• Haarmann, Harald. (1990). Universalgeschichte der Schrift. Frankfurt; New York: Campus Verlag. Cited by15
    • Brekle, Herbert E. (1994b). Die Buchstabenformen westlicher Alphabetschriften in ihrer historischen Entwicklung [The development of letter forms in western alphabets]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 171–204). Berlin; New York: De Gruyter. https://doi.org/10.1515/9783110111293.1.2.171
    • Brekle, Herbert E. (1994d). Typographie [Typography]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 204–227). Berlin; New York: De Gruyter.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Daniels, Peter T. (1996b). The study of writing systems. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 3–17). New York; Oxford: Oxford University Press.
    • Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
    • Erfurt, Jürgen. (1996). Sprachwandel und Schriftlichkeit [Language change and writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1387–1404). Berlin; New York: De Gruyter.
    • Haarmann, Harald. (1994a). Der alteuropäisch-altmediterrane Schriftenkreis. [Old European-Old Mediteranean scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 268–274). Berlin; New York: De Gruyter.
    • Haarmann, Harald. (1994b). Entstehung und Verbreitung von Alphabetschriften [Evolution and spread of alphabetic scripts] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 329–347). Berlin; New York: De Gruyter.
    • Haarmann, Harald (2006). Language planning: Graphization and the development of writing systems [Sprachplanung: Graphisation und die Entwicklung von Schreibsystemen]. In Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, & Peter Trudgill (Eds.), Sociolinguistics: An international handbook of the science of language and society [Ein internationales Handbuch zur Wissenschaft von Sprache und Gesellschaft] (Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistic and Communication Science 3.3) (pp. 2402–2420). Berlin: De Gruyter. https://doi.org/10.1515/9783110184181.3.11.2402
    • Neef, Sonja. (2008) Abdruck und Spur: Handschrift im Zeitalter ihrer technischen Reproduzierbarkeit. Berlin: Kulturverlag Kadmos. [English translation: Mathews, Anthony (Translator). (2011). Imprint and trace: Handwriting in the age of technology. London: Reaktion Books]
    • Pasch, Helma. (2008). Competing scripts: The introduction of the Roman alphabet in Africa. International Journal of the Sociology of Language, 191, 65–109. https://doi.org/10.1515/IJSL.2008.025
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Stetter, Christian. (1994). Orthographie als Normierung des Schriftsystems [Orthography as a norm for the writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 687–697). Berlin; New York: De Gruyter.
    • The Unicode Consortium. (1991). The Unicode Standard: Version 1.0. Reading, MA: Addison-Wesley. [1996, Version 2.0; 2003, Version, 4.0.0; 2005, Version 5.0; 2011, Version 6.0.0; 2016, Version 9.0.0; 2018, Version 11.0.0]
    • Wiebelt, Alexandra. (2004). Do symmetrical letter pairs affect readability? A cross-linguistic examination of writing systems with specific reference to the runes [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 275–303. https://doi.org/10.1075/wll.7.2.07wie
  • Haarmann, Harald. (1994a). Der alteuropäisch-altmediterrane Schriftenkreis. [Old European-Old Mediteranean scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 268–274). Berlin; New York: De Gruyter.
  • Haarmann, Harald. (1994b). Entstehung und Verbreitung von Alphabetschriften [Evolution and spread of alphabetic scripts] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 329–347). Berlin; New York: De Gruyter. Cited by1
    • Haarmann, Harald (2006). Language planning: Graphization and the development of writing systems [Sprachplanung: Graphisation und die Entwicklung von Schreibsystemen]. In Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, & Peter Trudgill (Eds.), Sociolinguistics: An international handbook of the science of language and society [Ein internationales Handbuch zur Wissenschaft von Sprache und Gesellschaft] (Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistic and Communication Science 3.3) (pp. 2402–2420). Berlin: De Gruyter. https://doi.org/10.1515/9783110184181.3.11.2402
  • Haarmann, Harald (2006). Language planning: Graphization and the development of writing systems [Sprachplanung: Graphisation und die Entwicklung von Schreibsystemen]. In Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, & Peter Trudgill (Eds.), Sociolinguistics: An international handbook of the science of language and society [Ein internationales Handbuch zur Wissenschaft von Sprache und Gesellschaft] (Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistic and Communication Science 3.3) (pp. 2402–2420). Berlin: De Gruyter. https://doi.org/10.1515/9783110184181.3.11.2402 Cited by1
    • Elti di Rodeano, Sveva. (2019). Digraphia: The story of a sociolinguistic typology. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 111–126). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-elti
  • Haarmann, Pirrko-Liisa. (1994). Copyright [Copyright]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 898–902). Berlin; New York: De Gruyter.
  • Haas, C. (1996). Writing technology: Studies on the materiality of literacy. Mahwah, NJ: Lawrence Erlbaum Associates. Cited by12
    • Baron, Naomi S. (2004). Rethinking written culture [A discussion of R. Harris, (2000), Rethinking writing]. Language Sciences, 26, 57–96. https://doi.org/10.1016/j.langsci.2003.06.001
    • Bolter, Jay David. (1991). Writing space: Computers, hypertext, and the remediation of print. Mahwah, NJ; London: Lawrence Erlbaum Associates. [2001, Second edition]
    • Flouda, Georgia. (2013). Materiality of Minoan writing: Modes of display and perception. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 143–174). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.h
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Jacobs, Geert, & Perrin, Daniel. (2014). Production modes: Writing as materializing and stimulating thoughts. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 181–208). Berlin; Boston: De Gruyter Mouton.
    • Jakobs, Eva-Maria, & Spinuzzi, Clay. (2014a). Introduction: Domain perspectives in text production research. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 325–332). Berlin; Boston: De Gruyter Mouton.
    • Jakobs, Eva-Maria, & Spinuzzi, Clay. (2014b). Professional domains: Writing as creation of economic value. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 359–384). Berlin; Boston: De Gruyter Mouton.
    • Kirschenbaum, Matthew G. (2016). Track changes: A literary history of word processing. Cambridge, MA: Belknap Press.
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Marshall, Catherine C. (2010). Reading and writing the electronic book (Synthesis Lectures on Information Concepts, Retrieval, and Services 9). Morgan & Claypool Publishers.
    • Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
    • Piquette, Kathryn E. (2018a). An archaeology of art and writing: Early Egyptian labels in context. Cologne: Modern Academic Publishing. https://doi.org/10.16994/bak
  • Haas, Gerhard. (1996). Aspekte und Probleme des Leseunterrichts: Literaturunterricht [Aspects and problems of the teaching of reading: Instruction in literature]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) pp. 1230–1240). Berlin; New York: De Gruyter.
  • Haas, Mary R. (1956). The Thai system of writing. Washington, DC: American Council of Learned Societies. Cited by10
    • Bright, William. (1994). Evolution of the Indian writing system. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 322–328). Berlin; New York: De Gruyter.
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Daniels, Peter T. (2019). Indic scripts: History, typology, study. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 11–42). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_2
    • Diller, Anthony. (1996). Thai and Lao writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 457–466). New York; Oxford: Oxford University Press.
    • Diller, Anthony. (2017). Early Thai orthography: Innovative tone-marking or recent hoax? Written Language & Literacy, 20(2), 227–251. https://doi.org/10.1075/wll.00005.dil
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Patel, Purushottam G. (1995). Brahmi scripts, Orthographic units and reading acquisition. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 265–275). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Trager, George L. (1974). Writing and writing systems. In Thomas A. Sebeok (Ed.), Current trends in linguistics (Linguistics and Adjacent Arts and Sciences 12) (pp. 373–469). The Hague; Paris: Mouton.
  • Haas, William. (1970). Phono-graphic translation (Mont Follick Series 2). Manchester. Manchester University Press. Cited by26
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
    • Eisenberg, Peter. (1983b). Writing system and morphology: Some orthographic regularities of German. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 63–80). Berlin; New York; Amsterdam: Mouton Publishers.
    • Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Glushko, Robert J. (1981). Principles for pronouncing print: The psychology of phonography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 61–84). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Haas, William. (1983). Determining the level of a script. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 15–29). Berlin; New York; Amsterdam: Mouton Publishers.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • Kohrt, Manfred. (1986). The term ‘grapheme’ in the history and theory of linguistics. In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 80–96). Berlin; New York: Walter de Gruyter. https://doi.org/10.1515/9783110867329.80
    • Ludwig, Otto. (1983b). Writing systems and written language. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 31–43). Berlin; New York; Amsterdam: Mouton Publishers.
    • Rutkowska, Hanna. (2017). Orthography. In Laurel J. Brinton, & Alexander Bergs (Eds), The history of English. Volume 1: Historical outlines from sound to text (pp. 200–217). Berlin; Boston: Walter de Gruyter.
    • Ryan, Des. (2016b). Linguists' descriptions of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 41–64). Oxon: Routledge.
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Tauli, Valter. (1977). Speech and spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 17–35). The Hague; Paris: Mouton.
    • Unger, J. Marshall, & DeFrancis, John. (1995). Logographic and semasiographic writing systems: A critique of Sampson's classification. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 45–58). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Upward, Christopher, & Davidson, George. (2011). The history of English spelling (The Language Library). Chichester: Wiley-Blackwell.
    • Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
    • Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
  • Haas, William. (1976). Writing: The basic options. In William Haas (Ed.), Writing without letters (Mont Follick Series 4) (pp. 131–208). Manchester: Manchester University Press. Cited by30
    • Aronoff, Mark. (1994). Spelling as culture. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 67–86). Dordrecht: Kluwer Academic Publishers.
    • Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
    • Catach, Nina. (1986). The grapheme: Its position and its degree of autonomy with respect to the system of the language. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 1–10). Berlin; New York: Walter de Gruyter.
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
    • Eisenberg, Peter. (1983b). Writing system and morphology: Some orthographic regularities of German. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 63–80). Berlin; New York; Amsterdam: Mouton Publishers.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
    • Haas, William. (1983). Determining the level of a script. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 15–29). Berlin; New York; Amsterdam: Mouton Publishers.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Joyce, Terry. (2011). The significance of the morphographic principle for the classification of writing systems [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 58–81. https://doi.org/10.1075/wll.14.1.04joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins]
    • Joyce, Terry. (2016). Writing systems and scripts. In Andrea Rocci & Louis de Saussure (Eds.), Verbal communication (Handbooks of Communication Science 3) (pp. 287–308). Berlin; Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110255478-016
    • Joyce, Terry, & Borgwaldt, Susanne R. (2011). Typology of writing systems: Special issue introduction [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 1–11. https://doi.org/10.1075/wll.14.1.01joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 1–11). Amsterdam: John Benjamins]
    • Joyce, Terry, & Ohta, Nobuo. (2002). Constituent morpheme frequency data for two-kanji compound words. Tsukuba Psychological Research, 24, 111–141.
    • Masuda, Hisashi, & Joyce, Terry. (2005). A database of two-kanji compound words featuring morphological family, morphological structure, and semantic category data. In Katsuo Tamaoka, (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 30–44). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • Neijt, Anneke. (2002). The interfaces of writing and grammar. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 11–34). Tübingen: Max Niemeyer Verlag.
    • Neijt, Anneke, & Schreuder, Robert. (2007). Asymmetrical phoneme-grapheme mapping of coronal plosives in Dutch [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 219–234.
    • Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • Scribner, Sylvia, & Cole, Michael. (1981). The psychology of literacy. Cambridge, MA; London: Harvard University Press.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Unger, J. Marshall, & DeFrancis, John. (1995). Logographic and semasiographic writing systems: A critique of Sampson's classification. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 45–58). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
    • Wilhelm, Gernot. (1983). Reconstructing the phonology of dead languages. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 157–166). Berlin; New York; Amsterdam: Mouton Publishers.
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Haas, William. (1983). Determining the level of a script. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 15–29). Berlin; New York; Amsterdam: Mouton Publishers. Cited by18
    • Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Coulmas, Florian. (1996b). Typology of writing systems. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1380–1387). Berlin; New York: De Gruyter.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
    • Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Honda, Keisuke. (2007). Kana digraphs and morae: A structural analysis. Written Language & Literacy, 10(1), 65–82.
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • Honda, Keisuke. (2021). A modular theoretic approach to the Japanese writing system: Possibilities and challenges. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 621–643). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hond
    • Joyce, Terry. (2011). The significance of the morphographic principle for the classification of writing systems [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 58–81. https://doi.org/10.1075/wll.14.1.04joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins]
    • Joyce, Terry. (2016). Writing systems and scripts. In Andrea Rocci & Louis de Saussure (Eds.), Verbal communication (Handbooks of Communication Science 3) (pp. 287–308). Berlin; Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110255478-016
    • Joyce, Terry, & Borgwaldt, Susanne R. (2011). Typology of writing systems: Special issue introduction [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 1–11. https://doi.org/10.1075/wll.14.1.01joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 1–11). Amsterdam: John Benjamins]
    • Joyce, Terry, & Ohta, Nobuo. (2002). Constituent morpheme frequency data for two-kanji compound words. Tsukuba Psychological Research, 24, 111–141.
    • Masuda, Hisashi, & Joyce, Terry. (2005). A database of two-kanji compound words featuring morphological family, morphological structure, and semantic category data. In Katsuo Tamaoka, (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 30–44). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • Osterkamp, Sven, & Schreiber, Gordian. (2021). Challenging the dichotomy between phonography and morphography: Transitions and gray areas. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 47–82). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-oste
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
  • Haas, William (Ed.). (1969). Alphabets for English (Mont Follick Series 1). Manchester: Manchester University Press. Cited by14
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Coulmas, Florian. (2016). Sociolinguistics and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 261–274). Oxon: Routledge.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Tauli, Valter. (1977). Speech and spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 17–35). The Hague; Paris: Mouton.
    • Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
    • Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
  • Haas, William (Ed.). (1976). Writing without letters. Manchester: Manchester University Press. Cited by12
    • Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Harris, Roy. (1994). Semiotic aspects of writing. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 41–48). Berlin; New York: De Gruyter.
    • Kim-Renaud, Young-Key. (1997b). The phonological analysis reflected in the Korean writing system. In Young-Key Kim-Renaud (Ed.), The Korean alphabet: Its history and structure (pp. 161–192). Honolulu: University of Hawai‘i Press.
    • Kim-Renaud, Young-Key. (2000). Sejong's theory of literacy and writing [Special issue: Literacy and writing systems in Asia, edited by Chin w. Kim, Elmer H., Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 13–45.
    • Ludwig, Otto. (1983b). Writing systems and written language. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 31–43). Berlin; New York; Amsterdam: Mouton Publishers.
    • Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
  • Haas, William (Ed.). (1982). Standard languages, spoken and written. Manchester: Manchester University Press. Cited by4
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1994b). Schriftlichkeit und Diglossie [Writing and diglossia]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 739–745). Berlin; New York: De Gruyter.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
  • Habein, Yaeko Sato. (1984). The history of the Japanese written language. Tokyo: University of Tokyo Press. Cited by21
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Gnanadesikan, Amalia E. (2012). Maldivian Thaana, Japanese kana, and the representation of moras in writing [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 91–102. https://doi.org/10.1080/17586801.2012.693459
    • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223
    • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press.
    • Igarashi, Yuko. (2007). The changing role of katakana in the Japanese writing system: Processing and pedagogical dimensions for native speakers and foreign learners. Doctoral dissertation. University of Victoria, British Columbia, Canada. [2008, Saarbrücken: VDM Verlag Dr. Müller.]
    • Iventosch, Meiko Shimizu. (2012a). Orthography: Human creativity and adaptability. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 99–113). New York; London: Routledge.
    • Joyce, Terry, Hodošček, Bor, & Nishina, Kikuko. (2012). Orthographic representation and variation within the Japanese writing system: Some corpus-based observations [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 254–278. https://doi.org/10.1075/wll.15.2.07joy
    • Joyce, Terry, & Masuda, Hisashi. (2018). Introduction to the multi-script Japanese writing system and word processing. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 179–199). Amsterdam: John Benjamins.
    • Matsunaga, Sachiko. (2016). Teaching and learning to read kanji as L2: Why are they difficult? In Jun Xing, & Pak-sheung Ng (Eds.), Indigenous culture, education and globalization: Critical perspectives from Asia (pp. 245–262). Berlin; Heidelberg: Springer. https://doi.org/10.1007/978-3-662-48159-2_13
    • Miyajima, Tatsuo. (1996). Japanese written language. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1476–1483). Berlin; New York: De Gruyter.
    • Robertson, Wesley C. (2020). Scripting Japan: Orthography, variation, and the creation of meaning in written Japanese (Routledge Studies in Sociolinguistics). London; New York: Routledge. https://doi.org/10.4324/9780429331008
    • Smith, Janet S. (Shibamoto) (1996). Japanese writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 209–217). New York; Oxford: Oxford University Press.
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
    • The Unicode Consortium. (1991). The Unicode Standard: Version 1.0. Reading, MA: Addison-Wesley. [1996, Version 2.0; 2003, Version, 4.0.0; 2005, Version 5.0; 2011, Version 6.0.0; 2016, Version 9.0.0; 2018, Version 11.0.0]
    • Tollini, Aldo. (2012). Symmetry and asymmetry, Chinese writing in Japan: The case of Kojiki (712). In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 169–179). Leiden; Boston: Brill.
    • Tranter, Nicolas. (2002). The ‘ideal square’ of logographic scripts and the structural similarities of Khitan script and han'gul. In Sang-Oak Lee & Gregory K. Iverson (Eds), Pathways into Korean language and culture: Essays in honor of Young-Key Kim-Renaud (pp. 503–522). Seoul: Pagijong Press.
    • Tranter, Nicolas. (2008). Nonconventional script choice in Japan [Special issue: The sociolinguistics of script choice, edited by Peter Unseth]. International Journal of the Sociology of Language, 192, 133–151. https://doi.org/10.1515/IJSL.2008.040
  • Haber, L. R., Haber, R. N., & Furlin, K. R. (1983). Word length and word shape as sources of information in reading. Reading Research Quarterly, 18(2), 165–189. Cited by6
    • Hoosain, Rumjahn. (1992). Psychological reality of the word in Chinese. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 111–130). Amsterdam; London; New York; Tokyo: North-Holland.
    • Massaro, Dominic W., & Jesse, Alexandra. (2005). The magic of reading: Too many influences for quick and easy explanations. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 37–61). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
  • Habib, M. (2000). The neurological basis of developmental dyslexia: An overview and working hypothesis. Brain, 123(12), 2373–2399. https://doi.org/10.1093/brain/123.12.2373 Cited by8
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Groth, Katarina, Lachmann, Thomas, Riecker, Axel, Muthmann, Irene, & Steinbrink, Claudia. (2011). Developmental dyslexics show deficits in the processing of temporal auditory information in German vowel length discrimination. Reading and Writing, 24(3), 285–303. https://doi.org/10.1007/s11145-009-9213-7
    • Hoeft, Fumiko, & Wang, Cheng. (2019). Intergenerational transmission in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 413–438). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.019
    • Katzir, Tami, Christodoulou, Joanna A., & Chang, Bernard. (2016). The neurobiological basis of reading fluency. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 11–23). Springer. https://doi.org/10.1007/978-3-319-30478-6_2
    • Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
    • Kim, Jeesun, & Davis, Chris. (2006). Literacy acquisition in Korean hangul: Investigating the perceptual and phonological processing of good and poor readers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 377–386). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
    • Steenbeek-Planting, Esther G., van Bon, Wim H. J., & Schreuder, Robert. (2017). Instability of word reading errors of typical and poor readers. Written Language & Literacy, 20(2), 147–169. https://doi.org/10.1075/wll.00002.ste
  • Habib, Sandy, & Kurzon, Dennis. (2008). The systematization and typology of the instant messaging writing system used by young Israeli Arabs. Written Language & Literacy, 11(1), 35–48. https://doi.org/10.1075/wll.11.1.04hab Cited by2
    • Abu Elhija, Dua'a. (2014). A new writing system? Developing orthographies for writing Arabic dialects in electronic media. Writing Systems Research, 6(2), 190–214. https://doi.org/10.1080/17586801.2013.868334
    • Angermeyer, Philipp Sebastian. (2012). Bilingualism meets digraphia: Script alternation and hybridity in Russian-American writing and beyond. 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. 255–272). New York; London: Routledge.
  • Habinek, Thomas. (2009). Situating literacy at Rome. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 114–140). Oxford: Oxford University Press.
  • Hachimi, Atiqa. (2017). Moralizing stances: Discursive play and ideologies of language and gender in Moroccan digital discourse. In Jacob Høigilt & Gunvor Mejdell (Eds.), The politics of written language in the Arab world: Writing change (Studies in Semitic Languages and Linguistics 90) (pp. 239–265). Leiden; Boston: Brill.
  • Hacker, Douglas J. (1997). Comprehension monitoring of written discourse across early-to-middle adolescence. Reading and Writing: An Interdisciplinary Journal, 9(3), 207–240. Cited by2
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Van Waes. Luuk, Leijten, Mariëlle, & Quinlan, Thomas. (2010). Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 803–834. https://doi.org/10.1007/s11145-009-9190-x
  • Hacker, D. J., Plumb, C. S., Butterfield, E. C., Quathamer, D., & Heineken, E. (1994). Text revision: Detection and correction of errors. Journal of Educational Psychology, 86(1), 65–78. https://doi.org/10.1037/0022-0663.86.1.65 Cited by5
    • Adams, Anne-Marie, Simmons, Fiona, Willis, Catherine, & Pawling, Ralph. (2010). Undergraduate students’ ability to revise text effectively: relationships with topic knowledge and working memory [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 54–76. https://doi.org/10.1111/j.1467-9817.2009.01432.x
    • Hacker, Douglas J. (1997). Comprehension monitoring of written discourse across early-to-middle adolescence. Reading and Writing: An Interdisciplinary Journal, 9(3), 207–240.
    • Pilotti, Maura, & Chodorow, Martin. (2009). Error detection/correction in collaborative writing. Reading and Writing, 22(3), 245–260. https://doi.org/10.1007/s11145-007-9110-x
    • Van Waes. Luuk, Leijten, Mariëlle, & Quinlan, Thomas. (2010). Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 803–834. https://doi.org/10.1007/s11145-009-9190-x
    • Wengelin, Åsa, Leijten, Mariëlle, & Van Waes, Luuk. (2010). Studying reading during writing: New perspectives in research [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 735–742. https://doi.org/10.1007/s11145-009-9187-5
  • Hackett, J. A. (1984). The Balaam Text from Deir ʿAllā (Harvard Semitic Monograph 31). Chico, CA: Scholars Press. Cited by6
    • Aufrecht, Walter E. (2014). Prolegomenon to the study of Old Aramaic and Ammonite Lapidary inscriptions. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 100–106). Winona Lake, IN: Eisenbrauns.
    • Bos, James M. (2015). The “literarization” of the biblical prophecy of doom. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 263–280). Atlanta, GA: SBL Press.
    • Edelman, Diana V. (2013). Genesis: A composition for construing a homeland of the imagination for elite scribal circles or for educating the illiterate? In Philip R. Davies & Thomas Römer (Eds.), Writing the Bible: Scribes, scribalism and script (pp. 47–66). Durham: Acumen.
    • Herr, Larry G. (2014a). Aramaic and Ammonite seal scripts. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 175–186). Winona Lake, IN: Eisenbrauns.
    • Lemarie, André. (2014a). A history of Northwest Semitic epigraphy. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 5–29). Winona Lake, IN: Eisenbrauns.
    • Rollston, Christopher A. (2014c). Northwest Semitic cursive scripts of Iron II. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 202–234). Winona Lake, IN: Eisenbrauns.
  • Hackett, Jo Ann, & Aufrecht, Walter E. (Eds.). (2014). Preface. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. ix–xi). Winona Lake, IN: Eisenbrauns.
  • Hackett, Jo Ann, & Aufrecht, Walter E. (Eds.). (2014). “An eye for form”: Epigraphic essays in honor of Frank Moore Cross. Winona Lake, IN: Eisenbrauns.
  • Häcki-Buhofer, Annelies. (1985). Schriftlichkeit im Alltag. Theoretische und empirische Aspekte - am Beispiel eines Schweizer Industriebetriebs. Bern. Cited by6
    • Antos, Gerd. (1996). Die Produktion schriftlicher Texte [The production of written texts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1527–1535). Berlin; New York: De Gruyter.
    • Augst, Gerhard, & Müller, Karin. (1996). Die schriftliche Sprache im Deutschen [Written language: German]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1500–1506). Berlin; New York: De Gruyter.
    • Buhofer, Annelies Häcki. (1994). Schriftlichkeit im Handel [Writing and trade]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 619–628). Berlin; New York: De Gruyter.
    • Dehn, Mechthild, & Sjölin, Amelie. (1996). Frühes Lesen und Schreiben [Early reading and writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1141–1153). Berlin; New York: De Gruyter.
    • Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
    • Jakobs, Eva-Maria, & Spinuzzi, Clay. (2014b). Professional domains: Writing as creation of economic value. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 359–384). Berlin; Boston: De Gruyter Mouton.
  • Hadamitzky, W., & Spahn, M. (1981). Kanji and kana: A handbook and dictionary of the Japanese writing system. Tokyo: Charles E. Tuttle. Cited by6
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Gnanadesikan, Amalia E. (2011). Syllables and syllabaries: What writing systems tell us about syllable structure. In Charles Cairns & Eric Raimy (Eds.), Handbook of the syllable (Brill's Handbooks in Linguistics 1) (pp. 395–414). Leiden: Brill. https://doi.org/10.1163/ej.9789004187405.i-464.118
    • Gnanadesikan, Amalia E. (2012). Maldivian Thaana, Japanese kana, and the representation of moras in writing [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 91–102. https://doi.org/10.1080/17586801.2012.693459
    • Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
    • Seeley, Christopher. (1991). A history of writing in Japan. (Brill’s Japanese Studies Library 3). Leiden: Brill. [2000, Reprinted, Honolulu, HI: University of Hawai‘i Press]
    • Tamaoka, Katsuo. (2005). The effect of morphemic homophony on the processing of Japanese two-kanji compound words. Reading and Writing, 18(4), 281–302. https://doi.org/10.1007/s11145-005-3354-0
  • Haddock, M. (1976). Effects of an auditory and an auditory-visual method of blending instruction on the ability of prereaders to decode synthetic words. Journal of Educational Psychology, 68, 825–831. Cited by5
    • Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Johnston, Rhona S., & Watson, Joyce E. (2004). Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing: An Interdisciplinary Journal, 17(4), 327–357.
    • Johnston, Rhona S., & Watson, Joyce E. (2006). The effectiveness of synthetic phonics teaching in developing reading and spelling skills in English-speaking boys and girls. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 679–691). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
  • Haeri, N. (2003). Sacred language, ordinary people. Dilemmas of culture and politics in Egypt. New York: Palgrave Macmillan. Cited by7
    • Brustad, Kristen. (2017). Diglossia as ideology. In Jacob Høigilt & Gunvor Mejdell (Eds.), The politics of written language in the Arab world: Writing change (Studies in Semitic Languages and Linguistics 90) (pp. 41–67). Leiden; Boston: Brill.
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Hachimi, Atiqa. (2017). Moralizing stances: Discursive play and ideologies of language and gender in Moroccan digital discourse. In Jacob Høigilt & Gunvor Mejdell (Eds.), The politics of written language in the Arab world: Writing change (Studies in Semitic Languages and Linguistics 90) (pp. 239–265). Leiden; Boston: Brill.
    • Haeri, Niloofar. (2009). The elephant in the room: Language and literacy in the Arab world. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 418–430). Cambridge: Cambridge University Press.
    • Høigilt, Jacob. (2017). Dialect with an attitude: Language and criticism in New Egyptian print media. In Jacob Høigilt & Gunvor Mejdell (Eds.), The politics of written language in the Arab world: Writing change (Studies in Semitic Languages and Linguistics 90) (pp. 166–189). Leiden; Boston: Brill.
    • 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.
    • Kindt, Kristian Takvam, & Kebede, Tewodros Aragie. (2017). A language for the people? Quantitative indicators of written dārija and ʿāmmiyya in Cairo and Rabat. In Jacob Høigilt & Gunvor Mejdell (Eds.), The politics of written language in the Arab world: Writing change (Studies in Semitic Languages and Linguistics 90) (pp. 18–40). Leiden; Boston: Brill.
  • Haeri, Niloofar. (2009). The elephant in the room: Language and literacy in the Arab world. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 418–430). Cambridge: Cambridge University Press. Cited by3
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • 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.
    • Olson, David R. (2009b). Literacy, literacy policy, and the school. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 566–576). Cambridge: Cambridge University Press.
  • Hagège, Claude. (1988). Writing: The invention and the dream. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 72–83). Berlin; Heidelberg: Springer.
  • Haghighi, Puntis Jifroodian, & Suen, Ching Y. (2012). Handwritten Farsi word recognition using Hidden Markov Models. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts Berlin: Springer.
  • Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9 Cited by1
    • Yamashita, Junko. (2018). Orthographic and phonological processing in L2-English word recognition: Longitudinal observations from Grade 9 to 11 in EFL learners in Japan. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 267–292). Amsterdam: John Benjamins.
  • Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539. Cited by2
    • Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
    • Ouellette, Gene, & Beers, Ashley. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23(2), 189–208. https://doi.org/10.1007/s11145-008-9159-1
  • Hagtvet, Bente E., Helland, Turid, & Lyster, Solveig-Alma H. (2006). Literacy acquisition in Norwegian. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 15–29). Mahwah, NJ; London: Lawrence Erlbaum Associates. Cited by1
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Häikiö, T., Bertram, R., Hyönä, J., & Niemi, P. (2009). Development of the letter identity span in reading: Evidence from the eye movement moving window paradigm. Journal of Experimental Child Psychology, 102, 167–181. Cited by5
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Reichle, Erik D., & Sheridan, Heather. (2015). E-Z reader: An overview of the model and two recent applications. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 277–290). New York: Oxford University Press.
    • Roschke, Kristy, & Radach, Ralph. (2016). Perception, reading, and digital media. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 33–52). London; New York: Routledge.
    • Schotter, Elizabeth R., & Rayner, Keith. (2015). The work of the eyes during reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 44–59). New York: Oxford University Press.
  • Haile, Getatchew. (1996). Ethiopic writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 569–576). New York; Oxford: Oxford University Press. Cited by16
    • Ahlberg, Aija Katriina. (2020). How abugida readers learn alphabetic literacy skills: The role of phonological awareness in the transfer process in the Konso language, Southwest Ethiopia (JYU Dissertations 237). Jyväskylä: University of Jyväskylä. http://urn.fi/URN:ISBN:978-951-39-8188-4
    • Ahlberg, Aija Katriina, Eklund, Kenneth, Otieno, Suzanne C. S. A., & Nieminen, Lea. (2019). From abugida to alphabet in Konso, Ethiopia: The interplay between script and phonological awareness. Written Language & Literacy, 22(1), 1–32. https://doi.org/10.1075/wll.00018.ahl
    • Amha, Azeb. (2010). On loans and additions to the Fidäl (Ethiopic) writing system. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 179–196). Leiden; Boston: Brill.
    • Bright, William. (1999). A matter of typology: Alphasyllabaries and abugidas. Written Language & Literacy, 2(1), 45–55. https://doi.org/10.1075/wll.2.1.03bri
    • Bright, William. (2000). A matter of typology: Alphasyllabaries and abugidas [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 63–71.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Lehmann, Reinhard G. (2012). 27–30–22–26 – How many letters needs an alphabet? The case of Semitic. In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 11–52). Leiden; Boston: Brill.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Salomon, Richard G. (2000). Typological observations on the Indic script group and its relationship to other alphasyllabaries [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj. B. Kachu]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 87–103.
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
    • Sproat, Richard. (2003). A formal computational analysis of Indic scripts. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 9–40). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
    • Sproat, Richard. (2006). Brahmi-derived scripts, script layout, and segmental awareness [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 45–65. https://doi.org/10.1075/wll.9.1.05spr
    • Sproat, Richard. (2010). Language, technology, and society. Oxford: Oxford University Press.
    • Sproat, Richard, & Gutkin, Alexander. (2021). The taxonomy of writing systems: How to measure how logographic a system is. Computational Linguistics, 47(3), 477–528. https://doi.org/10.1162/coli_a_00409
  • Håland, Eva Marie. (2017). Adab sākhir (satirical literature) and the use of Egyptian vernacular. In Jacob Høigilt & Gunvor Mejdell (Eds.), The politics of written language in the Arab world: Writing change (Studies in Semitic Languages and Linguistics 90) (pp. 142–165). Leiden; Boston: Brill.
  • Halderman, Laura K., Ashby, Jane, & Perfetti, Charles A. (2012). Phonology: An early and integral role in identifying words. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 207–228). London: Psychology Press. Cited by8
    • Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
    • Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
    • Clifton, Charles, Jr. (2015). The roles of phonology in silent reading: A selective review. In Lyn Frazier & Edward Gibson (Eds.), Explicit and implicit prosody in sentence processing: Studies in honor of Janet Dean Fodor (Studies in Theoretical Psycholinguistics 46) (pp. 161–176). Cham: Springer. https://doi.org/10.1007/978-3–319-12961-7_9
    • Lew, Sigrid. (2014). A linguistic analysis of the Lao writing system and its suitability for minority language orthographies [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 25–40. https://doi.org/10.1080/17586801.2013.846843
    • Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Yap, Melvin J., & Balota, David A. (2015). Visual word recognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 26–43). New York: Oxford University Press.
    • Yap, Melvin J., & Rickard Liow, Susan J. (2016). Processing the written word. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 453–469). Oxon: Routledge.
  • Haley, Allan, Poulin, Richard, Tselentis, Jason, Seddon, Tony, Leonidas, Gerry, Saltz, & Ina, Henderson, Kathryn, with Alterman, Tyler. (2012). Typography, referenced: A comprehensive visual guide to the language, history, and practice of typography. Beverly, MA: Rockport Publishers. Cited by1
    • Cullen, Kristin. (2012). Design elements, typography fundamentals: A graphic style manual for understanding how typography affects design. Beverly, MA: Rockport Publishers.
  • Halgren, E. (1990). Insights from evoked potentials into the neuropsychological mechanisms of reading. In A. B. Scheibel & A. F. Wechsler (Eds.), Neurobiology of higher cognitive function (pp. 103–150). New York: Guilford. Cited by3
    • Breznitz, Zvia. (2002). Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 15–42.
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Breznitz, Zvia, Oren, Revital, & Shaul, Shelley. (2004). Brain activity of regular and dyslexic readers while reading Hebrew as compared to English sentences [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 707–737.
  • Hall, J. W., Wilson, K. P., Humphreys, M. S., Tinzmann, M. B., & Bowyer, P. M. (1983). Phonemic similarity effects in good vs. poor readers. Memory & Cognition, 11, 520–527. Cited by6
    • Cain, Kate, Oakhill, Jane, & Bryant, Peter. (2000b). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 31–56. https://doi.org/10.1023/A:1008051414854
    • Messbauer, Vera C. S., & de Jong, Peter F. (2006). Effects of visual and phonological distinctness on visual-verbal paired associate learning in Dutch dyslexic and normal readers. Reading and Writing, 19(4), 393–426. https://doi.org/10.1007/s11145-005-5121-7
    • Mody, Maria. (2003). Phonological basis in reading disability: A review and analysis of the evidence [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 21–39.
    • Post, Yolanda V., & Carreker, Suzanne. (2002). Orthographic similarity and phonological transparency in spelling. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 317–340.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Hall, R. A. (1961). Sound and spelling in English. New York: Chilton. Cited by5
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
    • Venezky, Richard L. (1970c). The structure of English orthography (Janua Linguarum, Series Minor 82). The Hague; Paris: Mouton.
  • Hallager, E. (1996). The Minoan Roundel and other sealed documents in the Neopalatial Linear A administration (Aegaeum 14). Liège: Université de Liège. Cited by13
    • Bennet, John. (2008). Now you see it; now you don't! The disappearance of the Linear A script on Crete. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 1–29). London: Equinox Publishing.
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Finlayson, Sarah. (2013). Form follows function: Writing and its supports in the Aegean Bronze Age. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 123–142). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.g
    • Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
    • Karagianni, Angeliki. (2015). Linear B administration: The communicative aspects of written media and the organisation of the Mycenaean bureaucracy. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 25–60). Berlin; Boston: Walter de Gruyter.
    • Militello, Pietro M. (2017). Management, power and non-literate communication in Prepalatial and Palatial Messara. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 55–72). Firenze: Firenze University Press.
    • Perna, Massimo. (2017). Administrative documents without writing: The case of sealings and flat-based nodules. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 73–80). Firenze: Firenze University Press.
    • Salgarella, Ester, & Castellan, Simon. (2021). SigLA: The signs of Linear A. A palæographical database. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 945–962). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salg
    • Schoep, Ilse. (2017). The role of non-written communication in Minoan administrative practices. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 81–97). Firenze: Firenze University Press.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Weingarten, Judith. (2017). When one equals one: The Minoan roundel. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 100–108). Firenze: Firenze University Press.
    • Whittaker, Helène. (2013). The function and meaning of writing in the Prehistoric Aegean: Some reflections on the social and symbolic significance of writing from a material perspective. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 105–121). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.f
  • Halle, Morris. (1969). Some thoughts on spelling. In K. S. Goodman & J. T. Fleming (Eds.), Psycholinguistics and the teaching of reading (pp. 17–24). Newark, DE: International Reading Association. Cited by12
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • DeFrancis, John. (1984a). The Chinese language: Fact and fantasy. Honolulu, HI: University of Hawai‘i Press. [2011, Die chinesische Sprache: Fakten und Mythen (Translated by Stephan Puhl). Nettetal: Steyler Verlag]
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Gough, Philip B. (1972). One second of reading. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 331–358). Cambridge, MA; London: The MIT Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Klima, Edward S. (1972). How alphabets might reflect language. In James F. Kavanagh, & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 57–80). Cambridge, MA; London: The MIT Press.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Unger, J. Marshall, & DeFrancis, John. (1995). Logographic and semasiographic writing systems: A critique of Sampson's classification. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 45–58). Dordrecht; Boston; London: Kluwer Academic Publishers.
  • Halle, Morris. (1972). On a parallel between conventions of versification and orthography; and on literacy among the Cherokee. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 149–154). Cambridge, MA; London: The MIT Press. Cited by2
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
  • Hallgren, B. (1950). Specific dyslexia (congenital word-blindness): A clinical and genetic study. Acta Psychiatrica et Neurolagica Supplement, 65, 1–287. Cited by7
    • Boada, Richard, Willcutt, Erik G., Tunick, Rachel A., Chhabildas, Nomita A., Olson, Richard K., DeFries, John C., & Pennington, Bruce F. (2002). A twin study of the etiology of high reading ability. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 683–707.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Lecours, André Roch, & Nespoulous, Jean-Luc. (1988). The biology of writing. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 236–245). Berlin; Heidelberg: Springer.
    • Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Halliday, Michael A. K. (1985). Spoken and written language. Oxford: Oxford University Press; Geelong, Victoria: Deakin University Press. [1989, Second edition, Oxford: Oxford University Press] Cited by13
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • 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.
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Cook, Vivian. (2016). Background to the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 5–23). Oxon: Routledge.
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Gibbons, John. (1999). Register aspects of literacy in Spanish. Written Language & Literacy, 2(1), 63–88.
    • Iventosch, Meiko Shimizu. (2012a). Orthography: Human creativity and adaptability. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 99–113). New York; London: Routledge.
    • Joyce, Terry. (2011). The significance of the morphographic principle for the classification of writing systems [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 58–81. https://doi.org/10.1075/wll.14.1.04joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins]
    • Moats, Louisa, Foorman, Barbara, & Taylor, Patrick. (2006). How quality of writing instruction impacts high-risk fourth graders' writing. Reading and Writing, 19(4), 363–391. https://doi.org/10.1007/s11145-005-4944-6
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Presutti, Stefano. (2021a). The interdependence between speech and writing. Towards a greater awareness. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 83–101). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-prea
    • Strömqvist, Sven, Johansson, Victoria, Kriz, Sarah, Ragnarsdóttir, Hrafnhildur, Aisenman, Ravid, & Ravid, Dorit. (2002). Toward a cross-linguistic comparison of lexical quanta in speech and writing [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 1), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(1), 45–67.
  • Halliday, M. A. K. (1987). Spoken and written modes of meaning. In R. Horowitz & S. J. Samuels (Eds.), Comprehending oral and written language (pp. 55–82). San Diego, CA: Academic Press. Cited by7
    • Beers, Scott F., & Nagy, William E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing, 22(2), 185–200. https://doi.org/10.1007/s11145-007-9107-5
    • Berninger, Virginia W., Nagy, William, & Beers, Scott. (2011). Child writers' construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 151–182. https://doi.org/10.1007/s11145-010-9262-y
    • Chafe, Wallace. (1992). Information flow in speaking and writing. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological studies in language, 21) (pp. 17–29). Amsterdam; Philadelphia: John Benjamins.
    • Kataoka, Kuniyoshi. (2003). Form and function of emotive pictorial signs in casual letter writing. Written Language & Literacy, 6(1), 1–29.
    • Kellogg, Ronald T. (1994). The psychology of writing. New York: Oxford University Press.
    • Olson, David R. (2009b). Literacy, literacy policy, and the school. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 566–576). Cambridge: Cambridge University Press.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
  • Halliday, Michael A. K. (1989). Spoken and written language (Second edition). Oxford: Oxford University Press. [1985, First edition, Oxford: Oxford University Press; Geelong, Victoria: Deakin University Press] Cited by14
    • 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.
    • 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, 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.
    • Cook-Gumperz, Jenny (Ed.). (2006). The social construction of literacy (Second edition) (Studies in Interactional Sociolinguistics 25). Cambridge: Cambridge University Press. [1986, First edition]
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Kress, Gunther. (2003). Literacy in the new media age. London; New York: Routledge. http://dx.doi.org/10.4324/9780203164754
    • Laks, Lior, & Berman, Ruth A. (2014). A new look at diglossia: Modality-driven distinctions between spoken and written narratives in Jordanian Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 241–254). Dordrecht: 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
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Tolchinsky, Liliana. (2020). Text writing at the core of literacy discourse. 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. 163–168). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_10
    • Walters, Keith. (1994). Writing and education. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 638–645). Berlin; New York: De Gruyter.
  • Halliday, Michael A. K., & Hasan, Ruqaiya. (1976). Cohesion in English. London: Longman. Cited by32
    • Augst, Gerhard, & Müller, Karin. (1996). Die schriftliche Sprache im Deutschen [Written language: German]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1500–1506). Berlin; New York: De Gruyter.
    • Bailin, Alan, & Grafstein, Ann. (2016). Readability: Text and context. Basingstoke: Palgrave Macmillan.
    • 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
    • Brinker, Klaus. (1996). Die Konstitution schriftlicher Texte [The constitution of written texts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1515–1526). Berlin; New York: De Gruyter.
    • Chik, Pakey Pui-man, Ho, Connie Suk-han, Yeung, Pui-sze, Chan, David Wai-ock, Chung, Kevin Kien-hoa, Luan, Hui, Lo, Lap-yan, & Lau, Wendy Suet-yee. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing, 25(3), 679–699. https://doi.org/10.1007/s11145-010-9293-4
    • Cook-Gumperz, Jenny (Ed.). (2006). The social construction of literacy (Second edition) (Studies in Interactional Sociolinguistics 25). Cambridge: Cambridge University Press. [1986, First edition]
    • Dutka, Julia To. (1980). Anaphoric relations, comprehension and readability. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 537–549). New York; London: Plenum Press.
    • Ehrlich, Marie-France, Remond, Martine, & Tardieu, Hubert (1999). Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring. Reading and Writing: An Interdisciplinary Journal, 11(1), 29–63.
    • Eigler, Gunther. (1996). Methoden der Textproduktionsforschung [Research methods in the psychology of writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 992–1004). Berlin; New York: De Gruyter.
    • Frederiksen, John R. (1981). Sources of process interactions in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 361–386). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Grabe, William, & Biber, Douglas. (1996). Written language: English. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1495–1499). Berlin; New York: De Gruyter.
    • Harris, John. (1986). Children as writers. In Asher Cashdan (Ed.), Literacy: Teaching and learning language skills (pp. 82–111). Oxford: Basil Blackwell.
    • Harrison, Colin. (1986). New directions in text research and readability. In Asher Cashdan (Ed.), Literacy: Teaching and learning language skills (pp. 61–81). Oxford: Basil Blackwell.
    • Hoskyn, Maureen, & Swanson, H. Lee. (2003). The relationship between working memory and writing in younger and older adults. Reading and Writing: An Interdisciplinary Journal, 16(8), 759–784.
    • Kellogg, Ronald T. (1994). The psychology of writing. New York: Oxford 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.
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Linell, Per. (1982). The written language bias in linguistics (Studies in Comrnunication 2). Linköping: Linköping University.
    • 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
    • Mortensen, Lynne, Smith-Lock, Karen, & Nickels, Lyndsey. (2009). Text structure and patterns of cohesion in narrative texts written by adults with a history of language impairment [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 735–752. https://doi.org/10.1007/s11145-008-9150-x
    • Myhill, Debra. (2009). Developmental trajectories in mastery of paragraphing: Towards a model of development. Written Language & Literacy, 12(1), 26–51. https://doi.org/10.1075/wll.12.1.02myh
    • Plane, Sylvie. (2015). Some problems encountered in the description and analysis of the dynamics of writing. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 22–32). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.02pla
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Sánchez, Emilio, & García, J. Ricardo. (2009). The relation of knowledge of textual integration devices to expository text comprehension under different assessment conditions. Reading and Writing, 22(9), 1081–1108. https://doi.org/10.1007/s11145-008-9145-7
    • Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Tellings, Agnes E. J. M., & Penning de Vries, Bart. (2020). Connective frequencies in child-directed texts: A corpus analysis in comparison to theorized orders of connective acquisition and to connective frequencies in adult-directed texts. Written Language & Literacy, 23(1), 59–91. https://doi.org/10.1075/wll.00033.tel
    • Trabasso, Tom. (2005). The role of causal reasoning in understanding narratives. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 81–106). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • van den Broek, Paul, & Kendeou, Panayiota. (2017). Development of reading comprehension: Change and continuity in the ability to construct coherent representations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 283–305). Amsterdam; Philadelphia: John Benjamins.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
    • Wright, Patricia. (1980). Textual literacy: An outline sketch of psychological research on reading and writing. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 517–535). New York; London: Plenum Press.
  • Halliday, M. A. K., & Hasan, R. (1985). Language, context, and text: Aspects of language in social-semiotic perspective. Geelong, Australia: Deakin University Press. [1989, Oxford: Oxford University Press] Cited by11
    • Beers, Scott F., & Nagy, William E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing, 22(2), 185–200. https://doi.org/10.1007/s11145-007-9107-5
    • 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
    • Gibbons, John. (1999). Register aspects of literacy in Spanish. Written Language & Literacy, 2(1), 63–88.
    • Grabe, William, & Biber, Douglas. (1996). Written language: English. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1495–1499). Berlin; New York: De Gruyter.
    • 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
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Mortensen, Lynne, Smith-Lock, Karen, & Nickels, Lyndsey. (2009). Text structure and patterns of cohesion in narrative texts written by adults with a history of language impairment [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 735–752. https://doi.org/10.1007/s11145-008-9150-x
    • Prior, Paul, & Thorne, Steven L. (2014). Research paradigms: Beyond product, process, and social activity. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 31–54). Berlin; Boston: De Gruyter Mouton.
    • Snow, Catherine E., & Uccelli, Paola. (2009). The challenge of academic language. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 112–133). Cambridge: Cambridge University Press.
    • Wang, Shaomei. (2012a). Chinese writing reform: A socio-psycholinguistic perspective. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 45–67). New York; London: Routledge.
    • Wang, Shaomei. (2012b). The taxonomy of Chinese reading miscues. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 158–189). New York; London: Routledge.
  • Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literacy and discursive power. Pittsburgh: University of Pittsburgh Press; London: Falmer Press. Cited by8
    • Berkenkotter, Carol, & Luginbühl, Martin. (2014). Producing genres: Pattern variation and genre development. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 285–304). Berlin; Boston: De Gruyter Mouton.
    • Daniels, Peter T. (1996b). The study of writing systems. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 3–17). New York; Oxford: Oxford University Press.
    • Gibbons, John. (1999). Register aspects of literacy in Spanish. Written Language & Literacy, 2(1), 63–88.
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Norris, Stephen P., & Phillips, Linda M. (2009). Scientific literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 271–285). Cambridge: Cambridge University Press.
    • Prior, Paul, & Thorne, Steven L. (2014). Research paradigms: Beyond product, process, and social activity. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 31–54). Berlin; Boston: De Gruyter Mouton.
    • Proctor, C. Patrick, Dalton, Bridget, Uccelli, Paola, Biancarosa, Gina, Mo, Elaine, Snow, Catherine, & Neugebauer, Sabina. (2011). Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing, 24(5), 517–544. https://doi.org/10.1007/s11145-009-9218-2
    • Snow, Catherine E., & Uccelli, Paola. (2009). The challenge of academic language. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 112–133). Cambridge: Cambridge University Press.
  • Halverson, J. (1991). Olson on literacy. Language in Society, 20(4), 619–640. Cited by5
    • Biber, Douglas. (2009). Are there linguistic consequences of literacy? Comparing the potentials of language use in speech and writing. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 75–91). Cambridge: Cambridge University Press.
    • Hornberger, Nancy H. (1994). Oral and literate cultures. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 424–431). Berlin; New York: De Gruyter.
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Olson, David R., & Oatley, Keith. (2014). The quotation theory of writing. Written Communication, 31(1), 4–26. https://doi.org/10.1177/0741088313515164
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
  • Halverson, John. (1992). Goody and the implosion of the literacy thesis. Man, 27(2), 301–317. Cited by16
    • Baines, John. (2008). Writing and its multiple disappearances. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 347–362). London: Equinox Publishing.
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Boone, Elizabeth Hill. (1994a). Introduction: Writing and recorded knowledge. In Elizabeth Hill Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 3–26). Durham, NC: Duke University Press.
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Elti di Rodeano, Sveva. (2021). Scripts in contact: Transmission of the first alphabets. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 223–239). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-rode
    • Houston, Stephen. (1994). Literacy among the Pre-Columbian Maya: A comparative perspective. In Elizabeth H. Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 27–49). Durham, NC: Duke University Press.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Olson, David R. (2009a). A theory of reading/writing: From literacy to literature. Writing Systems Research, 1(1), 51–64. https://doi.org/10.1093/wsr/wsp005
    • Olson, David R. (2009c). Why literacy matters, then and now. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 385–403). Oxford: Oxford University Press.
    • Olson, David R., & Oatley, Keith. (2014). The quotation theory of writing. Written Communication, 31(1), 4–26. https://doi.org/10.1177/0741088313515164
    • Sawyer, R. Keith. (2002). [Book review: Jack Goody, (2000), The power of the written tradition]. Written Language & Literacy, 5(1), 127–131.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
    • 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.
  • Hamada, M., & Koda, K. (2008). Influence of first language orthographic experience on second language decoding and word learning. Language Learning, 58, 1–31. https://doi.org/10.1111/j.1467-9922.2007.00433.x Cited by6
    • Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
    • Koda, Keiko. (2013). Second language reading, scripts, and orthographies. In Carol A. Chapelle (Ed.), The encyclopedia of applied linguistics. Blackwell. https://doi.org/10.1002/9781405198431.wbeal1053
    • Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
    • Stenson, Nancy, & Hickey, Tina M. (2016). When regular is not easy: Cracking the code of Irish orthography. Writing Systems Research, 8(2), 187–217. https://doi.org/10.1080/17586801.2016.1177481
    • Woore, Robert. (2014). Beginner learners' progress in decoding L2 French: Transfer effects in typologically similar L1-L2 writing systems. Writing Systems Research, 6(2), 167–189. https://doi.org/10.1080/17586801.2013.838536
    • Yamashita, Junko. (2018). Orthographic and phonological processing in L2-English word recognition: Longitudinal observations from Grade 9 to 11 in EFL learners in Japan. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 267–292). Amsterdam: John Benjamins.
  • Hämäläinen, J., Leppänen, P. H. T., Torppa, M., Müller, K., & Lyytinen, H. (2005). Detection of sound rise time by adults with dyslexia. Brain and Language, 94, 32–47. Cited by6
    • Goswami, Usha, Gerson, Danielle, & Astruc, Luisa. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23(8), 995–1019. https://doi.org/10.1007/s11145-009-9186-6
    • Grigorenko, Elena L. (2008). Four “nons” of the brain–genes connection. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 283–308). New York; London. Lawrence Erlbaum Associates.
    • Mansion, Andre D., Connor, Carol McDonald, & Duncan, Greg J. (2016). Policy and community influences on learning to read. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 149–165). London; New York: Routledge.
    • Surányi, Zsuzsanna, Csépe, Valéria, Richardson, Ulla, Thomson, Jennifer M., Honbolygó, Ferenc, & Goswami, Usha. (2009). Sensitivity to rhythmic parameters in dyslexic children: A comparison of Hungarian and English. Reading and Writing, 22(1), 41–56. https://doi.org/10.1007/s11145-007-9102-x
    • Thomson, Jennifer M., & Goswami, Usha. (2010). Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading and Writing, 23(5), 453–473. https://doi.org/10.1007/s11145-009-9167-9
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
  • Hamann, Byron. (2004). Seeing and the Mixtec screenfolds. Visible Language, 38(1), 67–124. Cited by1
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
  • Hamilton, Gordon J. (2006). The origins of the West Semitic alphabet in Egyptian scripts (Catholic Biblical Quarterly, Monograph Series 40). Washington, DC: Catholic Biblical Association of America. Cited by19
    • Baines, John. (2008). Writing and its multiple disappearances. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 347–362). London: Equinox Publishing.
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Daniels, Peter T. (2009a). Grammatology. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 25–45). Cambridge: Cambridge University Press.
