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 1–11.
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    • Mora-Marín, David. (2016). A study in Mayan paleography: The history of T168/2M1a ʔAJAW ‘Lord, Ruler’ and the origin of the syllabogram T130/2S2 wa. Written Language & Literacy, 19(1), 35–74. https://doi.org/10.1075/wll.19.1.02mor
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Compiled and edited by Terry Joyce. © April, 2022