    • Daniels, Peter T. (2017a). The writing systems of Indo-European. In Jared Klein, Brian Joseph, & Matthias Fritz (Eds.) in cooperation with Mark Wenthe, Handbook of comparative and historical Indo-European linguistics (Handbooks of Linguistics and Communication Science 41.1) (pp. 26–61). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110261288-00
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Demsky, Aaron. (2015). The interface of oral and written traditions in ancient Israel: The case of the abecedaries. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 17–48). Newcastle upon Tyne: Cambridge Scholars Publishing.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Goldwasser, Orly. (2015). The invention of the alphabet: On “lost papyri” and the Egyptian “alphabet”. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 124–141). Newcastle upon Tyne: Cambridge Scholars Publishing.
    • Hamilton, Gordon J. (2014). Reconceptualizing the periods of early alphabetic scripts. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 30–55). Winona Lake, IN: Eisenbrauns.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Koller, Aaron. (2018). The diffusion of the alphabet in the second millennium BCE: On the movements of scribal ideas from Egypt to the Levant, Mesopotamia, and Yemen. Journal of Ancient Egyptian Interconnections, 20, 1–14.
    • Lam, Joseph. (2010). The invention and development of the alphabet. In Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 189–195). Chicago, IL: The Oriental Institute of the University of Chicago.
    • Lemarie, André. (2014a). A history of Northwest Semitic epigraphy. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 5–29). Winona Lake, IN: Eisenbrauns.
    • Puech, Emile. (2015). Aux sources de l'alphabet: De quelques anciens témoignages en écriture alphabétique. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 73–123). Newcastle upon Tyne: Cambridge Scholars Publishing.
    • Rollston, Christopher A. (2014b). The Iron Age Phoenician script. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 72–99). Winona Lake, IN: Eisenbrauns.
    • Schniedewind, William M. (2019). The finger of the scribe: How scribes learned to write the Bible. Oxford: Oxford University Press.
    • Sparks, Rachael Thyrza. (2013). Re-writing the script: Decoding the textual experience in the Bronze Age Levant (c.2000–1150 BC). In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 75–104). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.e
    • Vernus, Pascal. (2015). Ecriture hiéroglyphique égyptienne et écriture protosinaïtique: Une typologie comparée acrophonie «forte» et acrophonie «+ifaible». In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 142–175). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Hamilton, Gordon J. (2014). Reconceptualizing the periods of early alphabetic scripts. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 30–55). Winona Lake, IN: Eisenbrauns. Cited by2
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
  • Hamilton, Gordon J. (2014b). Paleo-Hebrew texts and scripts of the Persian period. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 253–290). Winona Lake, IN: Eisenbrauns.
  • Hammerschmidt, Ernst. (1994). Die äthiopische Schrift [The Ethiopean script]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 317–321). Berlin; New York: De Gruyter.
  • Hamp, Eric P. (1996). Welsh. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 660–663). New York; Oxford: Oxford University Press. Cited by1
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
  • Han, Buxin. (2002). Frequency and position effects of component combination in Chinese character recognition. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 207–223). Hong Kong: Hong Kong University Press.
  • Han, SeoKyung. (2017). Writings in the Korean Han'gğl script by and for the women of Chosŏn Korea (1392–1910). In Martyn Lyons & Rita Marquilhas (Eds.), Approaches to the history of written culture: A world inscribed (New Directions in Book History) (pp. 39–55). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54136-5_3
  • Hancin-Bhatt, B., & Nagy, W. (1994). Lexical transfer and second language morphological development. Applied Psycholinguistics, 15, 289–310. Cited by6
    • Kahn-Horwitz, Janina, Shimron, Joseph, & Sparks, Richard L. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing, 18(6), 527–558. https://doi.org/10.1007/s11145-005-3179-x
    • Kieffer, Michael J., & Lesaux, Noneie K. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, 21(8), 783–804. https://doi.org/10.1007/s11145-007-9092-8
    • Leong, Che Kan. (2000b). Rapid processing of base and derived forms of words and grades 4, 5 and 6 children's spelling [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 277–302.
    • Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
    • Ramirez, Gloria, Chen, Xi, Geva, Esther, & Kiefer, Heidi. (2010). Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 337–358. https://doi.org/10.1007/s11145-009-9203-9
    • Zhang, Jie, Anderson, Richard C., Li, Hong, Dong, Qiong, Wu, Xinchun, & Zhang, Yan. (2010). Cross-language transfer of insight into the structure of compound words [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 311–336. https://doi.org/10.1007/s11145-009-9205-7
  • Handel, Zev. (2013). Can a logographic script be simplified? Lessons from the 20th century Chinese writing reform informed by recent psycholinguistic research. Scripta, 5, 21–66. Cited by4
    • Handel, Zev. (2015). Logography and the classification of writing systems: A response to Unger. Scripta, 7, 109–150.
    • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Myers, James. (2019). The grammar of Chinese characters: Productive knowledge of formal patterns in an orthograhic system (Routledge Studies in East Asian Linguistics). London; New York: Routledge.
  • Handel, Zev. (2015). Logography and the classification of writing systems: A response to Unger. Scripta, 7, 109–150. Cited by2
    • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223
    • Myers, James. (2019). The grammar of Chinese characters: Productive knowledge of formal patterns in an orthograhic system (Routledge Studies in East Asian Linguistics). London; New York: Routledge.
  • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223 Cited by3
    • Myers, James. (2019). The grammar of Chinese characters: Productive knowledge of formal patterns in an orthograhic system (Routledge Studies in East Asian Linguistics). London; New York: Routledge.
    • Osterkamp, Sven, & Schreiber, Gordian. (2021). Challenging the dichotomy between phonography and morphography: Transitions and gray areas. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 47–82). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-oste
    • Sproat, Richard, & Gutkin, Alexander. (2021). The taxonomy of writing systems: How to measure how logographic a system is. Computational Linguistics, 47(3), 477–528. https://doi.org/10.1162/coli_a_00409
  • Hanley, J. Richard. (2005). Learning to read in Chinese. In Margaret J. Snowling & Charles Hulme (Eds.), The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology) (pp. 316–335). Oxford: Blackwell Publishing. Cited by2
    • Rimzhim, Anurag, Katz, Leonard, & Fowler, Carol A. (2014). Brāhmī-derived orthographies are typologically Āksharik but functionally predominantly alphabetic [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 41–53. https://doi.org/10.1080/17586801.2013.855618
    • 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
  • Hanley, J. Richard. (2010). Differences in reading ability between children attending Welsh- and English-speaking primary schools in Wales. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 87–107). Hove; New York. Psychology Press.
  • Hanley, J. R., & Gard, F. (1995). A dissociation between developmental surface and phonological dyslexia in two undergraduate students. Neuropsychologia, 33(7), 909–914. Cited by5
    • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
    • Niolaki, Georgia Z., Terzopoulos, Aris R., & Masterson, Jackie. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230–256. https://doi.org/10.1080/17586801.2014.893862
    • Simoës-Perlant, Aurélie, Thibault, Marie-Pierre, Lanchantin, Tonia, Combes, Céline, Volckaert-Legrier, Olga, & Largy, Pierre. (2012). How adolescents with dyslexia dysorthographia use texting. Written Language & Literacy, 15(1), 65–79. https://doi.org/10.1075/wll.15.1.04sim
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Valdois, Sylviane, Bosse, Marie-Line, Ans, B., Carbonnel, S., Zorman, Michel, David, D., & Pellat, Jacques. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16(6), 541–572.
  • Hanley, J. R., Hastie, K., &Kay, J. (1992). Developmental surface dyslexia and dysgraphia: An orthographic processing impairment. Quarterly Journal of Experimental Psychology, A44(2), 285–319. https://doi.org/10.1080/02724989243000046 Cited by10
    • Angelelli, Paola, Marinelli, Chiara Valeria, & Zoccolotti, Pierluigi. (2010). Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic-dysgraphic and normal children. Cognitive Neuropsychology, 27(4), 305–333. https://doi.org/10.1080/02643294.2010.543539
    • Castles, Anne, & Nation, Kate. (2006). How does orthographic learning happen? In Sally Andrews (Ed.), From ink marks to ideas: Challenges and controversies about word recognition and reading (pp. 151–179). Hove; New York: Psychology Press. https://doi.org/10.4324/9780203841211
    • Cholewa, Jürgen, Mantey, Stefanie, Heber, Stefanie, & Hollweg, Wibke. (2010). Developmental surface and phonological dysgraphia in German 3rd graders. Reading and Writing, 23(1), 97–127. https://doi.org/10.1007/s11145-008-9153-7
    • Marinelli, Chiara Valeria, Angelelli, Paola, Notarnicola, Alessandra, & Luzzatti, Claudio. (2009). Do Italian dyslexic children use the lexical reading route efficiently? An orthographic judgment task. Reading and Writing, 22(3), 333–351. https://doi.org/10.1007/s11145-008-9118-x
    • Niolaki, Georgia Z., Terzopoulos, Aris R., & Masterson, Jackie. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230–256. https://doi.org/10.1080/17586801.2014.893862
    • Roncoli, Silvia, & Masterson, Jackie. (2016). ‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study. Writing Systems Research, 8(2), 143–166. https://doi.org/10.1080/17586801.2016.1159539
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
    • Simoës-Perlant, Aurélie, Thibault, Marie-Pierre, Lanchantin, Tonia, Combes, Céline, Volckaert-Legrier, Olga, & Largy, Pierre. (2012). How adolescents with dyslexia dysorthographia use texting. Written Language & Literacy, 15(1), 65–79. https://doi.org/10.1075/wll.15.1.04sim
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Valdois, Sylviane, Bosse, Marie-Line, Ans, B., Carbonnel, S., Zorman, Michel, David, D., & Pellat, Jacques. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16(6), 541–572.
  • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press. Cited by6
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Dronjic, Vedran. (2011). Mandarin Chinese compounds, their representation, and processing in the visual modality [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 5–21. https://doi.org/10.1093/wsr/wsr005
    • Laurent, Angélique, & Martinot, Clara. (2010). Bilingualism and phonological awareness: The case of bilingual (French–Occitan) children [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 435–452. https://doi.org/10.1007/s11145-009-9209-3
    • 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
    • Wang, Feng, Tsai, Yaching, & Wang, William S.-Y. (2009). Chinese literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 386–417). Cambridge: Cambridge University Press.
  • Hanna, P. R., Hanna, J. S., Hodges, R. E., & Rudorf, E. H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: U.S. Department of Health, Education, and Welfare. Cited by21
    • Allyn, Frances A., & Burt, Jennifer S. (1998). Pinch my wig or winch my pig: Spelling, spoonerisms and other language skills. Reading and Writing: An Interdisciplinary Journal, 10(1), 51–74.
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Cahill, Lynne, Tiberius, Carole, & Herring, Jon. (2013). PolyOrth: Orthography, phonology and morphology in inheritance lexicons. Written Language & Literacy, 16(2), 146–185. https://doi.org/10.1075/wlI.16.2.02cah
    • Caravolas, Marketa. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–511). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Daniels, Peter T. (1996h). English. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 651–655). New York; Oxford: Oxford University Press.
    • Deavers, Rachael P., & Brown, Gordon D. A. (1997). Rules versus analogies in children's spelling: Evidence for task dependence [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 339–361.
    • Dich, Nadya. (2010). Development of sensitivity to phonological context in learning to spell in English: Evidence from Russian ESL speakers. Written Language & Literacy, 13(1), 99–117. https://doi.org/10.1075/wll.13.1.04dic
    • Fan, Fengxiang, & Altmann, Gabriel. (2008). Graphemic representation of English phonemes. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 25–29). Berlin; New York: Mouton de Gruyter.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
    • Kay, Janice. (1996). Psychological aspects of spelling. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1074–1094). Berlin; New York: De Gruyter.
    • Kessler, Brett. (2009). Statistical learning of conditional orthographic correspondences. Writing Systems Research, 1(1), 19–34. https://doi.org/10.1093/wsr/wsp004
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Ryan, Des. (2016b). Linguists' descriptions of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 41–64). Oxon: Routledge.
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
    • Van Berkel, Ans. (2005). The role of the phonological strategy in learning to spell in English as a second language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (97–121). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Yule, Valerie, & Ishi, Yasuko. (2016). Spelling reform. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 413–427). Oxon: Routledge.
  • Hanna, P. R., Hodges, R. E., & Hanna, J. S. (1971). Spelling: Structure and strategies. Boston: Houghton Mifflin. Cited by5
    • Curtin, Suzanne, Manis, Franklin R., & Seidenberg, Mark. S. (2001). Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 515–547. https://doi.org/10.1023/a:1011122219046
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
    • Upward, Christopher, & Davidson, George. (2011). The history of English spelling (The Language Library). Chichester: Wiley-Blackwell.
  • Hannam, Rachel, Frazer, Helen, & Byrne, Brian. (2007). The sbelling of sdops: Preliterate children's spelling of stops after /s/. Reading and Writing, 20(4), 399–412. https://doi.org/10.1007/s11145-006-9038-6 Cited by3
    • Treiman, Rebecca. (2020). Learning to write words. Current Directions in Psychological Science, 29(5) 521–526. https://doi.org/10.1177/0963721420951585
    • Treiman, Rebecca, & Kessler, Brett. (2013a). Learning to use an alphabetic writing system [Special issue: Learning to read and write: Connections between written and spoken language]. Language Learning and Development, 9(4), 317–330. https://doi.org/10.1080/15475441.2013.812016
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Hannas, William C. (1997). Asia's orthographic dilemma. Honolulu: University of Hawai‘i Press. Cited by30
    • Bachner, Andrea. (2014). Beyond Sinology: Chinese writing and the scripts of culture (Global Chinese Culture). New York: Columbia University Press.
    • Bassetti, Benedetta. (2005). Effects of writing systems on second language awareness: Word awareness in English learners of Chinese as a foreign language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 335–356). Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.21832/9781853597954‑015
    • Coulmas, Florian. (2000). The nationalization of writing [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30(1), 47–59.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Eom, Ik-sang. (2009). Discrepancies between sounds and graphs: Irregular readings of Chinese characters [Special issue: Writing systems and linguistic structure, edited by Sang-Oak Lee]. Written Language & Literacy, 12(2), 188–201. https://doi.org/10.1075/wll.12.2.04eom
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Galambos, Imre. (2014b). The Chinese script. Chinese Studies, Oxford Bibliographies (added: 28/04/2014). http://www.oxfordbibliographies.com/browse?module_0=obo-9780199920082
    • Gottlieb, Nanette. (2005). Language and society in Japan. Cambridge: Cambridge University Press.
    • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223
    • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press.
    • Jaffré, Jean-Pierre, & Fayol, Michel. (2006). Orthography and literacy in French. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 81–103). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Kim, Chin W. (2000). The legacy of King Sejong the Great [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 1–12.
    • Kim-Renaud, Young-Key. (2000). Sejong's theory of literacy and writing [Special issue: Literacy and writing systems in Asia, edited by Chin w. Kim, Elmer H., Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 13–45.
    • Kornicki, Peter Francis. (2018). Languages, scripts, and Chinese texts in East Asia. Oxford: Oxford University Press. https://doi.org/10.1093/oso/9780198797821.001
    • Li, Yu. (2020). The Chinese writing system in Asia: An interdisciplinary perspective. London; New York: Routledge. https://doi.org/10.4324/9780429345333
    • Lurie, David B. (2006). Language, writing, and disciplinarity in the critique of the “Ideographic Myth”: Some proleptical remarks. Language & Communication, 26, 250–269. https://doi.org/10.1016/j.langcom.2006.02.015
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Mullaney, Thomas S. (2017). The Chinese typewriter: A history. Cambridge, MA: The MIT Press.
    • Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • Sampson, Geoffrey. (2016a). Typology and the study of writing systems. Linguistic Typology, 20(3), 561–567. https://doi.org/10.1515/lingty-2016-0027
    • Sampson, Geoffrey. (2018). From phonemic spelling to distinctive spelling [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 3–25. https://doi.org/10.1075/wll.00008.sam
    • Tranter, Nicolas. (2002). The ‘ideal square’ of logographic scripts and the structural similarities of Khitan script and han'gul. In Sang-Oak Lee & Gregory K. Iverson (Eds), Pathways into Korean language and culture: Essays in honor of Young-Key Kim-Renaud (pp. 503–522). Seoul: Pagijong Press.
    • Tranter, Nicolas. (2008). Nonconventional script choice in Japan [Special issue: The sociolinguistics of script choice, edited by Peter Unseth]. International Journal of the Sociology of Language, 192, 133–151. https://doi.org/10.1515/IJSL.2008.040
    • Tranter, Nicolas. (2013). Logography and layering: A functional cross-linguistic analysis. Written Language & Literacy, 16(1), 1–31. https://doi.org/10.1075/wll.16.1.01tra
    • Unger, J. Marshall. (2004). Ideogram: Chinese characters and the myth of disembodied meaning. Honolulu: University of Hawai‘i Press.
    • Zhang, Juan, & McBride-Chang, Catherine. (2011). Diversity in Chinese literacy acquisition [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 87–102. https://doi.org/10.1093/wsr/wsr011
    • Zhao, Shouhui. (2008). Chinese character modernisation in the digital era: A historical perspective. In Robert B. Kaplan & Richard B. Baldauf Jr. (Eds.), Language planning and policy in Asia, Volume 1: Japan, Nepal, Taiwan and Chinese characters (Language Planning and Policy) (pp. 38–101). Bristol; Buffalo; Toronto: Multilingual Matters.
  • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press. Cited by12
    • Galambos, Imre. (2014b). The Chinese script. Chinese Studies, Oxford Bibliographies (added: 28/04/2014). http://www.oxfordbibliographies.com/browse?module_0=obo-9780199920082
    • Li, Yu. (2020). The Chinese writing system in Asia: An interdisciplinary perspective. London; New York: Routledge. https://doi.org/10.4324/9780429345333
    • Mullaney, Thomas S. (2017). The Chinese typewriter: A history. Cambridge, MA: The MIT Press.
    • Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • Sampson, Geoffrey. (2016a). Typology and the study of writing systems. Linguistic Typology, 20(3), 561–567. https://doi.org/10.1515/lingty-2016-0027
    • Sampson, Geoffrey. (2018). From phonemic spelling to distinctive spelling [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 3–25. https://doi.org/10.1075/wll.00008.sam
    • Sebba, Mark. (2009). Sociolinguistic approaches to writing systems research. Writing Systems Research, 1(1), 35–49. https://doi.org/10.1093/wsr/wsp002
    • Share, David L. (2014). Alphabetism in reading science. Frontiers in Psychology, 5(752). https://doi.org/10.3389/fpsyg.2014.00752
    • Share, David L. (2020). Extricating reading science from entrenched anglocentricism, eurocentricism, and alphabetism and embracing global diversity: A personal journey. International Journal for Research in Learning Disabilities, 4(2), 3–14. https://doi.org/10.28987/ijrld.4.2.3
    • Sproat, Richard. (2008). [Book review: Shouhui Zhao & Richard B. Baldauf, Jr., (2008), Planning Chinese characters: Reaction, evolution or revolution]. Written Language & Literacy, 11(2), 229–234. https://doi.org/10.1075/wll.11.2.07spr
    • Sproat, Richard. (2010). Language, technology, and society. Oxford: Oxford University Press.
  • Hansell, Mark. (2002). Functional answers to structural problems in thinking about writing. In Mary S. Erbaugh (Ed.), Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6) (pp. 124–176). Columbus, OH: National East Asian Language Resource Center, Ohio State University. Cited by3
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Joyce, Terry. (2011). The significance of the morphographic principle for the classification of writing systems [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 58–81. https://doi.org/10.1075/wll.14.1.04joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins]
    • Unger, J. Marshall. (2004). Ideogram: Chinese characters and the myth of disembodied meaning. Honolulu: University of Hawai‘i Press.
  • Hansen, Chad. (1993). Chinese ideographs and western ideas. Journal of Asian Studies, 52, 373–399. Cited by8
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Galambos, Imre. (2014b). The Chinese script. Chinese Studies, Oxford Bibliographies (added: 28/04/2014). http://www.oxfordbibliographies.com/browse?module_0=obo-9780199920082
    • Gu, Ming Dong. (2000). Reconceptualizing the linguistic divide: Chinese and Western theories of the written sign. Comparative Literature Studies, 37(2), 101–124. https://doi.org/10.1353/cls.2000.0012
    • Joyce, Terry. (2011). The significance of the morphographic principle for the classification of writing systems [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 58–81. https://doi.org/10.1075/wll.14.1.04joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins]
    • Lurie, David B. (2006). Language, writing, and disciplinarity in the critique of the “Ideographic Myth”: Some proleptical remarks. Language & Communication, 26, 250–269. https://doi.org/10.1016/j.langcom.2006.02.015
    • Mair, Victor H. (1996). Modern Chinese writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 200–208). New York; Oxford: Oxford University Press.
    • McDonald, Edward. (2016). The “ideograph” and the 漢字 hànzì: A cross-cultural concept with two mutually invisible faces. Translation and Interpreting Studies, 13(2), 271–292. https://doi.org/10.1075/tis.00016.mcd
    • O'Neill, Timothy Michael. (2016). Ideography and Chinese language theory: A history (Welten Ostasiens - Worlds of East Asia - Mondes de l'Extrême Orient 26). Berlin: De Gruyter Mouton.
  • Hansen, D., & Rogers, T. S. (1973). An exploration of psycholinguistic units in initial reading. In K. S. Goodman (Ed.), The psycholinguistic nature of the reading process (pp. 59–102). Detroit: Wayne State University Press. Cited by5
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Henderson, Leslie. (1980). Wholistic models of feature analysis in word recognition: A critical examination. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 207–218). New York; London: Plenum Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Liu, In-Mao. (1995). Script factors that affect literacy: Alphabetic vs. logographic languages. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 145–162). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Wedekind, Klaus. (1994). Alphabetisierung und Literalität in Äthiopien [Literacy movements and literacy in Ethiopia]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 814–824). Berlin; New York: De Gruyter.
  • 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. Cited by1
    • Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
  • Hansen, J., & Bowey, J. A. (1994). Phonological analysis skills, verbal working memory, and reading ability in second-grade children. Child Development, 65, 938–950. Cited by11
    • Burnham, Denis. (2003). Language specific speech perception and the onset of reading. Reading and Writing: An Interdisciplinary Journal, 16(6), 573–609.
    • Conners, Frances A. (2009). Attentional control and the Simple View of reading. Reading and Writing, 22(5), 591–613. https://doi.org/10.1007/s11145-008-9126-x
    • Cormier, P., & Dea, S. (1997). Distinctive patterns of relationship of phonological awareness and working memory with reading development. Reading and Writing: An Interdisciplinary Journal, 9(3), 193–206.
    • Dahlgren Sandberg, Annika, & Hjelmquist, Erland. (1997). Language and literacy in nonvocal children with cerebral palsy. Reading and Writing: An Interdisciplinary Journal, 9(2), 107–133.
    • Gilliver, Megan Louise, & Byrne, Brian. (2009). What's in a name? Preschoolers' noun learning performance in relation to their risk for reading disability [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 637–659. https://doi.org/10.1007/s11145-008-9155-5
    • Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
    • Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
    • McDougall, Siné J. P., & Donohoe, Rachael. (2002). Reading ability and memory span: Long-term memory contributions to span for good and poor readers. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 359–387.
    • Mody, Maria. (2003). Phonological basis in reading disability: A review and analysis of the evidence [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 21–39.
    • Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Hanson, V. L. (1989). Phonology and reading: Evidence from profoundly deaf readers. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 69–90). Ann Arbor, MI: University of Michgan Press. Cited by4
    • Aaron, P. G., Keetay, V., Boyd, M., Palmatier, S., & Wacks, J. (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10(1), 1–22.
    • Friesen, Deanna C., & Joanisse, Marc F. (2012). Homophone effects in deaf readers: Evidence from lexical decision. Reading and Writing, 25(2), 375–388. https://doi.org/10.1007/s11145-010-9275-6
    • Miller, Paul. (2004a). The importance of vowel diacritics for reading in Hebrew: What can be learned from readers with prelingual deafness? Reading and Writing: An Interdisciplinary Journal, 17(6), 593–615.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Hanson, V. L., & Fowler, C. A. (1987). Phonological coding in word reading: Evidence from hearing and deaf readers. Memory & Cognition, 15, 199–207. Cited by12
    • Aaron, P. G., Keetay, V., Boyd, M., Palmatier, S., & Wacks, J. (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10(1), 1–22.
    • Carello, Claudia, & Turvey, M. T., Lukatela, Georgije. (1992). Can theories of word recognition remain stubbornly nonphonological? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 211–226). Amsterdam; London; New York; Tokyo: North-Holland.
    • Daigle, Daniel, & Armand, Françoise. (2008). Phonological sensitivity in severely and profoundly deaf readers of French. Reading and Writing, 21(7), 699–717. https://doi.org/10.1007/s11145-007-9087-5
    • Friesen, Deanna C., & Joanisse, Marc F. (2012). Homophone effects in deaf readers: Evidence from lexical decision. Reading and Writing, 25(2), 375–388. https://doi.org/10.1007/s11145-010-9275-6
    • Miller, Paul. (2004b). The word decoding strategies of Hebrew readers with and without hearing impairments: Some insight from an associative learning task [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 823–845.
    • Nottbusch, Guido, Grimm, Angela, Weingarten, Rüdiger, & Will, Udo. (2005). Syllabic structures in typing: Evidence from deaf writers. Reading and Writing, 18(6), 497–526. https://doi.org/10.1007/s11145-005-3178-y
    • Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Tractenberg, Rochelle E. (2001). Exploring a new silent test of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 195–228.
    • Wauters, Loes N., Van Bon, Wim H. J., & Tellings, Agnes E. J. M. (2006). Reading comprehension of Dutch deaf children [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 49–76. https://doi.org/10.1007/s11145-004-5894-0
  • Hanson, V. L., Goodell, E. W., & Perfetti, C. A. (1991). Tongue-twister effects in the silent reading of hearing and deaf college students. Journal of Memory and Language, 30, 319–330. Cited by10
    • Aaron, P. G., Keetay, V., Boyd, M., Palmatier, S., & Wacks, J. (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10(1), 1–22.
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Friesen, Deanna C., & Joanisse, Marc F. (2012). Homophone effects in deaf readers: Evidence from lexical decision. Reading and Writing, 25(2), 375–388. https://doi.org/10.1007/s11145-010-9275-6
    • Kahn-Horwitz, Janina, Shimron, Joseph, & Sparks, Richard L. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing, 18(6), 527–558. https://doi.org/10.1007/s11145-005-3179-x
    • Miller, Paul. (2004b). The word decoding strategies of Hebrew readers with and without hearing impairments: Some insight from an associative learning task [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 823–845.
    • Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Tractenberg, Rochelle E. (2001). Exploring a new silent test of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 195–228.
  • Hanson, V. L., & McGarr, N. S. (1989). Rhyme generation by deaf adults. Journal of Speech and Hearing Research, 32, 2–11. Cited by4
    • Aaron, P. G., Keetay, V., Boyd, M., Palmatier, S., & Wacks, J. (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10(1), 1–22.
    • Miller, Paul. (2004b). The word decoding strategies of Hebrew readers with and without hearing impairments: Some insight from an associative learning task [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 823–845.
    • Nottbusch, Guido, Grimm, Angela, Weingarten, Rüdiger, & Will, Udo. (2005). Syllabic structures in typing: Evidence from deaf writers. Reading and Writing, 18(6), 497–526. https://doi.org/10.1007/s11145-005-3178-y
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Hanson, V. L., Shankweiler, D., & Fischer, F. W. (1983). Determinants of spelling ability in deaf and hearing adults: Access to linguistic structure. Cognition, 14, 323–344. Cited by4
    • Aaron, P. G., Keetay, V., Boyd, M., Palmatier, S., & Wacks, J. (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10(1), 1–22.
    • Alamargot, Denis, Lambert, Eric, Thebault, Claire, & Dansac, Christophe. (2007). Text composition by deaf and hearing middle-school students: The role of working memory. Reading and Writing, 20(4), 333–360. https://doi.org/10.1007/s11145-006-9033-y
    • Cuetos, Fernando, Monsalve, Asunción, Pinto, Alejandro, & Rodríguez-Ferreiro, Javier. (2004). Predictor variables of written picture naming in the deaf. Reading and Writing: An Interdisciplinary Journal, 17(3), 227–240.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Hanssen, Esther, Schreuder, Robert, & Neijt, Anneke. (2015). From t-bias to d-bias in Dutch: Evidence from children's spelling and pronunciation. Written Language & Literacy, 18(1), 104–120. https://doi.org/10.1075/wll.18.1.05han Cited by1
    • Zuidema, Johan, & Neijt, Anneke. (2017). The BasisSpellingBank: A spelling database with knowledge stored as a lexicon of triplets [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 52–79. doi 10.1075/wll.20.1.04zui
  • Hanzi Xinxi Zidian. (1988). Hanzi xinxi zidian [A dictionary of Chinese character information]. Beijing: Science Publications. Cited by5
    • Taylor, Insup. (1997). Psycholinguistic reasons for keeping Chinese characters in Korean and Japanese. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 299–319). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
    • Weekes, Brendan, Chen, May Jane, & Yu, Bo-lin. (1997). Repetition priming effects of Chinese characters and pseudocharacters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 171–186). Sha Tin, N. T., Hong Kong: The Chinese University Press.
  • Haralambous, Yannis. (2007). Fonts & encodings: From Unicode to advanced typography and everything in between (translated by P. Scott Horne). Sebastopol, CA: O'Reilly Media. Cited by6
    • Haralambous, Yannis, & Dürst, Martin. (2019). Unicode from a linguistic point of view. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 127–166). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-hara1
    • Haralambous, Yannis, Landragin, Frédéric, & Handa, Kenichi. (2021). Graphemic and graphetic methods in speculative fiction. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 259–359). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hara
    • Küster, Marc Wilhelm. (2016). Writing beyond the letter. Tijdschrift Voor Mediageschiendenis, 19(2). doi10.18146/2213-7653.2016.262
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Wang, Yifan. (2019). What are we calling “Latin script”? Name and reality in the grammatological terminology. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 91–109). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-wang
    • Xu, Duoduo. (2021). A semantic index for a Dongba script database. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 985–1006). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-xudu
  • Haralambous, Yannis (Ed.). (2019). Graphemics in the 21st century: /gʁafematik/ Brest, June 13–15, 2018. Proceedings (Grapholinguistics and its applications 1). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf
  • Haralambous, Yannis (Ed.). (2021a). Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf1
  • Haralambous, Yannis (Ed.). (2021a). Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf2
  • Haralambous, Yannis, & Dichy, Joseph. (2019). Graphemic methods for gender-neutral writing. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 41–89). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-hara2 Cited by2
    • Haralambous, Yannis, Landragin, Frédéric, & Handa, Kenichi. (2021). Graphemic and graphetic methods in speculative fiction. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 259–359). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hara
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
  • Haralambous, Yannis, & Dürst, Martin. (2019). Unicode from a linguistic point of view. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 127–166). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-hara1 Cited by2
    • Dürscheid, Christa, & Meletis, Dimitrios. (2019). Emojis: A grapholinguistic approach. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 167–183). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-duer
    • Haralambous, Yannis, Landragin, Frédéric, & Handa, Kenichi. (2021). Graphemic and graphetic methods in speculative fiction. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 259–359). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hara
  • Haralambous, Yannis, Landragin, Frédéric, & Handa, Kenichi. (2021). Graphemic and graphetic methods in speculative fiction. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 259–359). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hara
  • Harbour, Daniel. (2021). Grammar drives writing system evolution. Lessons from the birth of vowels. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 201–221). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-harb
  • Harbsmeier, M. (1988). Inventions of writing. In J. Gledhill, B. Bender & M. T. Larsen (eds), State and society: the emergence and development of social hierarchy and political centralization (pp. 253-259). London; Boston: Unwin Hyman. Cited by5
    • Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
    • Boone, Elizabeth Hill. (1994a). Introduction: Writing and recorded knowledge. In Elizabeth Hill Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 3–26). Durham, NC: Duke University Press.
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
  • Hardyck, C. D., & Petrinovich, L. F. (1970). Subvocal speech and comprehension level as a function of the difficulty level of reading material. Journal of Verbal Learning and Verbal Behavior, 9, 647–652. Cited by14
    • Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
    • Baddeley, A. D. (1979). Working memory and reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 355–370). New York; London: Plenum Press.
    • Baddeley, Alan, & Lewis, Vivien. (1981). Inner active processes in reading: The inner voice, the inner ear, and the inner eye. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 107–129). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Gibson, Eleanor J. (1972). Reading for some purpose: Keynote address. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 3–19). Cambridge, MA; London: The MIT Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Günther, Hartmut. (1996a). Historisch-systematischer Aufriß der psychologischen Leseforschung [Historical outline of psychological research on reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 918–831). Berlin; New York: De Gruyter.
    • LaBerge, David. (1972). Beyond auditory coding. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 241–248). Cambridge, MA; London: The MIT Press.
    • Pollatsek, Alexander. (2015). The role of sound in silent reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 185–201). New York: Oxford University Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Rayner, Keith, Schotter, Elizabeth R., Masson, Michael E. J., Potter, Mary C., & Treiman, Rebecca. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest, 17(1), 4–34. doi10.1177/1529100615623267
    • Shimron, Joseph. (1999). The role of vowel signs in Hebrew: Beyond word recognition [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 301–319. https://doi.org/10.1023/A:1008045316692
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Hardyck, C. D., Petrinovich, L. F., & Ellsworth, D. W. (1966). Feedback of speech muscle activity during silent reading: Rapid extinction. Science, 154, 1467–1468. Cited by4
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Hardyck, C., Tzeng, O. J. L., & Wang, W. S-Y. (1977). Cerebral lateralisation effects in visual half-field experiments. Nature, 269, 705–707. Cited by5
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
  • Hardyck, C., Tzeng, O. J. L., & Wang, W. S-Y. (1978). Cerebral lateralization of function and bilingual decision process: Is thinking lateralized? Brain and Language, 5, 56–71. Cited by5
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Jurdant, Baudouin. (1988). The role of vowels in alphabetic writing. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 381–400). Berlin; Heidelberg: Springer.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
  • Haring, B. (2015). Halaḥam on an ostracon of the Early New Kingdom? Journal of Near Eastern Studies, 74(2), 189–96. https://doi.org/10.1086/682330 Cited by5
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Koller, Aaron. (2018). The diffusion of the alphabet in the second millennium BCE: On the movements of scribal ideas from Egypt to the Levant, Mesopotamia, and Yemen. Journal of Ancient Egyptian Interconnections, 20, 1–14.
    • Schniedewind, William M. (2019). The finger of the scribe: How scribes learned to write the Bible. Oxford: Oxford University Press.
    • Waal, Willemijn. (2018). On the “Phoenician letters”: The case for an early transmission of the Greek alphabet from an archaeological, epigraphic and linguistic perspective. Aegean Studies, 1, 83–125.
  • Haring, Ben. (2017). Identity marks in ancient Egypt: Scribal and non-scribal modes of visual communication. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 233–246). Firenze: Firenze University Press.
  • Haring, Ben. (2020). Ancient Egypt and the earliest known stages of alphabetic writing. In Philip J. Boyes, & Philippa M. Steele (Eds.), Understanding relations between scripts II: Early alphabets (Contexts of and Relations between Early Writing Systems (CREWS) 1) (pp. 53–67). Oxbow; Philadelpia: Oxbow Books. Cited by1
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
  • Haring, Ben. (2021). Marking and writing in an Egyptian workmen's community. In John Bodel & Stephen Houston (Eds.), The hidden language of graphic signs: Cryptic writing and meaningful marks (pp. 126–156). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505.009
  • Harlaar, Nicole, Dale, Philip S., & Plomin, Robert. (2005). Telephone testing and teacher assessment of reading skills in 7-year-olds: II. Strong genetic overlap. Reading and Writing, 18(5), 401–423. https://doi.org/10.1007/s11145-005-0271-1 Cited by2
    • Dale, Philip S., Harlaar, Nicole, & Plomin, Robert. (2005). Telephone testing and teacher assessment of reading skills in 7-year-olds: I. Substantial correspondence for a sample of 5544 children and for extremes. Reading and Writing, 18(5), 385–400. https://doi.org/10.1007/s11145-004-8130-z
    • Petrill, Stephen A., Deater-Deckard, Kirby, Thompson, Lee Ann, Schatschneider, Chris, Dethorne, Laura S., & Vendenbergh, David J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 127–146. https://doi.org/10.1007/s11145-006-9021-2
  • Harlaar, N., Spinath, F. M., Dale, P. S., & Plomin, R. (2005). Genetic influences on word recognition abilities and disabilities: A study of 7-year old twins. Journal of Child Psychology and Psychiatry, 46(4), 373–384. http://dx.doi.org/10.1111/j.1469-7610.2004.00358.x Cited by14
    • Betjemann, Rebecca S., Willcutt, Erik G., Olson, Richard K., Keenan, Janice M., DeFries, John C., & Wadsworth, Sally J. (2008). Word reading and reading comprehension: stability, overlap and independence. Reading and Writing, 21(5), 539–558. https://doi.org/10.1007/s11145-007-9076-8
    • Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., & Olson, Richard K. (2007). Longitudinal twin study of early literacy development: Preschool through Grade 1 [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 77–102. https://doi.org/10.1007/s11145-006-9019-9
    • Dale, Philip S., Harlaar, Nicole, & Plomin, Robert. (2005). Telephone testing and teacher assessment of reading skills in 7-year-olds: I. Substantial correspondence for a sample of 5544 children and for extremes. Reading and Writing, 18(5), 385–400. https://doi.org/10.1007/s11145-004-8130-z
    • Harlaar, Nicole, Dale, Philip S., & Plomin, Robert. (2005). Telephone testing and teacher assessment of reading skills in 7-year-olds: II. Strong genetic overlap. Reading and Writing, 18(5), 401–423. https://doi.org/10.1007/s11145-005-0271-1
    • Hawke, Jesse L., Wadsworth, Sally J., Olson, Richard K., & DeFries, John C. (2007). Etiology of reading difficulties as a function of gender and severity [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 13–25. https://doi.org/10.1007/s11145-006-9016-z
    • Hoeft, Fumiko, & Wang, Cheng. (2019). Intergenerational transmission in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 413–438). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.019
    • Little, Callie W., Wang, Frances, & Hart, Sara A. (2016). Behavioral and molecular genetic influences on reading-related outcomes. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 14–32). London; New York: Routledge.
    • Olson, Richard K. (2007). Introduction to the special issue on genes, environment, and reading [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 1–11. https://doi.org/10.1007/s11145-006-9015-0
    • Olson, Richard K. (2008). Genetic and environmental influences on word-reading skills. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 233–253). New York; London. Lawrence Erlbaum Associates.
    • Olson, Richard K., Keenan, Janice M., Byrne, Brian, & Samuelsson, Stefan. (2017). Genetic and environmental influences on the development of reading and related skills. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 33–53). Amsterdam; Philadelphia: John Benjamins.
    • Olson, Richard K., Keenan, Janice M., Byrne, Brian, & Samuelsson, Stefan. (2019). Etiology of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 391–412). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.018
    • Petrill, Stephen A., Deater-Deckard, Kirby, Thompson, Lee Ann, Schatschneider, Chris, Dethorne, Laura S., & Vendenbergh, David J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 127–146. https://doi.org/10.1007/s11145-006-9021-2
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Willcutt, Erik G, Betjemann, Rebecca S., Wadsworth, Sally J., Samuelsson, Stefan, Corley, Robin, DeFries, John C., Byrne, Brian, Pennington, Bruce F., & Olson, Richard K. (2007). Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 103–125. https://doi.org/10.1007/s11145-006-9020-3
  • Harley, Matthew, & Reeder, JeDene. (2021). Yoruba. In David Roberts & Stephen L. Walter (Eds.), Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18) (pp. 107–126). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18.06har
  • Harm, M. W., McCandliss, B. D., & Seidenberg, M. S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies of Reading, 7, 155–182. https://doi.org/10.1207/S1532799XSSR0702_3 Cited by6
    • Bernstein, Stuart E. (2009). Phonology, decoding, and lexical compensation in vowel spelling errors made by children with dyslexia. Reading and Writing, 22(3), 307–331. https://doi.org/10.1007/s11145-008-9116-z
    • Elbro, Carsten, & de Jong, Peter F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 169–189). Amsterdam; Philadelphia: John Benjamins.
    • Magnuson, James S. (2008). Nondeterminism, pleiotropy, and single-word reading: Theoretical and practical concerns. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 377–404). New York; London. Lawrence Erlbaum Associates.
    • Marcolini, Stefania, Burani, Cristina, & Colombo, Lucia. (2009). Lexical effects on children's pseudoword reading in a transparent orthography. Reading and Writing, 22(5), 531–544. https://doi.org/10.1007/s11145-008-9123-0
    • Seidenberg, Mark S. (2007). Connectionist models of reading. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 235–250). Oxford: Oxford University Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition and dyslexia: Insights from connectionist models. Psychological Review, 106(3), 491–528. https://doi.org/10.1037/0033-295X.106.3.491 Cited by47
    • Andrews, Sally. (2006a). Preface. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. xix–xxix). Hove; New York: Psychology Press.
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Booth, James R., Perfetti, Charles A., MacWhinney, Brian, & Hunt, Sean B. (2000). The association of rapid temporal perception with orthographic and phonological processing in children and adults with reading impairment. Scientific Studies of Reading, 4(2), 101–132.
    • Cardoso-Martins, Cláudia, Peterson, Robin, Olson, Richard, & Pennington, Bruce. (2009). Component reading skills in Down Syndrome. Reading and Writing, 22(3), 277–292. https://doi.org/10.1007/s11145-007-9114-6
    • Carreiras, Manuel, Armstrong, Blair C., Perea, Manuel, & Frost, Ram. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18(2), 90-98. https://doi.org/10.1016/j.tics.2013.11.005
    • Coltheart, Max. (2012). Dual-route theories of reading aloud. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 3–27). London: Psychology Press.
    • Curtin, Suzanne, Manis, Franklin R., & Seidenberg, Mark. S. (2001). Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 515–547. https://doi.org/10.1023/a:1011122219046
    • Davies, Robert A. I., & Cuetos, Fernando. (2010). Reading acquisition and dyslexia in Spanish. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 155–180). Hove; New York. Psychology Press.
    • Davis, Colin J. (2006). Orthographic input coding: A review of behavioural evidence and current models. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 180–206). Hove; New York: Psychology Press.
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Elbro, Carsten, & de Jong, Peter F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 169–189). Amsterdam; Philadelphia: John Benjamins.
    • Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
    • Jared, Debra. (2015). Literacy and literacy development in bilinguals. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 165–182). New York: Oxford University Press.
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Jee, Hana, Tamariz, Monica, & Shillcock, Richard. (2021). Quantifying sound-graphic systematicity: Application to multiple phonographic orthographies. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 905–925). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-jeeh
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • Monaghan, Josephine, & Ellis, Andrew W. (2002a). Age of acquisition and the completeness of phonological representations. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 759–788.
    • Nation, Kate, & Castles, Anne. (2017). Putting the learning into orthographic learning. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 147–168). Amsterdam; Philadelphia: John Benjamins.
    • Pennington, Bruce F., Cardoso-Martins, Cláudia, Green, Phyllis A., & Lefly, Dianne L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 707–755.
    • Peressotti, Francesca, & Job, Remo. (2003). Reading aloud: Dissociating the semantic pathway from the non-semantic pathway of the lexical route. Reading and Writing: An Interdisciplinary Journal, 16(3), 179–194.
    • Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Rastle, Kathleen, & Coltheart, Max. (2006). Is there serial processing in the reading system; and are there local representations? In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 3–24). Hove; New York: Psychology Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Riano, Adriana, & Margolin, Sara J. (2017). But spell checker always corrects witch words eye misspelled: Spell checker use among good and poor spellers. Written Language & Literacy, 20(2), 129–146. https://doi.org/10.1075/wll.00001.ria
    • Royer, James M., & Walles, Rena. (2008). Fluency training as an alternative intervention for reading-disabled and poor readers. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 327–353). New York; London. Lawrence Erlbaum Associates.
    • Ryder, Janice F., Tunmer, William E., & Greaney, Keith T. (2008). Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 349–369.https://doi.org/10.1007/s11145-007-9080-z
    • Schmalz, Xenia, Marinus, Eva, Coltheart, Max, & Castles, Anne. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review, 22, 1614–1629. https://doi.org/10.3758/s13423-015-0835-2
    • Schoonbaert, Sofie, & Grainger, Jonathan. (2004). Letter position coding in printed word perception: Effects of repeated and transposed letters [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19, 333–367. https://doi.org/10.1080/01690960344000198 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 12–42). Hove: Psychological Press]
    • Seidenberg, Mark S. (2007). Connectionist models of reading. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 235–250). Oxford: Oxford University Press.
    • 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
    • Seidenberg, Mark S., & Plaut, David C. (2006). Progress in understanding word reading: Data fitting versus theory building. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 25–49). Hove; New York: Psychology Press.
    • Serniclaes, Willy. (2006). Allophonic perception in developmental dyslexia: Origin, reliability and implications of the categorical perception deficit [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 135–152.
    • 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
    • Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
    • Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
    • Sucena, Ana, Castro, São Luís, & Seymour, Philip. (2009). Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 791–810. https://doi.org/10.1007/s11145-008-9156-4
    • Valdois, Sylviane, Bosse, Marie-Line, Ans, B., Carbonnel, S., Zorman, Michel, David, D., & Pellat, Jacques. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16(6), 541–572.
    • Weekes, Brendan S., Castles, Anne E., & Davis, Robert A. (2006). Effects of consistency and age of acquisition on reading and spelling among developing readers. Reading and Writing, 19(2), 133–169. https://doi.org/10.1007/s11145-005-2032-6
    • Wydell, Taeko N. (2019). Developmental dyslexia in Japanese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 176–199). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.009
    • Zevin, Jason D. (2019). Modeling developmental dyslexia across languages and writing systems. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 372–390). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.017
    • Ziegler, Johannes C., Perry, Conrad, & Zorzi, Marco. (2019). Modeling the variability of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 350–371). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.016
  • Harm, M. W., & Seidenberg, M. S. (2001). Are there orthographic impairments in phonological dyslexia? Cognitive Neuropsychology, 18(1), 71–92. Cited by7
    • Barca, Laura, Ellis, Andrew W., & Burani, Cristina. (2007). Context-sensitive rules and word naming in Italian children. Reading and Writing, 20(5), 495–509. https://doi.org/10.1007/s11145-006-9040-z
    • Bates, Timothy C., Castles, Anne, Luciano, Michelle, Wright, Margaret J., Coltheart, Max, & Martin, Nicholas G. (2007). Genetic and environmental bases of reading and spelling: A unified genetic dual route model [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 147–171. https://doi.org/10.1007/s11145-006-9022-1
    • Davies, Robert A. I., & Cuetos, Fernando. (2010). Reading acquisition and dyslexia in Spanish. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 155–180). Hove; New York. Psychology Press.
    • Magnuson, James S. (2008). Nondeterminism, pleiotropy, and single-word reading: Theoretical and practical concerns. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 377–404). New York; London. Lawrence Erlbaum Associates.
    • Meyler, Ann, & Breznitz, Zvia. (2003). Processing of phonological, orthographic and cross-modal word representations among adult dyslexic and normal readers. Reading and Writing: An Interdisciplinary Journal, 16(8), 785–803.
    • Rastle, Kathleen, & Coltheart, Max. (2006). Is there serial processing in the reading system; and are there local representations? In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 3–24). Hove; New York: Psychology Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Harm, M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662–720. https://doi.org/10.1037/0033-295X.111.3.662 Cited by43
    • Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
    • Andrews, Sally. (2006b). All about words: A lexicalist perspective on reading. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 318–347). Hove; New York: Psychology Press.
    • Balota, David A., & Yap, Melvin J. (2006). Attentional control and the flexible lexical processor: Explorations of the magic moment of word recognition. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 229–258). Hove; New York: Psychology Press.
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Brissaud, Catherine, & Chevrot, Jean-Pierre. (2011). The late acquisition of a major difficulty of French inflectional orthography: The homophonic /E/ verbal endings. Writing Systems Research, 3(2), 129–144. https://doi.org/10.1093/wsr/wsr003
    • Castles, Anne, & Nation, Kate. (2006). How does orthographic learning happen? In Sally Andrews (Ed.), From ink marks to ideas: Challenges and controversies about word recognition and reading (pp. 151–179). Hove; New York: Psychology Press. https://doi.org/10.4324/9780203841211
    • Clifton, Charles, Jr. (2015). The roles of phonology in silent reading: A selective review. In Lyn Frazier & Edward Gibson (Eds.), Explicit and implicit prosody in sentence processing: Studies in honor of Janet Dean Fodor (Studies in Theoretical Psycholinguistics 46) (pp. 161–176). Cham: Springer. https://doi.org/10.1007/978-3–319-12961-7_9
    • Coltheart, Max. (2012). Dual-route theories of reading aloud. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 3–27). London: Psychology Press.
    • Davies, Robert A. I., & Cuetos, Fernando. (2010). Reading acquisition and dyslexia in Spanish. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 155–180). Hove; New York. Psychology Press.
    • Deacon, S. Hélène, Tong, Xiuli, & Mimeau, Catherine. (2019). Morphological and semantic processing in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 327–349). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.015
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Elbro, Carsten, & de Jong, Peter F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 169–189). Amsterdam; Philadelphia: John Benjamins.
    • Feldman, Laurie Beth, & Basnight-Brown, Dana M. (2008). The role of morphology in visual word recognition: Graded semantic influences due to competing senses and semantic richness of the stem. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 85–106). New York; London. Lawrence Erlbaum Associates.
    • 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
    • Jared, Debra. (2015). Literacy and literacy development in bilinguals. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 165–182). New York: Oxford University Press.
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Kello, Christopher T. (2006). Considering the junction model of lexical processing. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 50–75). Hove; New York: Psychology Press.
    • Kessler, Brett. (2009). Statistical learning of conditional orthographic correspondences. Writing Systems Research, 1(1), 19–34. https://doi.org/10.1093/wsr/wsp004
    • Magnuson, James S. (2008). Nondeterminism, pleiotropy, and single-word reading: Theoretical and practical concerns. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 377–404). New York; London. Lawrence Erlbaum Associates.
    • Marcolini, Stefania, Burani, Cristina, & Colombo, Lucia. (2009). Lexical effects on children's pseudoword reading in a transparent orthography. Reading and Writing, 22(5), 531–544. https://doi.org/10.1007/s11145-008-9123-0
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • Norris, Dennis. (2013). Models of visual word recognition. Trends in Cognitive Sciences, 17(10), 517–524. https://doi.org/10.1016/j.tics.2013.08.003
    • Ouellette, Gene, & Beers, Ashley. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23(2), 189–208. https://doi.org/10.1007/s11145-008-9159-1
    • Pexman, Penny M. (2012). Meaning-based influences on visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 24–43). London: Psychology Press.
    • Piasta, Shayne B., & Wagner, Richard K. (2008). Dyslexia: Identification and classification. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 309–326). New York; London. Lawrence Erlbaum Associates.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Rastle, Kathleen. (2019). EPS mid-career prize lecture 2017: Writing systems, reading, and language. Quarterly Journal of Experimental Psychology, 72(4), 677–692. https://doi.org/10.1177/1747021819829696
    • Rastle, Kathleen, & Coltheart, Max. (2006). Is there serial processing in the reading system; and are there local representations? In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 3–24). Hove; New York: Psychology Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Seidenberg, Mark S. (2007). Connectionist models of reading. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 235–250). Oxford: Oxford University Press.
    • Seidenberg, Mark S., & Plaut, David C. (2006). Progress in understanding word reading: Data fitting versus theory building. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 25–49). Hove; New York: Psychology Press.
    • 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
    • Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
    • Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
    • Taft, Marcus. (2015). The nature of lexical representation in visual word recognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 99–113). New York: Oxford University Press.
    • Thompson, G. Brian, & Johnston, Rhona S. (2007). Visual and orthographic information in learning to read and the influence of phonics instruction. Reading and Writing, 20(9), 859–884. https://doi.org/10.1007/s11145-007-9050-5
    • Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
    • Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
    • Woollams, Anna M. (2015). What does acquired dyslexia tell us about reading in the mind and brain? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 149–164). New York: Oxford University Press.
    • Zevin, Jason D. (2019). Modeling developmental dyslexia across languages and writing systems. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 372–390). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.017
    • Ziegler, Johannes C., Perry, Conrad, & Zorzi, Marco. (2019). Modeling the variability of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 350–371). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.016
  • Haron, Muhammed. (2014). Revisiting al-Qawl al-matīn: A socio-linguistically engineered Arabic-Afrikaans text. In Meikal Mumin & Kess Versteegh (Eds.), The Arabic script in Africa: Studies in the use of a writing system (Studies in Semitic Languages and Linguistics 71) (pp. 343–364). Leiden; Boston: Brill.
  • Harris, John. (1986). Children as writers. In Asher Cashdan (Ed.), Literacy: Teaching and learning language skills (pp. 82–111). Oxford: Basil Blackwell.
  • Harris, John F., & Stearns, Steven K. (1997). Understanding Maya inscriptions: A hieroglyphic handbook. Philadelphia: University of Pennsylvania Museum. Cited by5
    • Chiang, William. (2006). A comparison of Maya and oracle bone scripts. Visible Language, 40(3), 310–333.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Vail, Gabrielle. (2003). [Book review: Michael D. Coe & Mark Van Stone, (2001), Reading the Maya glyphs]. Written Language & Literacy, 6(2), 250–254.
  • Harris, M., & Coltheart, M. (1986). Language processing in children and adults: An introduction. London: Routledge. Cited by10
    • Aldridge, Michelle, & Fontaine, Lise. (2019). Using keystroke logging to capture the impact of cognitive complexity and typing fluency on written language production. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 285–305). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_014
    • Angelelli, Paola, Marinelli, Chiara Valeria, & Zoccolotti, Pierluigi. (2010). Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic-dysgraphic and normal children. Cognitive Neuropsychology, 27(4), 305–333. https://doi.org/10.1080/02643294.2010.543539
    • Bastien-Toniazzo, Mireille, & Jullien, Sandrine. (2001). Nature and importance of the logographic phase in learning to read. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 119–143.
    • Coltheart, Max. (1986). Graphemics and visual word recognition. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 326–340). Berlin; New York: Walter de Gruyter.
    • Kinoshita, Sachiko. (1998). The role of phonology in reading Japanese: Or why I don't hear myself when reading Japanese [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 439–455. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 285–301). Dordrecht: Kluwer Academic Publishers]
    • Porpodas, Costas D. (2006). Literacy acquisition in Greek: Research review of the role of phonological and cognitive factors. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 189–199). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
    • 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
    • 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
  • Harris, Margaret, & Gianouli, Vicky. (1999). Learning to read and spell in Greek: the importance of letter knowledge and morphological awareness. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 51–70). Cambridge: Cambridge University Press. Cited by16
    • Alcock, Katie J. (2006). Literacy in Kiswahili. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 405–419). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Alcock, Katherine J., & Ngorosho, Damaris. (2003). Learning to spell a regularly spelled language is not a trivial task - Patterns of errors in Kiswahili. Reading and Writing: An Interdisciplinary Journal, 16(7), 635–666.
    • Borgwaldt, Susanne R., Hellwig, Frauke M., & de Groot, Annette M. B. (2004). Word-initial entropy in five languages: Letter to sound, and sound to letter. [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 165–184.
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Deacon, S. Hélène, & Sparks, Erin. (2015). Children's spelling development: Theories and evidence. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 311–325). New York: Oxford University Press.
    • Duncan, Lynne G., Castro, São Luís, Defior, Sylvia, Seymour, Philip H. K., Baillie, Sheila, Leybaert, Jacqueline, Mousty, Philippe, Genard, Nathalie, Sarris, Menelaos, Porpodas, Costas D., Lund, Rannveig, Sigurðsson, Baldur, Þráinsdóttir, Anna S., Sucena, Ana, & Serrano, Francisca. (2013). Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies. Cognition, 127, 398–419. http://doi.org/10.1016/j.cognition.2013.02.009
    • Ellis, Nick C., Miwa, Natsume, Stavropoulou, Katerina, Hoxhallari, Lorenc, Van Daal, Victor H.P., Polyzoe, Nicoletta, Tsipa, Maria-Louisa, & Petalas, Michalis. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438–468. https://doi.org/10.1598/RRQ.39.4.5
    • Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
    • Goswami, Usha. (2006). Orthography, phonology, and reading development: A cross-linguistics perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 463–480). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Goswami, Usha. (2008). Phonological representations for reading acquisition across languages. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 65–84). New York; London. Lawrence Erlbaum Associates.
    • Goswami, Usha. (2010). A psycholinguistic grain size view of reading acquisition across languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 23–42). Hove; New York. Psychology Press.
    • Juul, Holger, & Elbro, Carsten. (2004). The links between grammar and spelling: A cognitive hurdle in deep orthographies? Reading and Writing: An Interdisciplinary Journal, 17(9), 915–942.
    • Loizidou-Ieridou, Nataly, Masterson, Jackie, & Hanley, J. Richard. (2010). Spelling development in 6–11-year-old Greek-speaking Cypriot children. Journal of Research in Reading, 33(3), 247–262. https://doi.org/10.1111/j.1467-9817.2009.01411.x
    • Protopapas, Athanassios. (2017). Learning to read Greek. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 181–210). Cambridge: Cambridge University Press.
    • Tsesmeli, Styliani N., & Seymour, Philip H. K. (2006). Derivational morphology and spelling in dyslexia. Reading and Writing, 19(6), 587–625. https://doi.org/10.1007/s11145-006-9011-4
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Harris, Margaret, & Hatano, Giyoo. (1999). Introduction: a cross-linguistic perspective on learning to read and write. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 1–9). Cambridge: Cambridge University Press. Cited by2
    • Niolaki, Georgia Z., Terzopoulos, Aris R., & Masterson, Jackie. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230–256. https://doi.org/10.1080/17586801.2014.893862
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Harris, Margaret, & Hatano, Giyoo (Eds.). (1999). Learning to read and write: A cross-linguistic perspective. Cambridge: Cambridge University Press. Cited by8
    • Cossu, Giuseppe. (2003). The role of output speech in literacy acquisition: Evidence from congenital anarthria [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 99–122.
    • Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
    • Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
    • McDougall, Siné, Brunswick, Nicola, & de Mornay Davies, Paul. (2010). Reading and dyslexia in different orthographies: An introduction and overview. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 3–21). Hove; New York. Psychology Press.
    • Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
    • Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Share, David L. (2004a). Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology, 88, 213–233. https://doi.org/10.1016/j.jecp.2004.03.005
    • 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
  • Harris, P. L., Kruithof, A., Meerum Terwogt, M., & Visser, T. (1981). Children's detection and awareness of textual anomaly. Journal of Experimental Child Psychology, 31, 212–230. Cited by4
    • Ehrlich, Marie-France, Remond, Martine, & Tardieu, Hubert (1999). Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring. Reading and Writing: An Interdisciplinary Journal, 11(1), 29–63.
    • Hacker, Douglas J. (1997). Comprehension monitoring of written discourse across early-to-middle adolescence. Reading and Writing: An Interdisciplinary Journal, 9(3), 207–240.
    • Oakhill, Jane, Hartt, Joanne, & Samols, Deborah. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18(7/9), 657–686. https://doi.org/10.1007/s11145-005-3355-z
    • Smith, Philip T. (1996). Research methods in the psychology of reading. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 932–942). Berlin; New York: De Gruyter.
  • Harris, Roy. (1980). The language makers. Ithaca, NY: Cornell University Press. Cited by12
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Daniels, Peter T. (1992b). The syllabic origin of writing and the segmental origin of the alphabet. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 83–110). Amsterdam; Philadelphia: John Benjamins.
    • Davidson, Andrew. (2019). Writing: The re-construction of language. Language Sciences, 72, 134–149. https://doi.org/ 10.1016/j.langsci.2018.09.004
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Homer, Bruce D. (2009). Literacy and metalinguistic development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 487–500). Cambridge: Cambridge University Press.
    • Koch, Peter, & Oesterreicher, Wulf. (1994). Schriftlichkeit und Sprache [Writing and language]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 587–604). Berlin; New York: De Gruyter.
    • Linell, Per. (2005). The written language bias in linguistics: Its nature, origins and transformations (Routledge Advances in Communication and Linguistic Theory). London; New York: Routledge.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Harris, Roy. (1986). The origin of writing. London: Duckworth; La Salle, IL: Open Court. Cited by53
    • Aronoff, Mark. (1994). Spelling as culture. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 67–86). Dordrecht: Kluwer Academic Publishers.
    • Baird, Henry S. (2014). A brief history of documents and writing systems. In David Doermann & Karl Tombre (Eds.), Handbook of document image processing and recognition (pp. 3–10). London: Springer. https://doi.org/10.1007/978-0-85729-859-1_2
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Baron, Naomi S. (2004). Rethinking written culture [A discussion of R. Harris, (2000), Rethinking writing]. Language Sciences, 26, 57–96. https://doi.org/10.1016/j.langsci.2003.06.001
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Brockmeier, Jens, & Olson, David R. (2009). The literacy episteme: From Innis to Derrida. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 3–21). Cambridge: Cambridge University Press.
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Cook, Vivian. (2016). Background to the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 5–23). Oxon: Routledge.
    • Coulmas, Florian. (1994a). Theorie der Schriftgeschichte [Theory of the history of writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 256–264). Berlin; New York: De Gruyter.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Coulmas, Florian. (2009). Evaluating merit–the evolution of writing reconsidered. Writing Systems Research, 1(1), 5–17. https://doi.org/10.1093/wsr/wsp001
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Daniels, Peter T. (1992b). The syllabic origin of writing and the segmental origin of the alphabet. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 83–110). Amsterdam; Philadelphia: John Benjamins.
    • Daniels, Peter T. (1996b). The study of writing systems. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 3–17). New York; Oxford: Oxford University Press.
    • Daniels, Peter T. (1998). [Book review: D. Gary Miller, (1994), Ancient scripts and phonological knowledge]. Written Language & Literacy, 1(1), 141–147.
    • Davidson, Andrew. (2019). Writing: The re-construction of language. Language Sciences, 72, 134–149. https://doi.org/ 10.1016/j.langsci.2018.09.004
    • Davies, W. V. (1987). Egyptian hieroglyphs (Reading the past). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1990, In J. T. Hooker (Ed.), Reading the past: Ancient writing from cuneiform to the alphabet (pp. 75–135). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Flouda, Georgia. (2013). Materiality of Minoan writing: Modes of display and perception. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 143–174). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.h
    • Gaur, Albertine. (1984). A history of writing. London: British Library. [1987, Second edition; 1992, Third revised edition, London: British Library; New York: Abbeville Press]
    • Gaur, Albertine. (1995). Scripts and writing systems: A historical perspective. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 19–30). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223
    • Harris, Roy. (1994). Semiotic aspects of writing. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 41–48). Berlin; New York: De Gruyter.
    • Harris, Roy. (1996). Writing and notation. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1559–1568). Berlin; New York: De Gruyter.
    • Harris, Roy. (2000). Rethinking writing. London; New York: Continuum.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Johnson, Sally. (2005). Spelling trouble? Language, ideology and the reform of German orthography. Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.1017/s004740450707025x
    • 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.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Olson, David R. (2009a). A theory of reading/writing: From literacy to literature. Writing Systems Research, 1(1), 51–64. https://doi.org/10.1093/wsr/wsp005
    • Olson, David R. (2009c). Why literacy matters, then and now. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 385–403). Oxford: Oxford University Press.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • Prior, Paul, & Thorne, Steven L. (2014). Research paradigms: Beyond product, process, and social activity. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 31–54). Berlin; Boston: De Gruyter Mouton.
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
    • Ryan, Des. (2015). Google doodles: Evidence of how graphemes' colour, shape, size and position can interact to make writing multidimensional. Writing Systems Research, 7(1), 79–96. https://doi.org/10.1080/17586801.2014.912578
    • Sassoon, Rosemary. (1995). The acquisition of a second writing system. Oxford: Intellect.
    • Schmandt-Besserat, Denise. (1992). Before writing [Two volumes: Volume 1. From counting to cuneiform; Volume 2. A catalog of near eastern tokens]. Austin, TX: University of Texas Press.
    • Schoch, Robert M., & Melka, Tomi S. (2021). A “Sacred Amulet from Easter Island—1885/6—”: Analyzing enigmatic glyphic characters in the context of the rongorongo script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 847–903). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-scho
    • Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Smalley, William, Chia Koua Vang, & Gnia Yee Yang. (1990). Mother of writing: The origin and development of a Hmong messianic script. Chicago; London: University of Chicago Press.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
    • Unger, J. Marshall. (2004). Ideogram: Chinese characters and the myth of disembodied meaning. Honolulu: University of Hawai‘i Press.
    • Verhoeven, Ludo. (1994a). Demographics of literacy. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 767–779). Berlin; New York: De Gruyter.
  • Harris, Roy. (1994). Semiotic aspects of writing. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 41–48). Berlin; New York: De Gruyter. Cited by1
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
  • Harris, R. (1995). Signs of writing. London: Routledge. Cited by36
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Baron, Naomi S. (2004). Rethinking written culture [A discussion of R. Harris, (2000), Rethinking writing]. Language Sciences, 26, 57–96. https://doi.org/10.1016/j.langsci.2003.06.001
    • Bodel, John, & Houston, Stephen (Eds.). (2021). The hidden language of graphic signs: Cryptic writing and meaningful marks. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505
    • Brockmeier, Jens, & Olson, David R. (2009). The literacy episteme: From Innis to Derrida. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 3–21). Cambridge: Cambridge University Press.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Elti di Rodeano, Sveva. (2021). Scripts in contact: Transmission of the first alphabets. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 223–239). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-rode
    • Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Flouda, Georgia. (2013). Materiality of Minoan writing: Modes of display and perception. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 143–174). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.h
    • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223
    • Haring, Ben. (2017). Identity marks in ancient Egypt: Scribal and non-scribal modes of visual communication. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 233–246). Firenze: Firenze University Press.
    • Harris, Roy. (2000). Rethinking writing. London; New York: Continuum.
    • Harris, Roy. (2009). Speech and writing. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 46–58). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511609664.004
    • Hockett, Charles F. (2003). Two lectures on writing [prepared for publication by Peter T. Daniels]. Written Language & Literacy, 6(2), 131–175.
    • Honda, Keisuke. (2021). A modular theoretic approach to the Japanese writing system: Possibilities and challenges. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 621–643). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hond
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Kallen, Jeffrey L. (2016). The English writing system in the linguistic landscapes of the world. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 365–396). Oxon: Routledge.
    • Linell, Per. (2005). The written language bias in linguistics: Its nature, origins and transformations (Routledge Advances in Communication and Linguistic Theory). London; New York: Routledge.
    • Lurie, David B. (2006). Language, writing, and disciplinarity in the critique of the “Ideographic Myth”: Some proleptical remarks. Language & Communication, 26, 250–269. https://doi.org/10.1016/j.langcom.2006.02.015
    • 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
    • Myers, James. (2019). The grammar of Chinese characters: Productive knowledge of formal patterns in an orthograhic system (Routledge Studies in East Asian Linguistics). London; New York: Routledge.
    • Nunes, Terezinha, Burman, Diana, Evans, Deborah, & Bell, Daniel. (2010). Writing a language that you can't hear. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 109–128). Hove; New York. Psychology Press.
    • Piquette, Kathryn E. (2018b). Signs and symbols. In Andrew Gardner, Mark Lake, & Ulrike Sommer (Eds.), The Oxford handbook of archaeological theory. Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199567942.013.020
    • Primus, Beatrice. (2004). A featural analysis of the Modern Roman Alphabet [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 235–274. https://doi.org/10.1075/wll.7.2.06pri
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Ryan, Des. (2015). Google doodles: Evidence of how graphemes' colour, shape, size and position can interact to make writing multidimensional. Writing Systems Research, 7(1), 79–96. https://doi.org/10.1080/17586801.2014.912578
    • Salomon, Frank, & Hyland, Sabine. (2010). Guest editors' introduction [Special issue: Graphic pluralism: Native American systems of inscription and the colonial situation, edited by Frank Salomon & Sabine Hyland]. Ethnohistory, 57(1), 1–9. https://doi.org/10.1215/00141801-2009-050
    • Shortis, Tim. (2016). Texting and other messaging: Written system in digitally mediated vernaculars. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 487–516). Oxon: Routledge.
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
    • Sproat, Richard. (2010). Language, technology, and society. Oxford: Oxford University Press.
    • Sproat, Richard, & Gutkin, Alexander. (2021). The taxonomy of writing systems: How to measure how logographic a system is. Computational Linguistics, 47(3), 477–528. https://doi.org/10.1162/coli_a_00409
    • Tolchinsky, Liliana. (2009). The configuration of literacy as a domain of knowledge. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 468–486). Cambridge: Cambridge University Press.
    • Unger, J. Marshall. (2004). Ideogram: Chinese characters and the myth of disembodied meaning. Honolulu: University of Hawai‘i Press.
    • Wang, Yifan. (2019). What are we calling “Latin script”? Name and reality in the grammatological terminology. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 91–109). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-wang
    • Whittaker, Gordon. (2011). Writing systems. In Patrick Colm Hogan (Ed.), The Cambridge encyclopedia of the language sciences (pp. 935–939). New York: Cambridge University Press.
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Harris, Roy. (1996). Writing and notation. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1559–1568). Berlin; New York: De Gruyter.
  • Harris, Roy. (2000). Rethinking writing. London; New York: Continuum. Cited by25
    • Baron, Naomi S. (2004). Rethinking written culture [A discussion of R. Harris, (2000), Rethinking writing]. Language Sciences, 26, 57–96. https://doi.org/10.1016/j.langsci.2003.06.001
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Choksi, Nishaant. (2018). Script as constellation among Munda speakers: The case of Santali [Special issue: Script and identity - The politics of writing in South Asia, edited by Carmen Brandt & Pushkar Sohoni]. South Asian History and Culture, 9(1), 92–115, https://doi.org/10.1080/19472498.2017.1411064
    • Coulmas, Florian. (2001). [Book review: Roy Harris, (2000), Rethinking writing]. Written Language & Literacy, 4(2), 215–218.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Coulmas, Florian. (2009). Evaluating merit–the evolution of writing reconsidered. Writing Systems Research, 1(1), 5–17. https://doi.org/10.1093/wsr/wsp001
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Coulmas, Florian. (2018). Revisiting the ‘tyranny of writing’. In Constanze Weth & Kasper Juffermans (Eds.), Tyranny of writing: Ideologies of the written word (Bloomsbury advances in sociolinguistics) (pp. 19–29). London: Bloomsbury Publishing.
    • Coulmas, Florian. (2019). „Die Buchstabenschrift ist an und für sich die intelligentere.‟ Überlegungen zur Bewertung von Schriftsystemen. In Yannis Haralambous (Ed.), Graphemics in the 21st Century: Brest, June 13-15, 2018, Proceedings (Grapholinguistics and its applications 1) (pp 1–16). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-coul
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223
    • Haring, Ben. (2017). Identity marks in ancient Egypt: Scribal and non-scribal modes of visual communication. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 233–246). Firenze: Firenze University Press.
    • Jacobs, Geert, & Perrin, Daniel. (2014). Production modes: Writing as materializing and stimulating thoughts. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 181–208). Berlin; Boston: De Gruyter Mouton.
    • Johnson, Sally. (2005). Spelling trouble? Language, ideology and the reform of German orthography. Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.1017/s004740450707025x
    • Linell, Per. (2005). The written language bias in linguistics: Its nature, origins and transformations (Routledge Advances in Communication and Linguistic Theory). London; New York: Routledge.
    • Lurie, David B. (2006). Language, writing, and disciplinarity in the critique of the “Ideographic Myth”: Some proleptical remarks. Language & Communication, 26, 250–269. https://doi.org/10.1016/j.langcom.2006.02.015
    • Melka, Tomi S. (2013). On a “kinetic”-like sequence in rongorongo tablet “Mamari”. Writing Systems Research, 5(1), 54–72. https://doi.org/10.1080/17586801.2012.742005
    • Melka, Tomi S., & Stanley, Jeffrey C. (2012). Performance of Seraphinian in reference to some statistical tests [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 140–166. https://doi.org/10.1080/17586801.2012.683052
    • Myers, James. (2019). The grammar of Chinese characters: Productive knowledge of formal patterns in an orthograhic system (Routledge Studies in East Asian Linguistics). London; New York: Routledge.
    • Ryan, Des. (2015). Google doodles: Evidence of how graphemes' colour, shape, size and position can interact to make writing multidimensional. Writing Systems Research, 7(1), 79–96. https://doi.org/10.1080/17586801.2014.912578
    • Schoch, Robert M., & Melka, Tomi S. (2021). A “Sacred Amulet from Easter Island—1885/6—”: Analyzing enigmatic glyphic characters in the context of the rongorongo script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 847–903). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-scho
    • Unger, J. Marshall. (2004). Ideogram: Chinese characters and the myth of disembodied meaning. Honolulu: University of Hawai‘i Press.
    • Wang, Yifan. (2019). What are we calling “Latin script”? Name and reality in the grammatological terminology. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 91–109). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-wang
    • Whittaker, Gordon. (2011). Writing systems. In Patrick Colm Hogan (Ed.), The Cambridge encyclopedia of the language sciences (pp. 935–939). New York: Cambridge University Press.
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Harris, R. (2009). Rationality and the literate mind. London: Routledge. Cited by5
    • Kolinsky, Régine. (2015). How learning to read influences language and cognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 377–393). New York: Oxford University Press.
    • Olson, David R. (2009a). A theory of reading/writing: From literacy to literature. Writing Systems Research, 1(1), 51–64. https://doi.org/10.1093/wsr/wsp005
    • Olson, David R. (2012). Literacy, rationality, and logic: The historical and developmental origins of logical discourse [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 153–164. https://doi.org/10.1075/wll.15.2.02ols
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Olson, David R., & Oatley, Keith. (2014). The quotation theory of writing. Written Communication, 31(1), 4–26. https://doi.org/10.1177/0741088313515164
  • Harris, Roy. (2009). Speech and writing. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 46–58). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511609664.004 Cited by13
    • Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
    • Joyce, Terry. (2016). Writing systems and scripts. In Andrea Rocci & Louis de Saussure (Eds.), Verbal communication (Handbooks of Communication Science 3) (pp. 287–308). Berlin; Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110255478-016
    • Neef, Martin. (2012a). Boundaries in written representations: The potential beginning of words in German [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 209–225. https://doi.org/10.1075/wll.15.2.05nee
    • Neef, Martin. (2015). Writing systems as modular objects: Proposals for theory design in grapholinguistics. Open Linguistics, 1, 708–721. https://doi.org/10.1515/opli-2015-0026
    • Olson, David R. (2009b). Literacy, literacy policy, and the school. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 566–576). Cambridge: Cambridge University Press.
    • Olson, David R. (2009c). Why literacy matters, then and now. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 385–403). Oxford: Oxford University Press.
    • Olson, David R. (2012). Literacy, rationality, and logic: The historical and developmental origins of logical discourse [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 153–164. https://doi.org/10.1075/wll.15.2.02ols
    • Olson, David R., & Oatley, Keith. (2014). The quotation theory of writing. Written Communication, 31(1), 4–26. https://doi.org/10.1177/0741088313515164
    • Pae, Hye K. (2018a). Written languages, East-Asian scripts, and cross-linguistic influences: An introduction. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 1–22). Amsterdam: John Benjamins.
    • Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
    • 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
    • Ryan, Des. (2015). Google doodles: Evidence of how graphemes' colour, shape, size and position can interact to make writing multidimensional. Writing Systems Research, 7(1), 79–96. https://doi.org/10.1080/17586801.2014.912578
    • Veldhuis, Dorina, & Kurvers, Jeanne. (2012). Offline segmentation and online language processing units: The influence of literacy [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 165–184. https://doi.org/10.1075/wll.15.2.03vel
  • Harris, William V. (1989). Ancient literacy. Cambridge, MA; London: Harvard University Press. Cited by59
    • Askin, Lindsey A. (2020). Scribal production and literacy at Qumran. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 23–36). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-003
    • Baron, Dennis. (2009). A better pencil: Readers, writers, and the digital revolution. Oxford: Oxford University Press.
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Baron, Naomi S. (2004). Rethinking written culture [A discussion of R. Harris, (2000), Rethinking writing]. Language Sciences, 26, 57–96. https://doi.org/10.1016/j.langsci.2003.06.001
    • Baron, Naomi S. (2013). Reading in print or onscreen: Better, worse, or about the same? In Deborah Tannen & Anna Marie Trester (Eds.), Discourse 2.0: Language and new media (pp. 201–224). Washington, DC: Georgetown University Press.
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Daniels, Peter T. (1996b). The study of writing systems. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 3–17). New York; Oxford: Oxford University Press.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Everett, Nicholas. (2009). Literacy from late antiquity to the early middle ages, c. 300–800 AD. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 362–385). Cambridge: Cambridge University Press.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
    • Haarmann, Harald. (1994b). Entstehung und Verbreitung von Alphabetschriften [Evolution and spread of alphabetic scripts] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 329–347). Berlin; New York: De Gruyter.
    • Haarmann, Harald (2006). Language planning: Graphization and the development of writing systems [Sprachplanung: Graphisation und die Entwicklung von Schreibsystemen]. In Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, & Peter Trudgill (Eds.), Sociolinguistics: An international handbook of the science of language and society [Ein internationales Handbuch zur Wissenschaft von Sprache und Gesellschaft] (Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistic and Communication Science 3.3) (pp. 2402–2420). Berlin: De Gruyter. https://doi.org/10.1515/9783110184181.3.11.2402
    • Harris, William V. (2018). Literacy in everyday ancient life: From Gabii to Gloucestershire. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 143–158). Berlin, Boston: Walter de Gruyter.
    • Hartmann, Benjamin. (2018). Schreiben im Dienste des Staates. Prolegomena zu einer Kulturgeschichte der römischen scribae. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 351–360). Berlin, Boston: Walter de Gruyter.
    • Houston, Stephen. (1994). Literacy among the Pre-Columbian Maya: A comparative perspective. In Elizabeth H. Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 27–49). Durham, NC: Duke University Press.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • Hübner, Sabine R. (2018). Frauen und Schriftlichkeit im römischen Ägypten. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 163–178). Berlin, Boston: Walter de Gruyter.
    • Johnson, William A. (2009a). Introduction. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 3–10). Oxford: Oxford University Press.
    • Kolb, Anne. (2018). Literacy in ancient everyday life – Problems and results. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 1–10). Berlin, Boston: Walter de Gruyter.
    • Kropp, Amina. (2018). Schriftlichkeit in der Schadenzauberpraxis am Beispiel der vulgärlateinischen defixionum tabellae. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 261–286). Berlin, Boston: Walter de Gruyter.
    • Li, F. (2018). The development of literacy in early China: With the nature and uses of bronze inscriptions in context, and more. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 13–42). Berlin, Boston: Walter de Gruyter.
    • Lomas, Kathryn. (2008). Script obsolescence in ancient Italy: From pre-Roman to Roman writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 109–138). London: Equinox Publishing.
    • Madreiter, Irene. (2018). Der Raum alltäglicher weiblicher Literalität im Achaimeniden-Reich. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 99–111). Berlin, Boston: Walter de Gruyter.
    • Markschies, Christoph. (2020). What ancient Christian manuscripts reveal about reading (and about non-reading). In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 197–216). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-012
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Milnor, Kristina. (2009). Literary literacy in Roman Pompeii: The case of Vergil's Aeneid. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 288–319). Oxford: Oxford University Press.
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Olson, David R. (1994b). Writing and industrialization. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 635–638). Berlin; New York: De Gruyter.
    • Olson, David R. (1994c). Writing and science. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 654–657). Berlin; New York: De Gruyter.
    • Olson, David R. (2009c). Why literacy matters, then and now. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 385–403). Oxford: Oxford University Press.
    • 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.
    • Parker, Holt N. (2009). Books and reading Latin poetry. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 186–229). Oxford: Oxford University Press.
    • Piquette, Kathryn E., & Whitehouse, Ruth D. (2013). Introduction: Developing an approach to writing as material practice. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 1–13). London: Ubiquity Press. https://doi.org/10.5334/bai.a
    • Quick, Laura. (2020). Scribal habits and scholarly texts: Codicology at Oxyrhynchus and Qumran. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 37–54). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-004
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Rösler, Wolfgang. (1994). Die griechische Schriftkultur der Antike [The Greek literate culture of antiquity] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 511–517). Berlin; New York: De Gruyter.
    • Ruffing, Kai. (2018). Schriftlichkeit und Wirtschaft im Römischen Reich. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 221–236). Berlin, Boston: Walter de Gruyter.
    • Sarri, Antonia. (2018). Material aspects of letter writing in the Graeco-Roman world: 500 BC-AD 300 (Materiale Textkulturen 12). Berlin; Boston: Walter de Gruyter.
    • Schubert, Paul. (2018). Who needed writing in Graeco-Roman Egypt, and for what purpose? Document layout as a tool of literacy. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 335–349). Berlin, Boston: Walter de Gruyter.
    • Speidel, Michael A. (2018). Soldiers and documents: Insights from Nubia. The significance of written documents in Roman soldiers' everyday lives. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 179–200). Berlin, Boston: Walter de Gruyter.
    • Sproat, Richard. (2010). Language, technology, and society. Oxford: Oxford University Press.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
    • Thomas, Rosalind. (2009a). The origins of western literacy: Literacy in ancient Greece and Rome. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 346–361). Cambridge: Cambridge University Press.
    • Thomas, Rosalind. (2009b). Writing, reading, public and private “literacies”: Functional literacy and democratic literacy in Greece. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 13–45). Oxford: Oxford University Press.
    • Tomlin, Roger. (2018). Literacy in Roman Britain. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 201–219). Berlin, Boston: Walter de Gruyter.
    • van Holthoon, Frits. (2009). Literacy, modernization, the intellectual community, and civil society in the Western world. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 431–448). Cambridge: Cambridge University Press.
    • Vogt-Spira, Gregor. (1994). Die lateinische Schriftkultur der Antike [The Roman literate culture of antiquity]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 517–524). Berlin; New York: De Gruyter.
    • 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.
    • Whitehouse, Ruth D. (2013b). ‘Tombstones’ in the North Italian Iron Age: Careless writers or athletic readers? In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 271–288). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.n
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
    • Woolf, Greg. (2009). Literacy or literacies in Rome? In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 46–68). Oxford: Oxford University Press.
    • Woolf, Greg (2015). Ancient illiteracy? Ancient literacies: Bulletin of the Institute of Classical Studies, 58(2), 31–42. https://doi.org/10.1111/j.2041-5370.2015.12010.x
    • Zinn, Katharina. (2018). Literacy in pharaonic Egypt: Orality and literacy between agency and memory. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 67–97). Berlin, Boston: Walter de Gruyter.
  • Harris, William V. (2018). Literacy in everyday ancient life: From Gabii to Gloucestershire. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 143–158). Berlin, Boston: Walter de Gruyter.
  • Harrison, Colin. (1986). New directions in text research and readability. In Asher Cashdan (Ed.), Literacy: Teaching and learning language skills (pp. 61–81). Oxford: Basil Blackwell.
  • Harste, J. C., Woodward, V. A., & Burke, C. L. (1984). Language, stories and literacy lessons. Portsmouth, NH: Heinemann. Cited by9
    • 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
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Kenner, Charmian. (2000). Symbols make text: A social semiotic analysis of writing in a multilingual nursery. Written Language & Literacy, 3(2), 235–266.
    • Lee, Lian-Ju. (2012). Understanding and facilitating literacy development amoung young Chinese-speaking children. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 193–210). New York; London: Routledge.
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • Stavans, Anat. (2015). Monolingual and multilingual discrimination of written sequences' readability. Writing Systems Research, 7(1), 108–127. https://doi.org/10.1080/17586801.2014.898574
    • Tolchinsky, Liliana. (2009). The configuration of literacy as a domain of knowledge. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 468–486). Cambridge: Cambridge University Press.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes. Cited by26
    • Assel, Michael Andrew, Landry, Susan H., Swank, Paul R., & Gunnewig, Susan. (2007). An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten. Reading and Writing, 20(5), 463–494. https://doi.org/10.1007/s11145-006-9039-5
    • 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
    • Bowers, Peter N., & Kirby, John R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23(5), 515–537. https://doi.org/10.1007/s11145-009-9172-z
    • Corrigan, Roberta. (2011). Effects of pre-service teachers' receptive vocabulary knowledge on their interactive read-alouds with elementary school students. Reading and Writing, 24(7), 749–771. https://doi.org/10.1007/s11145-009-9223-5
    • Gonzalez, Jorge E., Goetz, Ernest T., Hall, Robert J., Payne, Tara, Taylor, Aaron B., Kim, Minjung, & McCormick, Anita S. (2011). An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills. Reading and Writing, 24(3), 253–284. https://doi.org/10.1007/s11145-009-9212-8
    • Henning, Caroline, McIntosh, Beth, Arnott, Wendy, & Dodd, Barbara. (2010). Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: The impact on language and literacy. Journal of Research in Reading, 33(3), 231–246. https://doi.org/10.1111/j.1467-9817.2009.01410.x
    • Joshi, R. Malatesha. (2010). Role of orthography in literacy acquisition and literacy problems among monolinguals and bilinguals. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 167–176). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_12
    • Kim, Young-Suk. (2009c). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing, 22(1), 57–84. https://doi.org/10.1007/s11145-007-9103-9
    • Kim, Young-Suk Grace. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading-writing relations. 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. 11–34). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_2
    • Kim, Young-Suk, & Pallante, Daniel. (2012). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing, 25(1), 1–22. https://doi.org/10.1007/s11145-010-9244-0
    • Lonigan, Christopher J., Farver, JoAnn M., Phillips, Beth M., & Clancy-Menchetti, Jeanine. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305–337. https://doi.org/10.1007/s11145-009-9214-6
    • Lundberg, Ingvar, Larsman, Pernilla, & Strid, Anna. (2012). Development of phonological awareness during the preschool year: The influence of gender and socio-economic status. Reading and Writing, 25(2), 305–320. https://doi.org/10.1007/s11145-010-9269-4
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Moats, Louisa. (2009). Knowledge foundations for teaching reading and spelling [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 379–399. https://doi.org/10.1007/s11145-009-9162-1
    • Montano, Zorash, & Hindman, Annemarie. (2016). Parenting influences on children's cognitive development. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 120–136). London; New York: Routledge.
    • Pierce, Margaret E., Katzir, Tami, Wolf, Maryanne, & Noam, Gil G. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing, 20(9), 885–907. https://doi.org/10.1007/s11145-007-9058-x
    • Reese, Elaine, Suggate, Sebastian, Long, Jennifer, & Schaughency, Elizabeth. (2010). Children's oral narrative and reading skills in the first 3 years of reading instruction. Reading and Writing, 23(6), 627–644. https://doi.org/10.1007/s11145-009-9175-9
    • Rosenthal, Julie, & Ehri, Linnea C. (2011). Pronouncing new words aloud during the silent reading of text enhances fifth graders' memory for vocabulary words and their spellings. Reading and Writing, 24(8), 921–950. doi10.1007/s11145-010-9239-x
    • 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
    • Svensson, Idor, Lundberg, Ingvar, & Jacobson, Christer. (2003). The nature of reading difficulties among inmates in juvenile institutions. Reading and Writing: An Interdisciplinary Journal, 16(7), 667–691.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Vadasy, Patricia F., & Sanders, Elizabeth A. (2008). Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing, 21(9), 929–963. https://doi.org/10.1007/s11145-008-9119-9
    • Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Hart, J. (1569). An orthographie, conteyning the due order and reason, howe to write or paint thimage of mannes voice, most like to the life or nature. London: William Seres. Cited by8
    • Boeckeler, Erika Mary. (2017). Playful letters: A study in early modern alphabetics. Iowa City: University of Iowa Press.
    • Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Cook, Vivian. (2016). Background to the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 5–23). Oxon: Routledge.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Nevalainen, Terttu. (2012). Variable focusing in English spelling between 1400 and 1600. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 127–165). Berlin; Boston: De Gruyter Mouton.
    • Upward, Christopher, & Davidson, George. (2011). The history of English spelling (The Language Library). Chichester: Wiley-Blackwell.
    • Yule, Valerie, & Ishi, Yasuko. (2016). Spelling reform. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 413–427). Oxon: Routledge.
  • Hart, Lesley, & Perfetti, Charles. (2008). Learning words in Zekkish: Implications for understanding lexical representation. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 107–128). New York; London. Lawrence Erlbaum Associates.
  • Hartell, Rhonda L. (Ed.). (1993). Alphabets of Africa. Dakar: UNESCO; Summer Institute of Linguistics. Cited by5
    • Bendor-Samuel, John. (1996). African languages. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 689–691). New York; Oxford: Oxford University Press.
    • Bird, Steven. (1999a). Strategies for representing tone in African writing systems. Written Language & Literacy, 2(1), 1–44. https://doi.org/10.1075/wll.2.1.02bir
    • Bird, Steven. (2001). Orthography and identity in Cameroon. Written Language & Literacy, 4(2), 131–162. https://doi.org/10.1075/wll.4.2.02bir [Reprinted in SIL Notes on Literacy, 26(1-2), 3–44]
    • Mumin, Meikal. (2014). The Arabic script in Africa: Understudied literacy. In Meikal Mumin & Kess Versteegh (Eds.), The Arabic script in Africa: Studies in the use of a writing system (Studies in Semitic Languages and Linguistics 71) (pp. 41–76). Leiden; Boston: Brill.
    • Roberts, David, & Walter, Stephen L. (Eds.). (2021). Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18
  • Hartmann, Benjamin. (2018). Schreiben im Dienste des Staates. Prolegomena zu einer Kulturgeschichte der römischen scribae. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 351–360). Berlin, Boston: Walter de Gruyter.
  • Harvey, F. D. (1966). Literacy in the Athenian democracy. Revue des Études Grecques, 79, 585–635. Cited by5
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Houston, Stephen. (1994). Literacy among the Pre-Columbian Maya: A comparative perspective. In Elizabeth H. Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 27–49). Durham, NC: Duke University Press.
    • Ludwig, Otto. (1994). Geschichte des Schreibens [The history of writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 48–65). Berlin; New York: De Gruyter.
    • Sirat, Colette. (1988). The material conditions of the lateralization of the ductus. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 173–201). Berlin; Heidelberg: Springer.
    • Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Hary, Benjamin. (1996). Adaptations of Hebrew script. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 727–734). New York; Oxford: Oxford University Press. Cited by7
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Harbour, Daniel. (2021). Grammar drives writing system evolution. Lessons from the birth of vowels. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 201–221). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-harb
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Neuman, Yishai. (2021). Sociocultural motivation for spelling variation in modern Hebrew. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 489–499). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-neum
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
    • Wagner, Esther-Miriam. (2019b). Writing Judaeo-Arabic. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 73–92). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-003
  • Haskell, D. W., Foorman, B. R., & Swank, P. R. (1992). Effects of three orthographic/phonological units on first-grade reading. Remedial and Special Education, 13, 40–49. Cited by3
    • Carlisle, Joanne F. (2001). [Book review: Raymond M. Klein & Patricia A. McMullen (Eds.), (1999), Converging methods for understanding reading and dyslexia]. Written Language & Literacy, 4(2), 265–269.
    • Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Walton, Partrick D., Bowden, Michael E., Kurtz, Shelly L., & Angus, Mary. (2001). Evaluation of a rime-based reading program with Shuswap and Heiltsuk First Nations prereaders. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 229–264.
  • Hasuike, R., Tzeng, O. J. L., & Hung, D. (1986). Script effects and cerebral lateralization. In J. Vaid (Ed.), Language processing in bilinguals: Psycholinguistic and neuropsychological perspectives (pp 275–288). Hillsdale, NJ: Lawrence Erlbaum. Cited by7
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Hoosain, Rumjahn. (1995). Getting at the sound and meaning of logographic and alphabetic scripts. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 131–144). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Hoosain, Rumjahn. (2002). Speed of getting at the phonology and meaning of Chinese words. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 130-142). Hong Kong: Hong Kong University Press.
    • Hung, Daisy L., Tzeng, Ovid J. L., Lee, Wei Ling, & Chang, Ji Mei. (1994). Orthography, reading disability, and cerebral organization. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 11–35). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
  • Hatano, Giyoo. (1995). The psychology of Japanese literacy: Expanding ‘the practice account’. In Laura M. W. Martin, Katherine Nelson, & Ethel Tobach (Eds.), Sociocultural psychology: Theory and practice of doing and knowing (pp. 250–275). Cambridge: Cambridge University Press. Cited by3
    • Akita, Kiyomi, & Hatano, Giyoo. (1999). Learning to read and write in Japanese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 214–234). Cambridge: Cambridge University Press.
    • Joyce, Terry. (2002a). Constituent-morpheme priming: Implications from the morphology of two-kanji compound words. Japanese Psychological Research, 44, 79–90. https://doi.org/10.1111/1468-5884.00009
    • Joyce, Terry. (2004). Modeling the Japanese mental lexicon: Morphological, orthographic and phonological considerations. In S. P. Shohov (Ed.), Advances in Psychological Research: Volume 31 (pp. 27–61). Hauppauge, NY: Nova Science.
  • Hatano, Giyoo, Kuhara, Keiko, & Akiyama, Michael. (1981). Kanji help readers of Japanese infer the meaning of unfamiliar words. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 3(2), 30–33. Cited by10
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Hatano, Giyoo. (1995). The psychology of Japanese literacy: Expanding ‘the practice account’. In Laura M. W. Martin, Katherine Nelson, & Ethel Tobach (Eds.), Sociocultural psychology: Theory and practice of doing and knowing (pp. 250–275). Cambridge: Cambridge University Press.
    • Joyce, Terry. (2004). Modeling the Japanese mental lexicon: Morphological, orthographic and phonological considerations. In S. P. Shohov (Ed.), Advances in Psychological Research: Volume 31 (pp. 27–61). Hauppauge, NY: Nova Science.
    • Kess, Joseph F. (2005). On the history, use, and structure of Japanese kanji. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 1–15). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Ku, Yu-Min, & Anderson, Richard C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16(5), 399–422. https://doi.org/10.1023/A:1024227231216
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
  • Hatcher, Lynley. (2008). Script change in Azerbaijan: Acts of identity [Special issue: The sociolinguistics of script choice, edited by Peter Unseth]. International Journal of the Sociology of Language, 192, 105–116. https://doi.org/10.1515/IJSL.2008.038 Cited by6
    • Angermeyer, Philipp Sebastian. (2012). Bilingualism meets digraphia: Script alternation and hybridity in Russian-American writing and beyond. 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. 255–272). New York; London: Routledge.
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Sebba, Mark. (2009). Sociolinguistic approaches to writing systems research. Writing Systems Research, 1(1), 35–49. https://doi.org/10.1093/wsr/wsp002
    • Sebba, Mark. (2015). Iconisation, attribution and branding in orthography [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 208–227. doi 10.1075/wll.18.2.02seb
  • Hatcher, Peter J. (2000). Reading intervention need not be negligible: Response to Cossu (1999). Reading and Writing: An Interdisciplinary Journal, 13(3/4), 349–355.
  • Hatcher, P. J., & Hulme, C. (1999). Phonemes, rhymes, and intelligence as predictors of children's responsiveness to remedial reading instruction: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 72, 130–153. Cited by8
    • Hatcher, Peter J. (2000). Reading intervention need not be negligible: Response to Cossu (1999). Reading and Writing: An Interdisciplinary Journal, 13(3/4), 349–355.
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Kim, Young-Suk. (2009b). The foundation of literacy skills in Korean: The relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills. Reading and Writing, 22(8), 907–931. https://doi.org/10.1007/s11145-008-9131-0
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Tunmer, William E. (2008). Recent developments in reading intervention research: Introduction to the special issue [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 299–316. https://doi.org/10.1007/s11145-007-9108-4
    • Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
  • Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65(1), 41–57. https://doi.org/10.2307/1131364 Cited by42
    • Blachman, Benita A., Tangel, Darlene M., Ball, Eileen Wynne, Black, Rochella, & McGraw, Colleen K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11(3), 239–273. https://doi.org/10.1023/A:1008050403932
    • Brennan, Fiona, & Ireson, Judith. (1997). Training phonological awareness: A study to evaluate the effects of a program of metalinguistic games in kindergarten. Reading and Writing: An Interdisciplinary Journal, 9(4), 241–263.
    • Cain, Kate, Oakhill, Jane, & Bryant, Peter. (2000b). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 31–56. https://doi.org/10.1023/A:1008051414854
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • Connelly, Vincent, Johnston, Rhona, & Thompson, G. Brian. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 423–457.
    • Cossu, Giuseppe. (1999b). Biological constraints on literacy acquisition. Reading and Writing: An Interdisciplinary Journal, 11(3), 213–237.
    • Duff, Fiona J., Hayiou-Thomas, Marianna E., & Hulme, Charles. (2012). Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles. Reading and Writing, 25(3), 621–640. https://doi.org/10.1007/s11145-010-9291-6
    • Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Engen, Liv, & Høien, Torleiv. (2002). Phonological skills and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 613–631.
    • Fielding-Barnsley, Ruth. (1997). Explicit instruction in decoding benefits children high in phonemic awareness and alphabet knowledge. Scientific Studies of Reading, 1(1), 85–98. https://doi.org/10.1207/s1532799xssr0101_5
    • Foorman, Barbara R., Chen, Dung-Tsa, Carlson, Coleen, Moats, Louisa, Francis, David J., & Fletcher, Jack M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing: An Interdisciplinary Journal, 16(4), 289–324.
    • Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
    • Goetz, Kristina, Hulme, Charles, Brigstocke, Sophie, Carroll, Julia M., Nasir, Louise, & Snowling, M. (2008). Training reading and phoneme awareness skills in children with Down syndrome [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 395–412. https://doi.org/10.1007/s11145-007-9089-3
    • Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
    • Hatcher, Peter J. (2000). Reading intervention need not be negligible: Response to Cossu (1999). Reading and Writing: An Interdisciplinary Journal, 13(3/4), 349–355.
    • Hintikka, Sini, Aro, Mikko, & Lyytinen, Heikki. (2005). Computerized training of the correspondences between phonological and orthographic units [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 155–178.
    • Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
    • Johnston, Rhona S., & Watson, Joyce E. (2004). Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing: An Interdisciplinary Journal, 17(4), 327–357.
    • Johnston, Rhona S., & Watson, Joyce E. (2006). The effectiveness of synthetic phonics teaching in developing reading and spelling skills in English-speaking boys and girls. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 679–691). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Laing, Emma. (2002). Investigating reading development in atypical populations: The case of Williams syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 575–587.
    • Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
    • Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Lau, Lily H.-S., & Rickard Liow, Susan J. (2005). Phonological awareness and spelling skill development in bilingual biscriptal children. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (357–371). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Lyster, Solveig-Alma Halaas. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 261–294. https://doi.org/10.1023/A:1015272516220
    • Mäki, Hanna S., Voeten, Marinus J. M., Vauras, Marja M. S., & Poskiparta, Elisa H. (2001). Predicting writing skill development with word recognition and preschool readiness skills. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 643–672.
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Nergård-Nilssen, T. (2006). Word-decoding deficits in Norwegian: The impact of psycholinguistic marker effects. Reading and Writing, 19(3), 265–290. https://doi.org/10.1007/s11145-005-5468-9
    • O'Connor, Rollanda E., & Padeliadu, Susana. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 159–182.
    • Piasta, Shayne B., & Wagner, Richard K. (2008). Dyslexia: Identification and classification. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 309–326). New York; London. Lawrence Erlbaum Associates.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Ryder, Janice F., Tunmer, William E., & Greaney, Keith T. (2008). Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 349–369.https://doi.org/10.1007/s11145-007-9080-z
    • Savage, Robert, & Cloutier, Emilie. (2017). Early reading interventions: The state of the practice, and some new directions in building causal theoretical models. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 409–435). Amsterdam; Philadelphia: John Benjamins.
    • Seigneuric, Alix, & Ehrlich, Marie-France. (2005). Contribution of working memory capacity to children's reading comprehension: A longitudinal investigation. Reading and Writing, 18(7/9), 617–656. https://doi.org/10.1007/s11145-005-2038-0
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Thompson, G. Brian, & Johnston, Rhona S. (2000). Are nonword and other phonological deficits indicative of a failed reading process? Reading and Writing: An Interdisciplinary Journal, 12(1/2), 63–97.
    • Tunmer, William E. (2008). Recent developments in reading intervention research: Introduction to the special issue [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 299–316. https://doi.org/10.1007/s11145-007-9108-4
    • Valdois, Sylviane, Bosse, Marie-Line, Ans, B., Carbonnel, S., Zorman, Michel, David, D., & Pellat, Jacques. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16(6), 541–572.
    • Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Hatcher, P. J., Hulme, C., & Ellis, A. W. (1995). Helping to overcome early reading failure by combining the teaching of reading and phonological skills. In E. Funnell & M. Stuart (Eds.), Learning to read: Psychology in the classroom (pp. 130–160). Oxford: Blackwell. Cited by4
    • Frost, Jørgen. (2001a). Phonemic awareness, spontaneous writing, and reading and spelling development from a preventive perspective. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 487–513.
    • Frost, Jørgen. (2001b). Differences in reading development among Danish beginning-readers with high versus low phonemic awareness on entering grade one. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 615–642.
    • Hatcher, Peter J. (2000). Reading intervention need not be negligible: Response to Cossu (1999). Reading and Writing: An Interdisciplinary Journal, 13(3/4), 349–355.
    • Rickard Liow, Susan. (1999). Reading skill development in bilingual Singaporean children. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 196–213). Cambridge: Cambridge University Press.
  • Hatcher, P J., Hulme, C., & Snowling, M. J. (2004). Explicit phonological training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45, 338–358. Cited by9
    • Berends, Inez E., & Reitsma, Pieter. (2006). Remediation of fluency: Word specific or generalised training effects? Reading and Writing, 19(3), 221–234. https://doi.org/10.1007/s11145-005-5259-3
    • Duff, Fiona J., Hayiou-Thomas, Marianna E., & Hulme, Charles. (2012). Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles. Reading and Writing, 25(3), 621–640. https://doi.org/10.1007/s11145-010-9291-6
    • Goetz, Kristina, Hulme, Charles, Brigstocke, Sophie, Carroll, Julia M., Nasir, Louise, & Snowling, M. (2008). Training reading and phoneme awareness skills in children with Down syndrome [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 395–412. https://doi.org/10.1007/s11145-007-9089-3
    • Henning, Caroline, McIntosh, Beth, Arnott, Wendy, & Dodd, Barbara. (2010). Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: The impact on language and literacy. Journal of Research in Reading, 33(3), 231–246. https://doi.org/10.1111/j.1467-9817.2009.01410.x
    • Hintikka, Sini, Aro, Mikko, & Lyytinen, Heikki. (2005). Computerized training of the correspondences between phonological and orthographic units [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 155–178.
    • Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
    • Nergård-Nilssen, T. (2006). Word-decoding deficits in Norwegian: The impact of psycholinguistic marker effects. Reading and Writing, 19(3), 265–290. https://doi.org/10.1007/s11145-005-5468-9
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Vadasy, Patricia F., & Sanders, Elizabeth A. (2008). Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing, 21(9), 929–963. https://doi.org/10.1007/s11145-008-9119-9
  • Hatcher, P. J., Snowling, M. J., & Griffiths, Y. M. (2002). Cognitive assessment of dyslexic students in higher education. British Journal of Educational Psychology, 72(1), 119–133. Cited by4
    • Jones, Manon Wyn, Kelly, M. Louise, & Corley, Martin. (2007). Adult dyslexic readers do not demonstrate regularity effects in sentence processing: Evidence from eye-movements. Reading and Writing, 20(9), 933–943. https://doi.org/10.1007/s11145-007-9060-3
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Svensson, Idor, Lundberg, Ingvar, & Jacobson, Christer. (2003). The nature of reading difficulties among inmates in juvenile institutions. Reading and Writing: An Interdisciplinary Journal, 16(7), 667–691.
  • Hatfield, F. M., & Patterson, K. E. (1983). Phonological spelling. Quarterly Journal of Experimental Psychology, 35A, 451–458. https://doi.org/10.1080/14640748308402482 Cited by9
    • Deavers, Rachael P., & Brown, Gordon D. A. (1997). Rules versus analogies in children's spelling: Evidence for task dependence [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 339–361.
    • Goodman, Roberta Ann, & Caramazza, Alfonso. (1986). Phonologically plausible errors: Implications for a model of the phoneme-grapheme conversion mechanism in the spelling process. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 300–325). Berlin; New York: Walter de Gruyter.
    • Hatta, Takeshi, Kawakami, Ayako, & Hatasa, Yukiko. (1997). Kanji writing errors in Japanese college students and American Japanese learners. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 401–416). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Hatta, T., Kawakami, A., & Tamaoka, K. (1998). Writing errors in Japanese kanji: A study with Japanese students and foreign learners of Japanese [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 457–470. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 303–316). Dordrecht: Kluwer Academic Publishers]
    • Kaminska, Zofia. (2003). Little Frog and Toad: Interaction of orthography and phonology in Polish spelling [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 61–80.
    • Kay, Janice. (1996). Psychological aspects of spelling. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1074–1094). Berlin; New York: De Gruyter.
    • Nation, Kate. (1997). Children's sensitivity to rime unit frequency when spelling words and nonwords [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 321–338. https://doi.org/10.1023/A:1007938810898
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Hatta, Takeshi. (1977a). Hanchūka ido handan kadai ni okeru daino hankyū kinosa ni tsuite [Hemispheric differences in a categorization matching task]. Shinrigaku Kenkyū, 48, 141–147. Cited by3
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
  • Hatta, Takeshi. (1977b). Lateral recognition of abstract and concrete kanji in Japanese. Perceptual and Motor Skills, 45, 731–734. Cited by5
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Jones, Edward A., & Aoki, Chisato. (1988). The processing of Japanese kana and kanji characters. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 301–320). Berlin; Heidelberg: Springer.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Hatta, Takeshi. (1977c). Recognition of Japanese kanji in the left and right visual field. Neuropsychologia, 15, 685–688. Cited by15
    • Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
    • Cheng, Chao-Ming, & Lan, Ying-Hsiang. (2011). An implicit test of Chinese orthographic satiation. Reading and Writing, 24(1), 55–90. https://doi.org/10.1007/s11145-009-9201-y
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Flaherty, Mary. (1997). The role of abstract visual memory in the learning of kanji reading. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 389–399). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Jones, Edward A., & Aoki, Chisato. (1988). The processing of Japanese kana and kanji characters. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 301–320). Berlin; Heidelberg: Springer.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Matsumoto, Mallory E. (2017). From sound to symbol: Orthographic semantization in Maya hieroglyphic writing. Writing Systems Research, 9(2), 99–122. https://doi.org/10.1080/17586801.2017.1335634
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
  • Hatta, Takeshi. (1978). Recognition of Japanese kanji and hiragana in the left and right visual fields. Japanese Psychological Research, 20, 51–59. Cited by12
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Flaherty, Mary. (1997). The role of abstract visual memory in the learning of kanji reading. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 389–399). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Jones, Edward A., & Aoki, Chisato. (1988). The processing of Japanese kana and kanji characters. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 301–320). Berlin; Heidelberg: Springer.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Matsunaga, Sachiko. (2016). Teaching and learning to read kanji as L2: Why are they difficult? In Jun Xing, & Pak-sheung Ng (Eds.), Indigenous culture, education and globalization: Critical perspectives from Asia (pp. 245–262). Berlin; Heidelberg: Springer. https://doi.org/10.1007/978-3-662-48159-2_13
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Taylor, Insup. (1980). The Korean writing system: An alphabet? a syllabary? a logography? In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 67–82). New York; London: Plenum Press. https://doi.org/10.1007/978-1-4684-1068-6_5
    • Taylor, Insup. (1988). Psychology of literacy: East and west. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 202–233). Berlin; Heidelberg: Springer.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Hatta, Takeshi. (1979). Hemisphere asymmetries for physical and semantic congruency matching of visually presented kanji stimuli. The Japanese Journal of Psychology, 50(5), 273–278. Cited by3
    • Jones, Edward A., & Aoki, Chisato. (1988). The processing of Japanese kana and kanji characters. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 301–320). Berlin; Heidelberg: Springer.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Hatta, Takeshi. (1981a). Different stages of kanji processing and their relations to functional hemisphere asymmetries. Japanese Psychological Research, 23 (1), 27–36. Cited by4
    • Jones, Edward A., & Aoki, Chisato. (1988). The processing of Japanese kana and kanji characters. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 301–320). Berlin; Heidelberg: Springer.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Hatta, Takeshi. (1981). Differential processing of kanji and kana stimuli in Japanese people: Some implications from Stroop-test results. Neuropsychologia, 19(1), 87–93. Cited by9
    • de Kerckhove, Derrick. (1988b). Critical brain processes involved in deciphering the Greek alphabet. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 401–421). Berlin; Heidelberg: Springer.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Jones, Edward A., & Aoki, Chisato. (1988). The processing of Japanese kana and kanji characters. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 301–320). Berlin; Heidelberg: Springer.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
  • Hatta, Takeshi, & Hirose, Takehito. (1995). Reading disabilities in Japan: Implications from the study of hemisphere functioning. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 231–246). Dordrecht; Boston; London: Kluwer Academic Publishers. Cited by2
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Hatta, Takeshi, Kanari, Ayano, Mase, Mitsuhito, Nagano, Yuko, Shirataki, Tatsuaki, & Hibino, Shinji. (2009). Strategy effects on word searching in Japanese letter fluency tests: evidence from the NIRS findings. Reading and Writing, 22(9), 1041–1052. DOI 10.1007/s11145-008-9143-9
  • Hatta, T., Katoh, H., & Aitani, N. (1982). Does single kanji process dominantly in the right hemisphere? Some implications from Stroop-test results. International Journal of Neuroscience, 18, 67–72. Cited by5
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Hatta, Takeshi, Kawakami, Ayako, & Hatasa, Yukiko. (1997). Kanji writing errors in Japanese college students and American Japanese learners. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 401–416). Sha Tin, N. T., Hong Kong: The Chinese University Press. Cited by2
    • Kess, Joseph F. (2005). On the history, use, and structure of Japanese kanji. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 1–15). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
  • Hatta, T., Kawakami, A., & Tamaoka, K. (1998). Writing errors in Japanese kanji: A study with Japanese students and foreign learners of Japanese [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 457–470. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 303–316). Dordrecht: Kluwer Academic Publishers] Cited by5
    • Chikamatsu, Nobuko. (2005). L2 Japanese kanji memory and retrieval: An experiment on the tip-of-the-pen (TOP) phenomenon. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 71–96). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Kess, Joseph F. (2005). On the history, use, and structure of Japanese kanji. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 1–15). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Tamaoka, Katsuo. (2005). The effect of morphemic homophony on the processing of Japanese two-kanji compound words. Reading and Writing, 18(4), 281–302. https://doi.org/10.1007/s11145-005-3354-0
    • Tamaoka, Katsuo, Kiyama, Sachiko, & Chu, Xiang-Juan. (2012). How do native Chinese speakers learning Japanese as a second language understand Japanese kanji homophones? [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 30–46. https://doi.org/10.1080/17586801.2012.690008
  • Haueis, Eduard. (1996). Aspekte und Probleme des Schreibunterrichts: Aufsatzunterricht [Aspects and problems of the teaching of writing: Instruction in essay writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1260–1268). Berlin; New York: De Gruyter.
  • Hauerwas, L. B., & Walker, J. (2003). Spelling of inflected verb morphology in children with spelling deficits. Learning Disabilities Research and Practice, 18, 25–35. Cited by6
    • Egan, Joanne, & Pring, Linda. (2004). The processing of inflectional morphology: A comparison of children with and without dyslexia. Reading and Writing: An Interdisciplinary Journal, 17(6), 567–591. http://dx.doi.org/10.1023/B:READ.0000044433.30864.23
    • Kemp, Nenagh. (2006). Children's spelling of base, inflected, and derived words: Links with morphological awareness [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 737–765. https://doi.org/10.1007/s11145-006-9001-6
    • Kemp, Nenagh, Nilsson, Jodi, & Arciuli, Joanne. (2009). Noun or verb? Adult readers' sensitivity to spelling cues to grammatical category in word endings [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 661–685. https://doi.org/10.1007/s11145-008-9140-z
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Terry, Nicole Patton. (2006). Relations between dialect variation, grammar, and early spelling skills. Reading and Writing, 19(9), 907–931. https://doi.org/10.1007/s11145-006-9023-0
    • Walker, Joanne, & Hauerwas, Laura Boynton. (2006). Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs. Reading and Writing, 19(8), 819–843. https://doi.org/10.1007/s11145-006-9006-1
  • Hauk, O., Davis, M. H., Ford, M., Pulvermüller, F., & Marslen-Wilson, W. D. (2006). The time course of visual word recognition as revealed by linear regression analysis of ERP data. NeuroImage, 30(4), 1383–1400. https://doi.org/10.1016/j.neuroimage.2005.11.048 Cited by5
    • Carreiras, Manuel, Armstrong, Blair C., Perea, Manuel, & Frost, Ram. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18(2), 90-98. https://doi.org/10.1016/j.tics.2013.11.005
    • Casaponsa, Aina, Carreiras, Manuel, & Duñabeitia, Jon Andoni. (2015). How do bilinguals identify the language of the words they read? Brain Research, 1624, 153–166. https://doi.org/10.1016/j.brainres.2015.07.035
    • Forster, Kenneth I. (2012). A parallel activation model with a sequential twist. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 52–69). London: Psychology Press.
    • Ma, Fengyang, Ai, Haiyang, & Guo, Taomei. (2018). Semantic and lexical processing of words across two languages in Chinese-English bilinguals. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 163–176). Amsterdam: John Benjamins.
    • Reichle, Erik D., & Sheridan, Heather. (2015). E-Z reader: An overview of the model and two recent applications. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 277–290). New York: Oxford University Press.
  • Havelock, Eric A. (1963). Preface to Plato. Cambridge, MA: Belknap Press, Harvard University Press. Cited by34
    • Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Baron, Naomi S. (2013). Reading in print or onscreen: Better, worse, or about the same? In Deborah Tannen & Anna Marie Trester (Eds.), Discourse 2.0: Language and new media (pp. 201–224). Washington, DC: Georgetown University Press.
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Bäuml, Franz H. (1998). [Book review: Joyce Coleman, (1996), Public reading and the reading public in late medieval England and France]. Written Language & Literacy, 1(2), 264–269.
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Brockmeier, Jens, & Olson, David R. (2009). The literacy episteme: From Innis to Derrida. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 3–21). Cambridge: Cambridge University Press.
    • Brokaw, Galen. (2010). Indigenous American polygraphy and the dialogic model of media [Special issue: Graphic pluralism: Native American systems of inscription and the colonial situation, edited by Frank Salomon & Sabine Hyland]. Ethnohistory, 57(1), 117–133. https://doi.org/10.1215/00141801-2009-056
    • Fichtner, Bernd. (1986). Wie lernen Kinder lesen und schreiben? - Aspekte einer pädagogischen Fragestellung [How do children learn to read and to write? - Aspects of a pedagogical problem]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 444–462). Berlin; New York: Walter de Gruyter.
    • Geier, Manfred. (1994a). Schriftlichkeit und Philosophie [Writing and philosophy]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 646–654). Berlin; New York: De Gruyter.
    • Goody, Jack. (1977). The domestication of the savage mind (Themes in the Social Sciences). Cambridge: Cambridge University Press.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
    • Hornberger, Nancy H. (1994). Oral and literate cultures. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 424–431). Berlin; New York: De Gruyter.
    • Jaillard, Dominique. (2013). Memory, writing, authority: The place of the scribe in Greek polytheistic practice (sixth to fourth centuries BCE). In Philip R. Davies & Thomas Römer (Eds.), Writing the Bible: Scribes, scribalism and script (pp. 23–34). Durham: Acumen.
    • Johnson, William A. (2009a). Introduction. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 3–10). Oxford: Oxford University Press.
    • Ludwig, Otto. (1994). Geschichte des Schreibens [The history of writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 48–65). Berlin; New York: De Gruyter.
    • Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
    • Olson, David R. (1988). Mind, media, and memory: The archival and epistemic functions of written text. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 422–441). Berlin; Heidelberg: Springer.
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Olson, David R. (2012). Literacy, rationality, and logic: The historical and developmental origins of logical discourse [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 153–164. https://doi.org/10.1075/wll.15.2.02ols
    • Olson, David R., & Oatley, Keith. (2014). The quotation theory of writing. Written Communication, 31(1), 4–26. https://doi.org/10.1177/0741088313515164
    • O'Neill, Timothy Michael. (2016). Ideography and Chinese language theory: A history (Welten Ostasiens - Worlds of East Asia - Mondes de l'Extrême Orient 26). Berlin: De Gruyter Mouton.
    • Ong, Walter J. (1982). Orality and literacy. The technologizing of the word (New Accents). London; New York: Methuen. [1986, Oralità e scrittura. Le tecnologie della parola. Bologna: Il Mulino; 1987, Oralität und Literalität. Die Technologisierung des Wortes. Opladen; 2002, Second edition, London; New York: Routledge; 2012, 30th anniversary edition (with additional chapters by John Hartley), London; New York: Routledge]
    • Ong, Walter J. (1992). Writing is a technology that restructures thought. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 293–319). Amsterdam; Philadelphia: John Benjamins.
    • Roberts, David, & Joyce, Terry. (2012). Introduction to special issue on ‘Units of Language – Units of Writing’: A key relationship for writing systems research [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 147–152. https://doi.org/10.1075/wll.15.2.01rob
    • Rösler, Wolfgang. (1994). Die griechische Schriftkultur der Antike [The Greek literate culture of antiquity] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 511–517). Berlin; New York: De Gruyter.
    • Schlieben-Lange, Brigitte. (1994). Geschichte der Reflexion über Schrift und Schriftlichkeit [History of the reflection on writing and its use]. In Hartmut Günther & Otto Ludwig, (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 102–121). Berlin; New York: De Gruyter. https://doi.org/10.1515/9783110111293.1.2.102
    • Scribner, Sylvia, & Cole, Michael. (1981). The psychology of literacy. Cambridge, MA; London: Harvard University Press.
    • Shockey, Nathan. (2019). The typographic imagination: Reading and writing in Japan's age of modern print media (Studies of the Weatherhead East Asian Institute). New York: Columbia University Press.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
    • 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.
  • Havelock, Eric A. (1973). Prologue to Greek literacy. In Lectures in memory of Louise Taft Sample (University of Cincinnati Classical Studies 2) (pp. 229–291). Norman, OK: University of Oklahoma Press. Cited by8
    • Fichtner, Bernd. (1986). Wie lernen Kinder lesen und schreiben? - Aspekte einer pädagogischen Fragestellung [How do children learn to read and to write? - Aspects of a pedagogical problem]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 444–462). Berlin; New York: Walter de Gruyter.
    • Goody, Jack. (1977). The domestication of the savage mind (Themes in the Social Sciences). Cambridge: Cambridge University Press.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
    • Mioduser, David. (2005). From real virtuality in Lascaux to virtual reality today: Cognitive processes with cognitive technologies. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Ed.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 173–192). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Olson, David R., & Hildyard, Angela. (1983). Literacy and the comprehension and expression of literal meaning. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 291–325). Berlin; New York; Amsterdam: Mouton Publishers.
    • Ong, Walter J. (1982). Orality and literacy. The technologizing of the word (New Accents). London; New York: Methuen. [1986, Oralità e scrittura. Le tecnologie della parola. Bologna: Il Mulino; 1987, Oralität und Literalität. Die Technologisierung des Wortes. Opladen; 2002, Second edition, London; New York: Routledge; 2012, 30th anniversary edition (with additional chapters by John Hartley), London; New York: Routledge]
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
  • Havelock, Eric A. (1976). Origins of western literacy (Monograph Series 14). Toronto: Ontario Institute for Studies in Education. Cited by29
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Daniels, Peter T. (1996c). The first civilization. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 21–32). New York; Oxford: Oxford University Press.
    • Daniels, Peter T. (2009a). Grammatology. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 25–45). Cambridge: Cambridge University Press.
    • de Kerckhove, Derrick. (1988a). Logical principles underlying the layout of Greek orthography. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 153–172). Berlin; Heidelberg: Springer.
    • Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
    • Elti di Rodeano, Sveva. (2021). Scripts in contact: Transmission of the first alphabets. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 223–239). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-rode
    • Fichtner, Bernd. (1986). Wie lernen Kinder lesen und schreiben? - Aspekte einer pädagogischen Fragestellung [How do children learn to read and to write? - Aspects of a pedagogical problem]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 444–462). Berlin; New York: Walter de Gruyter.
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Geier, Manfred. (1994a). Schriftlichkeit und Philosophie [Writing and philosophy]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 646–654). Berlin; New York: De Gruyter.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
    • Jee, Hana, Tamariz, Monica, & Shillcock, Richard. (2021). Quantifying sound-graphic systematicity: Application to multiple phonographic orthographies. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 905–925). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-jeeh
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Mullaney, Thomas S. (2017). The Chinese typewriter: A history. Cambridge, MA: The MIT Press.
    • O'Connor, M. (1996a). Epigraphic Semitic scripts. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 88–107). New York; Oxford: Oxford University Press.
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Ong, Walter J. (1982). Orality and literacy. The technologizing of the word (New Accents). London; New York: Methuen. [1986, Oralità e scrittura. Le tecnologie della parola. Bologna: Il Mulino; 1987, Oralität und Literalität. Die Technologisierung des Wortes. Opladen; 2002, Second edition, London; New York: Routledge; 2012, 30th anniversary edition (with additional chapters by John Hartley), London; New York: Routledge]
    • Ong, Walter J. (1992). Writing is a technology that restructures thought. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 293–319). Amsterdam; Philadelphia: John Benjamins.
    • Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
    • Scribner, Sylvia, & Cole, Michael. (1981). The psychology of literacy. Cambridge, MA; London: Harvard University Press.
    • Sirat, Colette. (1988). The material conditions of the lateralization of the ductus. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 173–201). Berlin; Heidelberg: Springer.
    • Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
  • Havelock, Eric A. (1978). The Greek concept of justice: From its shadow in Homer to its substance in Plato. Cambridge, MA: Harvard University Press. Cited by4
    • Ong, Walter J. (1982). Orality and literacy. The technologizing of the word (New Accents). London; New York: Methuen. [1986, Oralità e scrittura. Le tecnologie della parola. Bologna: Il Mulino; 1987, Oralität und Literalität. Die Technologisierung des Wortes. Opladen; 2002, Second edition, London; New York: Routledge; 2012, 30th anniversary edition (with additional chapters by John Hartley), London; New York: Routledge]
    • Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
    • Scribner, Sylvia, & Cole, Michael. (1981). The psychology of literacy. Cambridge, MA; London: Harvard University Press.
    • Taylor, Insup. (1988). Psychology of literacy: East and west. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 202–233). Berlin; Heidelberg: Springer.
  • Havelock, Eric A. (1982). The literate revolution in Greece and its cultural consequences. Princeton, NJ: Princeton University Press. Cited by55
    • Baines, John. (2008). Writing and its multiple disappearances. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 347–362). London: Equinox Publishing.
    • Baron, Naomi S. (2004). Rethinking written culture [A discussion of R. Harris, (2000), Rethinking writing]. Language Sciences, 26, 57–96. https://doi.org/10.1016/j.langsci.2003.06.001
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Bolter, Jay David. (1991). Writing space: Computers, hypertext, and the remediation of print. Mahwah, NJ; London: Lawrence Erlbaum Associates. [2001, Second edition]
    • Boltz, William G. (1994). The origin and early development of the Chinese writing system (American Oriental Series 78). New Haven, CT: American Oriental Society. [2003, reprinted with corrections]
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Brokaw, Galen. (2010). Indigenous American polygraphy and the dialogic model of media [Special issue: Graphic pluralism: Native American systems of inscription and the colonial situation, edited by Frank Salomon & Sabine Hyland]. Ethnohistory, 57(1), 117–133. https://doi.org/10.1215/00141801-2009-056
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Daniels, Peter T. (1992b). The syllabic origin of writing and the segmental origin of the alphabet. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 83–110). Amsterdam; Philadelphia: John Benjamins.
    • Daniels, Peter T. (1996c). The first civilization. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 21–32). New York; Oxford: Oxford University Press.
    • Davidson, Andrew. (2019). Writing: The re-construction of language. Language Sciences, 72, 134–149. https://doi.org/ 10.1016/j.langsci.2018.09.004
    • de Kerckhove, Derrick. (1988a). Logical principles underlying the layout of Greek orthography. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 153–172). Berlin; Heidelberg: Springer.
    • Drucker, Johanna. (1995). The alphabetic labyrinth: The letters in history and imagination. London: Thames & Hudson.
    • Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
    • Elti di Rodeano, Sveva. (2021). Scripts in contact: Transmission of the first alphabets. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 223–239). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-rode
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Geier, Manfred. (1994a). Schriftlichkeit und Philosophie [Writing and philosophy]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 646–654). Berlin; New York: De Gruyter.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
    • Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
    • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press.
    • Harris, Roy. (2000). Rethinking writing. London; New York: Continuum.
    • Harris, Roy. (2009). Speech and writing. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 46–58). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511609664.004
    • Houston, Stephen. (1994). Literacy among the Pre-Columbian Maya: A comparative perspective. In Elizabeth H. Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 27–49). Durham, NC: Duke University Press.
    • Houston, Stephen D. (2008). The small deaths of Maya writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 231–252). London: Equinox Publishing.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • Jurdant, Baudouin. (1988). The role of vowels in alphabetic writing. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 381–400). Berlin; Heidelberg: Springer.
    • Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
    • Mignolo, Walter D. (1994a). Signs and their transmission: The question of the book in the New World. In Elizabeth Hill Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 220–270). Durham, NC: Duke University Press.
    • Mullaney, Thomas S. (2017). The Chinese typewriter: A history. Cambridge, MA: The MIT Press.
    • Neef, Sonja. (2008) Abdruck und Spur: Handschrift im Zeitalter ihrer technischen Reproduzierbarkeit. Berlin: Kulturverlag Kadmos. [English translation: Mathews, Anthony (Translator). (2011). Imprint and trace: Handwriting in the age of technology. London: Reaktion Books]
    • O'Connor, M. (1996a). Epigraphic Semitic scripts. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 88–107). New York; Oxford: Oxford University Press.
    • Olson, David R. (1988). Mind, media, and memory: The archival and epistemic functions of written text. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 422–441). Berlin; Heidelberg: Springer.
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Olson, David R. (1994c). Writing and science. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 654–657). Berlin; New York: De Gruyter.
    • Olson, David R. (2009a). A theory of reading/writing: From literacy to literature. Writing Systems Research, 1(1), 51–64. https://doi.org/10.1093/wsr/wsp005
    • Olson, David R. (2009c). Why literacy matters, then and now. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 385–403). Oxford: Oxford University Press.
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Olson, David R., & Oatley, Keith. (2014). The quotation theory of writing. Written Communication, 31(1), 4–26. https://doi.org/10.1177/0741088313515164
    • 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.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Quack, Joachim Friedrich. (2012). Old wine in new wineskins? How to write classical Egyptian rituals in more modern writing systems. In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 219–243). Leiden; Boston: Brill.
    • Rösler, Wolfgang. (1994). Die griechische Schriftkultur der Antike [The Greek literate culture of antiquity] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 511–517). Berlin; New York: De Gruyter.
    • Share, David L. (2014). Alphabetism in reading science. Frontiers in Psychology, 5(752). https://doi.org/10.3389/fpsyg.2014.00752
    • Share, David L. & Daniels, Peter T. (2016). Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research, 8(1), 17–31. https://doi.org/10.1080/17586801.2015.1016395
    • Sirat, Colette. (1988). The material conditions of the lateralization of the ductus. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 173–201). Berlin; Heidelberg: Springer.
    • Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
    • 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.
    • Woolf, Greg (2015). Ancient illiteracy? Ancient literacies: Bulletin of the Institute of Classical Studies, 58(2), 31–42. https://doi.org/10.1111/j.2041-5370.2015.12010.x
  • Havelock, Eric A. (1986). The muse learns to write: Reflections on orality and literacy from antiquity to the present. New Haven, CT: Yale University Press. Cited by19
    • Bennet, John. (2013). Epilogue. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 335–342). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.q
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Brockmeier, Jens, & Olson, David R. (2009). The literacy episteme: From Innis to Derrida. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 3–21). Cambridge: Cambridge University Press.
    • Brokaw, Galen. (2010). Indigenous American polygraphy and the dialogic model of media [Special issue: Graphic pluralism: Native American systems of inscription and the colonial situation, edited by Frank Salomon & Sabine Hyland]. Ethnohistory, 57(1), 117–133. https://doi.org/10.1215/00141801-2009-056
    • Daniels, Peter T. (1992b). The syllabic origin of writing and the segmental origin of the alphabet. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 83–110). Amsterdam; Philadelphia: John Benjamins.
    • Daniels, Peter T. (1996c). The first civilization. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 21–32). New York; Oxford: Oxford University Press.
    • Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
    • Heilmann, Jan. (2020). Reading early New Testament manuscripts: Scriptio continua, “reading aids”, and other characteristic features. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 177–196). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-011
    • Houston, Stephen. (1994). Literacy among the Pre-Columbian Maya: A comparative perspective. In Elizabeth H. Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 27–49). Durham, NC: Duke University Press.
    • 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
    • Johnson, William A. (2009a). Introduction. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 3–10). Oxford: Oxford University Press.
    • Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
    • Mullaney, Thomas S. (2017). The Chinese typewriter: A history. Cambridge, MA: The MIT Press.
    • Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
    • Quack, Joachim Friedrich. (2012). Old wine in new wineskins? How to write classical Egyptian rituals in more modern writing systems. In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 219–243). Leiden; Boston: Brill.
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • 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.
    • 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.
  • Havelock, Eric. (1991). The oral-literate equation: A formula for the modern mind. In D. R. Olson & N. Torrance (Eds.), Literacy and orality (pp. 11–27). Cambridge: Cambridge University Press. Cited by8
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Brockmeier, Jens, & Olson, David R. (2009). The literacy episteme: From Innis to Derrida. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 3–21). Cambridge: Cambridge University Press.
    • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press.
    • Hornberger, Nancy H. (1994). Oral and literate cultures. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 424–431). Berlin; New York: De Gruyter.
    • Kellogg, Ronald T. (1994). The psychology of writing. New York: Oxford University Press.
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • 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.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
  • Haviland, S. E., & Clark, H. H. (1974). What's new? Acquiring new information as a process in comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 512–521. https://doi.org/10.1016/S0022-5371(74)80003-4 Cited by7
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
    • Singer, Murray. (1995). Causal bridging inferences: Validating consistent and inconsistent sequences. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 212–231). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
    • Stafura, Joseph Z., & Perfetti, Charles A. (2017). Integrating word processing with text comprehension: Theoretical frameworks and empirical examples. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 9–31). Amsterdam; Philadelphia: John Benjamins.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Hawke, Jesse L., Wadsworth, Sally J., Olson, Richard K., & DeFries, John C. (2007). Etiology of reading difficulties as a function of gender and severity [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 13–25. https://doi.org/10.1007/s11145-006-9016-z Cited by1
    • Olson, Richard K. (2007). Introduction to the special issue on genes, environment, and reading [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 1–11. https://doi.org/10.1007/s11145-006-9015-0
  • Hawkins, H. L., Reicher, G. M., Rogers, M., & Peterson, L. (1976). Flexible coding in work recognition. Journal of Experimental Psychology: Human Perception and Performance, 2, 380–385. Cited by10
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • Carello, Claudia, & Turvey, M. T., Lukatela, Georgije. (1992). Can theories of word recognition remain stubbornly nonphonological? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 211–226). Amsterdam; London; New York; Tokyo: North-Holland.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Massaro, Dominic W. (1979b). Reading and listening (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 331–354). New York; London: Plenum Press.
    • Pollatsek, Alexander, & Lesch, Mary. (1996). The perception of words and letters. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 957–971). Berlin; New York: De Gruyter.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Van Orden, Guy C., Stone, Gregory O., Garlington, Karen L., Markson, Lori R., Pinnt, Greta Sue, Simonfy, Cynthia M., & Brichetto, Tony. (1992). “Assembled” phonology and reading: A case study in how theoretical perspective shapes empirical investigation. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 249–292). Amsterdam; London; New York; Tokyo: North-Holland.
  • Hawkins, J. David. (1979). The origin and dissemination of writing in western Asia. In P. R. S. Moorey (Ed.), Origins of civilization. Oxford: Oxford University Press. Cited by6
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Davies, W. V. (1987). Egyptian hieroglyphs (Reading the past). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1990, In J. T. Hooker (Ed.), Reading the past: Ancient writing from cuneiform to the alphabet (pp. 75–135). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]
    • Goody, Jack. (1986). The logic of writing and the organization of society (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Goody, Jack. (1994). On the threshold to literacy. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 432–436). Berlin; New York: De Gruyter.
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
  • Hawkins, J. David. (1986). Writing in Anatolia: Imported and indigenous systems. World Archaeology, 17(3), 363–376. Cited by11
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Daniels, Peter T. (1996c). The first civilization. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 21–32). New York; Oxford: Oxford University Press.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Melchert, H. Craig. (1996). Anatolian hieroglyphs. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 120–124). New York; Oxford: Oxford University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Steele, Philippa M. (Ed.). (2013). Syllabic writing on Cyprus and its context (Cambridge Classical Studies). Cambridge: Cambridge University Press.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
    • Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020
    • Waal, Willemijn. (2017). How to read the signs: The use of symbol, marking and pictographs in Bronze Age Anatolia. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 111–129). Firenze: Firenze University Press.
    • Yakubovich, Ilya. (2010). Anatolian hieroglyphic writing. In Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 203–207). Chicago, IL: The Oriental Institute of the University of Chicago.
  • Hawkins, J. D. (2000). Corpus of Hieroglyphic Luwian inscriptions. Volume I: Inscriptions of the Iron Age (3 parts) (Studies in Indo-European Language and Culture 8.1). Berlin: De Gruyter.  Cited by9
    • d'Alfonso, Lorenzo, & Payne, Annick. (2016). The paleography of Anatolian hieroglyphic stone inscriptions. Journal of Cuneiform Studies, 68, 107–127. https://doi.org/10.5615/jcunestud.68.2016.0107
    • Daniels, Peter T. (2017a). The writing systems of Indo-European. In Jared Klein, Brian Joseph, & Matthias Fritz (Eds.) in cooperation with Mark Wenthe, Handbook of comparative and historical Indo-European linguistics (Handbooks of Linguistics and Communication Science 41.1) (pp. 26–61). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110261288-00
    • Farmer, Steve, Sproat, Richard, & Witzel, Michael. (2004). The collapse of the Indus-script thesis: The myth of a literate Harappan civilization. Electronic Journal of Vedic Studies, 11(2), 19–57. http://dx.doi.org/10.11588/ejvs.2004.2.620
    • Hawkins, J. David. (2008). The disappearance of writing systems: Hieroglyphic Luwian. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 31–43). London: Equinox Publishing.
    • Pope, Maurice. (1975). The story of decipherment: From Egyptian hieroglyphics to Linear B. London: Thames & Hudson: New York: Charles Scribner's Sons. [1999, Revised edition, The story of decipherment: From Egyptian hieroglyphs to Maya script. London; New York: Thames & Hudson]
    • Steele, Philippa M. (Ed.). (2013). Syllabic writing on Cyprus and its context (Cambridge Classical Studies). Cambridge: Cambridge University Press.
    • van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
    • Waal, Willemijn. (2017). How to read the signs: The use of symbol, marking and pictographs in Bronze Age Anatolia. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 111–129). Firenze: Firenze University Press.
    • Yakubovich, Ilya. (2010). Anatolian hieroglyphic writing. In Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 203–207). Chicago, IL: The Oriental Institute of the University of Chicago.
  • Hawkins, J. David. (2008). The disappearance of writing systems: Hieroglyphic Luwian. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 31–43). London: Equinox Publishing. Cited by1
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
  • Hawkins, J. D., Morpurgo Davies, A., & Neumann, G. (1974). Hittite Hieroglyphs and Luwian: New evidence for the connection. Nachrichten der Akademie der Wissenschaften in Göttingen, I. Phil.-Hist. Klasse, nr. 6. Göttingen: Vandenhoek and Ruprecht. Cited by5
    • Daniels, Peter T. (1996d). Methods of decipherment. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 141–159). New York; Oxford: Oxford University Press.
    • Daniels, Peter T. (2020). The decipherment of ancient Near Eastern languages. In Rebecca Hasselbach-Andee (Ed.), A companion to ancient Near Eastern languages (pp. 3–25). Hoboken: John Wiley & Sons.
    • Hawkins, J. David. (1986). Writing in Anatolia: Imported and indigenous systems. World Archaeology, 17(3), 363–376.
    • Melchert, H. Craig. (1996). Anatolian hieroglyphs. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 120–124). New York; Oxford: Oxford University Press.
    • Yakubovich, Ilya. (2010). Anatolian hieroglyphic writing. In Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 203–207). Chicago, IL: The Oriental Institute of the University of Chicago.
  • Hayashi, O. (Ed.). (1982). Zusetsu nihongo [Graphic Japanese]. Tokyo: Kadokawa. Cited by9
    • Akamatsu, Nobuhiko. (2006). Literacy acquisition in Japanese-English bilinguals. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 481–496). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Saito, Hirofumi, Kawakami, Masahiro, Masuda, Hisashi, & Flores d'Arcais, Giovanni B. (1997). Contributions of radical components to kanji character recognition and recall. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 109–140). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Yamada, Jun. (1995). Asymmetries between reading and writing for Japanese children. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 215–230). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Yamada, Jun, & Leong, Che Kan. (2005). Differential reading, naming, and transcribing speeds of Japanese romaji and hiragana. Reading and Writing, 18(4), 303–323. https://doi.org/10.1007/s11145-005-3356-y
  • Hayashi, R., & Hatta, T. (1982). Visual field differences in a deeper semantic processing task with Kanji stimuli. Japanese Psychological Research, 24, 111–117. Cited by3
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Taylor, Insup. (1988). Psychology of literacy: East and west. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 202–233). Berlin; Heidelberg: Springer.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Hayduk, S., Bruck, M., & Cavanagh, P. (1996). Low-level visual processing skills of adults and children with dyslexia. Cognitive Neuropsychology, 13(7), 975–1015. Cited by3
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Cossu, Giuseppe. (1999b). Biological constraints on literacy acquisition. Reading and Writing: An Interdisciplinary Journal, 11(3), 213–237.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Hayes, D. P., & Ahrens, M. G. (1988). Vocabulary simplification for children: A special case of ‘motherese’? Journal of Child Language, 15, 395–410. https://doi.org/10.1017/S0305000900012411 Cited by7
    • Cain, Kate, & Barnes, Marcia A. (2017). Reading comprehension: What develops and when? In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 257–281). Amsterdam; Philadelphia: John Benjamins.
    • Kim, Young-Suk. (2009c). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing, 22(1), 57–84. https://doi.org/10.1007/s11145-007-9103-9
    • Sénéchal, Monique. (2015). Young children's home literacy experiences. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 397–414). New York: Oxford University Press.
    • 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.
    • Spear-Swerling, Louise, Brucker, Pamela O., & Alfano, Michael P. (2010). Relationships between sixth-graders' reading comprehension and two different measures of print exposure. Reading and Writing, 23(1), 73–96. https://doi.org/10.1007/s11145-008-9152-8
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Treiman, Rebecca, Rosales, Nicole, & Kessler, Brett. (2016). Characteristics of print in books for preschool children. Writing Systems Research, 8(1), 120–132. https://doi.org/10.1080/17586801.2015.1074058
  • Hayes, E. B. (1988). Encoding strategies used by native and non-native readers of Chinese Mandarin. The Modern Language Journal, 72, 188-195. Cited by6
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Cowan, J. Ronayne. (1992). A model of lexical storage: Evidence from second language learners' orthographic errors. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 275–290). Amsterdam; Philadelphia: John Benjamins.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Lin, Angel Mei-yi, & Akamatsu, Nobuhiko. (1997). The learnability and psychological processing of reading in Chinese and reading in English. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 369–387). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Matsunaga, Sachiko. (2002b). Early phonological activation in reading kanji: An eye-tracking study. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 157–171). Hong Kong: Hong Kong University Press.
    • Matsunaga, Sachiko. (2016). Teaching and learning to read kanji as L2: Why are they difficult? In Jun Xing, & Pak-sheung Ng (Eds.), Indigenous culture, education and globalization: Critical perspectives from Asia (pp. 245–262). Berlin; Heidelberg: Springer. https://doi.org/10.1007/978-3-662-48159-2_13
  • Hayes, H., Treiman, R., & Kessler, B. (2006). Children use vowels to help them spell consonants. Journal of Experimental Child Psychology, 94, 27–42. https://doi.org/10.1016/j.jecp.2005.11.001 Cited by12
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • Commissaire, Eva, Pasquarella, Adrian, Chen, Xi, & Deacon, S. Hélène. (2014). The development of orthographic processing skills in children in early French immersion programs [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 16–39. https://doi.org/10.1075/wll.17.1.02com
    • Deacon, S. Hélène, & Sparks, Erin. (2015). Children's spelling development: Theories and evidence. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 311–325). New York: Oxford University Press.
    • Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
    • Kemp, Nenagh. (2016). Children's first language acquisition of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 191–204). Oxon: Routledge.
    • Kessler, Brett. (2009). Statistical learning of conditional orthographic correspondences. Writing Systems Research, 1(1), 19–34. https://doi.org/10.1093/wsr/wsp004
    • Nag, Sonali, Treiman, Rebecca, & Snowling, Margaret J. (2010). Learning to spell in an alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41–52. https://doi.org/10.1093/wsr/wsq001
    • Pollo, Tatiana Cury, Treiman, Rebecca, & Kessler, Brett. (2008). Three perspectives on spelling development. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 175–189). New York; London. Lawrence Erlbaum Associates.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Treiman, Rebecca. (2018). Statistical learning and spelling. Language, Speech, and Hearing Services in Schools, 49, 644–652. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0122
    • Treiman, Rebecca. (2020). Learning to write words. Current Directions in Psychological Science, 29(5) 521–526. https://doi.org/10.1177/0963721420951585
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. E. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1–27). Mahwah, NJ: Lawrence Erlbaum Associates. Cited by27
    • Adams, Anne-Marie, Simmons, Fiona, Willis, Catherine, & Pawling, Ralph. (2010). Undergraduate students’ ability to revise text effectively: relationships with topic knowledge and working memory [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 54–76. https://doi.org/10.1111/j.1467-9817.2009.01432.x
    • Ahmed, Yusra, & Wagner, Richard K. (2020). A “simple” illustration of a joint model of reading and writing using meta-analytic structural equation modeling (MASEM). 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. 55–75). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_4
    • Alamargot, Denis, Plane, Sylvie, Lambert, Eric, & Chesnet, David. (2010). Using eye and pen movements to trace the development of writing expertise: Case studies of a 7th, 9th and 12th grader, graduate student, and professional writer [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 853–888. https://doi.org/10.1007/s11145-009-9191-9
    • Aldridge, Michelle, & Fontaine, Lise. (2019). Using keystroke logging to capture the impact of cognitive complexity and typing fluency on written language production. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 285–305). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_014
    • Alves, Rui A., Leal, José Paulo, & Limpo, Teresa. (2019). Using HandSpy to study writing in real time: A comparison between low- and high-quality texts in grade 2. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_004
    • Beers, Scott F., Quinlan, Thomas, & Harbaugh, Allen G. (2010). Adolescent students' reading during writing behaviors and relationships with text quality: An eyetracking study [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 743–775. https://doi.org/10.1007/s11145-009-9193-7
    • Berninger, Virginia W., Nagy, William, & Beers, Scott. (2011). Child writers' construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 151–182. https://doi.org/10.1007/s11145-010-9262-y
    • Bourke, Lorna, & Adams, Anne-Marie. (2010). Cognitive constraints and the early learning goals in writing [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 94–110. https://doi.org/10.1111/j.1467-9817.2009.01434.x
    • Galbraith, David, & Baaijen, Veerle M. (2019). Aligning keystrokes with cognitive processes in writing. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 306–325). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_015
    • Hoang, Ha. (2019). Metaphorical language in second language learners’ texts: Additional baggage of the writing journey? In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 236–257). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_012
    • Hooper, Stephen R., Costa, Lara-Jeane, McBee, Matthew, Anderson, Kathleen L., Yerby, Donna C., Knuth, Sean B., & Childress, Amy. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x
    • Jakobs, Eva-Maria, & Spinuzzi, Clay. (2014b). Professional domains: Writing as creation of economic value. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 359–384). Berlin; Boston: De Gruyter Mouton.
    • Kim, Young-Suk Grace. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading-writing relations. 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. 11–34). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_2
    • Leijten,Mariëlle, Van Waes, Luuk, & Van Horenbeeck, Eric. (2015). Analyzing writing process data: A linguistic perspective. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 277–302). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.14lei
    • MacArthur, Charles A., & Lembo, Leah. (2009). Strategy instruction in writing for adult literacy learners. Reading and Writing, 22(9), 1021–1039. https://doi.org/10.1007/s11145-008-9142-x
    • Mahlow, Cerstin, & Dale, Robert. (2014). Production media: Writing as using tools in media convergent environments. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 209–230). Berlin; Boston: De Gruyter Mouton.
    • Mäki, Hanna S., Voeten, Marinus J. M., Vauras, Marja M. S., & Poskiparta, Elisa H. (2001). Predicting writing skill development with word recognition and preschool readiness skills. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 643–672.
    • Olinghouse, Natalie G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 3–26. https://doi.org/10.1007/s11145-007-9062-1
    • Plane, Sylvie. (2015). Some problems encountered in the description and analysis of the dynamics of writing. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 22–32). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.02pla
    • Prior, Paul, & Thorne, Steven L. (2014). Research paradigms: Beyond product, process, and social activity. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 31–54). Berlin; Boston: De Gruyter Mouton.
    • Stavans, Anat, Seroussi, Batia, Rigbi, Amihai, & Zadunaisky-Ehrlich, Sara. (2020). The contribution of reading abilities to the writing quality of expository text structure in Hebrew speaking elementary school children. 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. 123–145). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_8
    • Tiryakioglu, Gulay, Peters, Elke, & Verschaffel, Lieven. (2019). The effect of L2 proficiency level on composing processes of EFL learners: Data from keystroke loggings, think alouds and questionnaires. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 212–235). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_011
    • Tong, Xiuhong, Mo, Jianhong, Shu, Hua, Zhang, Yuping, Chan, Shingfong, & McBride-Chang, Catherine. (2014). Understanding Chinese children's complex writing: Global ratings and lower-level mechanical errors. Writing Systems Research, 6(2), 215–229. https://doi.org/10.1080/17586801.2013.873707
    • Van Waes. Luuk, Leijten, Mariëlle, & Quinlan, Thomas. (2010). Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 803–834. https://doi.org/10.1007/s11145-009-9190-x
    • Vanderberg, Robert, & Swanson, H. Lee. (2007). Which components of working memory are important in the writing process? Reading and Writing, 20(7), 721–752. https://doi.org/10.1007/s11145-006-9046-6
    • Wagner. Richard K., Puranik, Cynthia S., Foorman, Barbara, Foster, Elizabeth, Wilson, Laura Gehron, Tschinkel, Erika, & Kantor, Patricia Thatcher. (2011). Modeling the development of written language [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 203–220. https://doi.org/10.1007/s11145-010-9266-7
    • Wengelin, Åsa, Leijten, Mariëlle, & Van Waes, Luuk. (2010). Studying reading during writing: New perspectives in research [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 735–742. https://doi.org/10.1007/s11145-009-9187-5
  • Hayes, J. R. (2012). Modeling and remodeling writing. Written Communication, 29(3), 369–388. Cited by12
    • 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.
    • Aldridge, Michelle, & Fontaine, Lise. (2019). Using keystroke logging to capture the impact of cognitive complexity and typing fluency on written language production. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 285–305). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_014
    • Donahue, Christiane, & Lillis, Theresa. (2014). Models of writing and text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 55–78). Berlin; Boston: De Gruyter Mouton.
    • Kim, Young-Suk Grace. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading-writing relations. 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. 11–34). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_2
    • Knospe, Yvonne, Sullivan, Kirk P. H., Malmqvist, Anita, & Valfridsson, Ingela. (2019). Observing writing and website browsing: Swedish students write L3 German. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 258–284). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_013
    • Leijten,Mariëlle, Van Waes, Luuk, & Van Horenbeeck, Eric. (2015). Analyzing writing process data: A linguistic perspective. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 277–302). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.14lei
    • Lindgren, Eva, Westum, Asbjørg, Outakoski, Hanna, & Sullivan, Kirk P. H. (2019). Revising at the leading edge: Shaping ideas or clearing up noise. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 346–365). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_017
    • Linnemann, Markus. (2019). Anticipation of audience during writing. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 326–345). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_016
    • Mahlow, Cerstin, & Dale, Robert. (2014). Production media: Writing as using tools in media convergent environments. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 209–230). Berlin; Boston: De Gruyter Mouton.
    • Prior, Paul, & Thorne, Steven L. (2014). Research paradigms: Beyond product, process, and social activity. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 31–54). Berlin; Boston: De Gruyter Mouton.
    • 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.
    • Tiryakioglu, Gulay, Peters, Elke, & Verschaffel, Lieven. (2019). The effect of L2 proficiency level on composing processes of EFL learners: Data from keystroke loggings, think alouds and questionnaires. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 212–235). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_011
  • Hayes, J. R., & Chenoweth, N. A. (2006). Is working memory involved in the transcribing and editing of texts? Written Communication, 23(2), 135–149. https://doi.org/10.1177/0741088306286283 Cited by10
    • Adams, Anne-Marie, Simmons, Fiona, Willis, Catherine, & Pawling, Ralph. (2010). Undergraduate students’ ability to revise text effectively: relationships with topic knowledge and working memory [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 54–76. https://doi.org/10.1111/j.1467-9817.2009.01432.x
    • Aldridge, Michelle, & Fontaine, Lise. (2019). Using keystroke logging to capture the impact of cognitive complexity and typing fluency on written language production. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 285–305). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_014
    • Alves, Rui A., Leal, José Paulo, & Limpo, Teresa. (2019). Using HandSpy to study writing in real time: A comparison between low- and high-quality texts in grade 2. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_004
    • Beaufort, Anne, & Iñesta, Anna. (2014). Author profiles: Awareness, competence, and skills. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 141–158). Berlin; Boston: De Gruyter Mouton.
    • Berninger, Virginia W., Nagy, William, & Beers, Scott. (2011). Child writers' construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 151–182. https://doi.org/10.1007/s11145-010-9262-y
    • Grabowski, Joachim, Weinzierl, Christian, & Schmitt, Markus. (2010). Second and fourth graders’ copying ability: From graphical to linguistic processing [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 39–53. https://doi.org/10.1111/j.1467-9817.2009.01431.x
    • Leijten, Mariëlle, Van Horenbeeck, Eric, & Van Waes, Luuk Van. (2019). Analysing keystroke logging data from a linguistic perspective. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 71–95). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_005
    • Mahlow, Cerstin, & Dale, Robert. (2014). Production media: Writing as using tools in media convergent environments. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 209–230). Berlin; Boston: De Gruyter Mouton.
    • Olive, Thierry, & Cislaru, Georgeta. (2015). Linguistic forms at the process-product interface: Analysing the linguistic content of bursts of production. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 99–123). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.06oli
    • Richards, Todd L., Berninger, Virginia W., Stock, Pat, Altemeier, Leah, Trivedi, Pamala, & Maravilla, Kenneth R. (2011). Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms. Reading and Writing, 24(5), 493–516. https://doi.org/10.1007/s11145-009-9217-3
  • Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–30). Hillsdale, NJ: Lawrence Erlbaum Associates. https://doi.org/10.1177/002194368201900207 Cited by43
    • Abba, Katherine A., Joshi, R. Malatesha, & Ji, Xuejun Ryan. (2019). Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix. Written Language & Literacy, 22(1), 67–94. https://doi.org/10.1075/wll.00020.abb
    • Adams, Anne-Marie, Simmons, Fiona, Willis, Catherine, & Pawling, Ralph. (2010). Undergraduate students’ ability to revise text effectively: relationships with topic knowledge and working memory [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 54–76. https://doi.org/10.1111/j.1467-9817.2009.01432.x
    • Ahmed, Yusra, & Wagner, Richard K. (2020). A “simple” illustration of a joint model of reading and writing using meta-analytic structural equation modeling (MASEM). 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. 55–75). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_4
    • Alamargot, Denis, Plane, Sylvie, Lambert, Eric, & Chesnet, David. (2010). Using eye and pen movements to trace the development of writing expertise: Case studies of a 7th, 9th and 12th grader, graduate student, and professional writer [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 853–888. https://doi.org/10.1007/s11145-009-9191-9
    • Alves, Rui A., Leal, José Paulo, & Limpo, Teresa. (2019). Using HandSpy to study writing in real time: A comparison between low- and high-quality texts in grade 2. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_004
    • Antos, Gerd. (1996). Die Produktion schriftlicher Texte [The production of written texts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1527–1535). Berlin; New York: De Gruyter.
    • Beers, Scott F., Quinlan, Thomas, & Harbaugh, Allen G. (2010). Adolescent students' reading during writing behaviors and relationships with text quality: An eyetracking study [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 743–775. https://doi.org/10.1007/s11145-009-9193-7
    • Berninger, Virginia W., Nagy, William, & Beers, Scott. (2011). Child writers' construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 151–182. https://doi.org/10.1007/s11145-010-9262-y
    • Bourke, Lorna, & Adams, Anne-Marie. (2010). Cognitive constraints and the early learning goals in writing [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 94–110. https://doi.org/10.1111/j.1467-9817.2009.01434.x
    • Cislaru, Georgeta. (2015). Writing(s) at the crossroads: The process-product interface. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 1–17). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.01cis
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • De Manrique, Ana María Borzone, & Signorini, Angela. (1998). Emergent writing forms in Spanish. Reading and Writing: An Interdisciplinary Journal, 10(6), 499–517.
    • Eigler, Gunther. (1996). Methoden der Textproduktionsforschung [Research methods in the psychology of writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 992–1004). Berlin; New York: De Gruyter.
    • Feilke, Helmut. (1996). Die Entwicklung der Schreibfähigkeiten [The development of writing skills]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1178–1191). Berlin; New York: De Gruyter.
    • Gnach, Aleksandra, & Powell, Katrina M. (2014). Authorship and context: Writing and text production as situated activities. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 119–139). Berlin; Boston: De Gruyter Mouton.
    • Grabowski, Joachim, Weinzierl, Christian, & Schmitt, Markus. (2010). Second and fourth graders’ copying ability: From graphical to linguistic processing [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 39–53. https://doi.org/10.1111/j.1467-9817.2009.01431.x
    • Hooper, Stephen R., Costa, Lara-Jeane, McBee, Matthew, Anderson, Kathleen L., Yerby, Donna C., Knuth, Sean B., & Childress, Amy. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x
    • Hoskyn, Maureen, & Swanson, H. Lee. (2003). The relationship between working memory and writing in younger and older adults. Reading and Writing: An Interdisciplinary Journal, 16(8), 759–784.
    • Hudson, Roxanne F., Lane, Holly B., & Mercer, Cecil D. (2005). Writing prompts: The role of various priming conditions on the compositional fluency of developing writers. Reading and Writing, 18(6), 473–495. https://doi.org/10.1007/s11145-004-7042-2
    • Job, Remo, Peressotti, Francesca, & Mulatti, Claudio. (2006). The acquisition of literacy in Italian. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 105–119). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Johansson, Roger, Wengelin, Åsa, Johansson, Victoria, & Holmqvist, Kenneth. (2010). Looking at the keyboard or the monitor: Relationship with text production processes. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 835–851. https://doi.org/10.1007/s11145-009-9189-3
    • Kellogg, Ronald T. (1994). The psychology of writing. New York: Oxford University Press.
    • Kim, Young-Suk Grace. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading-writing relations. 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. 11–34). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_2
    • Linnemann, Markus. (2019). Anticipation of audience during writing. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 326–345). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_016
    • MacArthur, Charles A., & Lembo, Leah. (2009). Strategy instruction in writing for adult literacy learners. Reading and Writing, 22(9), 1021–1039. https://doi.org/10.1007/s11145-008-9142-x
    • Molitor-Lübbert, Sylvie. (1996). Schreiben als mentaler und sprachlicher Prozeß [Writing as a mental and linguistic process]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1005–1027). Berlin; New York: De Gruyter.
    • Myhill, Debra. (2009). Developmental trajectories in mastery of paragraphing: Towards a model of development. Written Language & Literacy, 12(1), 26–51. https://doi.org/10.1075/wll.12.1.02myh
    • Olinghouse, Natalie G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 3–26. https://doi.org/10.1007/s11145-007-9062-1
    • Olinghouse, Natalie G., & Leaird, Jacqueline T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing, 22(5), 545–565. https://doi.org/10.1007/s11145-008-9124-z
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Plane, Sylvie. (2015). Some problems encountered in the description and analysis of the dynamics of writing. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 22–32). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.02pla
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Richards, Todd L., Berninger, Virginia W., Stock, Pat, Altemeier, Leah, Trivedi, Pamala, & Maravilla, Kenneth R. (2011). Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms. Reading and Writing, 24(5), 493–516. https://doi.org/10.1007/s11145-009-9217-3
    • Stavans, Anat, Seroussi, Batia, Rigbi, Amihai, & Zadunaisky-Ehrlich, Sara. (2020). The contribution of reading abilities to the writing quality of expository text structure in Hebrew speaking elementary school children. 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. 123–145). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_8
    • Tong, Xiuhong, Mo, Jianhong, Shu, Hua, Zhang, Yuping, Chan, Shingfong, & McBride-Chang, Catherine. (2014). Understanding Chinese children's complex writing: Global ratings and lower-level mechanical errors. Writing Systems Research, 6(2), 215–229. https://doi.org/10.1080/17586801.2013.873707
    • Van Waes. Luuk, Leijten, Mariëlle, & Quinlan, Thomas. (2010). Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 803–834. https://doi.org/10.1007/s11145-009-9190-x
    • Vanderberg, Robert, & Swanson, H. Lee. (2007). Which components of working memory are important in the writing process? Reading and Writing, 20(7), 721–752. https://doi.org/10.1007/s11145-006-9046-6
    • Verheyden, Lieve, Van den Branden, Kris, Rijlaarsdam, Gert, Van den Bergh, Huub, & De Maeyer, Sven. (2010). Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: A follow-up of seven text features [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 20–38. https://doi.org/10.1111/j.1467-9817.2009.01430.x
    • Verhoeven, Ludo. (1994a). Demographics of literacy. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 767–779). Berlin; New York: De Gruyter.
    • Viollet, Catherine. (1994). Schriftlichkeit und Literatur [Writing and literature]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 658–672). Berlin; New York: De Gruyter.
    • Wagner. Richard K., Puranik, Cynthia S., Foorman, Barbara, Foster, Elizabeth, Wilson, Laura Gehron, Tschinkel, Erika, & Kantor, Patricia Thatcher. (2011). Modeling the development of written language [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 203–220. https://doi.org/10.1007/s11145-010-9266-7
    • Wengelin, Åsa, Frid, Johan, Johansson, Roger, & Johansson, Victoria. (2019). Combining keystroke logging with other methods: Towards an experimental environment for writing process research. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_003
    • Wengelin, Åsa, Leijten, Mariëlle, & Van Waes, Luuk. (2010). Studying reading during writing: New perspectives in research [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 735–742. https://doi.org/10.1007/s11145-009-9187-5
  • Hayes, J. R., Flower, L. S., Schriver, K. S., Stratman, J., & Carey, L. (1987). Cognitive processes in revision. In S. Rosenberg (Ed.), Advances in applied psycholinguistics: Volume 2. Reading, writing and language processing (pp. 176–240). Cambridge: Cambridge University Press. Cited by7
    • Adams, Anne-Marie, Simmons, Fiona, Willis, Catherine, & Pawling, Ralph. (2010). Undergraduate students’ ability to revise text effectively: relationships with topic knowledge and working memory [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 54–76. https://doi.org/10.1111/j.1467-9817.2009.01432.x
    • Donahue, Christiane, & Lillis, Theresa. (2014). Models of writing and text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 55–78). Berlin; Boston: De Gruyter Mouton.
    • Linnemann, Markus. (2019). Anticipation of audience during writing. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 326–345). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_016
    • Mäki, Hanna S., Voeten, Marinus J. M., Vauras, Marja M. S., & Poskiparta, Elisa H. (2001). Predicting writing skill development with word recognition and preschool readiness skills. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 643–672.
    • Midgette, Ekaterina, Haria, Priti, & MacArthur, Charles. (2008). The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 131–151. https://doi.org/10.1007/s11145-007-9067-9
    • Molitor-Lübbert, Sylvie. (1996). Schreiben als mentaler und sprachlicher Prozeß [Writing as a mental and linguistic process]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1005–1027). Berlin; New York: De Gruyter.
    • Van Waes. Luuk, Leijten, Mariëlle, & Quinlan, Thomas. (2010). Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 803–834. https://doi.org/10.1007/s11145-009-9190-x
  • Haynes, M., & Carr, T. H. (1990). Writing system background and second language reading: A component skills analysis of English reading by native speaker-readers of Chinese. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 375–421). San Diego: Academic Press. Cited by10
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Cook, Vivian. (2005). Written language and foreign language teaching. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 424–441). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
    • Jackson, Nancy Ewald, Chen, Huanwen, Goldsberry, Lonie, Kim, Ahyoung, & Vanderwerff, Carla. (1999). Effects of variations in orthographic information on Asian and American readers' English text reading [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 345–379.
    • Koda, Keiko, & Miller, Ryan T. (2018). Cross-linguistic interactions in L2 word meaning inference in English as a foreign language. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 293–312). Amsterdam: John Benjamins.
    • Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Stavans, Anat. (2015). Monolingual and multilingual discrimination of written sequences' readability. Writing Systems Research, 7(1), 108–127. https://doi.org/10.1080/17586801.2014.898574
    • Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.
    • Yamashita, Junko. (2018). Orthographic and phonological processing in L2-English word recognition: Longitudinal observations from Grade 9 to 11 in EFL learners in Japan. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 267–292). Amsterdam: John Benjamins.
  • Hayward, R. J., & Hassan, Mohammed. (1981). The Oromo orthography of Shaykh Bakri Saṗalō. Bulletin of the School of Oriental and African Studies, 44(3), 550–566. Cited by6
    • Daniels, Peter T. (1992b). The syllabic origin of writing and the segmental origin of the alphabet. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 83–110). Amsterdam; Philadelphia: John Benjamins.
    • Daniels, Peter T. (1996g). The invention of writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 579–586). New York; Oxford: Oxford University Press.
    • Faber, Alice. (1992). Phonemic segmentation as epiphenomenon: Evidence from the history of alphabetic writing. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 111–134). Amsterdam; Philadelphia: John Benjamins.
    • Mumin, Meikal. (2014). The Arabic script in Africa: Understudied literacy. In Meikal Mumin & Kess Versteegh (Eds.), The Arabic script in Africa: Studies in the use of a writing system (Studies in Semitic Languages and Linguistics 71) (pp. 41–76). Leiden; Boston: Brill.
    • Pasch, Helma. (2008). Competing scripts: The introduction of the Roman alphabet in Africa. International Journal of the Sociology of Language, 191, 65–109. https://doi.org/10.1515/IJSL.2008.025
    • Unseth, Peter. (2005). Sociolinguistic parallels between choosing scripts and languages. Written Language & Literacy, 8(1), 19–42. https://doi.org/10.1075/wll.8.1.02uns
  • Healey, Antonette diPaolo. (2005). The dictionary of Old English: The next generation(s). In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 289–307). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Healey, John F. (1990). The early alphabet (Reading the past). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. Cited by23
    • Bonfante, Larissa. (1996). The scripts of Italy. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 297–311). New York; Oxford: Oxford University Press.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Drucker, Johanna. (1995). The alphabetic labyrinth: The letters in history and imagination. London: Thames & Hudson.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Gaur, Albertine. (1984). A history of writing. London: British Library. [1987, Second edition; 1992, Third revised edition, London: British Library; New York: Abbeville Press]
    • Gaur, Albertine. (1995). Scripts and writing systems: A historical perspective. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 19–30). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
    • Haarmann, Harald. (1994b). Entstehung und Verbreitung von Alphabetschriften [Evolution and spread of alphabetic scripts] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 329–347). Berlin; New York: De Gruyter.
    • Haarmann, Harald (2006). Language planning: Graphization and the development of writing systems [Sprachplanung: Graphisation und die Entwicklung von Schreibsystemen]. In Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, & Peter Trudgill (Eds.), Sociolinguistics: An international handbook of the science of language and society [Ein internationales Handbuch zur Wissenschaft von Sprache und Gesellschaft] (Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistic and Communication Science 3.3) (pp. 2402–2420). Berlin: De Gruyter. https://doi.org/10.1515/9783110184181.3.11.2402
    • Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Mora-Marín, David F. (2003). The origin of Mayan syllabograms and orthographic conventions. Written Language & Literacy, 6(2), 193–238.
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • Proskurin, Sergey G. (2015). Semiotics and writing systems. Semiotica, 205, 261–276. https://doi.org/10.1515/sem-2015-0007
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Swiggers, Pierre. (1996b). Transmission of the Phoenician script to the West. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 261–270). New York; Oxford: Oxford University Press.
    • The Unicode Consortium. (1991). The Unicode Standard: Version 1.0. Reading, MA: Addison-Wesley. [1996, Version 2.0; 2003, Version, 4.0.0; 2005, Version 5.0; 2011, Version 6.0.0; 2016, Version 9.0.0; 2018, Version 11.0.0]
  • Healy, A. F. (1976). Detection errors on the word the: Evidence for reading units longer than letters. Journal of Experimental Psychology: Human Perception and Performance, 2, 235–242. Cited by11
    • Aaron, P. G., Joshi, R. M., Ayotollah, Mahboobeh, Ellsberry, Annie, Henderson, Janet, & Lindsey, Kim. (1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89–127.
    • Faust, Miriam, & Kandelshine-Waldman, Osnat. (2011). The effects of different approaches to reading instruction on letter detection tasks in normally achieving and low achieving readers. Reading and Writing, 24(5), 545–566. https://doi.org/10.1007/s11145-009-9219-1
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Minkoff, Scott R. B., & Raney, Gary E. (2000). Letter-detection errors in the word the: Word frequency versus syntactic structure. Scientific Studies of Reading, 4(1), 55–76.
    • Pilotti, Maura, Chodorow, Martin, & Thornton, Kendell C. (2005). Effects of familiarity and type of encoding on proofreading of text. Reading and Writing, 18(4), 325-341. https://doi.org/10.1007/s11145–005-4315-3
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Smith, Philip T. (1996). Research methods in the psychology of reading. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 932–942). Berlin; New York: De Gruyter.
    • Smith, Philip T., & Groat, Anne. (1979). Spelling patterns, letter cancellation and the processing of text. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 309–324). New York; London: Plenum Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Healy, A. F., & Drewnowski, A. (1983). Investigating the boundaries of reading units: Letter detection in misspelled words. Journal of Experimental Psychology: Human Perception and Performance, 9, 413–426. Cited by6
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Faust, Miriam, & Kandelshine-Waldman, Osnat. (2011). The effects of different approaches to reading instruction on letter detection tasks in normally achieving and low achieving readers. Reading and Writing, 24(5), 545–566. https://doi.org/10.1007/s11145-009-9219-1
    • Johnson, Neal F. (1992). On the role of cohorts or neighbors in visual word recognition. In Ram Frost and Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 147–164). Amsterdam; London; New York; Tokyo: North-Holland.
    • Li, Hong, &Chen, Hsuan-Chih. (1997). Processing of radicals in Chinese character recognition. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 141–160). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Minkoff, Scott R. B., & Raney, Gary E. (2000). Letter-detection errors in the word the: Word frequency versus syntactic structure. Scientific Studies of Reading, 4(1), 55–76.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
  • Healy, J. M., Aram, D. M., Horowitz, S. J., & Kessler, J. W. (1982). A study of hyperlexia. Brain and Language, 17(1), 1–23. Cited by6
    • Cardoso-Martins, Cláudia, & da Silva, Juliane Ribeiro. (2010). Cognitive and language correlates of hyperlexia: Evidence from children with autism spectrum disorders. Reading and Writing, 23(2), 129–145. https://doi.org/10.1007/s11145-008-9154-6
    • Cardoso-Martins, Cláudia, Peterson, Robin, Olson, Richard, & Pennington, Bruce. (2009). Component reading skills in Down Syndrome. Reading and Writing, 22(3), 277–292. https://doi.org/10.1007/s11145-007-9114-6
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Sparks, Richard L. (2001). Phonemic awareness and reading skill in hyperlexic children: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 333–360.
    • Sparks, Richard L. (2004). Orthographic awareness, phonemic awareness, syntactic processing, and working memory skill in hyperlexic children. Reading and Writing: An Interdisciplinary Journal, 17(4), 359–386.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Heath, Shirley Brice. (1982). What no bedtime story means: Narrative skills at home and at school. Language in Society, 11, 49–76. Cited by11
    • 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.
    • Cook-Gumperz, Jenny (Ed.). (2006). The social construction of literacy (Second edition) (Studies in Interactional Sociolinguistics 25). Cambridge: Cambridge University Press. [1986, First edition]
    • Gregory, Eve. (1999). Myths of illiteracy: Childhood memories of reading in London's East End. Written Language & Literacy, 2(1), 89–111.
    • Hornberger, Nancy H. (1994). Oral and literate cultures. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 424–431). Berlin; New York: De Gruyter.
    • Johnson, William A. (2009a). Introduction. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 3–10). Oxford: Oxford University Press.
    • Kataoka, Kuniyoshi. (2003). Form and function of emotive pictorial signs in casual letter writing. Written Language & Literacy, 6(1), 1–29.
    • Morales Silva, Silvia, Verhoeven, Ludo, & van Leeuwe, Jan. (2008). Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru. Written Language & Literacy, 11(1), 15–34. https://doi.org/10.1075/wll.11.1.03mor
    • Nicholson, Thomas, & Ng, Lian Giok. (2006). The case for teaching phonemic awareness and simple phonics to preschoolers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 637–648). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • 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.
  • Heath, Shirley Brice. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press. Cited by50
    • 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.
    • Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
    • Bainton, Henry. (2020). History and the written word: Documents, literacy, and language in the Age of the Angevins (The Middle Ages Series). Philadelpha: University of Pennsylvania Press.
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Bird, Steven. (2001). Orthography and identity in Cameroon. Written Language & Literacy, 4(2), 131–162. https://doi.org/10.1075/wll.4.2.02bir [Reprinted in SIL Notes on Literacy, 26(1-2), 3–44]
    • Burnaby, Barbara. (1998). Literacy in Athapaskan languages in the Northwest Territories, Canada: For what purposes? Written Language & Literacy, 1(1), 63–102.
    • Cook-Gumperz, Jenny (Ed.). (2006). The social construction of literacy (Second edition) (Studies in Interactional Sociolinguistics 25). Cambridge: Cambridge University Press. [1986, First edition]
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Dobson, Teresa M., & Willinsky, John. (2009). Digital literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 286–312). Cambridge: Cambridge University Press.
    • Donahue, Christiane, & Lillis, Theresa. (2014). Models of writing and text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 55–78). Berlin; Boston: De Gruyter Mouton.
    • Edwards, Viv. (2009). Learning to be literate: Multilingual perspectives. Bristol; Buffalo; Toronto: Multilingual Matters.
    • Giere, Ursula. (1994). Entwicklung von Literalität und Alphabetisierung in England und Nordamerika [The development and advancement of literacy in England and North America]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 873–883). Berlin; New York: De Gruyter.
    • Gnach, Aleksandra, & Powell, Katrina M. (2014). Authorship and context: Writing and text production as situated activities. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 119–139). Berlin; Boston: De Gruyter Mouton.
    • Goldhill, Simon. (2009). The anecdote: Exploring the boundaries between oral and literate performance in the second sophistic. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 96–113). Oxford: Oxford University Press.
    • Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
    • Gregory, Eve. (1999). Myths of illiteracy: Childhood memories of reading in London's East End. Written Language & Literacy, 2(1), 89–111.
    • 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.
    • Hornberger, Nancy H. (1994). Oral and literate cultures. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 424–431). Berlin; New York: De Gruyter.
    • Johnson, Merieta. (1994). Literacy movements in Central and South America and in the Carribean. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 824–834). Berlin; New York: De Gruyter.
    • Johnson, Sally, & Finlay, Frank (2001). (Il)literacy and (im)morality in Bernhard Schlink's The reader. Written Language & Literacy, 4(2), 195–214.
    • 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.
    • 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
    • Kress, Gunther. (2003). Literacy in the new media age. London; New York: Routledge. http://dx.doi.org/10.4324/9780203164754
    • Kurvers, Jeanne, Van Hout, Roeland, & Vallen, Ton. (2009). Print awareness of adult illiterates: A comparison with young pre-readers and low-educated adult readers. Reading and Writing, 22(8), 863–887. https://doi.org/10.1007/s11145-008-9129-7
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Morales Silva, Silvia, Verhoeven, Ludo, & van Leeuwe, Jan. (2008). Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru. Written Language & Literacy, 11(1), 15–34. https://doi.org/10.1075/wll.11.1.03mor
    • Oakey, David, & Russell, David R. (2014). Beyond single domains: Writing in boundary crossing. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 385–411). Berlin; Boston: De Gruyter Mouton.
    • Olivo, Warren. (2001). Phat lines: Spelling conventions in rap music. Written Language & Literacy, 4(1), 67–85.
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Olson, David R. (2009b). Literacy, literacy policy, and the school. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 566–576). Cambridge: Cambridge University Press.
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • 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.
    • 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
    • Poe, Mya, & Scott, Mary. (2014). Learning domains: Writing as lifelong learning. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 333–358). Berlin; Boston: De Gruyter Mouton.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Prior, Paul, & Thorne, Steven L. (2014). Research paradigms: Beyond product, process, and social activity. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 31–54). Berlin; Boston: De Gruyter Mouton.
    • Sawyer, R. Keith. (2002). [Book review: Jack Goody, (2000), The power of the written tradition]. Written Language & Literacy, 5(1), 127–131.
    • Schiff, Rachel, & Korat, Ofra. (2006). Sociocultural factors in children's written narrative production. Written Language & Literacy, 9(2), 213–246.
    • 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
    • Sebba, Mark. (2012b). Researching and theorising multilingual texts. 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. 1–26). New York; London: Routledge.
    • 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
    • Sonnenschein, Susan, Baker, Linda, & Serpell, Robert. (2010). The early childhood project: A 5-year longitudinal investigation of children's literacy development in sociocultural context. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 85–96). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_6
    • 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.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
    • Thonhauser, Ingo. (2003). “Written language but easily to use!”: Perceptions of continuity and discontinuity between written/oral modes in the Lebanese context of biliteracy and diglossia. Written Language & Literacy, 6(1), 93–110.
    • Tolchinsky, Liliana. (2010). Becoming literate in a foreign language. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 177–190). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_13
    • Verhoeven, Ludo, & van Elsäcker, Willy. (2016). Home and school predictors of reading achievement in linguistically diverse learners in the intermediate primary grades. 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. 65–76). Cham: Springer.
    • Walters, Keith. (1994). Writing and education. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 638–645). Berlin; New York: De Gruyter.
  • Heberer, Thomas. (1994). Entwicklung von Literalität und Alphabetisierung bei den nicht chinesisch sprechenden Völkern Chinas [The promotion of literacy in East Asia: The case of non-Chinese speaking people in China]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 855–859). Berlin; New York: De Gruyter.
  • Hébrard, Jean. (1997). The graphic space of the school exercise books in France in the 19th-20th century. In Clotilde Pontecorvo (Ed.), Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6) (pp. 173–189). Amsterdam; Philadelpha: John Benjamins.
  • Hécaen, H., & Kremin, H. (1975). Neurolinguistic research on reading disorders resulting from left hemisphere lesions: Aphasia and “pure” alexias. In H. Whitaker & H. A. Whitaker (Eds.), Studies in neurolinguistics: Volume 2 (pp. 263–269). New York: Academic Press. Cited by7
    • Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
    • Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
  • Hecht, Steven A., Burgess, Stephen R., Torgesen, Joseph K., Wagner, Richard K., & Rashotte, Carol A. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 99–127. Cited by7
    • Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
    • Hecht, Steven A., & Greenfield, Daryl B. (2002). Explaining the predictive accuracy of teacher judgments of their students' reading achievement: The role of gender, classroom behavior, and emergent literacy skills in a longitudinal sample of children exposed to poverty. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 789–809.
    • 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.
    • 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
    • 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Sprugevica, Ieva, Paunina, Ingrida, & Høien, Torleiv. (2006). Early phonological skill as a predictor of reading acquisition in Latvian. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 291–301). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Hecht, Steven A., & Greenfield, Daryl B. (2002). Explaining the predictive accuracy of teacher judgments of their students' reading achievement: The role of gender, classroom behavior, and emergent literacy skills in a longitudinal sample of children exposed to poverty. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 789–809. Cited by3
    • Harlaar, Nicole, Dale, Philip S., & Plomin, Robert. (2005). Telephone testing and teacher assessment of reading skills in 7-year-olds: II. Strong genetic overlap. Reading and Writing, 18(5), 401–423. https://doi.org/10.1007/s11145-005-0271-1
    • Hirvonen, Riikka, Georgiou, George K., Lerkkanen, Marja-Kristiina, Aunola, Kaisa, & Nurmi, Jari-Erik. (2010). Task-focused behaviour and literacy development: A reciprocal relationship. Journal of Research in Reading, 33(3), 302–319. https://doi.org/10.1111/j.1467-9817.2009.01415.x
    • Lundberg, Ingvar, Larsman, Pernilla, & Strid, Anna. (2012). Development of phonological awareness during the preschool year: The influence of gender and socio-economic status. Reading and Writing, 25(2), 305–320. https://doi.org/10.1007/s11145-010-9269-4
  • Heffernan, Kevin, Borden, Alison J., Erath, Alexandra C., & Yang, Julie-Lynn. (2010). Preserving Canada's ‘honour’: Ideology and diachronic change in Canadian spelling variants. Written Language & Literacy, 13(1), 1–23. https://doi.org/10.1075/wll.13.1.01hef
  • Hegenbarth-Reichardt, Ina, & Altmann, Gabriel. (2008). On the decrease of complexity from hieroglyphs to hieratic symbols. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 105–114). Berlin; New York: Mouton de Gruyter. Cited by2
    • Altmann, Gabriel. (2008). Towards a theory of script. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 149–164). Berlin; New York: Mouton de Gruyter.
    • Myers, James. (2019). The grammar of Chinese characters: Productive knowledge of formal patterns in an orthograhic system (Routledge Studies in East Asian Linguistics). London; New York: Routledge.
  • Heier, Julia-Sophie. (2021). Visibility of runic writing and its relation to Viking Age society. In Philip J. Boyes, Philippa M. Steele, & Natalia Elvira Astoreca (Eds.), The social and cultural contexts of historic writing practices (pp. 125–141). Oxford; Philadelphia: Oxbow Books. Cited by1
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
  • Heilmann, Jan. (2020). Reading early New Testament manuscripts: Scriptio continua, “reading aids”, and other characteristic features. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 177–196). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-011
  • Heister, Julian, Würzner, Kay-Michael, & Kliegl, Reinhold. (2012). Analysing large datasets of eye movements during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 102–130). London: Psychology Press.
  • Helenius, P., Uutela, K., & Hari, R. (1999). Auditory stream segregation in dyslexic adults. Brain, 122(5), 907–913. Cited by4
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Kim, Jeesun, & Davis, Chris. (2004). Characteristics of poor readers of Korean hangul: Auditory, visual and phonological processing [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 153–185. https://doi.org/10.1023/B:READ.0000013804.76677.a9
    • Kim, Jeesun, & Davis, Chris. (2006). Literacy acquisition in Korean hangul: Investigating the perceptual and phonological processing of good and poor readers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 377–386). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
  • Helfgott, J. (1976). Phonemic segmentation and blending skills of kindergarten children: Implication for beginning reading acquisition. Contemporary Educational Psychology, 1, 157–169. Cited by5
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Nicholson, Thomas, & Ng, Lian Giok. (2006). The case for teaching phonemic awareness and simple phonics to preschoolers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 637–648). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
  • Heller, K. (1980). Zum Graphembegriff. In D. Nerius & J. Scharnhorst (Eds.), Theoretische Probleme der deutschen Orthographie (Sprache und Gesellschaft, 16) (pp. 74–108). Berlin: Akademie-Verlag. Cited by5
    • Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
    • Gallmann, Peter. (1986). The graphic elements of German written Language. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 43–79). Berlin; New York: Walter de Gruyter.
    • Geilfuß-Wolfgang, Jochen. (2002). Optimal hyphenation. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 115–130). Tübingen: Max Niemeyer Verlag.
    • Kohrt, Manfred. (1986). The term ‘grapheme’ in the history and theory of linguistics. In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 80–96). Berlin; New York: Walter de Gruyter. https://doi.org/10.1515/9783110867329.80
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
  • Hellige, J. B., & Webster, R. (1981). Case effects in letter-name matching: A qualitative visual field difference. Bulletin of the Psychonomic Society, 17(4), 179–182. Cited by3
    • de Kerckhove, Derrick. (1988a). Logical principles underlying the layout of Greek orthography. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 153–172). Berlin; Heidelberg: Springer.
    • de Kerckhove, Derrick. (1988b). Critical brain processes involved in deciphering the Greek alphabet. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 401–421). Berlin; Heidelberg: Springer.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
  • Hellinga, Lotte. (1991). Importation of books printed on the continent into England and Scotland before c. 1520. In Sandra Hindman (Ed.), Printing the written word: The social history of books, circa 1450-1520 (pp. 205–224). Ithaca; London: Cornell University Press. Cited by1
    • Roberts, Jane. (2015). Guide to scripts used in English writings up to 1500 (Revised edition) (Exeter Medieval Texts and Studies). Liverpool: Liverpool University Press.
  • Hellmann, Esther, & Ehri, Linnea C. (2020). The impact of story grammar instruction and text difficulty on students' skill in summarizing narratives. Written Language & Literacy, 23(1), 29–58. https://doi.org/10.1075/wll.00032.hel
  • Henderson, E. H. (1980). Developmental concept of word. In E. H. Henderson & J. W. Beers (Eds.), Development and cognitive aspects of learning to spell: A reflection of word knowledge (pp. 1–14). Newark, DE: International Reading Association. Cited by3
    • Ehri, Linnea C. (1992b). Review and commentary: Stages of spelling development. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 307–332). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Morris, Darrell. (1992). Concept of word: A pivotal understanding in the learning-to-read process. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 53–77). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Shen, Helen H., & Bear, Donald R. (2000). Development of orthographic skills in Chinese children. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 197–236.
  • Henderson, E. H. (1981). Learning to read and spell: The child's knowledge of words. DeKalb, IL: Northern Illinois University Press. Cited by9
    • Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279–306). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Barnes, William G. W. (1992). The developmental acquisition of silent letters in orthographic images. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 191–212). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Schlagal, Robert C. (1992). Patterns of orthographic development into the intermediate grades. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 31–52). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Sénéchal, Monique, Ouellette, Gene, Pagan, Stephanie, & Lever, Rosemary. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25(4), 917–934. https://doi.org/10.1007/s11145-011-9310-2
    • Shen, Helen H., & Bear, Donald R. (2000). Development of orthographic skills in Chinese children. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 197–236.
    • Templeton, Shane, & Bear, Donald R. (1992). A summary and synthesis: “Teaching the lexicon to read and spell”. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 333–352). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Terry, Nicole Patton. (2006). Relations between dialect variation, grammar, and early spelling skills. Reading and Writing, 19(9), 907–931. https://doi.org/10.1007/s11145-006-9023-0
    • Uhry, Joanna K. (1999). Invented spelling in kindergarten: The relationship with finger-point reading. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 441–464.
  • Henderson, E. H. (1985). Teaching spelling. Boston: Houghton Mifflin. [1990, Second edition] Cited by15
    • Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279–306). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Barnes, William G. W. (1992). The developmental acquisition of silent letters in orthographic images. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 191–212). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Deacon, S. Hélène, & Sparks, Erin. (2015). Children's spelling development: Theories and evidence. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 311–325). New York: Oxford University Press.
    • Invemizzi, Marcia A. (1992). The vowel and what follows: A phonological frame of orthographic analysis. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 105–136). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Kay, Janice. (1996). Psychological aspects of spelling. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1074–1094). Berlin; New York: De Gruyter.
    • Pollo, Tatiana Cury, Treiman, Rebecca, & Kessler, Brett. (2008). Three perspectives on spelling development. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 175–189). New York; London. Lawrence Erlbaum Associates.
    • Schlagal, Robert C. (1992). Patterns of orthographic development into the intermediate grades. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 31–52). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Share, David, & Levin, Iris. (1999). Learning to read and write in Hebrew. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 89–111). Cambridge: Cambridge University Press.
    • Shen, Helen H., & Bear, Donald R. (2000). Development of orthographic skills in Chinese children. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 197–236.
    • Singson, Maria, Mahony, Diana, & Mann, Virginia. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 219–252. https://doi.org/10.1023/A:1008196330239
    • Templeton, Shane. (1992). Theory, nature, and pedagogy of higher-order orthographic development in older students. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 253–277). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Templeton, Shane, & Bear, Donald R. (1992). A summary and synthesis: “Teaching the lexicon to read and spell”. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 333–352). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
    • Zutell, Jerry. (1992). An integrated view of word knowledge: Correlational studies of the relationships among spelling, reading, and conceptual development. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 213–230). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
  • Henderson, E. H. (1990). Teaching spelling (Second edition). Boston: Houghton Mifflin. [1985, First edition] Cited by5
    • Barnes, William G. W. (1992). The developmental acquisition of silent letters in orthographic images. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 191–212). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Leong, Che Kan. (2000b). Rapid processing of base and derived forms of words and grades 4, 5 and 6 children's spelling [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 277–302.
    • Templeton, Shane, & Bear, Donald R. (1992). A summary and synthesis: “Teaching the lexicon to read and spell”. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 333–352). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Uhry, Joanna K. (1999). Invented spelling in kindergarten: The relationship with finger-point reading. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 441–464.
    • Varnhagen, Connie K., McCallum, Michelle, & Burstow, Meridith. (1997). Is children's spelling naturally stage-like? [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 451–481. https://doi.org/10.1023/A:1007903330463
  • Henderson, Edmund H. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 1–30). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates. Cited by7
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Morris, Darrell, Trathen, Woodrow, Lomax, Richard G., Perney, Jan, Kucan, Linda, Frye, Elizabeth M., Bloodgood, Janet W., Ward, Devery, & Schlagal, Robert. (2012). Modeling aspects of print-processing skill: Implications for reading assessment. Reading and Writing, 25(1), 189–215. https://doi.org/10.1007/s11145-010-9253-z
    • Scheerer-Neumann, Gerheid. (1996a). Der Erwerb der basalen Lese- und Schreibfertigkeiten [The acquisition of basic reading and writing skills]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1153–1169). Berlin; New York: De Gruyter.
    • Shen, Helen H., & Bear, Donald R. (2000). Development of orthographic skills in Chinese children. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 197–236.
    • Varnhagen, Connie K., McCallum, Michelle, & Burstow, Meridith. (1997). Is children's spelling naturally stage-like? [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 451–481. https://doi.org/10.1023/A:1007903330463
    • Weiss, Silvana, Grabner, Roland H., Kargl, Reinhard, Purgstaller, Christian, & Fink, Andreas. (2010). Behavioral and neurophysiological effects of morphological awareness training on spelling and reading. Reading and Writing, 23(6), 645–671. https://doi.org/10.1007/s11145-009-9177-7
  • Henderson, E. H., & Beers, J. W. (Eds.). (1980). Developmental and cognitive aspects of learning to spell: A reflection of word knowledge. Newark, DE: International Reading Association. Cited by17
    • Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279–306). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Barnes, William G. W. (1992). The developmental acquisition of silent letters in orthographic images. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 191–212). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Brady, Susan, Gillis, Margie, Smith, Tara, Lavalette, MaryEllen, Liss-Bronstein, Linda, Lowe, Evelyn, North, Wendy, Russo, Evelyn, & Wilder, T. Diane. (2009). First grade teachers' knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 425–455. https://doi.org/10.1007/s11145-009-9166-x
    • Caravolas, Marketa. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–511). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Defior, Sylvia, & Serrano, Francisca. (2005). The initial development of spelling in Spanish: From global to analytical. Reading and Writing, 18(1), 81-98. https://doi.org/10.1007/s11145-004-5893-1
    • Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
    • Henderson, Edmund H. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 1–30). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Lewis, Barbara A., Freebairn, Lisa A., & Taylor, H. Gerry. (2002). Correlates of spelling abilities in children with early speech sound disorders. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 389–407.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Morris, Darrell. (1992). Concept of word: A pivotal understanding in the learning-to-read process. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 53–77). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Porpodas, Costas D. (2006). Literacy acquisition in Greek: Research review of the role of phonological and cognitive factors. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 189–199). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Schlagal, Robert C. (1992). Patterns of orthographic development into the intermediate grades. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 31–52). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
    • Tolchinsky, Liliana. (2010). Becoming literate in a foreign language. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 177–190). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_13
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
    • Varnhagen, Connie K., McCallum, Michelle, & Burstow, Meridith. (1997). Is children's spelling naturally stage-like? [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 451–481. https://doi.org/10.1023/A:1007903330463
  • Henderson, E. H., & Templeton, S. (1986). A developmental perspective of formal spelling instruction through alphabet pattern and meaning. The Elementary School Journal, 86(3), 305–316. Cited by14
    • Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279–306). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Barnes, William G. W. (1992). The developmental acquisition of silent letters in orthographic images. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 191–212). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19(8), 873–905. https://doi.org/10.1007/s11145-006-9014-1
    • Frost, Jørgen. (2001a). Phonemic awareness, spontaneous writing, and reading and spelling development from a preventive perspective. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 487–513.
    • Invemizzi, Marcia A. (1992). The vowel and what follows: A phonological frame of orthographic analysis. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 105–136). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Kemp, Nenagh. (2006). Children's spelling of base, inflected, and derived words: Links with morphological awareness [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 737–765. https://doi.org/10.1007/s11145-006-9001-6
    • Kemp, Nenagh. (2016). Children's first language acquisition of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 191–204). Oxon: Routledge.
    • Nakamura, Pooja, Joshi, R. Malatesha, & Ji, Xuejun Ryan. (2019). Biliteracy spelling acquisition in akshara and English. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 103–117). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_6
    • Raynolds, Laura B., & Uhry, Joanna K. (2010). The invented spellings of non-Spanish phonemes by Spanish–English bilingual and English monolingual kindergarteners. Reading and Writing, 23(5), 495–513. https://doi.org/10.1007/s11145-009-9169-7
    • Schlagal, Robert C. (1992). Patterns of orthographic development into the intermediate grades. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 31–52). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Shen, Helen H., & Bear, Donald R. (2000). Development of orthographic skills in Chinese children. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 197–236.
    • Templeton, Shane. (1992). Theory, nature, and pedagogy of higher-order orthographic development in older students. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 253–277). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Varnhagen, Connie K., McCallum, Michelle, & Burstow, Meridith. (1997). Is children's spelling naturally stage-like? [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 451–481. https://doi.org/10.1023/A:1007903330463
  • Henderson, J. M., Dixon, P., Petersen, A., Twilley, L. C., & Ferreira, F. (1995). Evidence for the use of phonological representations during transaccadic word recognition. Journal of Experimental Psychology: Human Perception and Performance, 21, 82–97. Cited by6
    • Ashby, Jane, & Rayner, Keith. (2004). Representing syllable information during silent reading: Evidence from eye movements [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 391–426. https://doi.org/10.1080/01690960344000233 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 65–97). Hove: Psychological Press]
    • Jones, Manon Wyn, Kelly, M. Louise, & Corley, Martin. (2007). Adult dyslexic readers do not demonstrate regularity effects in sentence processing: Evidence from eye-movements. Reading and Writing, 20(9), 933–943. https://doi.org/10.1007/s11145-007-9060-3
    • Matsunaga, Sachiko. (2002b). Early phonological activation in reading kanji: An eye-tracking study. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 157–171). Hong Kong: Hong Kong University Press.
    • Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Henderson, J. M., & Ferreira, F. (1990). Effects of foveal processing difficulty on the perceptual span in reading: Implications for attention and eye movement control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 417–429. https://doi.org/10.1037/0278-7393.16.3.417 Cited by15
    • Cutter, Michael G., Drieghe, Denis, & Liversedge, Simon P. (2015). How is information integrated across fixations in reading? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 245–260). New York: Oxford University Press.
    • Heister, Julian, Würzner, Kay-Michael, & Kliegl, Reinhold. (2012). Analysing large datasets of eye movements during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 102–130). London: Psychology Press.
    • Henderson, John M., & Ferreira, Fernanda. (1993). Eye movement control during reading: Fixation measures reflect foveal but not parafoveal processing difficulty. Canadian Journal of Experimental Psychology, 47, 201–221. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 73–93). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • Inhoff, Albrecht W., & Rayner, Keith. (1996). Das Blickverhalten beim Lesen [Eye movements during reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 942–957). Berlin; New York: De Gruyter.
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Rayner, Keith, Reichle, Erik D., & Pollatsek, Alexander. (2006). Cognitive processes in reading: The E-Z Reader model of eyemovement control. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 122–148). Hove; New York: Psychology Press.
    • Reichle, Erik D., & Sheridan, Heather. (2015). E-Z reader: An overview of the model and two recent applications. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 277–290). New York: Oxford University Press.
    • Reingold, Eyal M., Sheridan, Heather, & Reichle, Erik D. (2015). Direct lexical and nonlexical control of fixation duration in reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 261–276). New York: Oxford University Press.
    • Schotter, Elizabeth R., & Rayner, Keith. (2015). The work of the eyes during reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 44–59). New York: Oxford University Press.
    • Shillcock, Richard. (2007). Eye movements and visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 89–105). Oxford: Oxford University Press.
    • Slattery, Timothy J. (2016). Eye movements: From psycholinguistics to font design. In Mary C. Dyson & Ching Y. Suen (Eds.), Digital fonts and reading Series on Computer Processing of Languages 1) (pp. 54–78). Singapore: World Scientific Publishing.
    • Tang, Chi-kong, Yeung, Lai-hung, Au, & Chen, Hsuan-Chih. (1997). The effective visual field in Chinese reading. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 267–286). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • White, Sarah J. (2008). Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223. https://doi.org/10.1037/0096-1523.34.1.205
  • Henderson, John M., & Ferreira, Fernanda. (1993). Eye movement control during reading: Fixation measures reflect foveal but not parafoveal processing difficulty. Canadian Journal of Experimental Psychology, 47, 201–221. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 73–93). Mahwah, NJ; Hove: Lawrence Erlbaum Associates] Cited by7
    • Ferreira, Fernanda, & Henderson, John M. (1993). Reading processes during syntactic analysis and reanalysis. Canadian Journal of Experimental Psychology, 47, 247–275. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 119–147). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
    • Schotter, Elizabeth R., & Rayner, Keith. (2012). Eye movements and word recognition during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 73–101). London: Psychology Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • White, Sarah J. (2008). Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223. https://doi.org/10.1037/0096-1523.34.1.205
    • Winskel, Heather, & Perea, Manuel. (2014). Can parafoveal-on-foveal effects be obtained when reading an unspaced alphasyllabic script (Thai)? [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 94–104. https://doi.org/10.1080/17586801.2013.843440
  • Henderson, John M., Singer, Murray, & Ferreira, Fernanda (Eds.). (1995). Reading and language processing. Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
  • Henderson, L. (1974). A word superiority effect without orthographic assistance. Quarterly Journal of Experimental Psychology, 26, 301–311. Cited by4
    • Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Pollatsek, Alexander, & Carr, Thomas H. (1979). Rule-governed and wholistic encoding processes in word perception. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 295–308). New York; London: Plenum Press.
  • Henderson, L. (1975). Do words conceal their component letters? A critique of Johnson (1975) on the visual perception of words. Journal of Verbal Learning and Verbal Behavior, 14, 648–650. Cited by3
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Henderson, Leslie. (1980). Wholistic models of feature analysis in word recognition: A critical examination. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 207–218). New York; London: Plenum Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
  • Henderson, L. (1977). Word recognition. In N. S. Sutherland (Ed.), Tutorial essays in psychology: Volume 1 (pp. 35–74). Hillsdale, NJ: Erlbaum. Cited by5
    • Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Günther, Hartmut. (1983b). The role of meaning and linearity in reading. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 355–369). Berlin; New York; Amsterdam: Mouton Publishers.
    • Henderson, Leslie. (1980). Wholistic models of feature analysis in word recognition: A critical examination. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 207–218). New York; London: Plenum Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
  • Henderson, L. (1978). Pandemonium and visual search. Perception, 7, 97–104. Cited by3
    • Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
  • Henderson, Leslie. (1980). Wholistic models of feature analysis in word recognition: A critical examination. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 207–218). New York; London: Plenum Press. Cited by3
    • Ehri, Linnea C. (2015). How children learn to read words. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 293–310). New York: Oxford University Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press. Cited by47
    • Augst, Gerhard. (1986). Descriptively and explanatorily adequate models of orthography. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 25–42). Berlin; New York: Walter de Gruyter.
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
    • Cheng, Chao-Ming, & Lan, Ying-Hsiang. (2011). An implicit test of Chinese orthographic satiation. Reading and Writing, 24(1), 55–90. https://doi.org/10.1007/s11145-009-9201-y
    • Colombo, Lucia, & Tabossi, Patrizia. (1992). Strategies and stress assignment: Evidence from a shallow orthography. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 319–340). Amsterdam; London; New York; Tokyo: North-Holland.
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Daniels, Peter T. (1996b). The study of writing systems. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 3–17). New York; Oxford: Oxford University Press.
    • Davies, W. V. (1987). Egyptian hieroglyphs (Reading the past). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1990, In J. T. Hooker (Ed.), Reading the past: Ancient writing from cuneiform to the alphabet (pp. 75–135). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Gottardo, Alexandra, Chiappe, Penny, Siegel, Linda S., & Stanovich, Keith E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 465–487.
    • Günther, Hartmut. (1986). Was the alphabet discovered or invented? On the alleged common processes in speech and writing. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 248–261). Berlin; New York: Walter de Gruyter.
    • Günther, Hartmut, & Pompino-Marschall, Bernd. (1996). Aspekte der Produktion und Perzeption mündlicher und schriftlicher Äußerungen [Production and perception of spoken and written utterances]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 903–917). Berlin; New York: De Gruyter.
    • 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.
    • Henderson, Edmund H. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 1–30). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Hue, Chih-Wei. (1992). Recognition processes in character naming. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 93–107). Amsterdam; London; New York; Tokyo: North-Holland.
    • Hung, Daisy L., Tzeng, Ovid J. L., Lee, Wei Ling, & Chang, Ji Mei. (1994). Orthography, reading disability, and cerebral organization. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 11–35). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Hung, Yueh-Nu. (2012a). How a morphosyllabic writing system works in Chinese. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 16–31). New York; London: Routledge.
    • Invemizzi, Marcia A. (1992). The vowel and what follows: A phonological frame of orthographic analysis. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 105–136). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Joyce, Terry. (2011). The significance of the morphographic principle for the classification of writing systems [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 58–81. https://doi.org/10.1075/wll.14.1.04joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins]
    • Joyce, Terry. (2016). Writing systems and scripts. In Andrea Rocci & Louis de Saussure (Eds.), Verbal communication (Handbooks of Communication Science 3) (pp. 287–308). Berlin; Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110255478-016
    • Kim, Jeesun, Taft, Marcus, & Davis, Chris. (2004). Orthographic-phonological links in the lexicon: When lexical and sublexical information conflict [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 187–218.
    • Kim-Renaud, Young-Key. (2000). Sejong's theory of literacy and writing [Special issue: Literacy and writing systems in Asia, edited by Chin w. Kim, Elmer H., Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 13–45.
    • Koda, Keiko. (1995). Cognitive consequences of L1 and L2 orthographies. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 311–326). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Liu, In-Mao. (1995). Script factors that affect literacy: Alphabetic vs. logographic languages. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 145–162). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Mattingly, Ignatius G., & Hsiao, Pailing. (1997). Constituent superiority in Chinese. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 207–218). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Saiegh-Haddad, Elinor, & Joshi, R. Malatesha. (2014). Introduction. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. ix-xiv). Dordrecht: Springer.
    • Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
    • Scheerer, Eckart. (1986). Orthography and lexical access. In G. August (Ed.), New trends in graphemics and orthography (pp. 262–286). Berlin; New York: Walter de Gruyter.
    • Schiff, Rachel. (2003). The effects of morphology and word length on the reading of Hebrew nominals. Reading and Writing: An Interdisciplinary Journal, 16(4), 263–287.
    • Seidenberg, M. S. (1992a). Beyond orthographic depth: Equitable division of labor. In R. Frost & K. Katz (Eds.), Orthography; phonology, morphology, and meaning (Advances in Psychology 94) (pp. 85–118). Amsterdam: North-Holland.
    • Seidenberg, Mark S., & McClelland, James L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. https://doi.org/10.1037/0033-295X.96.4.523
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
    • Vasanta, Duggirala. (2004). Processing phonological information in a semi-syllabic script: Developmental data from Telugu [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 59–78. https://doi.org/10.1023/B:READ.0000013830.55257.3a
    • Wentink, Hanneke W. M. J., Van Bon, Wim H. J., & Schreuder, Robert. (1997). Training of poor readers' phonological decoding skills: Evidence for syllable-bound processing. Reading and Writing: An Interdisciplinary Journal, 9(3), 163–192.
    • White, Sarah J. (2008). Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223. https://doi.org/10.1037/0096-1523.34.1.205
  • Henderson, L. (1984). Writing systems and reading processes. in L. Henderson (Ed.), Orthographies and reading: Perspectives from cognitive psychology, neuropsychology, and linguistics (pp. 11–24). London: Lawrence Erlbaum. Cited by5
    • Aaron, P. G., Keetay, V., Boyd, M., Palmatier, S., & Wacks, J. (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10(1), 1–22.
    • 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.
    • Park, Kwonsaeng, & Vaid, Jyotsna. (1995). Lexical representation of script variation: Evidence from Korean biscriptals. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and cognition 7) (pp. 327–339). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Patel, Purushottam G. (1995). Brahmi scripts, Orthographic units and reading acquisition. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 265–275). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Rutkowska, Hanna. (2017). Orthography. In Laurel J. Brinton, & Alexander Bergs (Eds), The history of English. Volume 1: Historical outlines from sound to text (pp. 200–217). Berlin; Boston: Walter de Gruyter.
  • Henderson, Leslie. (1985). On the use of the term ‘grapheme’. Language and Cognitive Processes, 1(2), 135–148. Cited by12
    • Augst, Gerhard. (1986). Descriptively and explanatorily adequate models of orthography. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 25–42). Berlin; New York: Walter de Gruyter.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
    • Evertz-Rittich, Martin. (2021). What is a written word? And if so, how many? In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 25–45). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-ever
    • Geilfuß-Wolfgang, Jochen. (2002). Optimal hyphenation. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 115–130). Tübingen: Max Niemeyer Verlag.
    • Günther, Hartmut. (1986). Was the alphabet discovered or invented? On the alleged common processes in speech and writing. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 248–261). Berlin; New York: Walter de Gruyter.
    • Morais, José. (2003). Levels of phonological representation in skilled reading and in learning to read [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 123–151.
    • Rutkowska, Hanna. (2017). Orthography. In Laurel J. Brinton, & Alexander Bergs (Eds), The history of English. Volume 1: Historical outlines from sound to text (pp. 200–217). Berlin; Boston: Walter de Gruyter.
    • Ryan, Des. (2011). Grammaphonology: A new theory of English spelling. Skase Journal of Theoretical Linguistics, 8(2), 2–30.
    • Ryan, Des. (2015). Google doodles: Evidence of how graphemes' colour, shape, size and position can interact to make writing multidimensional. Writing Systems Research, 7(1), 79–96. https://doi.org/10.1080/17586801.2014.912578
  • Henderson, L. (1985). Toward a psychology of morphemes. In A. W. Ellis (Ed.), Progress in the psychology of language, Volume 1 (pp. 15–72). London: Erlbaum. Cited by7
    • Assink, Egbert M. H., Vooijs, Caroline, & Knuijt, Paul P. N. A. (2000). Prefixes as access units in visual word recognition: A comparison of Italian and Dutch data [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 149–168.
    • Beauvillain, Cecile, & Segui, Juan. (1992). Representation and processing of morphological information. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 377–388). Amsterdam; London; New York; Tokyo: North-Holland.
    • Feldman, Laurie B., & Andjelković, Darinka. (1992). Morphological analysis in word recognition. In Ram Frost & Leonard Katz (Eds.), Phonology, orthography, morphology, and meaning (Advances in Psychology 94) (pp. 343–360). Amsterdam; London; New York; Tokyo: North-Holland.
    • Henderson, Leslie. (1986). From morph to morpheme: The psychologist gaily trips where the linguist has trodden. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 197–217). Berlin; New York: Walter de Gruyter.
    • Leong, Che Kan. (2000b). Rapid processing of base and derived forms of words and grades 4, 5 and 6 children's spelling [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 277–302.
    • Ohala, John J. (1992). The costs and benefits of phonological analysis. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 211–237). Amsterdam, Philadelphia: John Benjamins.
    • Schiff, Rachel, Raveh, Michal, & Kahta, Shani. (2008). The developing mental lexicon: Evidence from morphological priming of irregular Hebrew forms. Reading and Writing, 21(7), 719–743. https://doi.org/10.1007/s11145-007-9088-4
  • Henderson, Leslie. (1986). From morph to morpheme: The psychologist gaily trips where the linguist has trodden. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 197–217). Berlin; New York: Walter de Gruyter. Cited by1
    • Zhang, Biyin, & Peng, Danling. (1992). Decomposed storage in the Chinese lexicon. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 131–149). Amsterdam; London; New York; Tokyo: North-Holland.
  • Henderson, L. (Ed.). (1984). Orthographies and reading: Perspectives fron cognitive psychology, neuropsychology, and linguistics. London: Lawrence Erlbaum Associates. Cited by10
    • Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Gallmann, Peter. (1986). The graphic elements of German written Language. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 43–79). Berlin; New York: Walter de Gruyter.
    • Henderson, Leslie. (1980). Wholistic models of feature analysis in word recognition: A critical examination. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 207–218). New York; London: Plenum Press.
    • Joshi, R. Malatesha. (2010). Role of orthography in literacy acquisition and literacy problems among monolinguals and bilinguals. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 167–176). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_12
    • Koda, Keiko. (1995). Cognitive consequences of L1 and L2 orthographies. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 311–326). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • McDougall, Siné, Brunswick, Nicola, & de Mornay Davies, Paul. (2010). Reading and dyslexia in different orthographies: An introduction and overview. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 3–21). Hove; New York. Psychology Press.
  • Henderson, Leslie, & Chard, Jackie. (1980). The reader's implicit knowledge of orthographic structure. In Uta Frith (Ed.), Cognitive processes in spelling (pp. 85–116). London; New York: Academic Press. Cited by7
    • Burt, Jennifer S., & Fury, Mary B. (2000). Spelling in adults: The role of reading skills and experience. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 1–30.
    • Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Gill, J. Thomas. (1992). The relationship between word recognition and spelling. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 79–104). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Henderson, Leslie. (1980). Wholistic models of feature analysis in word recognition: A critical examination. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 207–218). New York; London: Plenum Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Henderson, L., Coltheart, M., & Woodhouse, D. (1973). Failure to find a syllabic effect in number-naming. Memory & Cognition, 1, 304–306. Cited by4
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Katz, Leonard, & Feldman, Laurie B. (1981). Linguistic coding in word recognition: Comparisons between a deep and a shallow orthography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 85–106). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Reich, Shulamit S., & Cherry, Colin. (1979). A direct access from graphics to meaning: A study of the Stroop effect in sentences. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 371–377). New York; London: Plenum Press.
    • Wentink, Hanneke W. M. J., Van Bon, Wim H. J., & Schreuder, Robert. (1997). Training of poor readers' phonological decoding skills: Evidence for syllable-bound processing. Reading and Writing: An Interdisciplinary Journal, 9(3), 163–192.
  • Henderson, L., Wallis, J., & Knight, D. (1984). Morphemic structure and lexical access. In H. Bouma & D. Bouwhuis (Eds.), Attention and performance X (pp. 211-224). Hillsdale, NJ: awrence Erlbaum Associates. Cited by5
    • Beauvillain, Cecile, & Segui, Juan. (1992). Representation and processing of morphological information. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 377–388). Amsterdam; London; New York; Tokyo: North-Holland.
    • Feldman, Laurie B. (1992). Morphological relationships revealed through the repetition priming task. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 239–254). Amsterdam; Philadelphia: John Benjamins.
    • Feldman, Laurie B., & Andjelković, Darinka. (1992). Morphological analysis in word recognition. In Ram Frost & Leonard Katz (Eds.), Phonology, orthography, morphology, and meaning (Advances in Psychology 94) (pp. 343–360). Amsterdam; London; New York; Tokyo: North-Holland.
    • Henderson, Leslie. (1986). From morph to morpheme: The psychologist gaily trips where the linguist has trodden. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 197–217). Berlin; New York: Walter de Gruyter.
    • Scheerer-Neumann, Gerheid. (1996b). Störungen des Erwerbs der Schriftlichkeit bei alphabetischen Schriftsystemen [Disorders in written language acquisition]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1329–1351). Berlin; New York: De Gruyter.
  • Henning, Caroline, McIntosh, Beth, Arnott, Wendy, & Dodd, Barbara. (2010). Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: The impact on language and literacy. Journal of Research in Reading, 33(3), 231–246. https://doi.org/10.1111/j.1467-9817.2009.01410.x
  • Henry, M. K. (1989). Beyond phonics: Integrated decoding and spelling instruction based on word origin and structure. Annals of Dyslexia, 38, 258–275. Cited by4
    • Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
    • Kemp, Nenagh. (2006). Children's spelling of base, inflected, and derived words: Links with morphological awareness [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 737–765. https://doi.org/10.1007/s11145-006-9001-6
    • Lyster, Solveig-Alma Halaas. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 261–294. https://doi.org/10.1023/A:1015272516220
    • Post, Yolanda V., & Carreker, Suzanne. (2002). Orthographic similarity and phonological transparency in spelling. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 317–340.
  • Henry, M. K. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing: An Interdisciplinary Journal, 5, 227–241. Cited by8
    • Hagtvet, Bente E., Helland, Turid, & Lyster, Solveig-Alma H. (2006). Literacy acquisition in Norwegian. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 15–29). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Keenan, Janice M., & Betjemann, Rebecca S. (2008a). Comprehension of single words: The role of semantics in word identification and reading disability. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 191–210). New York; London. Lawrence Erlbaum Associates.
    • Leong, Che Kan. (2000b). Rapid processing of base and derived forms of words and grades 4, 5 and 6 children's spelling [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 277–302.
    • Lyster, Solveig-Alma Halaas. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 261–294. https://doi.org/10.1023/A:1015272516220
    • 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, & Gillis, Steven. (2002). Teachers' perception of spelling patterns and children's spelling errors: A cross-linguistic perspective. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 71–95). Tübingen: Max Niemeyer Verlag.
    • Schiff, Rachel. (2003). The effects of morphology and word length on the reading of Hebrew nominals. Reading and Writing: An Interdisciplinary Journal, 16(4), 263–287.
    • Tsesmeli, Styliani N., & Seymour, Philip H. K. (2006). Derivational morphology and spelling in dyslexia. Reading and Writing, 19(6), 587–625. https://doi.org/10.1007/s11145-006-9011-4
  • Henry, M. (2003). Unlocking literacy: Effective decoding and spelling instruction. Baltimore: Paul H. Brookes. Cited by6
    • Bowers, Peter N., & Kirby, John R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23(5), 515–537. https://doi.org/10.1007/s11145-009-9172-z
    • Brady, Susan, Gillis, Margie, Smith, Tara, Lavalette, MaryEllen, Liss-Bronstein, Linda, Lowe, Evelyn, North, Wendy, Russo, Evelyn, & Wilder, T. Diane. (2009). First grade teachers' knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 425–455. https://doi.org/10.1007/s11145-009-9166-x
    • Calfee, Robert C. (2005). The exploration of English orthography. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 1–19). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Garcia, Noelia P., Abbott, Robert D., & Berninger, Virginia W. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language & Literacy, 13(1), 61–98. https://doi.org/10.1075/wll.13.1.03gar
    • Kirby, John R., & Bowers, Peter N. (2017). Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 437–461). Amsterdam; Philadelphia: John Benjamins.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Henze, Paul B. (1977). Politics and alphabets in Inner Asia. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 371–420). The Hague; Paris: Mouton. Cited by8
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Glück, Helmut. (1994). Schriften im Kontakt [Writing systems in contact]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 745–766). Berlin; New York: De Gruyter.
    • Hatcher, Lynley. (2008). Script change in Azerbaijan: Acts of identity [Special issue: The sociolinguistics of script choice, edited by Peter Unseth]. International Journal of the Sociology of Language, 192, 105–116. https://doi.org/10.1515/IJSL.2008.038
    • Jachnow, Helmut. (1994). Die sowjetischen Erfahrungen und Modelle der Alphabetisierung [The Soviet experiences and models of promotion of literacy]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 803–813). Berlin; New York: De Gruyter.
    • Sebba, Mark. (2007). Spelling and society: The culture and politics of orthography around the world. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9780511486739
    • Smalley, William A. (1994a). Codification by means of foreign systems. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 697–708). Berlin; New York: De Gruyter.
    • Unseth, Peter. (2005). Sociolinguistic parallels between choosing scripts and languages. Written Language & Literacy, 8(1), 19–42. https://doi.org/10.1075/wll.8.1.02uns
  • Herbert, Pat, & Robinson, Clinton. (1999). Another language, another literacy? Evidence from Africa. Written Language & Literacy, 2(2), 247–266.
  • Herbordt, S. (2005). Die Prinzen-und Beamtensiegel der hethitischen Grossreichszeit auf Tonbullen aus dem Nişantepe-Archiv in Hattusa (Boğazköy-Ḫattuša 19). Mainz am Rhein: Philip von Zabern. Cited by5
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • d'Alfonso, Lorenzo, & Payne, Annick. (2016). The paleography of Anatolian hieroglyphic stone inscriptions. Journal of Cuneiform Studies, 68, 107–127. https://doi.org/10.5615/jcunestud.68.2016.0107
    • van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
    • Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020
    • Waal, Willemijn. (2017). How to read the signs: The use of symbol, marking and pictographs in Bronze Age Anatolia. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 111–129). Firenze: Firenze University Press.
  • Herbster, A. N., Mintun, M. A., Nebes, R. D., & Becker, J. T. (1997). Regional cerebral blood flow during word and nonword reading. Human Brain Mapping, 5(2), 84-92. Cited by5
    • Ashby, Jane, & Rayner, Keith. (2004). Representing syllable information during silent reading: Evidence from eye movements [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 391–426. https://doi.org/10.1080/01690960344000233 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 65–97). Hove: Psychological Press]
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Simos, Panagiotis G., Billingsley-Marshall, Rebecca, Sarkari, Shirin, & Papanicolaou, Andrew C. (2008). Single-word reading: Perspectives from magnetic source imaging. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 211–232). New York; London. Lawrence Erlbaum Associates.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Herman, P. A. (1985). The effect of repeated readings on reading rate, speech pauses, and word recognition accuracy. Reading Research Quarterly, 20, 553–565. Cited by6
    • Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • LeVasseur, Valerie Marciarille, Macaruso, Paul, & Shankweiler, Donald. (2008). Promoting gains in reading fluency: A comparison of three approaches. Reading and Writing, 21(3), 205–230. https://doi.org/10.1007/s11145-007-9070-1
    • Levy, Betty Ann, Barnes, Lauren, & Martin, Lisa. (1993). Transfer of fluency across repetitions and across texts. Canadian Journal of Experimental Psychology, 47, 401–427. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 273–299). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Shany, Michal, & Biemiller, Andrew. (2010). Individual differences in reading comprehension gains from assisted reading practice: Pre existing conditions, vocabulary acquisition, and amounts of practice. Reading and Writing, 23(9), 1071–1083. https://doi.org/10.1007/s11145-009-9196-4
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Hermann, K. (1959). Reading disability. Copenhagen: Munksgaard. Cited by3
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • 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
  • Herr, L. G. (1978). The scripts of ancient Northwest Semitic seals (Harvard Semitic Monograph 18). Missoula, MT: Scholars Press. Cited by12
    • Aufrecht, Walter E. (2014). Prolegomenon to the study of Old Aramaic and Ammonite Lapidary inscriptions. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 100–106). Winona Lake, IN: Eisenbrauns.
    • Betlyon, John W. (2014). Northwest Semitic scripts on coins. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 352–362). Winona Lake, IN: Eisenbrauns.
    • Bordreuil, Pierre. (2014). On the authenticity of Iron Age Northwest Semitic inscribed seals. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 127–140). Winona Lake, IN: Eisenbrauns.
    • Hamilton, Gordon J. (2014b). Paleo-Hebrew texts and scripts of the Persian period. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 253–290). Winona Lake, IN: Eisenbrauns.
    • Herr, Larry G. (2014a). Aramaic and Ammonite seal scripts. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 175–186). Winona Lake, IN: Eisenbrauns.
    • Herr, Larry G. (2014b). Hebrew, Moabite, and Edomite seal scripts. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 187–201). Winona Lake, IN: Eisenbrauns.
    • Lemarie, André. (2014a). A history of Northwest Semitic epigraphy. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 5–29). Winona Lake, IN: Eisenbrauns.
    • O'Connor, M. (1996a). Epigraphic Semitic scripts. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 88–107). New York; Oxford: Oxford University Press.
    • Rollston, Christopher A. (2014c). Northwest Semitic cursive scripts of Iron II. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 202–234). Winona Lake, IN: Eisenbrauns.
    • Sass, Benjamin. (1988). The genesis of the alphabet and its development in the second millenium B.C. (Ägyten und Altes Testament 13). Wiesbaden: Otto Harrassowitz.
    • Schmitz, Philip C. (2014). Phoenician seal script. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 141–174). Winona Lake, IN: Eisenbrauns.
    • Vanderhooft, David S. (2014). Iron Age Moabite, Hebrew, and Edomite monumental scripts. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 107–126). Winona Lake, IN: Eisenbrauns.
  • Herr, Larry G. (2014a). Aramaic and Ammonite seal scripts. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 175–186). Winona Lake, IN: Eisenbrauns.
  • Herr, Larry G. (2014b). Hebrew, Moabite, and Edomite seal scripts. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 187–201). Winona Lake, IN: Eisenbrauns.
  • Herrick, E. M. (1966). A linguistic description of Roman alphabets (Hartford Studies in Linguistics 19). Hartford, CT: Hartford Seminary Foundation. Cited by7
    • Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Hockett, Charles F. (2003). Two lectures on writing [prepared for publication by Peter T. Daniels]. Written Language & Literacy, 6(2), 131–175.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Rector, Monica. (1994). A note on teaching writing to Rio slum children. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 59–65). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Ryan, Des. (2011). Grammaphonology: A new theory of English spelling. Skase Journal of Theoretical Linguistics, 8(2), 2–30.
    • Ryan, Des. (2015). Google doodles: Evidence of how graphemes' colour, shape, size and position can interact to make writing multidimensional. Writing Systems Research, 7(1), 79–96. https://doi.org/10.1080/17586801.2014.912578
  • Herrick, E. M. (1994a). Of course a structural graphemics is possible! LACUS Forum, 21, 413–424. Cited by7
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Honda, Keisuke. (2009). Homographic kanji, their ambiguity and the effectiveness of okurigana as a device for disambiguation [Special issue: Writing systems and linguistic structure, edited by Sang-Oak Lee]. Written Language & Literacy, 12(2), 213–236. https://doi.org/10.1075/wll.12.2.06hon
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Neef, Martin. (2012b). Graphematics as part of a modular theory of phonographic writing systems. Writing Systems Research, 4(2), 214–228. https://doi.org/10.1080/17586801.2012.706658
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Ryan, Des. (2015). Google doodles: Evidence of how graphemes' colour, shape, size and position can interact to make writing multidimensional. Writing Systems Research, 7(1), 79–96. https://doi.org/10.1080/17586801.2014.912578
  • Herrick, E. M. (1994b). Reply to Daniels's reply. LACUS Forum, 21, 432–440. Cited by6
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Honda, Keisuke. (2009). Homographic kanji, their ambiguity and the effectiveness of okurigana as a device for disambiguation [Special issue: Writing systems and linguistic structure, edited by Sang-Oak Lee]. Written Language & Literacy, 12(2), 213–236. https://doi.org/10.1075/wll.12.2.06hon
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • Neef, Martin. (2012b). Graphematics as part of a modular theory of phonographic writing systems. Writing Systems Research, 4(2), 214–228. https://doi.org/10.1080/17586801.2012.706658
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Ryan, Des. (2015). Google doodles: Evidence of how graphemes' colour, shape, size and position can interact to make writing multidimensional. Writing Systems Research, 7(1), 79–96. https://doi.org/10.1080/17586801.2014.912578
  • Herring, S. C. (2007). A faceted classification scheme for computer-mediated discourse. Language@Internet, 4(1), article 1. http://www.languageatinternet.org/articles/2007/761 Cited by5
    • Kytölä, Samu. (2012). Multilingual web discussion forums: Theoretical, practical and methodological issues. 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. 106–127). New York; London: Routledge.
    • Sebba, Mark. (2012b). Researching and theorising multilingual texts. 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. 1–26). New York; London: Routledge.
    • Shortis, Tim. (2016). Texting and other messaging: Written system in digitally mediated vernaculars. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 487–516). Oxon: Routledge.
    • Squires, Lauren. (2016). Computer-mediated communication and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 471–486). Oxon: Routledge.
    • Zelenkauskaite, Asta. (2017). Abbreviate and insert? Message length, addressee and non-standard writing in Italian mobile texting and Facebook. Writing Systems Research, 9(2), 123–136. https://doi.org/10.1080/17586801.2017.1389797
  • Herring, S. C., & Zelenkauskaite, A. (2008). Gendered typography: Abbreviation and insertion in Italian iTV SMS. In J. F. Siegel, T. C. Nagel, A. Laurente-Lapole, & J. Auger (Eds.), IUWPL7: Gender in language: Classic questions, new contexts (pp. 73–92). Bloomington, IN: IULC Publications. Cited by6
    • Baron, Naomi S., & Ling, Rich. (2011). Necessary smileys & useless periods: Redefining punctuation in electronically-mediated communication. Visible Language, 45(1/2), 45–67.
    • Grace, Abbie, & Kemp, Nenagh. (2015). Text messaging language: A comparison of undergraduates' naturalistic textism use in four consecutive cohorts. Writing Systems Research, 7(2), 220–234. https://doi.org/10.1080/17586801.2014.898575
    • Grace, Abbie, Kemp, Nenagh, Martin, Frances Heritage, & Parrila, Rauno. (2012). Undergraduates' use of text messaging language: Effects of country and collection method [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 167–184. https://doi.org/10.1080/17586801.2012.712875
    • Kemp, Nenagh, & Grace, Abbie. (2017). Txting across time: Undergraduates' use of ‘textese’ in seven consecutive first-year psychology cohorts. Writing Systems Research, 9(1), 82–98. https://doi.org/10.1080/17586801.2017.1285220
    • Wood, Clare, Kemp, Nenagh, & Plester, Beverley. (2013). Text messaging and literacy - The evidence (Routledge Psychology in Education). London; New York: Routledge.
    • Zelenkauskaite, Asta. (2017). Abbreviate and insert? Message length, addressee and non-standard writing in Italian mobile texting and Facebook. Writing Systems Research, 9(2), 123–136. https://doi.org/10.1080/17586801.2017.1389797
  • Hershberg, W. A., & Terry, D. F. (1965). Typographical cueing in conventional and programmed texts. Journal of Applied Psychology, 49, 55–60. Cited by3
    • Dyson, Mary C., & Gregory, Judy. (2002). Typographic cueing on screen. Visible Language, 36(3), 326–346.
    • Foster, Jeremy J. (1979). The use of visual cues in text. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 189–203). New York; London: Plenum Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
  • Hertz-Lazarowitz, Rachel. (2004). Storybook writing in first grade. Reading and Writing: An Interdisciplinary Journal, 17(3), 267–299.
  • Heubeck, Alfred. (1979). Schrift (Archaeologia Homerica Band 3, Kapitel X). Göttingen: Vandenhoeck & Ruprecht. Cited by10
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Ludwig, Otto. (1994). Geschichte des Schreibens [The history of writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 48–65). Berlin; New York: De Gruyter.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Rösler, Wolfgang. (1994). Die griechische Schriftkultur der Antike [The Greek literate culture of antiquity] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 511–517). Berlin; New York: De Gruyter.
    • Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
    • Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
    • Stetter, Christian. (1994). Orthographie als Normierung des Schriftsystems [Orthography as a norm for the writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 687–697). Berlin; New York: De Gruyter.
    • Swiggers, Pierre. (1996b). Transmission of the Phoenician script to the West. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 261–270). New York; Oxford: Oxford University Press.
    • Waal, Willemijn. (2018). On the “Phoenician letters”: The case for an early transmission of the Greek alphabet from an archaeological, epigraphic and linguistic perspective. Aegean Studies, 1, 83–125.
  • Heubeck, Alfred. (1986). Die Würzburger Alphabettafel. Würzburger Jahrbücher für Altertumswissenschsaft, 12, 7–20. Cited by6
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Rösler, Wolfgang. (1994). Die griechische Schriftkultur der Antike [The Greek literate culture of antiquity] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 511–517). Berlin; New York: De Gruyter.
    • Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
    • Threatte, Leslie (1999). [Book review: Roger D. Woodard, (1997), Greek writing from Knossos to Homer: A linguistic interpretation of the origin of the Greek alphabet and the continuity of Ancient Greek literacy]. Written Language & Literacy, 2(1), 145–152.
    • Waal, Willemijn. (2018). On the “Phoenician letters”: The case for an early transmission of the Greek alphabet from an archaeological, epigraphic and linguistic perspective. Aegean Studies, 1, 83–125.
  • Hewitt, Steve. (2017). Breton orthographies: An increasingly awkward fit. In Mari C. Jones & Damien Mooney (Eds.), Creating orthographies for endangered languages (pp. 190–234). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949.011
  • Heyd, Uriel. (1954). Language reform in modern Turkey (Oriental Notes and Studies 5). Jerusalem: Israel Oriental Society. Cited by9
    • Comrie, Bernard. (1996a). Languages of eastern and southern Europe. In Peter T. Daniels & William Bright, (Eds.), The world's writing systems (pp. 663–689). New York; Oxford: Oxford University Press.
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • DeFrancis, John. (1984a). The Chinese language: Fact and fantasy. Honolulu, HI: University of Hawai‘i Press. [2011, Die chinesische Sprache: Fakten und Mythen (Translated by Stephan Puhl). Nettetal: Steyler Verlag]
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Fishman, Joshua A. (1977a). Preface: Advances in the creation and revision of writing systems. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. xi-xxviii). The Hague; Paris: Mouton.
    • Glück, Helmut. (1994). Schriften im Kontakt [Writing systems in contact]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 745–766). Berlin; New York: De Gruyter.
    • Henze, Paul B. (1977). Politics and alphabets in Inner Asia. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 371–420). The Hague; Paris: Mouton.
    • Smalley, William A. (1994a). Codification by means of foreign systems. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 697–708). Berlin; New York: De Gruyter.
  • Hickey, Raymond. (2016). Irish English and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 315–329). Oxon: Routledge. Cited by1
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
  • Hickey, Tina. (2005). Second language writing systems: Minority languages and reluctant readers. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 398–423). Clevedon; Buffalo; Toronto: Multilingual Matters. Cited by1
    • Lyddy, Fiona, & Roche-Dwyer, Catherine. (2008). A bilingual word superiority effect in Irish speakers. Written Language & Literacy, 11(1), 1–14. https://doi.org/10.1075/wll.11.1.02lyd
  • Hicks, Troy, & Perrin, Daniel. (2014a). Introduction: Mode and media perspectives in text production research. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 177–180). Berlin; Boston: De Gruyter Mouton.
  • 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.
  • Highcock, Nancy. (2021). The lives of inscribed commemorative objects: The transformation of private personal memory in Mesopotamian temple contexts. In Philip J. Boyes, Philippa M. Steele, & Natalia Elvira Astoreca (Eds.), The social and cultural contexts of historic writing practices (pp. 37–53). Oxford; Philadelphia: Oxbow Books.
  • Hilali, Asma. (2020). Writing the Qur'ān between the lines: Marginal and interlinear notes in selected Qur'ān fragments from the Museum of Islamic Art, Qatar. In Bradford A. Anderson (Ed.), From scrolls to scrolling: Sacred texts, materiality, and dynamic media cultures (Judaism, Christianity, and Islam – Tension, Transmission, Transformation 12) (pp. 51–61). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110634440-004
  • Hildreth, G. (1936). Developmental sequences in name writing. Child Development, 7, 291–303. Cited by7
    • Dehn, Mechthild, & Sjölin, Amelie. (1996). Frühes Lesen und Schreiben [Early reading and writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1141–1153). Berlin; New York: De Gruyter.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • 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
    • Tolchinsky, Liliana. (2009). The configuration of literacy as a domain of knowledge. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 468–486). Cambridge: Cambridge University Press.
    • Treiman, Rebecca. (2006). Knowledge about letters as a foundation for reading and spelling. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 581–599). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Treiman, Rebecca, Mulqueeny, Kevin, & Kessler, Brett. (2015). Young children's knowledge about the spatial layout of writing. Writing Systems Research, 7(2), 235–244. https://doi.org/10.1080/17586801.2014.924386
  • Hilgert, M. (2010), ‘Text-Anthropologie’. Die Erforschung von Materialität und Präsenz des Geschriebenen als hermeneutische Strategie. In M. Hilgert (Ed.), Altorientalistik im 21. Jahrhundert. Selbstverständnis, Herausforderungen, Ziele (Mitteilungen der Deutschen Orientgesellschaft 142) (pp. 87–126). Berlin. Cited by12
    • Balke, Thomas E., & Tsouparopoulou, Christina. (2016). Introduction. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 1–10). Berlin; Boston: Walter de Gruyter.
    • Hilgert, Markus. (2016). A multidisciplinary view on material text. In Markus Hilgert (Ed.), Understanding material text cultures: A multidisciplinary view (Materiale Textkulturen 9) (pp. 1–4). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110417845-001
    • Keil, Wilfried E. (2017). Von sichtbaren und verborgenen Signaturen an mittelalterlichen Kirchen. In Irene Berti, Katharina Bolle, Fanny Opdenhoff, & Fabian Stroth (Eds.), Writing matters: Presenting and perceiving monumental inscriptions in antiquity and the middle ages (Materiale Textkulturen 14) (pp. 309–351). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110534597-013
    • Krauß, Andrea. (2010). Orthographieerwerb von Beginn an. Ein silbenorientiertes Konzept für den Anfangsunterricht. In Ursula Bredel, Astrid Müller, & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 133–150). Berlin; New York: Walter de Gruyter.
    • Leipziger, Jonas. (2020). Ancient Jewish Greek practices of reading and their material aspects. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 149–176). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-010
    • Morello, Nathan. (2016). A GIŠ on a tree: Interactions between images and inscriptions on Neo-Assyrian monuments. In Markus Hilgert (Ed.), Understanding material text cultures: A multidisciplinary view (Materiale Textkulturen 9) (pp. 31–68). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110417845-003
    • Pollock, Susan. (2016). From clay to stone: Material practices and writing in third millennium Mesopotamia. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 277–291). Berlin; Boston: Walter de Gruyter.
    • Sauer, Kristina, & Sürenhagen, Dietrich. (2016). Zählmarken, Zeichenträger und Siegelpraxis: Einige Bemerkungen zu vor- und frühschriftlichen Verwaltungshilfen in frühsumerischer Zeit. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 11–46). Berlin; Boston: Walter de Gruyter.
    • Schücking-Jungblut, Friederike. (2020). Reading the Songs of the Sabbath Sacrifice: Observations on material, layout, and text. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 71–88). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-006
    • Starre, Alexander. (2017). Social texts: How to account for the cultural work of carrier media. In Irene Berti, Katharina Bolle, Fanny Opdenhoff, & Fabian Stroth (Eds.), Writing matters: Presenting and perceiving monumental inscriptions in antiquity and the middle ages (Materiale Textkulturen 14) (pp. 27–42). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110534597-003
    • Theis, Christoffer. (2020). Material aspects of rituals beyond their instructions. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 9–21). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-002
    • Witt, Christoph. (2019). More than bling: Inscribed jewellery between social distinction, amatory gift-giving, and spiritual practice. In Ricarda Wagner, Christine Neufeld, Ludger Lieb (Eds.), Writing beyond pen and parchment: Inscribed objects in medieval European literature (Materiale Textkulturen 30) (pp. 291–314). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110645446-016
  • Hilgert, Markus. (2016). A multidisciplinary view on material text. In Markus Hilgert (Ed.), Understanding material text cultures: A multidisciplinary view (Materiale Textkulturen 9) (pp. 1–4). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110417845-001
  • Hilgert, Markus (Ed.). (2016). Understanding material text cultures: A multidisciplinary view (Materiale Textkulturen 9). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110417845
  • Hill, Archibald A. (1967). The typology of writing systems. In William M. Austin (Ed.), Papers in linguistics in honor of Léon Dostert (pp. 92–99). The Hague; Paris: Mouton. Cited by23
    • Boone, Elizabeth Hill. (1994a). Introduction: Writing and recorded knowledge. In Elizabeth Hill Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 3–26). Durham, NC: Duke University Press.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Coulmas, Florian. (1996b). Typology of writing systems. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1380–1387). Berlin; New York: De Gruyter.
    • Daniels, Peter T. (1996b). The study of writing systems. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 3–17). New York; Oxford: Oxford University Press.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
    • Habib, Sandy, & Kurzon, Dennis. (2008). The systematization and typology of the instant messaging writing system used by young Israeli Arabs. Written Language & Literacy, 11(1), 35–48. https://doi.org/10.1075/wll.11.1.04hab
    • Hockett, Charles F. (2003). Two lectures on writing [prepared for publication by Peter T. Daniels]. Written Language & Literacy, 6(2), 131–175.
    • Honda, Keisuke. (2009). Homographic kanji, their ambiguity and the effectiveness of okurigana as a device for disambiguation [Special issue: Writing systems and linguistic structure, edited by Sang-Oak Lee]. Written Language & Literacy, 12(2), 213–236. https://doi.org/10.1075/wll.12.2.06hon
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • Honda, Keisuke. (2019). What do kanji graphs represent in the current Japanese writing system? Towards a unified model of kanji as written signs. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 185–208). Brest: Fluxus Editions. http://www.fluxus-editions.fr/gla1-hond.pdf
    • Honda, Keisuke. (2021). A modular theoretic approach to the Japanese writing system: Possibilities and challenges. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 621–643). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hond
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Joyce, Terry. (2011). The significance of the morphographic principle for the classification of writing systems [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 58–81. https://doi.org/10.1075/wll.14.1.04joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins]
    • Joyce, Terry. (2016). Writing systems and scripts. In Andrea Rocci & Louis de Saussure (Eds.), Verbal communication (Handbooks of Communication Science 3) (pp. 287–308). Berlin; Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110255478-016
    • Joyce, Terry, & Borgwaldt, Susanne R. (2011). Typology of writing systems: Special issue introduction [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 1–11. https://doi.org/10.1075/wll.14.1.01joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 1–11). Amsterdam: John Benjamins]
    • Kurzon, Dennis. (2013). Diacritics and the Perso-Arabic script [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 234–243, https://doi.org/10.1080/17586801.2013.799451
    • 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
    • Mattingly, Ignatius G. (1992). Linguistic awareness and orthographic form. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 11–26). Amsterdam; London; New York; Tokyo: North-Holland.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Mikulska, Katarzyna. (2019b). The system of graphic communication in the Central Mexican divinatory codices from the functional perspective [translation by Jerome A. Offner]. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 41–92). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c002
    • Osterkamp, Sven, & Schreiber, Gordian. (2021). Challenging the dichotomy between phonography and morphography: Transitions and gray areas. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 47–82). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-oste
    • Tauli, Valter. (1977). Speech and spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 17–35). The Hague; Paris: Mouton.
  • Hill, Will. (2016). Typography and the printed English text. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 431–451). Oxon: Routledge.
  • Hiller, S. (1985). Die kyprominoische Schriftsysteme. Archiv für Orientforschung, 20, 61–102. Cited by5
    • Steele, Philippa M. (2013). A linguistic history of Ancient Cyprus: The non-Greek languages, and their relations with Greek, c.1600–300 BC (Cambridge Classical Studies). Cambridge: Cambridge University Press.
    • Steele, Philippa M. (2017c). Writing «systems»: Literacy and the transmission of writing in nonadministrative contexts. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 153–172). Firenze: Firenze University Press.
    • Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
    • Steele, Philippa M. (Ed.). (2013). Syllabic writing on Cyprus and its context (Cambridge Classical Studies). Cambridge: Cambridge University Press.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
  • Hillinger, M. L. (1980). Priming effects with phonemically similar words: The encoding-bias hypothesis reconsidered. Memory & Cognition, 8, 115–123. Cited by4
    • Carello, Claudia, & Turvey, M. T., Lukatela, Georgije. (1992). Can theories of word recognition remain stubbornly nonphonological? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 211–226). Amsterdam; London; New York; Tokyo: North-Holland.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Katz, Leonard, & Feldman, Laurie B. (1996). The influence of an alphabetic writing system on the reading process. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1094–1101). Berlin; New York: De Gruyter.
    • Seidenberg, Mark S., & McClelland, James L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. https://doi.org/10.1037/0033-295X.96.4.523
  • Hillocks, G. (1986). Research on written composition: New directions for teaching. Urbana, IL: National Conference on Research in English. Cited by8
    • Beers, Scott F., & Nagy, William E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing, 22(2), 185–200. https://doi.org/10.1007/s11145-007-9107-5
    • 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
    • Berninger, Virginia W., Nagy, William, & Beers, Scott. (2011). Child writers' construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 151–182. https://doi.org/10.1007/s11145-010-9262-y
    • Grabe, William, & Biber, Douglas. (1996). Written language: English. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1495–1499). Berlin; New York: De Gruyter.
    • Kellogg, Ronald T. (1994). The psychology of writing. New York: Oxford University Press.
    • Morphy, Paul, & Graham, Steve. (2012). Word processing programs and weaker writers/readers: A meta-analysis of research findings. Reading and Writing, 25(3), 641–678. https://doi.org/10.1007/s11145-010-9292-5
    • Olinghouse, Natalie G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 3–26. https://doi.org/10.1007/s11145-007-9062-1
    • Sadoski, Mark, Goetz, Ernest T., Stricker, Andrew G., & Burdenski, Thomas K. Jr. (2003). New findings for concreteness and imagery effects in written composition. Reading and Writing: An Interdisciplinary Journal, 16(5), 443–453.
  • Hilte, Maartje, Bos, Mieke, & Reitsma, Pieter. (2005). Effects of spelling pronunciations during spelling practice in Dutch [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 137–153. Cited by1
    • Elbro, Carsten, & de Jong, Peter F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 169–189). Amsterdam; Philadelphia: John Benjamins.
  • Hind, Arthur M. (1935). An introduction to the history of the woodcut (2 volumes). London: Constable. [1963, Reprinted, New York: Dover] Cited by4
    • Firmage, R. A. (1993). The alphabet abecedarium: Some notes on letters. Boston, MA: David R. Godine. [2000, Reprinted, London: Bloomsbury]
    • Levarie, Norma. (1968). The art and history of books. New York: James H. Heinemn. [1995, Reprinted, New Castle, DE: Oak Knoll Press; London: The British Library]
    • Saenger, Paul, & Van Kampen, Kimberly. (1999). The Bible as book: The first printed editions. London; New Castle, DE: The British Library & Oak Knoll Press in association with The Scriptorium: Center for Christian Antiquities.
    • Twyman, Michael. (1998). The British Library guide to printing: History and techniques. London: The British Library.
  • Hindman, Sandra. (1991a). Introduction. In Sandra Hindman (Ed.), Printing the written word: The social history of books, circa 1450-1520 (pp. 1–18). Ithaca; London: Cornell University Press.
  • Hindman, Sandra. (1991b). The career of Guy Marchant (1483-1504): High culture and low culture in Paris. In Sandra Hindman (Ed.), Printing the written word: The social history of books, circa 1450-1520 (pp. 68–100). Ithaca; London: Cornell University Press.
  • Hindman, Sandra, (Ed.). (1991). Printing the written word: The social history of books, circa 1450-1520. Ithaca; London: Cornell University Press. Cited by2
    • Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
    • Saenger, Paul, & Van Kampen, Kimberly. (1999). The Bible as book: The first printed editions. London; New Castle, DE: The British Library & Oak Knoll Press in association with The Scriptorium: Center for Christian Antiquities.
  • Hindson, B. A., Byrne, B., Fielding-Barnsley, R., Newman, C., Hine, D. W., & Shankweiler, D. (2005). Assessment and early instruction of preschool children at risk for reading disability. Journal of Educational Psychology, 97, 687–704. Cited by10
    • Bus, A. G., & Out, D. (2009). Unraveling genetic and environmental components of early literacy: A twin study. Reading and Writing, 22(3), 293–306. https://doi.org/10.1007/s11145-008-9115-0
    • Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., & Olson, Richard K. (2007). Longitudinal twin study of early literacy development: Preschool through Grade 1 [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 77–102. https://doi.org/10.1007/s11145-006-9019-9
    • Foy, Judith G., & Mann, Virginia A. (2012). Speech production deficits in early readers: Predictors of risk. Reading and Writing, 25(4), 799–830. https://doi.org/10.1007/s11145-011-9300-4
    • Gilliver, Megan Louise, & Byrne, Brian. (2009). What's in a name? Preschoolers' noun learning performance in relation to their risk for reading disability [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 637–659. https://doi.org/10.1007/s11145-008-9155-5
    • Landry, Susan H., Swank, Paul R., Anthony, Jason L., & Assel, Michael A. (2011). An experimental study evaluating professional development activities within a state funded pre-kindergarten program. Reading and Writing, 24(8), 971–1010. https://doi.org/10.1007/s11145-010-9243-1
    • LeVasseur, Valerie Marciarille, Macaruso, Paul, & Shankweiler, Donald. (2008). Promoting gains in reading fluency: A comparison of three approaches. Reading and Writing, 21(3), 205–230. https://doi.org/10.1007/s11145-007-9070-1
    • Olson, Richard K. (2007). Introduction to the special issue on genes, environment, and reading [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 1–11. https://doi.org/10.1007/s11145-006-9015-0
    • Piasta, Shayne B., Purpura, David J., & Wagner, Richard K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6), 607–626. https://doi.org/10.1007/s11145-009-9174-x
    • Samuelsson, Stefan, Olson, Richard, Wadsworth, Sally, Corley, Robin, DeFries, John C., Willcutt, Erik, Hulslander, Jacqueline, & Byrne, Brian. (2007). Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 51–75. https://doi.org/10.1007/s11145-006-9018-x
    • Smith, Susan Lambrecht. (2009). Early phonological and lexical markers of reading disabilities. Reading and Writing, 22(1), 25–40. https://doi.org/10.1007/s11145-007-9101-y
  • Hines, Sara J., Speece, Deborah L., Walker, Caroline Y., & DaDeppo, Lisa M. W. (2007). Assessing more than you teach: The difficult case of transfer. Reading and Writing, 20(6), 539–552. https://doi.org/10.1007/s11145-007-9052-3
  • Hinney, G. (1997). Neubestimmung von Lerninhalten für den Rechtschreibunterricht. Ein fachdidaktischer Beitrag zur Schriftaneignung als Problemlöseprozeß. Frankfurt am Main: Peter Lang. Cited by5
    • Blatt, Inge. (2010). Sprachsystematische Rechtschreibdidaktik: Konzept, Materialien, Tests. In Ursula Bredel, Astrid Müller, & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 101–132). Berlin; New York: Walter de Gruyter.
    • Hinney, Gabriele. (2010). Wortschreibungskompetenz und sprachbewusster Unterricht. Eine Alternativkonzeption zur herkömmlichen Sicht auf den Schriftspracherwerb. In Ursula Bredel, Astrid Müller, & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 47–100). Berlin; New York: Walter de Gruyter.
    • Hoitz, Larissa. (2010). Das Spiel als Lernmittel im Deutschunterricht. Theorie, Praxis und Empirie am Beispiel eines Rechtschreib- und Lesespiels. In Ursula Bredel, Astrid Müller, & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 203–215). Berlin; New York: Walter de Gruyter.
    • Johnson, Sally. (2005). Spelling trouble? Language, ideology and the reform of German orthography. Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.1017/s004740450707025x
    • Primus, Beatrice. (2010). Strukturelle Grundlagen des deutschen Schriftsystems. In Ursula Bredel, Astrid Müller & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 9–45). Berlin; New York: Walter de Gruyter; .Tübingen: Niemeyer. https://doi.org/10.1515/9783110232257.9
  • Hinney, Gabriele. (2010). Wortschreibungskompetenz und sprachbewusster Unterricht. Eine Alternativkonzeption zur herkömmlichen Sicht auf den Schriftspracherwerb. In Ursula Bredel, Astrid Müller, & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 47–100). Berlin; New York: Walter de Gruyter.
  • Hino, Y, & Lupker, S. J. (1996). Effects of polysemy in lexical decision and naming: An alternative to lexical access accounts. Journal of Experimental Psychology: Human Perception and Performance, 22, 1331–1356. Cited by7
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
    • Hino, Yasushi, Lupker, Stephen J., Sears, Chris R., & Ogawa, Taeko. (1998). The effects of polysemy for Japanese katakana words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 395–424. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 241–270). Dordrecht: Kluwer Academic Publishers]
    • Pexman, Penny M. (2012). Meaning-based influences on visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 24–43). London: Psychology Press.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Tamaoka, Katsuo, & Hatsuzuka, Makiko. (1998). The effects of morphological semantics on the processing of Japanese two-kanji compound words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 293–322. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 139–168). Dordrecht: Kluwer Academic Publishers]
  • Hino, Y., Lupker, S. J., & Pexman, P. M. (2002). Ambiguity and synonymy effects in lexical decision, naming and semantic categorization tasks: Interactions between orthography, phonology and semantics. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 686–713. https://doi.org/10.1037/0278-7393.28.4.686 Cited by7
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Feldman, Laurie Beth, Milin, Petar, Cho, Kit W., Moscoso del Prado Martín, Fermín, & O'Connor, Patrick A. (2015). Must analysis of meaning follow analysis of form? A time course analysis. Frontiers in Human Neuroscience, 9:111. https://doi.org/10.3389/fnhum.2015.00111
    • Forster, Kenneth I. (2006). Five challenges for activation models. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 95–121). Hove; New York: Psychology Press.
    • Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
    • Pexman, Penny M. (2012). Meaning-based influences on visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 24–43). London: Psychology Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
  • Hino, Yasushi, Lupker, Stephen J., Sears, Chris R., & Ogawa, Taeko. (1998). The effects of polysemy for Japanese katakana words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 395–424. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 241–270). Dordrecht: Kluwer Academic Publishers] Cited by2
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
  • Hinshelwood, J. (1917). Congenital word blindness. London: Lewis. Cited by13
    • Cossu, Giuseppe. (1999b). Biological constraints on literacy acquisition. Reading and Writing: An Interdisciplinary Journal, 11(3), 213–237.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
    • Hung, Daisy L., Tzeng, Ovid J. L., Lee, Wei Ling, & Chang, Ji Mei. (1994). Orthography, reading disability, and cerebral organization. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 11–35). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Laasonen, Marja, Service, Elisabet, Lipsanen, Jari, & Virsu, Veijo. (2012). Adult developmental dyslexia in a shallow orthography: Are there subgroups? Reading and Writing, 25(1), 71–108. https://doi.org/10.1007/s11145-010-9248-9
    • Marshall, C. (2000). [Book review: T. R. Miles & Elaine Miles, (1999), Dyslexia: A hundred years on (Second edition)]. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 357–359.
    • Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Hintikka, Sini, Aro, Mikko, & Lyytinen, Heikki. (2005). Computerized training of the correspondences between phonological and orthographic units [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 155–178.
  • Hinton, G. E., McClelland, J. L., & Rumelhart, D. E. (1986). Distributed representations. In D. E. Rumelhart, J. L. McClelland, & the PDP Research Group (Eds.), Parallel distributed processing: Explorations in the microstructure of cognition. Volume 1: Foundations (pp. 77–109). Cambridge, MA: MIT Press. Cited by7
    • de Groot, Annette M. B. (1992). Bilingual lexical representation: A closer look at conceptual representations. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 389–412). Amsterdam; London; New York; Tokyo: North-Holland.
    • Ibrahim, Raphiq. (2006). Morpho-Phonemic similarity within and between languages: A factor to be considered in processing Arabic and Hebrew. Reading and Writing, 19(6), 563–586. https://doi.org/10.1007/s11145-006-9009-y
    • Seidenberg, Mark S. (2007). Connectionist models of reading. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 235–250). Oxford: Oxford University Press.
    • Seidenberg, Mark S., & McClelland, James L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. https://doi.org/10.1037/0033-295X.96.4.523
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Van Heuven, Walter J. B. (2005). Bilingual interactive activation models of word recognition in a second language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (260–288). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Verhoeven, Ludo, Schreuder, Robert, & Haarman, Vera. (2006). Prefix identification in the reading of Dutch bisyllabic words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 651–668. https://doi.org/10.1007/s11145-005-1912-0
  • Hinton, G. E., & Shallice, T. (1991). Lesioning an attractor network: Investigations of acquired dyslexia. Psychological Review, 98, 74–95. Cited by7
    • Andrews, Sally. (2006b). All about words: A lexicalist perspective on reading. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 318–347). Hove; New York: Psychology Press.
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Besner, Derek, & Smith, Marilyn Chapnik. (1992). Basic processes in reading: Is the orthographic depth hypothesis sinking? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 45–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Gottardo, Alexandra, Chiappe, Penny, Siegel, Linda S., & Stanovich, Keith E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 465–487.
    • Seidenberg, M. S. (1992a). Beyond orthographic depth: Equitable division of labor. In R. Frost & K. Katz (Eds.), Orthography; phonology, morphology, and meaning (Advances in Psychology 94) (pp. 85–118). Amsterdam: North-Holland.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Hinton, L. (2001). New writing systems. In L. Hinton & K. Hale (Eds.), The green book of language revitalization in practice (pp. 239–250). San Diego, CA: Academic Press. Cited by7
    • Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
    • Bow, Catherine. (2013). Community-based orthography development in four Western Zambian languages. Writing Systems Research, 5(1), 73–87. https://doi.org/10.1080/17586801.2012.747427
    • Brandt, Carmen, & Sohoni, Pushkar. (2018). Script and identity – the politics of writing in South Asia: An introduction [Special issue: Script and identity - The politics of writing in South Asia, edited by Carmen Brandt & Pushkar Sohoni]. South Asian History and Culture, 9(1), 1–15. https://doi.org/10.1080/19472498.2017.1411048
    • Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949
    • Schreyer, Christine. (2015). Community consensus and social identity in alphabet development: The relationship between Kala and Jabêm. Written Language & Literacy, 18(1), 175–199. https://doi.org/10.1075/wll.18.1.08sch
    • Unseth, Peter. (2005). Sociolinguistic parallels between choosing scripts and languages. Written Language & Literacy, 8(1), 19–42. https://doi.org/10.1075/wll.8.1.02uns
    • Unseth, Peter. (2008). The sociolinguistics of script choice: An introduction [Special issue: The sociolinguistics of script choice, edited by Peter Unseth]. International Journal of the Sociology of Language, 192, 1–4. https://doi.org/10.1515/IJSL.2008.030
  • Hinz, Walther. (1962). Zur Entzifferung der elamischen Strichschrift. Iranica Antiqua, 2, 1–21. Cited by3
    • Gelb, Ignace J. (1952). A study of writing: The foundations of grammatology. Chicago: University of Chicago Press. [1958, German translation with revisions, Von der Keilschrift zum Alphabet: Grundlagen einer Schriftwissenschaft. Stuttgart: Kohlhammer; 1963, Second revised edition, Chicago & London: University of Chicago Press; 1973, French translation, Pour une théorie de l'écriture. Paris: Flammarion ]
    • Krebernik, Manfred, & Nissen, Hans J. (1994). Die sumerisch-akkadische Keilschrift [Sumerian-Accadic cuneiform scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 274–288). Berlin; New York: De Gruyter.
    • Vallat, François. (1986). The most ancient scripts of Iran: The current situation. World Archaeology, 17(3), 335–347.
  • Hinz, Walther. (1975). Problems of Linear Elamite. Journal of the Royal Asiatic Society, 2, 106–115. Cited by3
    • Englund, Robert K. (1996). The Proto-Elamite script. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 160–164). New York; Oxford: Oxford University Press.
    • Parpola, Asko. (1986). The Indus script: A challenging puzzle. World Archaeology, 17(3), 399–419.
    • Vallat, François. (1986). The most ancient scripts of Iran: The current situation. World Archaeology, 17(3), 335–347.
  • Hipfner-Boucher, Kathleen, Lam, Katie, & Chen, Xi. (2014). The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 116–138. https://doi.org/10.1075/wll.17.1.06hip Cited by2
    • Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949
    • Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
  • Hipfner-Boucher, Kathleen, Lam, Katie, Chen, Xi, & Deacon, S. Hélène. (2015). Exploring the effects of word features on French immersion children's ability to deconstruct morphologically complex words [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 157–168. https://doi.org/10.1080/17586801.2014.943645 Cited by1
    • Wang, Min, & Verhoeven, Ludo. (2015). Introduction to this special issue: Reading morphologically complex words in a second language [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 129–132. https://doi.org/10.1080/17586801.2014.988109
  • Hirata, K., & Osaka, R. (1967). Tachistoscopic recognition of Japanese letter materials in left and right visual fields. Psychologia, 10(1), 7–18. Cited by7
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Jones, Edward A., & Aoki, Chisato. (1988). The processing of Japanese kana and kanji characters. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 301–320). Berlin; Heidelberg: Springer.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
  • Hirose, H. (1992). Jukugo no nichi katei ni kan suru kenkyū: Puraimingu hō ni yoru kentō [An investigation of the recognition process for jukugo by use of priming paradigms]. Shinrigaku Kenkyū, 63, 303–309. https://doi.org/10.4992/jjpsy.63.303 Cited by13
    • Joyce, Terry. (2002a). Constituent-morpheme priming: Implications from the morphology of two-kanji compound words. Japanese Psychological Research, 44, 79–90. https://doi.org/10.1111/1468-5884.00009
    • Joyce, Terry. (2004). Modeling the Japanese mental lexicon: Morphological, orthographic and phonological considerations. In S. P. Shohov (Ed.), Advances in Psychological Research: Volume 31 (pp. 27–61). Hauppauge, NY: Nova Science.
    • Joyce, Terry, & Masuda, Hisashi. (2018). Introduction to the multi-script Japanese writing system and word processing. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 179–199). Amsterdam: John Benjamins.
    • Kess, Joseph F. (2005). On the history, use, and structure of Japanese kanji. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 1–15). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Masuda, Hisashi, & Joyce, Terry. (2005). A database of two-kanji compound words featuring morphological family, morphological structure, and semantic category data. In Katsuo Tamaoka, (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 30–44). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • Masuda, Hisashi, & Joyce, Terry. (2018). Constituent-priming investigations of the morphological activation of Japanese compound words. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 221–244). Amsterdam: John Benjamins.
    • Pae, Hye K., Bae, Sungbong, & Yi, Kwangoh. (2019). More than an alphabet: Linguistic features of Korean and their influences on Hangul word recognition [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 223–246. https://doi.org/10.1075/wll.00027.pae
    • Tamaoka, Katsuo. (2005). The effect of morphemic homophony on the processing of Japanese two-kanji compound words. Reading and Writing, 18(4), 281–302. https://doi.org/10.1007/s11145-005-3354-0
    • Tamaoka, Katsuo, & Hatsuzuka, Makiko. (1998). The effects of morphological semantics on the processing of Japanese two-kanji compound words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 293–322. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 139–168). Dordrecht: Kluwer Academic Publishers]
    • Tamaoka, Katsuo, Kiyama, Sachiko, & Chu, Xiang-Juan. (2012). How do native Chinese speakers learning Japanese as a second language understand Japanese kanji homophones? [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 30–46. https://doi.org/10.1080/17586801.2012.690008
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
  • Hirose, Hitoshi. (1998). Identifying the on- and kun-readings of Chinese characters: Identification of on versus kun as a strategy-based judgment [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 375–394. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 221–240). Dordrecht: Kluwer Academic Publishers] Cited by2
    • Tamaoka, Katsuo. (2005). The effect of morphemic homophony on the processing of Japanese two-kanji compound words. Reading and Writing, 18(4), 281–302. https://doi.org/10.1007/s11145-005-3354-0
    • Tamaoka, Katsuo, & Taft, Marcus. (2010). The sensitivity of native Japanese speakers to On and Kun kanji readings. Reading and Writing, 23(8), 957–968. https://doi.org/10.1007/s11145-009-9184-8
  • Hirose, T. (1984). Kanji oyobi kana tango no imiteki shori ni oyobosu hyoki hindo no koka [The effect of script frequency on semantic processing of kanji and kana words]. Shinrigaku Kenkyū, 55, 173–176. Cited by3
    • Iwahara, Akihiko, Hatta, Takeshi, & Maehara, Aiko. (2003). The effects of a sense of compatibility between type of script and word in written Japanese. Reading and Writing: An Interdisciplinary Journal, 16(4), 377–397.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
  • Hirose, T., & Hatta, T. (1988). Reading disabilities in modern Japanese children. Journal of Research in Reading, 11(2), 152–160. Cited by7
    • Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
    • Gottlieb, Nanette. (2005). Language and society in Japan. Cambridge: Cambridge University Press.
    • Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Koda, Keiko. (2017). Learning to read Japanese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 57–81). Cambridge: Cambridge University Press.
    • Prakash, P., & Joshi, R. Malatesha. (1995). Orthography and reading in Kannada: A Dravidian language. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 95–108). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Uno, Akira, Wydell, Taeko N., Haruhara, Noriko, Kaneko, Masato, & Shinya, Naoko. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: Normal readers versus poor readers (dyslexics) [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 755–789. https://doi.org/10.1007/s11145-008-9128-8
  • Hirotani, M., Frazier, L., & Rayner, K. (2006). Punctuation and intonation effects on clause and sentence wrap-up: Evidence from eye movements. Journal of Memory and Language, 54, 425–443. Cited by6
    • Pollatsek, Alexander. (2015). The role of sound in silent reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 185–201). New York: Oxford University Press.
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Ren, Gui-Qin, & Yang, Yufang. (2010). Syntactic boundaries and comma placement during silent reading of Chinese text: Evidence from eye movements. Journal of Research in Reading, 33(2), 168–177. https://doi.org/10.1111/j.1467-9817.2009.01406.x
    • Schotter, Elizabeth R., & Rayner, Keith. (2015). The work of the eyes during reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 44–59). New York: Oxford University Press.
  • Hirsch, E. D. (1977). The philosophy of composition. Chicago; London: University of Chicago Press. Cited by5
    • Augst, Gerhard, & Müller, Karin. (1996). Die schriftliche Sprache im Deutschen [Written language: German]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1500–1506). Berlin; New York: De Gruyter.
    • Ong, Walter J. (1982). Orality and literacy. The technologizing of the word (New Accents). London; New York: Methuen. [1986, Oralità e scrittura. Le tecnologie della parola. Bologna: Il Mulino; 1987, Oralität und Literalität. Die Technologisierung des Wortes. Opladen; 2002, Second edition, London; New York: Routledge; 2012, 30th anniversary edition (with additional chapters by John Hartley), London; New York: Routledge]
    • Shebilske, Wayne L. (1980). Structuring an internal representation of text: A basis of literacy. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma, (Eds.), Processing of visible language: Volume 2 (pp. 227–239). New York; London: Plenum Press.
    • Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Hirsch, E. D. (1987). Cultural literacy: What every American needs to know. Boston: Houghton Mifflin. Cited by5
    • Edwards, Viv. (2009). Learning to be literate: Multilingual perspectives. Bristol; Buffalo; Toronto: Multilingual Matters.
    • Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Verhoeven, Ludo. (1994a). Demographics of literacy. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 767–779). Berlin; New York: De Gruyter.
  • Hirvonen, Riikka, Georgiou, George K., Lerkkanen, Marja-Kristiina, Aunola, Kaisa, & Nurmi, Jari-Erik. (2010). Task-focused behaviour and literacy development: A reciprocal relationship. Journal of Research in Reading, 33(3), 302–319. https://doi.org/10.1111/j.1467-9817.2009.01415.x Cited by3
    • Aro, Mikko. (2017). Learning to read Finnish. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 416-436). Cambridge: Cambridge University Press.
    • Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
    • van de Sande, Eva, Segers, Eliane, & Verhoeven, Ludo. (2017). How executive control predicts early reading development. Written Language & Literacy, 20(2), 170-193. https://doi.org/10.1075/wll.00003.san
  • Ho, C. S.-H., & Bryant, P. (1997a). Development of phonological awareness of Chinese children in Hong Kong. Journal of Psycholinguistic Research, 26(1), 109–126. https://doi.org/10.1023/A:1025016322316 Cited by11
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
    • Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Ko, Hwawei, & Tzeng, Ovid J. L. (2000). The role of phonological awareness in a phonetically opaque script [Special issue: Literacy and writing systems in Asia, edited Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachu]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 119–132.
    • Singh, Nandini Chatterjee, & Sumathi, T. A. (2019). The role of phonological processing and oral language in the acquisition of reading skills in Devanagari. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 261–276). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_14
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
    • Vasanta, Duggirala. (2004). Processing phonological information in a semi-syllabic script: Developmental data from Telugu [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 59–78. https://doi.org/10.1023/B:READ.0000013830.55257.3a
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
    • Wang, Min, Anderson, Alida, Cheng, Chenxi, Park, Yoonjung, & Thomson, Jennifer. (2008). General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual children. Reading and Writing, 21(6), 627–644. https://doi.org/10.1007/s11145-007-9081-y
  • Ho, C. S.-H., & Bryant, P. (1997b). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32(3), 276–289. https://doi.org/10.1598/RRQ.32.3.3 Cited by22
    • Aaron, P. G., Joshi, R. M., Ayotollah, Mahboobeh, Ellsberry, Annie, Henderson, Janet, & Lindsey, Kim. (1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89–127.
    • Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Deacon, S. Hélène, Tong, Xiuli, & Mimeau, Catherine. (2019). Morphological and semantic processing in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 327–349). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.015
    • Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
    • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
    • Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
    • Hung, Yueh-Nu. (2012a). How a morphosyllabic writing system works in Chinese. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 16–31). New York; London: Routledge.
    • Ko, Hwawei, & Tzeng, Ovid J. L. (2000). The role of phonological awareness in a phonetically opaque script [Special issue: Literacy and writing systems in Asia, edited Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachu]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 119–132.
    • Ku, Yu-Min, & Anderson, Richard C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16(5), 399–422. https://doi.org/10.1023/A:1024227231216
    • Leong, Che-Kan. (2002c). Segmental analysis and reading in Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 227–245). Hong Kong: Hong Kong University Press.
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • 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
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Perfetti, Charles, & Verhoeven, Ludo. (2017). Epilogue: Universals and particulars in learning to read across seventeen orthographies. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 455–466). Cambridge: Cambridge University Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
    • Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
    • Wang, Shaomei. (2012b). The taxonomy of Chinese reading miscues. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 158–189). New York; London: Routledge.
    • Yamashita, Junko. (2018). Orthographic and phonological processing in L2-English word recognition: Longitudinal observations from Grade 9 to 11 in EFL learners in Japan. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 267–292). Amsterdam: John Benjamins.
    • Yin, Li, Li, Wenling, Chen, Xi, Anderson, Richard C., Zhang, Jie, & Shu, Hua. (2011). The role of tone awareness and pinyin knowledge in Chinese reading [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 59–68. https://doi.org/10.1093/wsr/wsr010
  • Ho, C. S.-H., & Bryant, P. (1997c). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33(6), 946–951. https://doi.org/10.1037/0012-1649.33.6.946 Cited by36
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
    • Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
    • Chen, Xi, Hao, Meiling, Geva, Esther, Zhu, Jin, & Shu, Hua. (2009). The role of compound awareness in Chinese children's vocabulary acquisition and character reading. Reading and Writing, 22(5), 615–631. https://doi.org/10.1007/s11145-008-9127-9
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
    • Cho, Jeung-Ryeul, McBride-Chang, Catherine, & Park, Soon-Gil. (2008). Phonological awareness and morphological awareness: Differential associations to regular and irregular word recognition in early Korean Hangul readers. Reading and Writing, 21(3), 255–274. https://doi.org/10.1007/s11145-007-9072-z
    • Chung, Wei-Lun, & Hu, Chieh-Fang. (2007). Morphological awareness and learning to read Chinese. Reading and Writing, 20(5), 441–461. https://doi.org/10.1007/s11145-006-9037-7
    • Goswami, Usha. (2006). Orthography, phonology, and reading development: A cross-linguistics perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 463–480). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Goswami, Usha. (2008). Phonological representations for reading acquisition across languages. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 65–84). New York; London. Lawrence Erlbaum Associates.
    • Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
    • Goswami, Usha. (2010). A psycholinguistic grain size view of reading acquisition across languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 23–42). Hove; New York. Psychology Press.
    • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
    • Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
    • Lehtonen, Annukka, & Bryant, Peter. (2004). Length awareness predicts spelling skills in Finnish. Reading and Writing: An Interdisciplinary Journal, 17(9), 875–890. https://doi.org/10.1007/s11145-004-2802-6
    • Leong, Che-Kan. (2002c). Segmental analysis and reading in Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 227–245). Hong Kong: Hong Kong University Press.
    • Leong, Che Kan, Cheng, Pui Wan, & Tan, Li Hai. (2005). The role of sensitivity to rhymes, phonemes and tones in reading English and Chinese pseudowords. Reading and Writing, 18(1), 1–26. https://doi.org/10.1007/s11145-004-3357-2
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • Liu, Duo, & Zhu, Xiaoqin. (2016). The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children's literacy performance at word level. Writing Systems Research, 8(2), 218–233. https://doi.org/10.1080/17586801.2016.1218747
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
    • McBride, Catherine. (2017). Early literacy across languages. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 55–74). Amsterdam; Philadelphia: John Benjamins.
    • McBride-Chang, C., Cheung, H., Chow, B. W.-Y., Chow, C. S.-L., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2) [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 695–716. https://doi.org/10.1007/s11145-005-5742-x
    • McBride-Chang, Catherine, Chow, Bonnie W.-Y., Zhong, Yiping, Burgress, Stephen, & Hayward, William G. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing, 18(2), 99–128. https://doi.org/10.1007/s11145-004-7343-5
    • McBride-Chang, Catherine, Chow, Yvonne Y. Y., & Tong, Xiuli. (2010). Early literacy at home: General environmental factors and specific parent input. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 97–109). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_7
    • Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
    • Papadopoulos, Timothy C., Georgiou, George K., & Apostolou, Theodosia. (2020). The role of distal and proximal cognitive processes in literacy skills in Greek. 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. 171–184). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_11
    • Rahbari, Noriyeh, Sénéchal, Monique, & Arab-Moghaddam, Narges. (2007). The role of orthographic and phonological processing skills in the reading and spelling of monolingual Persian children. Reading and Writing, 20(5), 511–533. https://doi.org/10.1007/s11145-006-9042-x
    • 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
    • Silvén, Maarit, & Rubinov, Evgenia. (2010). Language and preliteracy skills in bilinguals and monolinguals at preschool age: Effects of exposure to richly inflected speech from birth. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 385–414. https://doi.org/10.1007/s11145-009-9206-6
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
  • Ho, C. S.-H., & Bryant, P. (1999). Different visual skills are important in learning to read English and Chinese. Educational and Child Psychology, 16(3), 4–14. Cited by5
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Koda, Keiko. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second-language reading development. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (311–334). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
    • McBride-Chang, Catherine, Chow, Bonnie W.-Y., Zhong, Yiping, Burgress, Stephen, & Hayward, William G. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing, 18(2), 99–128. https://doi.org/10.1007/s11145-004-7343-5
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
  • Ho, C. S.-H., Chan, D. W., Chung, K. K. H., Lee, S., & Tsang , S. ( 2007). In search of subtypes of Chinese developmental dyslexia. Journal of Experiment Child Psychology, 97(1), 61–83. Cited by6
    • Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
    • Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Ho, C. S.-H., Chan, D. W.-O., Lee, S.-H., Tsang, S.-M., & Hui, V. L. (2004). Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia. Cognition, 91(1), 43–75. https://doi.org/10.1016/S0010-0277(03)00163-X Cited by22
    • Bekebrede, Judith, van der Leij, Aryan, & Share, David L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing, 22(2), 133–165. https://doi.org/10.1007/s11145-007-9105-7
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
    • Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Chik, Pakey Pui-man, Ho, Connie Suk-han, Yeung, Pui-sze, Chan, David Wai-ock, Chung, Kevin Kien-hoa, Luan, Hui, Lo, Lap-yan, & Lau, Wendy Suet-yee. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing, 25(3), 679–699. https://doi.org/10.1007/s11145-010-9293-4
    • Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
    • Handel, Zev. (2015). Logography and the classification of writing systems: A response to Unger. Scripta, 7, 109–150.
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • Myers, James. (2019). The grammar of Chinese characters: Productive knowledge of formal patterns in an orthograhic system (Routledge Studies in East Asian Linguistics). London; New York: Routledge.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
    • Uno, Akira, Wydell, Taeko N., Haruhara, Noriko, Kaneko, Masato, & Shinya, Naoko. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: Normal readers versus poor readers (dyslexics) [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 755–789. https://doi.org/10.1007/s11145-008-9128-8
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
    • Wydell, Taeko N. (2019). Developmental dyslexia in Japanese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 176–199). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.009
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
    • Yin, Li, Li, Wenling, Chen, Xi, Anderson, Richard C., Zhang, Jie, & Shu, Hua. (2011). The role of tone awareness and pinyin knowledge in Chinese reading [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 59–68. https://doi.org/10.1093/wsr/wsr010
  • Ho, C. S.-H., Chan, D. W.-O., Tsang, S. M., & Lee, L. H. (2000). The Hong Kong test of specific learning disabilities in reading and writing (HKT-SpLD). Hong Kong, China: Chinese University of Hong Kong and Education Department, HKSAR Government. Cited by14
    • Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
    • Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
    • Chik, Pakey Pui-man, Ho, Connie Suk-han, Yeung, Pui-sze, Chan, David Wai-ock, Chung, Kevin Kien-hoa, Luan, Hui, Lo, Lap-yan, & Lau, Wendy Suet-yee. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing, 25(3), 679–699. https://doi.org/10.1007/s11145-010-9293-4
    • Chow, Bonnie Wing-Yin, McBride-Chang, Catherine, Cheung, Him. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
    • Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
    • Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • 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
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • McBride-Chang, C., Cheung, H., Chow, B. W.-Y., Chow, C. S.-L., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2) [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 695–716. https://doi.org/10.1007/s11145-005-5742-x
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Ho, C. S.-H., Chan, D. W., Tsang, S., & Lee, S. (2002). The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Developmental Psychology, 38(4), 543–553. https://doi.org/10.1037/0012-1649.38.4.543 Cited by25
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
    • Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Chik, Pakey Pui-man, Ho, Connie Suk-han, Yeung, Pui-sze, Chan, David Wai-ock, Chung, Kevin Kien-hoa, Luan, Hui, Lo, Lap-yan, & Lau, Wendy Suet-yee. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing, 25(3), 679–699. https://doi.org/10.1007/s11145-010-9293-4
    • Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
    • Cho, Jeung-Ryeul, McBride-Chang, Catherine, & Park, Soon-Gil. (2008). Phonological awareness and morphological awareness: Differential associations to regular and irregular word recognition in early Korean Hangul readers. Reading and Writing, 21(3), 255–274. https://doi.org/10.1007/s11145-007-9072-z
    • Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
    • Handel, Zev. (2015). Logography and the classification of writing systems: A response to Unger. Scripta, 7, 109–150.
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • Liu, Duo, & Zhu, Xiaoqin. (2016). The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children's literacy performance at word level. Writing Systems Research, 8(2), 218–233. https://doi.org/10.1080/17586801.2016.1218747
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • McBride-Chang, Catherine, Chow, Bonnie W.-Y., Zhong, Yiping, Burgress, Stephen, & Hayward, William G. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing, 18(2), 99–128. https://doi.org/10.1007/s11145-004-7343-5
    • Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
    • Nag, Sonali, & Snowling, Margaret J. (2011a). Cognitive profiles of poor readers of Kannada [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 657–676. https://doi.org/10.1007/s11145-010-9258-7
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
    • Wijayathilake. M. A. D. K., & Parrila. R. (2014). Predictors of word reading skills in good and struggling readers in Sinhala [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 120–131. https://doi.org/10.1080/17586801.2013.846844
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
    • Yin, Li, Li, Wenling, Chen, Xi, Anderson, Richard C., Zhang, Jie, & Shu, Hua. (2011). The role of tone awareness and pinyin knowledge in Chinese reading [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 59–68. https://doi.org/10.1093/wsr/wsr010
  • Ho, C. S.-H., & Lai, D. N.-C. (1999). Naming-speed deficits and phonological memory deficits in Chinese developmental dyslexia. Learning and Individual Differences, 11, 173–186. https://doi.org/10.1016/S1041-6080(00)80004-7 Cited by16
    • Bekebrede, Judith, van der Leij, Aryan, & Share, David L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing, 22(2), 133–165. https://doi.org/10.1007/s11145-007-9105-7
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
    • Everatt, John, Ocampo, Dina, Veii, Kazuvire, Nenopoulou, Styliani, Smythe, Ian, al Mannai, Haya, & Elbeheri, Gad. (2010). Dyslexia in biscriptal readers. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 221–245). Hove; New York. Psychology Press.
    • Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • McBride, Catherine. (2017). Early literacy across languages. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 55–74). Amsterdam; Philadelphia: John Benjamins.
    • McBride-Chang, Catherine, Chow, Bonnie W.-Y., Zhong, Yiping, Burgress, Stephen, & Hayward, William G. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing, 18(2), 99–128. https://doi.org/10.1007/s11145-004-7343-5
    • Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
    • 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
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662 Cited by11
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
    • Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
    • Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Ho, C. S.-H., & Ma, R. N. L. (1999). Training in phonological strategies improves Chinese dyslexic children's character reading skills. Journal of Research in Reading, 22(2), 131–142. https://doi.org/10.1111/1467-9817.00078 Cited by6
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
  • Ho, C. S.-H., Ng, T.-T., & Ng, W.-K. (2003). A “radical” approach to reading development in Chinese: The role of semantic radicals and phonetic radicals. Journal of Literacy Research, 35, 849–878. https://doi.org/10.1207/s15548430jlr3503_3 Cited by11
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Chik, Pakey Pui-man, Ho, Connie Suk-han, Yeung, Pui-sze, Chan, David Wai-ock, Chung, Kevin Kien-hoa, Luan, Hui, Lo, Lap-yan, & Lau, Wendy Suet-yee. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing, 25(3), 679–699. https://doi.org/10.1007/s11145-010-9293-4
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
    • Lü, Chan, Koda, Keiko, Zhang, Dongbu, & Zhang, Yanhui. (2015). Effects of semantic radical properties on character meaning extraction and inference among learners of Chinese as a foreign language [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 169–185. https://doi.org/10.1080/17586801.2014.955076
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Su, Yi-Fen, & Samuels, S. Jay. (2010). Developmental changes in character-complexity and word-length effects when reading Chinese script. Reading and Writing, 23(9), 1085–1108. https://doi.org/10.1007/s11145-009-9197-3
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
  • Ho, C. S.-H., Wong, W.-L., & Chan, W.-S. (1999). The use of orthographic analogies in learning to read Chinese. Journal of Child Psychology and Psychiatry, 40, 393–403. Cited by5
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
  • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1 Cited by1
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
  • Ho, C. S.-H., Yau, P. W.-Y., & Au, A. (2003). Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children. In C. McBride-Chang & H.-C. Chen (Eds.), Reading development in Chinese children (pp. 51–71). London: Praeger. Cited by10
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Deacon, S. Hélène, & Sparks, Erin. (2015). Children's spelling development: Theories and evidence. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 311–325). New York: Oxford University Press.
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • 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
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • Nakamura, Pooja, Joshi, R. Malatesha, & Ji, Xuejun Ryan. (2019). Biliteracy spelling acquisition in akshara and English. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 103–117). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_6
    • Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
  • Ho, Ping-ti. (1975). The cradle of the East. Hong Kong: The Chinese University of Hong Kong; Chicago, London: University of Chicago. Cited by6
    • Boltz, William G. (1986). Early Chinese writing. World Archaeology, 17(3), 420–436.
    • Boltz, William G. (1994). The origin and early development of the Chinese writing system (American Oriental Series 78). New Haven, CT: American Oriental Society. [2003, reprinted with corrections]
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Keightley, David N. (1989). The origins of writing in China: Scripts and cultural contexts. In Wayne M. Senner (Ed.), The origins of writing (pp. 171–202). Lincoln, NE: University of Nebraska Press.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Wang, Feng, Tsai, Yaching, & Wang, William S.-Y. (2009). Chinese literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 386–417). Cambridge: Cambridge University Press.
  • Hoang, Ha. (2019). Metaphorical language in second language learners’ texts: Additional baggage of the writing journey? In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 236–257). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_012 Cited by2
    • Perrin, Daniel. (2019). Progression analysis: Working with large data corpora in field research on writing. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 143–162). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_008
    • Strömqvist, Sven. (2019). Coda. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 366–374). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_018
  • Hoberman, Robert D. (1996). Modern Aramaic. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 504–510). New York; Oxford: Oxford University Press.
  • Hoch, J. E. (1994). Semitic words in Egyptian texts of the New Kingdom and Third Intermediate Period. Princeton, NJ: Princeton University Press. Cited by7
    • Allen, James P. (2013). The ancient Egyptian language: An historical study. Cambridge: Cambridge University Press.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Lehmann, Reinhard G. (2012). 27–30–22–26 – How many letters needs an alphabet? The case of Semitic. In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 11–52). Leiden; Boston: Brill.
    • Quack, Joachim Friedrich. (2010a). From group-writing to word association: Representation and integration of foreign words in Egyptian script. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 73–92). Leiden; Boston: Brill.
    • Quack, Joachim Friedrich. (2010c). Egyptian writing for non-Egyptian languages and vice versa: A short overview. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 317–325). Leiden; Boston: Brill.
    • Schniedewind, William M. (2019). The finger of the scribe: How scribes learned to write the Bible. Oxford: Oxford University Press.
    • Vernus, Pascal. (2015). Ecriture hiéroglyphique égyptienne et écriture protosinaïtique: Une typologie comparée acrophonie «forte» et acrophonie «+ifaible». In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 142–175). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Hochberg, J. (1970). Components of literacy: Speculation and exploratory research. In H. Levin & J. P. Williams (Ed.), Basic studies on reading. New York: Basic Books. Cited by11
    • Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
    • Brewer, William F. (1972). Is reading a letter-by-letter process? In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 359–365). Cambridge, MA; London: The MIT Press.
    • Fisher, Dennis F. (1979). Understanding the reading process through the use of transformed typography: PSG, CSG and automaticity. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 77–89). New York; London: Plenum Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Lefton, Lester A. (1979). Reading and searching through geometrically transformed text. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 91–96). New York; London: Plenum Press.
    • Levy-Schoen, Ariane, & O'Regan, Kevin. (1979). The control of eye movements in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 New York; London: Plenum Press.
    • McConkie, George W., & Zola, David. (1981). Language constraints and the functional stimulus in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 155–175). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Hochberg, J. (1975). On the control of saccades in reading. Vision Research, 15, 620. Cited by3
    • Levy-Schoen, Ariane, & O'Regan, Kevin. (1979). The control of eye movements in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 New York; London: Plenum Press.
    • Rayner, Keith. (1979b). Eye movements in reading: Eye guidance and integration. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 61–75). New York; London: Plenum Press.
    • Shebilske, Wayne L., & Reid, L. Starling. (1979). Reading eye movements, macro-structure and comprehension processes. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 97–110). New York; London: Plenum Press.
  • Hochberg, J., & Brooks, V. (1970). Reading as an intentional behavior. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 304–314). Newark, DE: International Reading Association. Cited by5
    • Lefton, Lester A. (1979). Reading and searching through geometrically transformed text. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 91–96). New York; London: Plenum Press.
    • Levy-Schoen, Ariane, & O'Regan, Kevin. (1979). The control of eye movements in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 New York; London: Plenum Press.
    • Mattingly, Ignatius G. (1972). Reading, the linguistic process, and linguistic awareness. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 133–147). Cambridge, MA; London: The MIT Press.
    • Norman, Donald A. (1972). The role of memory in the understanding of language. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 277–288). Cambridge, MA; London: The MIT Press.
    • Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
  • Hockett, Charles F. (1958). A course in modern linguistics. New York, NY: Macmillan. 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
    • Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
    • Daniels, Peter T. (2009a). Grammatology. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 25–45). Cambridge: Cambridge University Press.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Davidson, Andrew. (2019). Writing: The re-construction of language. Language Sciences, 72, 134–149. https://doi.org/ 10.1016/j.langsci.2018.09.004
    • Dolberg, Florian. (2013). Quantifying gender change in Medieval English. In Esther-Miriam Wagner, Ben Outhwaite, & Bettina Beinhoff (Eds.), Scribes as agents of language change (Studies in Language Change 10) (pp. 121–158). Boston; Berlin: De Gruyter.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Harris, Roy. (2000). Rethinking writing. London; New York: Continuum.
    • Henderson, Leslie. (1986). From morph to morpheme: The psychologist gaily trips where the linguist has trodden. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 197–217). Berlin; New York: Walter de Gruyter.
    • Hockett, Charles F. (2003). Two lectures on writing [prepared for publication by Peter T. Daniels]. Written Language & Literacy, 6(2), 131–175.
    • Linell, Per. (1982). The written language bias in linguistics (Studies in Comrnunication 2). Linköping: Linköping University.
    • Linell, Per. (2005). The written language bias in linguistics: Its nature, origins and transformations (Routledge Advances in Communication and Linguistic Theory). London; New York: Routledge.
    • Ludwig, Otto. (1983b). Writing systems and written language. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 31–43). Berlin; New York; Amsterdam: Mouton Publishers.
    • Presutti, Stefano. (2021a). The interdependence between speech and writing. Towards a greater awareness. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 83–101). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-prea
    • Rogers, Henry. (1995). Optimal orthographies. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 31–43). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Rutkowska, Hanna. (2017). Orthography. In Laurel J. Brinton, & Alexander Bergs (Eds), The history of English. Volume 1: Historical outlines from sound to text (pp. 200–217). Berlin; Boston: Walter de Gruyter.
    • Ryan, Des. (2016b). Linguists' descriptions of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 41–64). Oxon: Routledge.
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
    • Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
    • Venezky, Richard L. (1970c). The structure of English orthography (Janua Linguarum, Series Minor 82). The Hague; Paris: Mouton.
  • Hockett, Charles F. (2003). Two lectures on writing [prepared for publication by Peter T. Daniels]. Written Language & Literacy, 6(2), 131–175. Cited by3
    • Daniels, Peter T. (2006). On beyond alphabets [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 7–24. https://doi.org/10.1075/wll.9.1.03dan
    • Daniels, Peter T. (2009a). Grammatology. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 25–45). Cambridge: Cambridge University Press.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
  • Hoeft, F., Meyler, A., Hernandez, A., Juel, C., Taylor-Hill, H., Martindale, J. L., McMillon, G., Kolchugina, G., Black, J. M., Faizi, G., Deutsch, G. K., Siok, W. T., Reiss, A. L., Whitfield-Gabrieli, S., & Gabrieli, J. D. E. (2007). Functional and morphometric brain dissociation between dyslexia and reading ability. Proceedings of the National Academy of Sciences, 104(10), 4234–4239. http://dx.doi.org/10.1073/pnas.0609399104 Cited by6
    • Hoeft, Fumiko, & Wang, Cheng. (2019). Intergenerational transmission in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 413–438). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.019
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Katzir, Tami, Christodoulou, Joanna A., & Chang, Bernard. (2016). The neurobiological basis of reading fluency. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 11–23). Springer. https://doi.org/10.1007/978-3-319-30478-6_2
    • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Hoeft, Fumiko, & Wang, Cheng. (2019). Intergenerational transmission in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 413–438). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.019
  • Hoekstra, W. (1979). Electronic paperwork processing in the office of the future. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 473–478). New York; London: Plenum Press.
  • Hoeman, H. W., Andrews, E. C., Florian, V. A., Hoeman, S. A., & Jensema, C. (1976). The spelling proficiency of deaf children. American Annals of the Deaf, 121, 489–493. Cited by3
    • Aaron, P. G., Keetay, V., Boyd, M., Palmatier, S., & Wacks, J. (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10(1), 1–22.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Hoffmann, K. (1976). Zur altpersischen Schrift. In Aufsätze zur Indoiranistik 2 (pp. 620–645). Wiesbaden, Reichert. Cited by5
    • Daniels, Peter T. (2017a). The writing systems of Indo-European. In Jared Klein, Brian Joseph, & Matthias Fritz (Eds.) in cooperation with Mark Wenthe, Handbook of comparative and historical Indo-European linguistics (Handbooks of Linguistics and Communication Science 41.1) (pp. 26–61). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110261288-00
    • Fear, Douglas. (2015). utā pavastāyā utā carmā grftam āha—Written on clay and parchment: Old Persian writing and allography in Iranian. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 73–92). Berlin; Boston: Walter de Gruyter.
    • Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
    • Salomon, Richard G. (2000). Typological observations on the Indic script group and its relationship to other alphasyllabaries [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj. B. Kachu]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 87–103.
    • Testen, David D. (1996). Old Persian cuneiform. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 134–137). New York; Oxford: Oxford University Press.
  • Hofling, Charles Andrew. (2000). Mayan texts, scribal practices, language varieties, language contacts, and speech communities: Commentary on papers by Macri, Vail, and Bricker [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 117–122. Cited by1
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
  • Hoftijzer, J., & van der Kooij, G. (1976). Aramaic texts from Deir ʿAlla (DMOA 19). Leiden; Boston: Brill. Cited by5
    • Aufrecht, Walter E. (2014). Prolegomenon to the study of Old Aramaic and Ammonite Lapidary inscriptions. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 100–106). Winona Lake, IN: Eisenbrauns.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Lemarie, André. (2015). Levantine literacy ca. 1000–750 BCE. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 11–45). Atlanta, GA: SBL Press.
    • Rollston, Christopher A. (2014c). Northwest Semitic cursive scripts of Iron II. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 202–234). Winona Lake, IN: Eisenbrauns.
    • Schmidt, Brian B. (2015b). Memorializing conflict: Toward an Iron Age “shadow” history of Israel's earliest literature. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 103–132). Atlanta, GA: SBL Press.
  • Hogaboam, T. W., & Perfetti, C. A. (1978). Reading skill and the role of verbal experience in decoding. Journal of Educational Psychology, 70(5), 717–729. Cited by11
    • Barron, Roderick W. (1981). Reading skill and reading strategies. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 299–327). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Katz, Leonard, & Feldman, Laurie B. (1981). Linguistic coding in word recognition: Comparisons between a deep and a shallow orthography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 85–106). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Lesgold, Alan M., & Curtis, Mary E. (1981). Learning to read words efficiently. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 329–360). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Lesgold, Alan M., & Perfetti, Charles A. (1981). Interactive processes in reading: Where do we stand? In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 387–407). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • Nelson, Jessica R., Balass, Michal, & Perfetti, Charles A. (2005). Differences between written and spoken input in learning new words [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 101–120.
    • Perfetti, Charles A., & Roth, Steven F. (1981). Some of the interactive processes in reading and their role in reading skill. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 269–297). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Share, David L., & Shalev, Carmit. (2004). Self-teaching in normal and disabled readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 769–800.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
  • Hogan, T. P., Catts, H. W., & Little, T. D. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in Schools, 36, 285–293. Cited by3
    • Jarmulowicz, Linda, Hay, Sarah E., Taran, Valentina L., & Ethington, Corinna A. (2008). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, 21(3), 275–297. https://doi.org/10.1007/s11145-007-9073-y
    • Moats, Louisa. (2009). Knowledge foundations for teaching reading and spelling [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 379–399. https://doi.org/10.1007/s11145-009-9162-1
    • Pierce, Margaret E., Katzir, Tami, Wolf, Maryanne, & Noam, Gil G. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing, 20(9), 885–907. https://doi.org/10.1007/s11145-007-9058-x
  • Hohenstein, S., Laubrock, J., & Kliegl, R. (2010). Semantic preview benefit in eye movements during reading: A parafoveal fast-priming study. Journal of Experimental Psychology: Learning, Memory and Cognition, 36, 1150–1170. Cited by5
    • Cutter, Michael G., Drieghe, Denis, & Liversedge, Simon P. (2015). How is information integrated across fixations in reading? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 245–260). New York: Oxford University Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Reingold, Eyal M., Sheridan, Heather, & Reichle, Erik D. (2015). Direct lexical and nonlexical control of fixation duration in reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 261–276). New York: Oxford University Press.
    • Schotter, Elizabeth R., & Rayner, Keith. (2012). Eye movements and word recognition during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 73–101). London: Psychology Press.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Hohn, W. E., & Ehri, L. C. (1983). Do alphabet letters help prereaders acquire phonemic segmentation skill? Journal of Educational Psychology, 75(5), 752–762. Cited by11
    • Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
    • Hintikka, Sini, Aro, Mikko, & Lyytinen, Heikki. (2005). Computerized training of the correspondences between phonological and orthographic units [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 155–178.
    • Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
    • Kerstholt, Mariëtte, van Bon, Wim H. J., & Schreuder, Rob. (1997). Using visual support in preschool phonemic segmentation training. Reading and Writing: An Interdisciplinary Journal, 9(4), 265–283.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Scheerer-Neumann, Gerheid. (1996a). Der Erwerb der basalen Lese- und Schreibfertigkeiten [The acquisition of basic reading and writing skills]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1153–1169). Berlin; New York: De Gruyter.
    • Scheerer-Neumann, Gerheid. (1996b). Störungen des Erwerbs der Schriftlichkeit bei alphabetischen Schriftsystemen [Disorders in written language acquisition]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1329–1351). Berlin; New York: De Gruyter.
    • Sénéchal, Monique, Ouellette, Gene, Pagan, Stephanie, & Lever, Rosemary. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25(4), 917–934. https://doi.org/10.1007/s11145-011-9310-2
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
    • Vernon, Sofía A., Calderón, Gabriela, & Castro, Luis. (2004). The relationship between phonological awareness and writing in Spanish-speaking kindergartners [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 101–118.
  • Hohnen, B., & Stevenson, J. (1999). The structure of genetic influences on general cognitive, language, phonological, and reading abilities. Developmental Psychology, 35(2), 590–603. Cited by6
    • Barr, Cathy L., & Couto, Jillian M. (2008). Molecular genetics of reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 255–281). New York; London. Lawrence Erlbaum Associates.
    • Botting, N., Simkin, Z., & Conti-Ramsden, G. (2006). Associated reading skills in children with a history of Specific Language Impairment (SLI) [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 77–98. https://doi.org/10.1007/s11145-005-4322-4
    • Harlaar, Nicole, Dale, Philip S., & Plomin, Robert. (2005). Telephone testing and teacher assessment of reading skills in 7-year-olds: II. Strong genetic overlap. Reading and Writing, 18(5), 401–423. https://doi.org/10.1007/s11145-005-0271-1
    • Petrill, Stephen A., Deater-Deckard, Kirby, Thompson, Lee Ann, Schatschneider, Chris, Dethorne, Laura S., & Vendenbergh, David J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 127–146. https://doi.org/10.1007/s11145-006-9021-2
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Høien, T., & Lundberg, I. (1988). Stages of word recognition in early reading development. Scandinavian Journal of Educational Research, 32, 163–182. Cited by5
    • Bråten, Ivar, Lie, Alfred, Andreassen, Rune, & Olaussen, Bodil S. (1999). Leisure time reading and orthographic processes in word recognition among Norwegian third- and fourth-grade students. Reading and Writing: An Interdisciplinary Journal, 11(1), 65–88.
    • Harris, Margaret, & Gianouli, Vicky. (1999). Learning to read and spell in Greek: the importance of letter knowledge and morphological awareness. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 51–70). Cambridge: Cambridge University Press.
    • Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
    • Svensson, Idor, Lundberg, Ingvar, & Jacobson, Christer. (2003). The nature of reading difficulties among inmates in juvenile institutions. Reading and Writing: An Interdisciplinary Journal, 16(7), 667–691.
    • Wade-Woolley, Lesly, & Siegel, Linda S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 387–406.
  • Høien, T., & Lundberg, I. (1989). A strategy for assessing problems in word recognition among dyslexics. Scandinavian Journal of Educational Research, 33, 185–201. Cited by3
    • Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
    • Lervåg, Arne, & Bråten, Ivar. (2002). Effects of memory load on word recognition: Are there dual-routers in Norway? Reading and Writing: An Interdisciplinary Journal, 15(3/4), 233–259.
    • Samuelsson, Stefan, Finnström, Orvar, Leijon, Ingemar, & Mård, Selina. (2000). Phonological and surface profiles of reading difficulties among very low birth weight children: Converging evidence for the developmental lag hypothesis. Scientific Studies of Reading, 4(3), 197–217.
  • Høien, T., & Lundberg, I. (1997). Dysleksi [Dyslexia]. Oslo: Gyldendal. Cited by3
    • Lervåg, Arne, & Bråten, Ivar. (2002). Effects of memory load on word recognition: Are there dual-routers in Norway? Reading and Writing: An Interdisciplinary Journal, 15(3/4), 233–259.
    • Miller-Guron, Louise, & Lundberg, Ingvar. (2000). Dyslexia and second language reading: A second bite at the apple? Reading and Writing: An Interdisciplinary Journal, 12(1/2), 41–61.
    • Søvik, Nils, Arntzen, Oddvar, & Sanuelstuen, Marit. (2000). Eye-movement parameters and reading speed: A study of oral and silent reading performances of twelve-year-old children. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 237–255.
  • Høien, T., & Lundberg, I. (2000). Dyslexia: From theory to intervention. Dordrecht, The Netherlands: Kluwer Academic Publishers. Cited by4
    • Engen, Liv, & Høien, Torleiv. (2002). Phonological skills and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 613–631.
    • Svensson, Idor, Lundberg, Ingvar, & Jacobson, Christer. (2003). The nature of reading difficulties among inmates in juvenile institutions. Reading and Writing: An Interdisciplinary Journal, 16(7), 667–691.
    • Tsesmeli, Styliani N., & Seymour, Philip H. K. (2006). Derivational morphology and spelling in dyslexia. Reading and Writing, 19(6), 587–625. https://doi.org/10.1007/s11145-006-9011-4
    • Wolff, Ulrika. (2010). Subgrouping of readers based on performance measures: A latent profile analysis. Reading and Writing, 23(2), 209–238. https://doi.org/10.1007/s11145-008-9160-8
  • Høien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7, 171–188. Cited by32
    • Aidinis, Athanasios, & Nunes, Terezinha. (2001). The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 145–177.
    • Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Blachman, Benita A., Tangel, Darlene M., Ball, Eileen Wynne, Black, Rochella, & McGraw, Colleen K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11(3), 239–273. https://doi.org/10.1023/A:1008050403932
    • Cunningham, Anne E., Perry, Kathryn E., & Stanovich, Keith E. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 549–568. https://doi.org/10.1023/A:1011100226798
    • Dahlgren Sandberg, Annika. (1998). Reading and spelling among nonvocal children with cerebral palsy: Influence of home and school literacy environment. Reading and Writing: An Interdisciplinary Journal, 10(1), 23–50.
    • Dahlgren Sandberg, Annika, & Hjelmquist, Erland. (1997). Language and literacy in nonvocal children with cerebral palsy. Reading and Writing: An Interdisciplinary Journal, 9(2), 107–133.
    • Danielsson, Kristina. (2001). Beginning readers' sensitivity to different linguistic levels: An error and correction analysis at the lexical, syntactic, and semantic levels. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 395–421.
    • Engen, Liv, & Høien, Torleiv. (2002). Phonological skills and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 613–631.
    • González, Juan E. Jiménez. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9(1), 23–40.
    • Goswami, Usha. (1999c). The relationship between phonological awareness and orthographic representation in different orthographies. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 134–156). Cambridge: Cambridge University Press.
    • Goswami, Usha. (2006). Orthography, phonology, and reading development: A cross-linguistics perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 463–480). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Goswami, Usha. (2008). Phonological representations for reading acquisition across languages. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 65–84). New York; London. Lawrence Erlbaum Associates.
    • Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
    • Goswami, Usha. (2010). A psycholinguistic grain size view of reading acquisition across languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 23–42). Hove; New York. Psychology Press.
    • Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Kim, Young-Suk. (2009b). The foundation of literacy skills in Korean: The relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills. Reading and Writing, 22(8), 907–931. https://doi.org/10.1007/s11145-008-9131-0
    • Leong, Che Kan, Cheng, Pui Wan, & Tan, Li Hai. (2005). The role of sensitivity to rhymes, phonemes and tones in reading English and Chinese pseudowords. Reading and Writing, 18(1), 1–26. https://doi.org/10.1007/s11145-004-3357-2
    • Lundberg, Ingvar. (1999). Learning to read in Scandinavia. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 157–172). Cambridge: Cambridge University Press.
    • Lyster, Solveig-Alma Halaas. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 261–294. https://doi.org/10.1023/A:1015272516220
    • 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.
    • Müller, Kurt, & Brady, Susan. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 757–799.
    • Muter, Valerie, & Snowling, Margaret. (1997). Grammar and phonology predict spelling in middle childhood [Special issue: Spelling, editied by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 407–425.
    • Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • 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
    • Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Tammelin-Laine, Taina, & Martin, Maisa. (2015). The simultaneous development of receptive skills in an orthographically transparent second language. [Special issue: Adolescents and adults who develop literacy for the first time in L2, edited by Martha Young-Scholten]. Writing Systems Research, 7(1), 39–57. https://doi.org/10.1080/17586801.2014.943148
    • Tractenberg, Rochelle E. (2001). Exploring a new silent test of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 195–228.
    • Walker, Joanne, & Hauerwas, Laura Boynton. (2006). Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs. Reading and Writing, 19(8), 819–843. https://doi.org/10.1007/s11145-006-9006-1
    • Wauters, Loes N., Van Bon, Wim H. J., & Tellings, Agnes E. J. M. (2006). Reading comprehension of Dutch deaf children [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 49–76. https://doi.org/10.1007/s11145-004-5894-0
    • Zaretsky, Elena, Kraljevic, Jelena Kuvac, Core, Cynthia, & Lencek, Mirjana. (2009). Literacy predictors and early reading and spelling skills as a factor of orthography: Cross-linguistic evidence. Written Language & Literacy, 12(1), 52–81. https://doi.org/10.1075/wll.12.1.03zar
  • Høigilt, Jacob. (2017). Dialect with an attitude: Language and criticism in New Egyptian print media. In Jacob Høigilt & Gunvor Mejdell (Eds.), The politics of written language in the Arab world: Writing change (Studies in Semitic Languages and Linguistics 90) (pp. 166–189). Leiden; Boston: Brill.
  • Høigilt, Jacob, & Mejdell, Gunvor. (2017). Introduction. In Jacob Høigilt & Gunvor Mejdell (Eds.), The politics of written language in the Arab world: Writing change (Studies in Semitic Languages and Linguistics 90) (pp. 1–17). Leiden; Boston: Brill.
  • Høigilt, Jacob, & Mejdell, Gunvor (Eds.). (2017). The politics of written language in the Arab world: Writing change (Studies in Semitic Languages and Linguistics 90). Leiden; Boston: Brill.
  • Hoitz, Larissa. (2010). Das Spiel als Lernmittel im Deutschunterricht. Theorie, Praxis und Empirie am Beispiel eines Rechtschreib- und Lesespiels. In Ursula Bredel, Astrid Müller, & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 203–215). Berlin; New York: Walter de Gruyter.
  • Holdaway, D. (1979). The foundations of literacy. Portsmouth, NH: Heineman. Cited by4
    • Dehn, Mechthild, & Sjölin, Amelie. (1996). Frühes Lesen und Schreiben [Early reading and writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1141–1153). Berlin; New York: De Gruyter.
    • Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Morris, Darrell. (1992). Concept of word: A pivotal understanding in the learning-to-read process. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 53–77). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Uhry, Joanna K. (1999). Invented spelling in kindergarten: The relationship with finger-point reading. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 441–464.
  • Holden, M. H., & MacGinitie, W. (1972). Children's conceptions of word boundaries in speech and print. Journal of Educational Psychology, 63(6), 551–557. Cited by9
    • Ehri, Linnea C. (2015). How children learn to read words. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 293–310). New York: Oxford University Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Morris, Darrell. (1992). Concept of word: A pivotal understanding in the learning-to-read process. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 53–77). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Scribner, Sylvia, & Cole, Michael. (1981). The psychology of literacy. Cambridge, MA; London: Harvard University Press.
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Veldhuis, Dorina, & Kurvers, Jeanne. (2012). Offline segmentation and online language processing units: The influence of literacy [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 165–184. https://doi.org/10.1075/wll.15.2.03vel
  • Holender, D. (1986). Semantic activation without conscious identification in dichotic listening, parafoveal vision, and visual masking: A survey and appraisal. Behavioral and Brain Sciences, 9, 1–66. Cited by5
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • 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
    • Smith, Philip T. (1996). Research methods in the psychology of reading. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 932–942). Berlin; New York: De Gruyter.
    • Taylor, M. Martin. (1988). The bilateral cooperative model of reading. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 322–361). Berlin; Heidelberg: Springer.
  • Holenstein, Elmar. (1983). Double articulation in writing. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 45–62). Berlin; New York; Amsterdam: Mouton Publishers. Cited by4
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Ehlich, Konrad. (1983). Development of writing as social problem solving. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 99–129). Berlin; New York; Amsterdam: Mouton Publishers.
    • Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
    • Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
  • Holes, C. (1995). Modern Arabic: Structures, functions and varieties. London: Longman. [2004, Revised edition, Washington, DC: Georgetown University Press] Cited by6
    • Elbeheri, Gad, & Everatt, John. (2007). Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic. Reading and Writing, 20(3), 273–294. https://doi.org/10.1007/s11145-006-9031-0
    • 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.
    • Laks, Lior, & Berman, Ruth A. (2014). A new look at diglossia: Modality-driven distinctions between spoken and written narratives in Jordanian Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 241–254). Dordrecht: Springer.
    • Ratcliffe, Robert R. (2001). What do “phonemic” writing systems represent?: Arabic huruuf, Japanese kana, and the moraic principle. Written Language & Literacy, 4(1), 1–14.
    • Ravid, Dorit, & Schiff, Rachel. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing, 19(8), 789–818. https://doi.org/10.1007/s11145-006-9004-3
    • Wagner, Esther-Miriam. (2013). Challenges of multiglossia: Scribes and the emergence of substandard Judaeo-Arabic registers. In Esther-Miriam Wagner, Ben Outhwaite, & Bettina Beinhoff (Eds.), Scribes as agents of language change (Studies in Language Change 10) (pp. 261–275). Boston; Berlin: De Gruyter.
  • Holes, C. (2004). Modern Arabic: Structures, functions and varieties (Revised edition). Washington, DC: Georgetown University Press. [1995, First edition, London: Longman] Cited by7
    • 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.
    • Laks, Lior, & Berman, Ruth A. (2014). A new look at diglossia: Modality-driven distinctions between spoken and written narratives in Jordanian Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 241–254). Dordrecht: 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.
    • Rosenhouse, Judith. (2014). Literacy acquisition and diglossia: Textbooks in Israeli Arabic-speaking schools. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 255–278). Dordrecht: Springer.
    • Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
    • 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.
    • Saiegh-Haddad, Elinor, & Henkin-Roitfarbm Roni. (2014). The structure of Arabic language and orthography. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 3–28). Dordrecht: Springer.
  • Holisky, Dee Ann. (1996). The Georgian alphabet. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 364–369). New York; Oxford: Oxford University Press. Cited by4
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
  • Holle, K. F. (1999). Table of old and new Indic alphabets: Contribution to the paleography of the Dutch Indies [Translated by Carol Molony & Henk Pechler]. Written Language & Literacy, 2(2), 167–246. https://doi.org/10.1075/wll.2.2.02hol [1877−1883, Dutch original] Cited by5
    • Bright, William. (2003). How written symbols change: Toward a historical grammatology. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 1–8). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
    • Daniels, Peter T. (2017a). The writing systems of Indo-European. In Jared Klein, Brian Joseph, & Matthias Fritz (Eds.) in cooperation with Mark Wenthe, Handbook of comparative and historical Indo-European linguistics (Handbooks of Linguistics and Communication Science 41.1) (pp. 26–61). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110261288-00
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Daniels, Peter T. (2019). Indic scripts: History, typology, study. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 11–42). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_2
    • Miller, Christopher Ray. (2014). Devanagari's descendants in North and South India, Indonesia and the Philippines [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 10–24. https://doi.org/10.1080/17586801.2013.857288
  • Holligan, C., & Johnston, R. S. (1988). The use of phonological information by good and poor readers in memory and reading tasks. Memory & Cognition, 16, 522–532. Cited by13
    • 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
    • Barbosa, Thais, Miranda, Monica Carolina, Santos, Ruth F., & Bueno, Orlando Francisco A. (2009). Phonological working memory, phonological awareness and language in literacy difficulties in Brazilian children. Reading and Writing, 22(2), 201–218. https://doi.org/10.1007/s11145-007-9109-3
    • Cain, Kate, Oakhill, Jane, & Bryant, Peter. (2000b). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 31–56. https://doi.org/10.1023/A:1008051414854
    • Duncan, Lynne G., & Johnson, Rhona S. (1999). How does phonological awareness relate to nonword reading skill amongst poor readers? Reading and Writing: An Interdisciplinary Journal, 11(5/6), 405–439.
    • Goswami, Usha. (1999c). The relationship between phonological awareness and orthographic representation in different orthographies. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 134–156). Cambridge: Cambridge University Press.
    • Gottardo, Alexandra, Chiappe, Penny, Siegel, Linda S., & Stanovich, Keith E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 465–487.
    • Gupta, Ashum. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 79–99. https://doi.org/10.1023/B:READ.0000013823.56357.8b
    • Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
    • McDougall, Siné J. P., & Donohoe, Rachael. (2002). Reading ability and memory span: Long-term memory contributions to span for good and poor readers. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 359–387.
    • Schiff, Rachel. (2003). The effects of morphology and word length on the reading of Hebrew nominals. Reading and Writing: An Interdisciplinary Journal, 16(4), 263–287.
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Thompson, G. Brian, & Johnston, Rhona S. (2000). Are nonword and other phonological deficits indicative of a failed reading process? Reading and Writing: An Interdisciplinary Journal, 12(1/2), 63–97.
  • Holligan, C., & Johnston, R. S. (1991). Spelling errors and phonemic segmentation ability: The nature of the relationship. Journal of Research in Reading, 14, 21–32. Cited by7
    • Allyn, Frances A., & Burt, Jennifer S. (1998). Pinch my wig or winch my pig: Spelling, spoonerisms and other language skills. Reading and Writing: An Interdisciplinary Journal, 10(1), 51–74.
    • Connelly, Vincent, Johnston, Rhona, & Thompson, G. Brian. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 423–457.
    • Duncan, Lynne G., & Johnson, Rhona S. (1999). How does phonological awareness relate to nonword reading skill amongst poor readers? Reading and Writing: An Interdisciplinary Journal, 11(5/6), 405–439.
    • Kay, Janice. (1996). Psychological aspects of spelling. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1074–1094). Berlin; New York: De Gruyter.
    • Kroese, Judith M., Hynd, George W., Knight, Deborah F., Hiemenz, Jennifer R., & Hall, Josh. (2000). Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 105–131.
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
    • Thompson, G. Brian, & Johnston, Rhona S. (2000). Are nonword and other phonological deficits indicative of a failed reading process? Reading and Writing: An Interdisciplinary Journal, 12(1/2), 63–97.
  • Holm, A., & Dodd, B. (1996). The effect of first written language on the acquisition of English literacy. Cognition, 59, 119–147. https://doi.org/10.1111/1467-9817.00078 Cited by21
    • Akamatsu, Nobuhiko. (2005). Effects of second language reading proficiency and first language orthography on second language word recognition. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 238–259). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Akamatsu, Nobuhiko. (2006). Literacy acquisition in Japanese-English bilinguals. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 481–496). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
    • Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19(8), 873–905. https://doi.org/10.1007/s11145-006-9014-1
    • Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
    • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
    • Jackson, Nancy Ewald, Chen, Huanwen, Goldsberry, Lonie, Kim, Ahyoung, & Vanderwerff, Carla. (1999). Effects of variations in orthographic information on Asian and American readers' English text reading [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 345–379.
    • Joshi, R. Malatesha, Høien, Torleiv, Feng, Xiwu, Chengappa, Rajni, & Boulware-Gooden, Regina. (2006). Learning to spell by ear any by eye: A cross-linguistic comparison. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 569–577). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Kumar, Uttam, Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, Joshi, R. Malatesha, & Singh, Nandini C. (2010). Reading different orthographies: An fMRI study of phrase reading in Hindi–English bilinguals. Reading and Writing, 23(2), 239–255. https://doi.org/10.1007/s11145-009-9176-8
    • Lau, Lily H.-S., & Rickard Liow, Susan J. (2005). Phonological awareness and spelling skill development in bilingual biscriptal children. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (357–371). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Leong, Che-Kan. (2002c). Segmental analysis and reading in Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 227–245). Hong Kong: Hong Kong University Press.
    • Leong, Che Kan, Cheng, Pui Wan, & Tan, Li Hai. (2005). The role of sensitivity to rhymes, phonemes and tones in reading English and Chinese pseudowords. Reading and Writing, 18(1), 1–26. https://doi.org/10.1007/s11145-004-3357-2
    • Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
    • Rickard Liow, Susan. (1999). Reading skill development in bilingual Singaporean children. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 196–213). Cambridge: Cambridge University Press.
    • Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
    • Zhang, Juan, & McBride-Chang, Catherine. (2011). Diversity in Chinese literacy acquisition [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 87–102. https://doi.org/10.1093/wsr/wsr011
  • Holmes, Ruth Bradley, & Sharp Smith, Betty. (1977). Beginning Cherokee (Second edition). Norman, OK: University of Oklahoma Press. Cited by7
    • Chrisomalis, Stephen. (2017). Re-evaluating merit: Multiple overlapping factors explain the evolution of numerical notations. Writing Systems Research, 9(1), 1–13. https://doi.org/10.1080/17586801.2016.1227688
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Gnanadesikan, Amalia E. (2011). Syllables and syllabaries: What writing systems tell us about syllable structure. In Charles Cairns & Eric Raimy (Eds.), Handbook of the syllable (Brill's Handbooks in Linguistics 1) (pp. 395–414). Leiden: Brill. https://doi.org/10.1163/ej.9789004187405.i-464.118
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Scancarelli, Janine. (1992). Aspiration and Cherokee orthographies. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 135–152). Amsterdam, Philadelphia: John Benjamins.
    • The Unicode Consortium. (1991). The Unicode Standard: Version 1.0. Reading, MA: Addison-Wesley. [1996, Version 2.0; 2003, Version, 4.0.0; 2005, Version 5.0; 2011, Version 6.0.0; 2016, Version 9.0.0; 2018, Version 11.0.0]
  • Holmes, V. M. (2012). Adult word recognition and visual sequential memory. Reading and Writing, 25(1), 23–44. https://doi.org/10.1007/s11145-010-9245-z
  • Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5 Cited by4
    • Angelelli, Paola, Marinelli, Chiara Valeria, & Zoccolotti, Pierluigi. (2010). Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic-dysgraphic and normal children. Cognitive Neuropsychology, 27(4), 305–333. https://doi.org/10.1080/02643294.2010.543539
    • Deacon, S. Hélène, & Dhooge, Sarah. (2010). Developmental stability and changes in the impact of root consistency on children's spelling. Reading and Writing, 23(9), 1055–1069. https://doi.org/10.1007/s11145-009-9195-5
    • Rahbari, Noriyeh, & Sénéchal, Monique. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing, 22(5), 511–530. https://doi.org/10.1007/s11145-008-9122-1
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
  • Holmes, V. M., & Carruthers, J. (1998). The relation between reading and spelling in skilled adult readers. Journal of Memory and Language, 39, 264–289. Cited by10
    • 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
    • Angelelli, Paola, Marinelli, Chiara Valeria, & Zoccolotti, Pierluigi. (2010). Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic-dysgraphic and normal children. Cognitive Neuropsychology, 27(4), 305–333. https://doi.org/10.1080/02643294.2010.543539
    • Bosse, Marie-Line. (2015). Learning to read and spell: How children acquire word orthographic knowledge. Child Development Perspectives, 9(4), 222–226. https://doi.org/10.1111/cdep.12133
    • Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
    • Holmes, Virginia M., & Malone, N. (2004). Adult spelling strategies. Reading and Writing: An Interdisciplinary Journal, 17(6), 537–566.
    • Kwong, Tru E., Desjarlais, Malinda, & Duffy, Megan L. (2015). Aer yuo looking cloesly? Even good spellers are impacted by partial cue reading. Written Language & Literacy, 18(1), 82–103. https://doi.org/10.1075/wll.18.1.04kwo
    • Rahbari, Noriyeh, & Sénéchal, Monique. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing, 22(5), 511–530. https://doi.org/10.1007/s11145-008-9122-1
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Winskel, Heather. (2009). Reading in Thai: The case of misaligned vowels. Reading and Writing, 22(1), 1–24. https://doi.org/10.1007/s11145-007-9100-z
    • Winskel, Heather, & Iemwanthong, Kanyarat. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021–1053. https://doi.org/10.1007/s11145-009-9194-6
  • Holmes, V. M., & Castles, A. E. (2001). Unexpectedly poor spelling in university students. Scientific Studies of Reading, 5(4), 319–350. Cited by8
    • Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
    • Holmes, Virginia M., & Malone, N. (2004). Adult spelling strategies. Reading and Writing: An Interdisciplinary Journal, 17(6), 537–566.
    • Juul, Holger, & Elbro, Carsten. (2004). The links between grammar and spelling: A cognitive hurdle in deep orthographies? Reading and Writing: An Interdisciplinary Journal, 17(9), 915–942.
    • Kwong, Tru E., Desjarlais, Malinda, & Duffy, Megan L. (2015). Aer yuo looking cloesly? Even good spellers are impacted by partial cue reading. Written Language & Literacy, 18(1), 82–103. https://doi.org/10.1075/wll.18.1.04kwo
    • Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
    • 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.
    • Roncoli, Silvia, & Masterson, Jackie. (2016). ‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study. Writing Systems Research, 8(2), 143–166. https://doi.org/10.1080/17586801.2016.1159539
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Holmes, Virginia M., & Malone, N. (2004). Adult spelling strategies. Reading and Writing: An Interdisciplinary Journal, 17(6), 537–566. Cited by3
    • 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
    • Hilte, Maartje, Bos, Mieke, & Reitsma, Pieter. (2005). Effects of spelling pronunciations during spelling practice in Dutch [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 137–153.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
  • Holmes, V. M., & Ng, E. (1993). Word-specific knowledge, word-recognition strategies, and spelling ability. Journal of Memory and Language, 32, 230–257. Cited by11
    • Abrams, Lise, Trunk, Dunja L., & White, Katherine K. (2008). Visual and auditory priming influences the production of low-frequency spellings. Reading and Writing, 21(7), 745–762. https://doi.org/10.1007/s11145-007-9090-x
    • Allyn, Frances A., & Burt, Jennifer S. (1998). Pinch my wig or winch my pig: Spelling, spoonerisms and other language skills. Reading and Writing: An Interdisciplinary Journal, 10(1), 51–74.
    • Burt, Jennifer S., & Fury, Mary B. (2000). Spelling in adults: The role of reading skills and experience. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 1–30.
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • Dixon, Maureen, & Kaminska, Zofia. (1997). Is it misspelled or is it mispelled? The influence of fresh orthographic information on spelling [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 483–498.
    • Hilte, Maartje, Bos, Mieke, & Reitsma, Pieter. (2005). Effects of spelling pronunciations during spelling practice in Dutch [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 137–153.
    • Holmes, Virginia M., & Malone, N. (2004). Adult spelling strategies. Reading and Writing: An Interdisciplinary Journal, 17(6), 537–566.
    • Kwong, Tru E., Desjarlais, Malinda, & Duffy, Megan L. (2015). Aer yuo looking cloesly? Even good spellers are impacted by partial cue reading. Written Language & Literacy, 18(1), 82–103. https://doi.org/10.1075/wll.18.1.04kwo
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Neef, Martin. (2013). [Book review: Katja Siekmann, (2011), Der Zusammenhang von Lesen und (Recht-)Schreiben [The connection between reading and spelling/writing]]. Written Language & Literacy, 16(2), 285–287. https://doi.org/10.1075/wll.16.2.09nee
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Holopainen, L., Ahonen, T., & Lyytinen, H. (2001). Predicting delay in reading achievement in a highly transparent language. Journal of Learning Disabilities, 34, 401–413. Cited by13
    • Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Aro, Mikko. (2017). Learning to read Finnish. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 416-436). Cambridge: Cambridge University Press.
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
    • Hintikka, Sini, Aro, Mikko, & Lyytinen, Heikki. (2005). Computerized training of the correspondences between phonological and orthographic units [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 155–178.
    • Hirvonen, Riikka, Georgiou, George K., Lerkkanen, Marja-Kristiina, Aunola, Kaisa, & Nurmi, Jari-Erik. (2010). Task-focused behaviour and literacy development: A reciprocal relationship. Journal of Research in Reading, 33(3), 302–319. https://doi.org/10.1111/j.1467-9817.2009.01415.x
    • Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
    • Kim, Young-Suk, & Pallante, Daniel. (2012). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing, 25(1), 1–22. https://doi.org/10.1007/s11145-010-9244-0
    • Lehtonen, Annukka, & Bryant, Peter. (2004). Length awareness predicts spelling skills in Finnish. Reading and Writing: An Interdisciplinary Journal, 17(9), 875–890. https://doi.org/10.1007/s11145-004-2802-6
    • Lyytinen, Heikki, Aro, Mikko, Holopainen, Leena, Leiwo, Matti, Lyytinen, Paula, & Tolvanen, Asko. (2006). Children's language development and reading acquisition in a highly transparent orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 47–62). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Lyytinen, Heikki, Richardson, Ulla, & Aro, Mikko. (2019). Developmental dyslexia in Finnish. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 118–132). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.006
    • 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
    • Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
  • Holopainen, Leena, Ahonen, Timo, Tolvanen, Asko, & Lyytinen, Heikki. (2000). Two alternative ways to model the relation between reading accuracy and phonological awareness at preschool age. Scientific Studies of Reading, 4(2), 77–100. Cited by3
    • Aro, Mikko. (2017). Learning to read Finnish. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 416-436). Cambridge: Cambridge University Press.
    • Lyytinen, Heikki, Aro, Mikko, Holopainen, Leena, Leiwo, Matti, Lyytinen, Paula, & Tolvanen, Asko. (2006). Children's language development and reading acquisition in a highly transparent orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 47–62). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Manolitsis, George, & Tafa, Eufimia. (2011). Letter-name letter-sound and phonological awareness: Evidence from Greek-speaking kindergarten children. Reading and Writing, 24(1), 27–53. doi10.1007/s11145-009-9200-z
  • Homer, Bruce D. (2009). Literacy and metalinguistic development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 487–500). Cambridge: Cambridge University Press. Cited by4
    • Kurvers, Jeanne. (2015). Emerging literacy in adult second-language learners: A synthesis of research findings in the Netherlands [Special issue: Adolescents and adults who develop literacy for the first time in L2, edited by Martha Young-Scholten]. Writing Systems Research, 7(1), 58–78. https://doi.org/10.1080/17586801.2014.943149
    • Olson, David R. (2009b). Literacy, literacy policy, and the school. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 566–576). Cambridge: Cambridge University Press.
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Veldhuis, Dorina, & Kurvers, Jeanne. (2012). Offline segmentation and online language processing units: The influence of literacy [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 165–184. https://doi.org/10.1075/wll.15.2.03vel
  • Homer, Bruce D., & Olson, David R. (1999). Literacy and children's conception of words. Written Language & Literacy, 2(1), 113–140. https://doi.org/10.1075/wll.2.1.07hom Cited by13
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Hertz-Lazarowitz, Rachel. (2004). Storybook writing in first grade. Reading and Writing: An Interdisciplinary Journal, 17(3), 267–299.
    • Homer, Bruce D. (2009). Literacy and metalinguistic development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 487–500). Cambridge: Cambridge University Press.
    • Kurvers, Jeanne. (2015). Emerging literacy in adult second-language learners: A synthesis of research findings in the Netherlands [Special issue: Adolescents and adults who develop literacy for the first time in L2, edited by Martha Young-Scholten]. Writing Systems Research, 7(1), 58–78. https://doi.org/10.1080/17586801.2014.943149
    • Kurvers, Jeanne, Van Hout, Roeland, & Vallen, Ton. (2009). Print awareness of adult illiterates: A comparison with young pre-readers and low-educated adult readers. Reading and Writing, 22(8), 863–887. https://doi.org/10.1007/s11145-008-9129-7
    • Olson, David R. (2009a). A theory of reading/writing: From literacy to literature. Writing Systems Research, 1(1), 51–64. https://doi.org/10.1093/wsr/wsp005
    • Olson, David R. (2009c). Why literacy matters, then and now. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 385–403). Oxford: Oxford University Press.
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Olson, David R., & Oatley, Keith. (2014). The quotation theory of writing. Written Communication, 31(1), 4–26. https://doi.org/10.1177/0741088313515164
    • Ramachandra, Vijayachandra, & Karanth, Prathibha. (2007). The role of literacy in the conceptualization of words: Data from Kannada-speaking children and non-literate adults. Reading and Writing, 20(3), 173–199. https://doi.org/10.1007/s11145-006-9000-7
    • 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
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Veldhuis, Dorina, & Kurvers, Jeanne. (2012). Offline segmentation and online language processing units: The influence of literacy [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 165–184. https://doi.org/10.1075/wll.15.2.03vel
  • Honda, Keisuke. (2007). Kana digraphs and morae: A structural analysis. Written Language & Literacy, 10(1), 65–82.
  • Honda, Keisuke. (2009). Homographic kanji, their ambiguity and the effectiveness of okurigana as a device for disambiguation [Special issue: Writing systems and linguistic structure, edited by Sang-Oak Lee]. Written Language & Literacy, 12(2), 213–236. https://doi.org/10.1075/wll.12.2.06hon Cited by3
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • Robertson, Wes. (2015). Orthography, foreigners, and fluency: Indexicality and script selection in Japanese manga. Japanese Studies, 35(2), 205–222. https://doi.org/10.1080/10371397.2015.1080594
    • Robertson, Wesley C. (2020). Scripting Japan: Orthography, variation, and the creation of meaning in written Japanese (Routledge Studies in Sociolinguistics). London; New York: Routledge. https://doi.org/10.4324/9780429331008
  • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan. Cited by2
    • Honda, Keisuke. (2019). What do kanji graphs represent in the current Japanese writing system? Towards a unified model of kanji as written signs. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 185–208). Brest: Fluxus Editions. http://www.fluxus-editions.fr/gla1-hond.pdf
    • Honda, Keisuke. (2021). A modular theoretic approach to the Japanese writing system: Possibilities and challenges. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 621–643). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hond
  • Honda, Keisuke. (2019). What do kanji graphs represent in the current Japanese writing system? Towards a unified model of kanji as written signs. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 185–208). Brest: Fluxus Editions. http://www.fluxus-editions.fr/gla1-hond.pdf Cited by1
    • Honda, Keisuke. (2021). A modular theoretic approach to the Japanese writing system: Possibilities and challenges. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 621–643). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hond
  • Honda, Keisuke. (2021). A modular theoretic approach to the Japanese writing system: Possibilities and challenges. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 621–643). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hond
  • Hong, Ee-Li, & Yelland, Gregory W. (1997). The generality of lexical neighbourhood effects. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 187–203). Sha Tin, N. T., Hong Kong: The Chinese University Press.
  • Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
  • Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children's literacy development: A longitudinal analysis. Journal of Educational Psychology, 100, 252–271. https://doi.org/10.1037/0022-0663.100.2.252 Cited by7
    • Chow, Bonnie Wing-Yin, McBride-Chang, Catherine, Cheung, Him. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
    • Davidse, Neeltje J., De Jong, Maria T., Bus, Adriana G., Huijbregts, Stephan C. J., & Swaab, Hanna. (2011). Cognitive and environmental predictors of early literacy skills [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 395–412. https://doi.org/10.1007/s11145-010-9233-3
    • 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
    • Montano, Zorash, & Hindman, Annemarie. (2016). Parenting influences on children's cognitive development. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 120–136). London; New York: Routledge.
    • Sénéchal, Monique. (2015). Young children's home literacy experiences. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 397–414). New York: Oxford University Press.
    • 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.
    • 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
  • Hooker, James T. (1979). The origin of the Linear B script (Minos Supplement 8). Salamanca: Ediciones Universidad de Salamanca. Cited by6
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Haarmann, Harald. (1994a). Der alteuropäisch-altmediterrane Schriftenkreis. [Old European-Old Mediteranean scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 268–274). Berlin; New York: De Gruyter.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Hooker, James T. (1980). Linear B: An Introduction. Bristol: Bristol Classical Press. Cited by9
    • Buckley, Eugene. (2018). Core syllables vs. moraic writing [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 26–51. https://doi.org/10.1075/wll.00009.buc
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Gnanadesikan, Amalia E. (2011). Syllables and syllabaries: What writing systems tell us about syllable structure. In Charles Cairns & Eric Raimy (Eds.), Handbook of the syllable (Brill's Handbooks in Linguistics 1) (pp. 395–414). Leiden: Brill. https://doi.org/10.1163/ej.9789004187405.i-464.118
    • Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
    • Haarmann, Harald. (1994a). Der alteuropäisch-altmediterrane Schriftenkreis. [Old European-Old Mediteranean scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 268–274). Berlin; New York: De Gruyter.
    • Haarmann, Harald (2006). Language planning: Graphization and the development of writing systems [Sprachplanung: Graphisation und die Entwicklung von Schreibsystemen]. In Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, & Peter Trudgill (Eds.), Sociolinguistics: An international handbook of the science of language and society [Ein internationales Handbuch zur Wissenschaft von Sprache und Gesellschaft] (Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistic and Communication Science 3.3) (pp. 2402–2420). Berlin: De Gruyter. https://doi.org/10.1515/9783110184181.3.11.2402
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • The Unicode Consortium. (1991). The Unicode Standard: Version 1.0. Reading, MA: Addison-Wesley. [1996, Version 2.0; 2003, Version, 4.0.0; 2005, Version 5.0; 2011, Version 6.0.0; 2016, Version 9.0.0; 2018, Version 11.0.0]
  • Hooker, J. T. (Ed.). (1990). Reading the past: Ancient writing from cuneiform to the alphabet. London; Berkeley, CA: British Museum; University of California Press. Cited by10
    • Bonfante, Larissa. (1996). The scripts of Italy. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 297–311). New York; Oxford: Oxford University Press.
    • Haarmann, Harald. (1994b). Entstehung und Verbreitung von Alphabetschriften [Evolution and spread of alphabetic scripts] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 329–347). Berlin; New York: De Gruyter.
    • Haarmann, Harald (2006). Language planning: Graphization and the development of writing systems [Sprachplanung: Graphisation und die Entwicklung von Schreibsystemen]. In Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, & Peter Trudgill (Eds.), Sociolinguistics: An international handbook of the science of language and society [Ein internationales Handbuch zur Wissenschaft von Sprache und Gesellschaft] (Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistic and Communication Science 3.3) (pp. 2402–2420). Berlin: De Gruyter. https://doi.org/10.1515/9783110184181.3.11.2402
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • Sampson, Geoffrey. (2016b). Writing systems: Methods for recording language. In Keith Allan (Ed.), The Routledge handbook of linguistics (pp. 47–61). London; New York, NY: Routledge.
  • Hooper, Stephen R., Costa, Lara-Jeane, McBee, Matthew, Anderson, Kathleen L., Yerby, Donna C., Knuth, Sean B., & Childress, Amy. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x
  • Hoosain, R. (1991). Psycholinguistic implications for cognitive relativity: A case study of Chinese. Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by34
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • Chen, Hsuan-Chih, & Tang, Chi-Kong. (1998). The effective visual field in reading Chinese [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 245–254. [Also pulished in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages. Dordrecht: Kluwer Academic Publishers]
    • Cheng, Chao-Ming, & Lan, Ying-Hsiang. (2011). An implicit test of Chinese orthographic satiation. Reading and Writing, 24(1), 55–90. https://doi.org/10.1007/s11145-009-9201-y
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Chikamatsu, Nobuko. (2005). L2 Japanese kanji memory and retrieval: An experiment on the tip-of-the-pen (TOP) phenomenon. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 71–96). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Cutter, Michael G., Drieghe, Denis, & Liversedge, Simon P. (2015). How is information integrated across fixations in reading? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 245–260). New York: Oxford University Press.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
    • Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • Hoosain, Rumjahn. (1992). Psychological reality of the word in Chinese. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 111–130). Amsterdam; London; New York; Tokyo: North-Holland.
    • Hoosain, Rumjahn. (2002). Speed of getting at the phonology and meaning of Chinese words. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 130-142). Hong Kong: Hong Kong University Press.
    • Hung, Yueh-Nu. (2012a). How a morphosyllabic writing system works in Chinese. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 16–31). New York; London: Routledge.
    • Inhoff, Albrecht, & Liu, Weimin. (1997). The range of effective vision during the reading of Chinese sentences. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 243–265). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Jackson, Nancy Ewald, Chen, Huanwen, Goldsberry, Lonie, Kim, Ahyoung, & Vanderwerff, Carla. (1999). Effects of variations in orthographic information on Asian and American readers' English text reading [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 345–379.
    • Ku, Yu-Min, & Anderson, Richard C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16(5), 399–422. https://doi.org/10.1023/A:1024227231216
    • Leong, Che-Kan. (2002a). ‘Cognitive conjunction’ analysis of processing Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 1–31). Hong Kong: Hong Kong University Press.
    • Li, Yu. (2020). The Chinese writing system in Asia: An interdisciplinary perspective. London; New York: Routledge. https://doi.org/10.4324/9780429345333
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • Mattingly, Ignatius G. (1992). Linguistic awareness and orthographic form. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 11–26). Amsterdam; London; New York; Tokyo: North-Holland.
    • Mattingly, Ignatius G., & Hsiao, Pailing. (1997). Constituent superiority in Chinese. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 207–218). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • McBride-Chang, Catherine, Chow, Bonnie W.-Y., Zhong, Yiping, Burgress, Stephen, & Hayward, William G. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing, 18(2), 99–128. https://doi.org/10.1007/s11145-004-7343-5
    • Myers, James. (2019). The grammar of Chinese characters: Productive knowledge of formal patterns in an orthograhic system (Routledge Studies in East Asian Linguistics). London; New York: Routledge.
    • Pak, Ada K. H., Cheng-Lai, Alice, Tso, Ivy F., Shu, Hua, Lia, Wenling, & Anderson, Richard C. (2005). Visual chunking skills of Hong Kong children. Reading and Writing, 18(5), 437–454. https://doi.org/10.1007/s11145-005-6575-3
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Wang, Judy Huei-Yu, & Guthrie, John T. (2002). Differences in Cliinese character identification between skilled and less skilled young readers. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 263–283). Hong Kong: Hong Kong University Press.
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
    • Williams, Clay, & Bever, Thomas. (2010). Chinese character decoding: A semantic bias? Reading and Writing, 23(5), 589–605. https://doi.org/10.1007/s11145-010-9228-0
    • Yang, Hui, & Peng, Dan-ling. (1997). The learning and naming of Chinese characters of elementary school children. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 323–346). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Yao, Yun. (2011). Interword spacing effects on reading Mandarin Chinese as a second language [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 23–40. doi 10.1093/wsr/wsr009
  • Hoosain, Rumjahn. (1992). Psychological reality of the word in Chinese. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 111–130). Amsterdam; London; New York; Tokyo: North-Holland. Cited by17
    • Bassetti, Benedetta. (2005). Effects of writing systems on second language awareness: Word awareness in English learners of Chinese as a foreign language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 335–356). Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.21832/9781853597954‑015
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Dronjic, Vedran. (2011). Mandarin Chinese compounds, their representation, and processing in the visual modality [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 5–21. https://doi.org/10.1093/wsr/wsr005
    • Evertz-Rittich, Martin. (2021). What is a written word? And if so, how many? In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 25–45). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-ever
    • Hoosain, Rumjahn. (2002). Speed of getting at the phonology and meaning of Chinese words. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 130-142). Hong Kong: Hong Kong University Press.
    • Ku, Yu-Min, & Anderson, Richard C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16(5), 399–422. https://doi.org/10.1023/A:1024227231216
    • Leong, Che-Kan. (2002a). ‘Cognitive conjunction’ analysis of processing Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 1–31). Hong Kong: Hong Kong University Press.
    • Li, Xingshan, Zang, Chuanli, Liversedge, Simon P., & Pollatsek, Alexander. (2015). The role of words in Chinese reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 232–244). New York: Oxford University Press.
    • Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
    • Lin, Tsu-Jung, Anderson, Richard C., Ku, Yu-Min, Christianson, Kiel, & Packard, Jerome L. (2011). Chinese children's concept of word [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 41–57. https://doi.org/10.1093/wsr/wsr007
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Ren, Gui-Qin, & Yang, Yufang. (2010). Syntactic boundaries and comma placement during silent reading of Chinese text: Evidence from eye movements. Journal of Research in Reading, 33(2), 168–177. https://doi.org/10.1111/j.1467-9817.2009.01406.x
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Unger, J. Marshall. (2011). What linguistic units do Chinese characters represent? Written Language & Literacy, 14(2), 293–302. https://doi.org/10.1075/wll.14.2.06ung
    • Veldhuis, Dorina, & Kurvers, Jeanne. (2012). Offline segmentation and online language processing units: The influence of literacy [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 165–184. https://doi.org/10.1075/wll.15.2.03vel
    • Wang, Shaomei. (2012b). The taxonomy of Chinese reading miscues. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 158–189). New York; London: Routledge.
    • Yao, Yun. (2011). Interword spacing effects on reading Mandarin Chinese as a second language [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 23–40. doi 10.1093/wsr/wsr009
  • Hoosain, Rumjahn. (1995). Getting at the sound and meaning of logographic and alphabetic scripts. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 131–144). Dordrecht; Boston; London: Kluwer Academic Publishers. Cited by3
    • Hung, Yueh-Nu. (2012b). Similarities and dissimilarities in reading Chinese and English: Goodman's reading model perspective. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 32–44). New York; London: Routledge.
    • 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
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
  • Hoosain, Rumjahn. (2002). Speed of getting at the phonology and meaning of Chinese words. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 130-142). Hong Kong: Hong Kong University Press. Cited by1
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Hoosain, R., & Osgood, C. E. (1983). Information processing times for English and Chinese words. Perception & Psychophysics, 34, 573–577. Cited by8
    • Hoosain, Rumjahn. (1995). Getting at the sound and meaning of logographic and alphabetic scripts. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 131–144). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Hoosain, Rumjahn. (2002). Speed of getting at the phonology and meaning of Chinese words. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 130-142). Hong Kong: Hong Kong University Press.
    • Lin, Angel Mei-yi, & Akamatsu, Nobuhiko. (1997). The learnability and psychological processing of reading in Chinese and reading in English. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 369–387). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
  • Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127–160. https://doi.org/10.1007/BF00401799 Cited by84
    • Aarnoutse, Cor, Van Leeuwe, Jan, Voeten, Marinus, & Oud, Han. (2001). Development of decoding, reading comprehension, vocabulary and spelling during the elementary school years. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 61–89.
    • Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer.
    • Adlof, Suzanne M., Catts, Hugh W., & Little, Todd D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933–958. https://doi.org/10.1007/s11145-006-9024-z
    • Ahmed, Yusra, & Wagner, Richard K. (2020). A “simple” illustration of a joint model of reading and writing using meta-analytic structural equation modeling (MASEM). 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. 55–75). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_4
    • Bae, Han Suk, Joshi, R. Malatesha, & Pae, Hye K. (2018). Looking ahead: Theoretical, methodological, and pedagogical implications. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 447–458). Amsterdam: John Benjamins.
    • Betjemann, Rebecca S., Willcutt, Erik G., Olson, Richard K., Keenan, Janice M., DeFries, John C., & Wadsworth, Sally J. (2008). Word reading and reading comprehension: stability, overlap and independence. Reading and Writing, 21(5), 539–558. https://doi.org/10.1007/s11145-007-9076-8
    • Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., & Olson, Richard K. (2007). Longitudinal twin study of early literacy development: Preschool through Grade 1 [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 77–102. https://doi.org/10.1007/s11145-006-9019-9
    • Cain, Kate, Compton, Donald L., & Parrila, Rauno K. (2017c). Introduction to reading comprehension. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 237–238). Amsterdam; Philadelphia: John Benjamins.
    • Carver, Ronald P. (1997). Reading for one second, one minute, or one year from the perspective of rauding theory. Scientific Studies of Reading, 1(1), 3–43. https://doi.org/10.1207/s1532799xssr0101_2
    • Carver, Ronald P. (1998). Predicting reading level in grades 1 to 6 from listening level and decoding level: Testing theory relevant to the simple view of reading. Reading and Writing: An Interdisciplinary Journal, 10(2), 121–154.
    • Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Conners, Frances A. (2009). Attentional control and the Simple View of reading. Reading and Writing, 22(5), 591–613. https://doi.org/10.1007/s11145-008-9126-x
    • Connor, Carol McDonald, & Al Otaiba, Stephanie. (2015). Primary grade reading instruction in the United States. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 415–430). New York: Oxford University Press.
    • Connor, Carol McDonald, & Morrison, Frederick J. (2017). Child characteristics by instruction interactions, literacy, and implications for theory and practice. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 507–524). Amsterdam; Philadelphia: John Benjamins.
    • Connor, Carol McDonald, & Weston, Jennifer L. (2016). Introduction to the cognitive development of reading. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 1–13). London; New York: Routledge.
    • Crosson, Amy C., & Lesaux, Nonie K. (2010). Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers' text-reading fluency in English. Reading and Writing, 23(5), 475–494. https://doi.org/10.1007/s11145-009-9168-8
    • Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
    • Dufva, Mia, Niemi, Pekka, & Voeten, Marinus J. M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 91–117.
    • Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Floyd, Randy G., Bergeron, Renee, & Alfonso, Vincent C. (2006). Cattell-Horn-Carroll cognitive ability profiles of poor comprehenders. Reading and Writing, 19(5), 427–456. https://doi.org/10.1007/s11145-006-9002-5
    • Gautam, Seema, Everatt, John, Sadeghi, Amir, & McNeill, Brigid. (2019). Multiliteracy in akshara and alphabetic orthographies: The case of Punjabi, Hindi and English learners in primary schools in Punjab. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 139–160). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_8
    • Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Johnston, Timothy C., & Kirby, John R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19(4), 339–361. https://doi.org/10.1007/s11145-005-4644-2
    • Joshi, R. Malatesha. (2010). Role of orthography in literacy acquisition and literacy problems among monolinguals and bilinguals. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 167–176). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_12
    • Joshi, R. Malatesha. (2016). Writing and spelling development: Impact of Liliana Tolchinsky's research over 30 years. 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. 17–28). Cham: Springer.
    • Kershaw, Sarah, & Schatschneider, Chris. (2012). A latent variable approach to the simple view of reading. Reading and Writing, 25(2), 433–464. https://doi.org/10.1007/s11145-010-9278-3
    • Kim, Young-Suk Grace. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading-writing relations. 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. 11–34). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_2
    • Koda, Keiko. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second-language reading development. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (311–334). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
    • Koda, Keiko. (2017). Learning to read Japanese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 57–81). Cambridge: Cambridge University Press.
    • Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
    • Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
    • Leikin, Mark, & Assayag-Bouskila, Orit. (2004). Expression of syntactic complexity in sentence comprehension: A comparison between dyslexic and regular readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 801–821.
    • MacArthur, Charles A., Konold, Timothy R., Glutting, Joseph J., & Alamprese, Judith A. (2012). Subgroups of adult basic education learners with different profiles of reading skills. Reading and Writing, 25(2), 587–609. https://doi.org/10.1007/s11145-010-9287-2
    • Mancilla-Martinez, Jeannette, Kieffer, Michael J., Biancarosa, Gina, Christodoulou, Joanna A., & Snow, Catherine E. (2011). Investigating English reading comprehension growth in adolescent language minority learners: Some insights from the simple view. Reading and Writing, 24(3), 339–354. https://doi.org/10.1007/s11145-009-9215-5
    • McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
    • McElvain, Cheryl Marie. (2010). Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178–205. https://doi.org/10.1111/j.1467-9817.2009.01403.x
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Megherbi, Hakima, & Ehrlich, Marie-France. (2005). Language impairment in less skilled comprehenders: The on-line processing of anaphoric pronouns in a listening situation. Reading and Writing, 18(7/9), 715–753. https://doi.org/10.1007/s11145-005-8131-6
    • Morales Silva, Silvia, Verhoeven, Ludo, & van Leeuwe, Jan. (2008). Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru. Written Language & Literacy, 11(1), 15–34. https://doi.org/10.1075/wll.11.1.03mor
    • Nagler, Telse, Lindberg, Sven, & Hasselhorn, Marcus. (2016). A fact retrieval account of the acceleration phenomenon. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 107–123). Springer. https://doi.org/10.1007/978-3-319-30478-6_7
    • Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
    • Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2012). Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing, 25(2), 537–567. https://doi.org/10.1007/s11145-010-9285-4
    • Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
    • Nesan, Mimisha, Sadeghi, Amir, & Everatt, John. (2019). Literacy acquisition in the Malayalam orthography: Cognitive/linguistic influences within a multilingual context. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 85–101). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_5
    • Netten, Andrea, Droop, Mienke, & Verhoeven, Ludo. (2011). Predictors of reading literacy for first and second language learners [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 413–425. https://doi.org/10.1007/s11145-010-9234-2
    • Oakhill, Jane V., Berenhaus, Molly S., & Cain, Kate. (2015). Children's reading comprehension and comprehension difficulties. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 344–360). New York: Oxford University Press.
    • Olson, Richard K., Keenan, Janice M., Byrne, Brian, & Samuelsson, Stefan. (2017). Genetic and environmental influences on the development of reading and related skills. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 33–53). Amsterdam; Philadelphia: John Benjamins.
    • Olson, Richard K., Keenan, Janice M., Byrne, Brian, & Samuelsson, Stefan. (2019). Etiology of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 391–412). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.018
    • Ouellette, Gene, & Beers, Ashley. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23(2), 189–208. https://doi.org/10.1007/s11145-008-9159-1
    • Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
    • Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
    • Petrill, Stephen A., Deater-Deckard, Kirby, Thompson, Lee Ann, Schatschneider, Chris, Dethorne, Laura S., & Vendenbergh, David J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 127–146. https://doi.org/10.1007/s11145-006-9021-2
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Rydland, Veslemøy, Aukrust, Vibeke Grøver, & Fulland, Helene. (2012). How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms. Reading and Writing, 25(2), 465–482. https://doi.org/10.1007/s11145-010-9279-2
    • Sadeghi, Amir, Everatt, John, & McNeill, Brigid. (2016). A simple model of Persian reading. Writing Systems Research, 8(1), 44–63. https://doi.org/10.1080/17586801.2014.1003768
    • 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
    • Seigneuric, Alix, & Ehrlich, Marie-France. (2005). Contribution of working memory capacity to children's reading comprehension: A longitudinal investigation. Reading and Writing, 18(7/9), 617–656. https://doi.org/10.1007/s11145-005-2038-0
    • Shankweiler, Donald, & Fowler, Anne E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17(5), 483–515. https://doi.org/10.1023/B:READ.0000044598.81628.e6
    • Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
    • Singh, Nandini Chatterjee, & Sumathi, T. A. (2019). The role of phonological processing and oral language in the acquisition of reading skills in Devanagari. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 261–276). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_14
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Spear-Swerling, Louise. (2006). Children's reading comprehension and oral reading fluency in easy text. Reading and Writing, 19(2), 199–220. https://doi.org/10.1007/s11145-005-4114-x
    • Stafura, Joseph Z., & Perfetti, Charles A. (2017). Integrating word processing with text comprehension: Theoretical frameworks and empirical examples. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 9–31). Amsterdam; Philadelphia: John Benjamins.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Tunmer, William E., & Chapman, James W. (2002). The relation of beginning readers' reported word identification strategies to reading achievement, reading-related skills, and academic self-perceptions. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 341–358.
    • Tunmer, William E., & Chapman, James W. (2006). Metalinguistic abilities, phonological recoding skill, and the use of context in beginning reading development: A longitudinal study. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 617–635). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • 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
    • van den Bos, Kees P., Brand-Gruwel, Saskia, & Aarnoute, Cor A. J. (1998). Text comprehension strategy instruction with poor readers. Reading and Writing: An Interdisciplinary Journal, 10(6), 471–498.
    • Van Reybroeck, Marie, Cumbo, Egidia, & Gosse, Claire. (2020). Decoding and self-assessment intervention with persistently struggling readers: Impacts on reading, self-efficacy and transfer on spelling. 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. 289–311). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_18
    • Vaughn, Sharon, & Hall, Colby. (2017). Theoretically guided interventions for adolescents who are poor readers. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 489–506). Amsterdam; Philadelphia: John Benjamins.
    • Verhoeven, Ludo. (2017a). Learning to read Dutch. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 322–346). Cambridge: Cambridge University Press.
    • Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
    • Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
    • Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
    • Verhoeven, Ludo, Reitsma, Pieter, & Siegel, Linda S. (2011). Cognitive and linguistic factors in reading acquisition [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 387–394. https://doi.org/10.1007/s11145-010-9232-4
    • Wauters, Loes N., Van Bon, Wim H. J., & Tellings, Agnes E. J. M. (2006). Reading comprehension of Dutch deaf children [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 49–76. https://doi.org/10.1007/s11145-004-5894-0
    • White, Sheida. (2011). The cognitive and linguistic demands of everyday, functional literacy tasks: With application to an over-the-counter drug label. Written Language & Literacy, 14(2), 224–250. https://doi.org/10.1075/wll.14.2.03whi
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
    • Wolff, Ulrika. (2010). Subgrouping of readers based on performance measures: A latent profile analysis. Reading and Writing, 23(2), 209–238. https://doi.org/10.1007/s11145-008-9160-8
    • Zadeh, Zohreh Yaghoub, Farnia, Fataneh, & Geva, Esther. (2012). Toward modeling reading comprehension and reading fluency in English language learners. Reading and Writing, 25(1), 163–187. https://doi.org/10.1007/s11145-010-9252-0
  • Hope, E. R. (1957). Letter shapes in Korean Önmun and Mongol hP'ags-pa alphabets. Oriens, 10, 150–159. Cited by9
    • Daniels, Peter T. (1992b). The syllabic origin of writing and the segmental origin of the alphabet. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 83–110). Amsterdam; Philadelphia: John Benjamins.
    • Daniels, Peter T. (2000). On writing syllabaries: Three episodes of transfer [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 73–86.
    • Kim, Chin W. (2000). The legacy of King Sejong the Great [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 1–12.
    • Kim-Renaud, Young-Key. (2001). [Book review: Gari K. Ledyard, (1998), The Korean language reform of 1446]. Written Language & Literacy, 4(2), 239–247.
    • King, Ross. (1996). Korean writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 218–227). New York; Oxford: Oxford University Press.
    • Ledyard, Gari. (1997). The international linguistic background of the correct sounds for the instruction of the people. In Young-Key Kim-Reynaud (Ed.), The Korean alphabet: Its history and structure (pp. 31–87). Honolulu: University of Hawai‘i Press.
    • Osterkamp, Sven. (2012). Early adaptations of the Korean script to render foreign languages. In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 83–102). Leiden; Boston: Brill.
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
  • Hopkins, Jason. (2008). Choosing how to write sign language: A sociolinguistic perspective [Special issue: The sociolinguistics of script choice, edited by Peter Unseth]. International Journal of the Sociology of Language, 192, 75–89. https://doi.org/10.1515/IJSL.2008.036 Cited by3
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Joyce, Terry. (2016). Writing systems and scripts. In Andrea Rocci & Louis de Saussure (Eds.), Verbal communication (Handbooks of Communication Science 3) (pp. 287–308). Berlin; Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110255478-016
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
  • Hornberger, Nancy H. (1989). Continua of biliteracy. Review of Educational Research, 59(3), 271–296. Cited by7
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Hornberger, Nancy H. (1994). Oral and literate cultures. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 424–431). Berlin; New York: De Gruyter.
    • Hornberger, Nancy H. (2001). [Book review: Aydin Yücesan Durgunoğlu & Ludo Verhoeven (Eds.), (1998), Literacy development in a multilingual context: Cross-cultural perspectives]. Written Language & Literacy, 4(1), 125–129.
    • Hornberger, Nancy, & Sartwell, Deborah. (2005). [Book review: Tomás Mario Kalmar, (2001), Illegal alphabets and adult biliteracy: Latino migrants crossing the linguistic border]. Written Language & Literacy, 8(1), 63–68.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
    • Thonhauser, Ingo. (2003). “Written language but easily to use!”: Perceptions of continuity and discontinuity between written/oral modes in the Lebanese context of biliteracy and diglossia. Written Language & Literacy, 6(1), 93–110.
  • Hornberger, Nancy H. (1994). Oral and literate cultures. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 424–431). Berlin; New York: De Gruyter. Cited by1
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
  • Hornberger, Nancy H. (2001). [Book review: Aydin Yücesan Durgunoğlu & Ludo Verhoeven (Eds.), (1998), Literacy development in a multilingual context: Cross-cultural perspectives]. Written Language & Literacy, 4(1), 125–129.
  • Hornberger, Nancy H. (Ed.). (2003). Continua of biliteracy: An ecological framework for educational policy, research and practice in multilingual settings (Bilingual Education and Bilingualism). Clevedon: Multilingual Matters. Cited by8
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Edwards, Viv. (2009). Learning to be literate: Multilingual perspectives. Bristol; Buffalo; Toronto: Multilingual Matters.
    • Hornberger, Nancy, & Sartwell, Deborah. (2005). [Book review: Tomás Mario Kalmar, (2001), Illegal alphabets and adult biliteracy: Latino migrants crossing the linguistic border]. Written Language & Literacy, 8(1), 63–68.
    • Leung, Genevieve Y., & Wu, Ming-Hsuan. (2012). Linguistic landscape and heritage language literacy education: A case study of linguistic rescaling in Philadelphia Chinatown. Written Language & Literacy, 15(1), 114–140. https://doi.org/10.1075/wll.15.1.06leu
    • Mehlem, Ulrich. (2007). The graphematic representation of prepositional phrases in experimental writing of Tarifit Berber by Moroccan students in Germany and Morocco [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 195–218.
    • Ra, Esther H. (2009). [Book review: Manjula Datta (Ed.), (2007), Bilinguality and literacy: Principles of practice]. Written Language & Literacy, 12(2), 287–290. https://doi.org/10.1075/wll.12.2.11ra
    • 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.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
  • Hornberger, Nancy, & Sartwell, Deborah. (2005). [Book review: Tomás Mario Kalmar, (2001), Illegal alphabets and adult biliteracy: Latino migrants crossing the linguistic border]. Written Language & Literacy, 8(1), 63–68.
  • Horobin, Simon. (2016). The etymological inputs into English spelling. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 113–124). Oxon: Routledge. Cited by1
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
  • Horodeck, Richard Alan. (1987). The role of sound in reading and writing kanji. Unpublished doctoral dissertation, Cornell University. Cited by10
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • O'Neill, Timothy Michael. (2016). Ideography and Chinese language theory: A history (Welten Ostasiens - Worlds of East Asia - Mondes de l'Extrême Orient 26). Berlin: De Gruyter Mouton.
    • Rose, Heath. (2017). The Japanese writing system: Challenges, strategies and self-regulation for learning kanji (Second Language Acquisition 116). Bristol; Blue Ridge Summit: Multilingual Matters.
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
    • Sproat, Richard, & Gutkin, Alexander. (2021). The taxonomy of writing systems: How to measure how logographic a system is. Computational Linguistics, 47(3), 477–528. https://doi.org/10.1162/coli_a_00409
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Unger, J. Marshall, & DeFrancis, John. (1995). Logographic and semasiographic writing systems: A critique of Sampson's classification. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 45–58). Dordrecht; Boston; London: Kluwer Academic Publishers.
  • Horowitz-Kraus, Tzipi. (2016). The role of executive functions in the reading process. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 51–63). Springer. https://doi.org/10.1007/978-3-319-30478-6_4 Cited by1
    • Roberts, David, & Walter, Stephen L. (Eds.). (2021). Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18
  • Horster, Marietta. (2018). Geschichte und Geschichten im Alltag. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 363–386). Berlin, Boston: Walter de Gruyter.
  • Horwitz, B., Rumsey, J. M., & Donohue, B. C. (1998). Functional connectivity of the angular gyrus in normal reading and dyslexia. Proceedings of the National Academy of Sciences of the United States of America, 95(15), 8939–8944. Cited by7
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
    • Simos, Panagiotis G., Billingsley-Marshall, Rebecca, Sarkari, Shirin, & Papanicolaou, Andrew C. (2008). Single-word reading: Perspectives from magnetic source imaging. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 211–232). New York; London. Lawrence Erlbaum Associates.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Hosking, R. F., & Meredith-Owens, G. M. (1966). A handbook of Asian scripts. London: British Museum. Cited by6
    • Court, Christopher. (1996). The spread of Brahmi script into Southeast Asia. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 445–449). New York; Oxford: Oxford University Press.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Daniels, Peter T. (2019). Indic scripts: History, typology, study. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 11–42). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_2
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Gaur, Albertine. (1984). A history of writing. London: British Library. [1987, Second edition; 1992, Third revised edition, London: British Library; New York: Abbeville Press]
    • Macdonald, M. C. A. (2008). The phoenix of Phoinikēia: Alphabetic reincarnation in Arabia. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 207–229). London: Equinox Publishing.
  • Hoskyn, Maureen, & Swanson, H. Lee. (2003). The relationship between working memory and writing in younger and older adults. Reading and Writing: An Interdisciplinary Journal, 16(8), 759–784. Cited by3
    • Adams, Anne-Marie, Simmons, Fiona, Willis, Catherine, & Pawling, Ralph. (2010). Undergraduate students’ ability to revise text effectively: relationships with topic knowledge and working memory [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 54–76. https://doi.org/10.1111/j.1467-9817.2009.01432.x
    • Bourke, Lorna, & Adams, Anne-Marie. (2010). Cognitive constraints and the early learning goals in writing [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 94–110. https://doi.org/10.1111/j.1467-9817.2009.01434.x
    • Vanderberg, Robert, & Swanson, H. Lee. (2007). Which components of working memory are important in the writing process? Reading and Writing, 20(7), 721–752. https://doi.org/10.1007/s11145-006-9046-6
  • Hotopf, Norman. (1980). Slips of the pen. In Uta Frith (Ed.), Cognitive processes in spelling (pp. 287–307). London; New York: Academic Press. Cited by9
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Cuetos, Fernando, Monsalve, Asunción, Pinto, Alejandro, & Rodríguez-Ferreiro, Javier. (2004). Predictor variables of written picture naming in the deaf. Reading and Writing: An Interdisciplinary Journal, 17(3), 227–240.
    • Frith, Uta. (1979). Reading by eye and writing by ear. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 379–390). New York; London: Plenum Press.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Kay, Janice. (1996). Psychological aspects of spelling. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1074–1094). Berlin; New York: De Gruyter.
    • Pattison, Helen. (1986). Orthographic skills in the hearing-impaired. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 341–353). Berlin; New York: Walter de Gruyter.
    • Schaefer, Ronald P. (1992). Interpreting Emai orthographic strategies. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 153–168). Amsterdam; Philadelphia: John Benjamins.
    • Schlagal, Robert C. (1992). Patterns of orthographic development into the intermediate grades. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 31–52). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Houghton, G., Glasspool, D., & Shallice, T. (1994). Spelling and serial recall: Insights from a competitive queueing model. In G. D. A. Brown & N. C. Ellis (Eds.), Handbook of spelling: Theory, process and intervention (pp. 365–404). Chichester: Wiley. Cited by4
    • Deavers, Rachael P., & Brown, Gordon D. A. (1997). Rules versus analogies in children's spelling: Evidence for task dependence [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 339–361.
    • Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
    • Kandel, Sonia, Solger, Olga, Valdois, Sylivane, & Gros, Céline. (2006). Graphemes as motor units in the acquisition of writing skills. Reading and Writing, 19(3), 313–337. https://doi.org/10.1007/s11145-005-4321-5
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Houghton, G., & Zorzi, M. (2003). Normal and impaired spelling in a connectionist dual-route architecture. Cognitive Neuropsychology, 20(2), 115–162. https://doi.org/10.1080/02643290242000871 Cited by12
    • Abrams, Lise, Trunk, Dunja L., & White, Katherine K. (2008). Visual and auditory priming influences the production of low-frequency spellings. Reading and Writing, 21(7), 745–762. https://doi.org/10.1007/s11145-007-9090-x
    • Bates, Timothy C., Castles, Anne, Luciano, Michelle, Wright, Margaret J., Coltheart, Max, & Martin, Nicholas G. (2007). Genetic and environmental bases of reading and spelling: A unified genetic dual route model [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 147–171. https://doi.org/10.1007/s11145-006-9022-1
    • Bosse, Marie-Line, Valdois, Sylviane, & Tainturier, Marie-Josèphe. (2003). Analogy without priming in early spelling development. Reading and Writing: An Interdisciplinary Journal, 16(7), 693–716.
    • Elti di Rodeano, Sveva. (2021). Scripts in contact: Transmission of the first alphabets. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 223–239). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-rode
    • Kandel, Sonia, Solger, Olga, Valdois, Sylivane, & Gros, Céline. (2006). Graphemes as motor units in the acquisition of writing skills. Reading and Writing, 19(3), 313–337. https://doi.org/10.1007/s11145-005-4321-5
    • Kemp, Nenagh. (2016). Children's first language acquisition of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 191–204). Oxon: Routledge.
    • 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
    • Lo, Jason Chor Ming, Ye, Yanyan, Tong, Xiuhong, McBride, Catherine, Ho, Connie Suk-han, & Waye, Mary Miu Yee. (2018). Delayed copying is uniquely related to dictation in bilingual Cantonese–English-speaking children in Hong Kong. Writing Systems Research, 10(1), 26–42. https://doi.org/10.1080/17586801.2018.1481902
    • Pollo, Tatiana Cury, Treiman, Rebecca, & Kessler, Brett. (2008). Three perspectives on spelling development. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 175–189). New York; London. Lawrence Erlbaum Associates.
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
    • Weekes, Brendan S., Castles, Anne E., & Davis, Robert A. (2006). Effects of consistency and age of acquisition on reading and spelling among developing readers. Reading and Writing, 19(2), 133–169. https://doi.org/10.1007/s11145-005-2032-6
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Householder, Fred W., Jr. (1959). More on Mycenean. Classical Journal, 54, 379–383. Cited by3
    • Bright, William. (1999). A matter of typology: Alphasyllabaries and abugidas. Written Language & Literacy, 2(1), 45–55. https://doi.org/10.1075/wll.2.1.03bri
    • Bright, William. (2000). A matter of typology: Alphasyllabaries and abugidas [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 63–71.
    • Daniels, Peter T. (1996b). The study of writing systems. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 3–17). New York; Oxford: Oxford University Press.
  • Householder, Fred W., Jr. (1971). Linguistic speculations. Cambridge: Cambridge University Press. Cited by17
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Davidson, Andrew. (2019). Writing: The re-construction of language. Language Sciences, 72, 134–149. https://doi.org/ 10.1016/j.langsci.2018.09.004
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Derwing, Bruce L. (1992). Orthographic aspects of linguistic competence. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 193–210). Amsterdam; Philadelphia: John Benjamins.
    • Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
    • Harris, Roy. (2000). Rethinking writing. London; New York: Continuum.
    • Harris, Roy. (2009). Speech and writing. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 46–58). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511609664.004
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
    • Scholes, Robert J. (1995). Orthography, vision, and phonemic awareness. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 359–373). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Sproat, Richard. (2016). English among the writing systems of the world. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 27–40). Oxon: Routledge.
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Tauli, Valter. (1977). Speech and spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 17–35). The Hague; Paris: Mouton.
    • Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
    • Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
  • Houston, George W. (2009). Papyrological evidence for book collections and libraries in the Roman empire. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 233–267). Oxford: Oxford University Press. Cited by3
    • Askin, Lindsey A. (2020). Scribal production and literacy at Qumran. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 23–36). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-003
    • Schubert, Paul. (2018). Who needed writing in Graeco-Roman Egypt, and for what purpose? Document layout as a tool of literacy. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 335–349). Berlin, Boston: Walter de Gruyter.
    • van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
  • Houston, Keith. (2013). Shady characters: The secret life of punctuation, symbols and other typographical marks. New York: W. W. Norton & Company. Cited by5
    • Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
    • Crystal, David. (2015). Making a point: The pernickety story of English punctuation. London: Profile Books.
    • Kulish, Olga. (2021). Between the words. Emotional punctuation in the digital age communication. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 417–438). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-kuli
    • Matsumoto, Mallory E. (2017). From sound to symbol: Orthographic semantization in Maya hieroglyphic writing. Writing Systems Research, 9(2), 99–122. https://doi.org/10.1080/17586801.2017.1335634
    • Stojanov, Tomislav. (2021b). The development of the description of punctuation in historical grammar books. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 713–737). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-stoj
  • Houston, S. D. (1984). An example of homophony in Maya script. American Antiquity, 49(4), 790–805. Cited by5
    • Bodel, John, & Houston, Stephen (Eds.). (2021). The hidden language of graphic signs: Cryptic writing and meaningful marks. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505
    • Boot, Erik. (2010a). Substitution, substitution, substitution: The many faces of Maya writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 43–70). Leiden; Boston: Brill.
    • Boot, Erik. (2010c). Maya writing: Synonyms and homonyms, polyvalency and polysemy. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 253–279). Leiden; Boston: Brill.
    • Grube, Nikolai. (1994a). Mittelamerikanische Schriften [Central American scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 405–415). Berlin; New York: De Gruyter.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
  • Houston, Stephen D. (1989). Maya glyphs (Reading the Past). London: British Museum; Berkeley; Los Angeles: University of California Press. Cited by15
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Gaur, Albertine. (1984). A history of writing. London: British Library. [1987, Second edition; 1992, Third revised edition, London: British Library; New York: Abbeville Press]
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Grube, Nikolai. (1994a). Mittelamerikanische Schriften [Central American scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 405–415). Berlin; New York: De Gruyter.
    • Houston, Stephen. (1994). Literacy among the Pre-Columbian Maya: A comparative perspective. In Elizabeth H. Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 27–49). Durham, NC: Duke University Press.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • Macri, Martha J. (1996a). Maya and other Mesoamerican scripts. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 172–182). New York; Oxford: Oxford University Press.
    • Macri, Martha J. (2000). Numeral classifiers and counted nouns in the classic Maya inscriptions [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 13–36.
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
  • Houston, Stephen D. (1993). Hieroglyphs and history at Dos Pilas: Dynastic politics of the Classic Maya. Austin: University of Texas Press. Cited by8
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Houston, Stephen. (1994). Literacy among the Pre-Columbian Maya: A comparative perspective. In Elizabeth H. Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 27–49). Durham, NC: Duke University Press.
    • Houston, Stephen D. (2008). The small deaths of Maya writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 231–252). London: Equinox Publishing.
    • Lacadena, Alfonso (2000). Antipassive constructions in the Maya glyphic texts [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 155–180.
    • Macri, Martha J. (1996a). Maya and other Mesoamerican scripts. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 172–182). New York; Oxford: Oxford University Press.
    • Mora-Marín, David. (2010). Consonant deletion, obligatory synharmony, typical suffixing: An explanation of spelling practices in Mayan writing. Written Language & Literacy, 13(1), 118–179. https://doi.org/10.1075/wll.13.1.05mor
    • 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
    • Wald, Robert F. (2000). Temporal deixis in Colonial Cliontal and Maya hieroglyphic narrative [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 123–153.
  • Houston, Stephen. (1994). Literacy among the Pre-Columbian Maya: A comparative perspective. In Elizabeth H. Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 27–49). Durham, NC: Duke University Press. Cited by7
    • Bodel, John, & Houston, Stephen (Eds.). (2021). The hidden language of graphic signs: Cryptic writing and meaningful marks. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Houston, Stephen D. (2008). The small deaths of Maya writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 231–252). London: Equinox Publishing.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
  • Houston, Stephen D. (1997). The shifting now: Aspects, deixis, and narrative in Classic Maya texts. American Anthropologist, 99(2), 291–305. Cited by5
    • Boot, Erik. (2010c). Maya writing: Synonyms and homonyms, polyvalency and polysemy. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 253–279). Leiden; Boston: Brill.
    • Bricker, Victoria R. (2000b). Aspect, deixis, and voice: Commentary on papers by Wild and Lacadena [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 181–188.
    • Chiang, William. (2006). A comparison of Maya and oracle bone scripts. Visible Language, 40(3), 310–333.
    • Lacadena, Alfonso (2000). Antipassive constructions in the Maya glyphic texts [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 155–180.
    • Wald, Robert F. (2000). Temporal deixis in Colonial Cliontal and Maya hieroglyphic narrative [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 123–153.
  • Houston, Stephen D. (2000). Into the minds of ancients: Advances in Maya glyph studies. Journal of World Prehistory, 14(2), 121–201. https://doi.org/10.1023/A:1007883024875 Cited by9
    • Boot, Erik. (2010a). Substitution, substitution, substitution: The many faces of Maya writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 43–70). Leiden; Boston: Brill.
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Houston, Stephen D. (2008). The small deaths of Maya writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 231–252). London: Equinox Publishing.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • Piquette, Kathryn E. (2018a). An archaeology of art and writing: Early Egyptian labels in context. Cologne: Modern Academic Publishing. https://doi.org/10.16994/bak
    • Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020
  • Houston, Stephen D. (2004a). The archaeology of communication technologies. Annual Review of Anthropology, 33(1), 223–250. http://dx.doi.org/10.1146/annurev.anthro.33.070203.143724 Cited by10
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Chrisomalis, Stephen. (2009). The origins and co-evolution of literacy and numeracy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 59–74). Cambridge, England: Cambridge University Press.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Sauer, Kristina, & Sürenhagen, Dietrich. (2016). Zählmarken, Zeichenträger und Siegelpraxis: Einige Bemerkungen zu vor- und frühschriftlichen Verwaltungshilfen in frühsumerischer Zeit. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 11–46). Berlin; Boston: Walter de Gruyter.
    • Schoch, Robert M., & Melka, Tomi S. (2021). A “Sacred Amulet from Easter Island—1885/6—”: Analyzing enigmatic glyphic characters in the context of the rongorongo script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 847–903). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-scho
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Unseth, Peter. (2008). The sociolinguistics of script choice: An introduction [Special issue: The sociolinguistics of script choice, edited by Peter Unseth]. International Journal of the Sociology of Language, 192, 1–4. https://doi.org/10.1515/IJSL.2008.030
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Houston, Stephen D. (2004b). Overture to The First Writing. In Stephen D. Houston (Ed.), The first writing: Script invention as history and process (pp. 3–15). Cambridge: Cambridge University Press. Cited by6
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Joyce, Terry. (2011). The significance of the morphographic principle for the classification of writing systems [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 58–81. https://doi.org/10.1075/wll.14.1.04joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins]
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Woods, Christopher. (2010a). Introduction. Visible language: The earliest writing systems. in Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 15–25). Chicago, IL: The Oriental Institute of the University of Chicago.
  • Houston, Stephen D. (2004c). Writing in early Mesoamerica. In Stephen D. Houston (Ed.), The first writing: Script invention as history and process (pp. 274–309). Cambridge: Cambridge University Press. Cited by10
    • Chrisomalis, Stephen. (2009). The origins and co-evolution of literacy and numeracy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 59–74). Cambridge, England: Cambridge University Press.
    • Chrisomalis, Stephen. (2017). Re-evaluating merit: Multiple overlapping factors explain the evolution of numerical notations. Writing Systems Research, 9(1), 1–13. https://doi.org/10.1080/17586801.2016.1227688
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Melka, Tomi S. (2013). On a “kinetic”-like sequence in rongorongo tablet “Mamari”. Writing Systems Research, 5(1), 54–72. https://doi.org/10.1080/17586801.2012.742005
    • Mikulska, Katarzyna. (2019a). Introduction: Indigenous graphic communication systems: A theoretical approach [translation by Jerome A. Offner]. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 3–22). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c000b
    • Palka, Joel W. (2010). The development of Maya writing. In Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 225–229). Chicago, IL: The Oriental Institute of the University of Chicago.
    • Schoch, Robert M., & Melka, Tomi S. (2021). A “Sacred Amulet from Easter Island—1885/6—”: Analyzing enigmatic glyphic characters in the context of the rongorongo script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 847–903). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-scho
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Woods, Christopher. (2010a). Introduction. Visible language: The earliest writing systems. in Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 15–25). Chicago, IL: The Oriental Institute of the University of Chicago.
  • Houston, Stephen D. (2004c). Final thoughts on first writing. In Stephen D. Houston (Ed.), The first writing: Script invention as history and process (pp. 349–353). Cambridge: Cambridge University Press. Cited by2
    • Chrisomalis, Stephen. (2009). The origins and co-evolution of literacy and numeracy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 59–74). Cambridge, England: Cambridge University Press.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
  • Houston, Stephen D. (2008). The small deaths of Maya writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 231–252). London: Equinox Publishing. Cited by3
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Matsumoto, Mallory E. (2017). From sound to symbol: Orthographic semantization in Maya hieroglyphic writing. Writing Systems Research, 9(2), 99–122. https://doi.org/10.1080/17586801.2017.1335634
  • Houston, Stephen D. (2012a). Preface: The shape of script—Views from the middle. In Stephen D. Houston (Ed.), The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series) (pp. xiii-xxiii). Santa Fe, NM: School for Advanced Research Press. Cited by1
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
  • Houston, Stephen D. (2012). Maya writing: Modified, transformed. In Stephen D. Houston (Ed.), The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series) (pp. 187–208). Santa Fe, NM: School for Advanced Research Press. Cited by1
    • 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
  • Houston, Stephen. (2021). Impossible unities: Full-figure glyphs among the Maya. In John Bodel & Stephen Houston (Eds.), The hidden language of graphic signs: Cryptic writing and meaningful marks (pp. 54–79). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505.006
  • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press. Cited by26
    • Baines, John. (2008). Writing and its multiple disappearances. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 347–362). London: Equinox Publishing.
    • Bennet, John. (2013). Epilogue. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 335–342). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.q
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Daniels, Peter T. (2009a). Grammatology. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 25–45). Cambridge: Cambridge University Press.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • de Voogt, Alex. (2010a). Introducing writing on writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 1–5). Leiden; Boston: Brill.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Ferrara, Silvia, & Jasink, Anna Margherita. (2017). To have and to hold: Hieroglyphic seals as personal markers and objects of display. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 41–53). Firenze: Firenze University Press.
    • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • 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
    • Maiocchi, Massimo. (2019). Writing in early Mesopotamia: The historical interplay of technology, cognition, and environment. In Alan C. Love & William Wimsatt (Eds.). Beyond the meme: Development and structure in cultural evolution (Minnesota Studies in the Philosophy of Science 22) (pp. 395–424). Minneapolis, MN: University of Minnesota Press. https://www.jstor.org/stable/10.5749/j.ctvnp0krm.13
    • Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
    • Piquette, Kathryn E. (2018b). Signs and symbols. In Andrew Gardner, Mark Lake, & Ulrike Sommer (Eds.), The Oxford handbook of archaeological theory. Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199567942.013.020
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
    • Salomon, Frank, & Hyland, Sabine. (2010). Guest editors' introduction [Special issue: Graphic pluralism: Native American systems of inscription and the colonial situation, edited by Frank Salomon & Sabine Hyland]. Ethnohistory, 57(1), 1–9. https://doi.org/10.1215/00141801-2009-050
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • Sampson, Geoffrey. (2016b). Writing systems: Methods for recording language. In Keith Allan (Ed.), The Routledge handbook of linguistics (pp. 47–61). London; New York, NY: Routledge.
    • Sampson, Geoffrey, & Chen, Zhiqun. (2013). The reality of compound ideographs. Journal of Chinese linguistics, 41(2), 255–272.
    • van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
    • Whittaker, Gordon. (2011). Writing systems. In Patrick Colm Hogan (Ed.), The Cambridge encyclopedia of the language sciences (pp. 935–939). New York: Cambridge University Press.
    • Woods, Christopher. (2010a). Introduction. Visible language: The earliest writing systems. in Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 15–25). Chicago, IL: The Oriental Institute of the University of Chicago.
    • Woolf, Greg (2015). Ancient illiteracy? Ancient literacies: Bulletin of the Institute of Classical Studies, 58(2), 31–42. https://doi.org/10.1111/j.2041-5370.2015.12010.x
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press. Cited by3
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Matsumoto, Mallory E. (2017). From sound to symbol: Orthographic semantization in Maya hieroglyphic writing. Writing Systems Research, 9(2), 99–122. https://doi.org/10.1080/17586801.2017.1335634
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
  • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227 Cited by23
    • Baines, John. (2008). Writing and its multiple disappearances. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 347–362). London: Equinox Publishing.
    • Black, Jeremy. (2008). The obsolescence and demise of cuneiform writing in Elam. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 45–72). London: Equinox Publishing.
    • Boone, Elizabeth Hill. (2008). The death of Mexican pictography. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 253–284). London: Equinox Publishing.
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Brown, David. (2008). Increasingly redundant: The growing obsolescence of the cuneiform script in Babylonia from 539 BC. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 73–101). London: Equinox Publishing.
    • Cooper, Jerrold. (2008). Postscript: Redundancy reconsidered: Reflections on David Brown's thesis. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 103–108). London: Equinox Publishing.
    • Farmer, Steve, Sproat, Richard, & Witzel, Michael. (2004). The collapse of the Indus-script thesis: The myth of a literate Harappan civilization. Electronic Journal of Vedic Studies, 11(2), 19–57. http://dx.doi.org/10.11588/ejvs.2004.2.620
    • Fendel, Victoria. (2021). A small step for a man, a giant leap for a aeople—The Coptic language. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 775–786). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-fend
    • Houston, Stephen D. (2008). The small deaths of Maya writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 231–252). London: Equinox Publishing.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Kuipers, Joel. (2003). Indic scripts of insular Southeast Asia: Changing structures and functions. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 241–262). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
    • Lomas, Kathryn. (2008). Script obsolescence in ancient Italy: From pre-Roman to Roman writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 109–138). London: Equinox Publishing.
    • Matsumoto, Mallory E. (2017). From sound to symbol: Orthographic semantization in Maya hieroglyphic writing. Writing Systems Research, 9(2), 99–122. https://doi.org/10.1080/17586801.2017.1335634
    • Matthews, Roger. (2013). Writing (and reading) as material practice: The world of cuneiform culture as an arena for investigation. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 65–74). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.d
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Monaghan, John. (2008). Revelatory scripts, ‘the unlettered genius’, and the appearance and disappearance of writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 323–334). London: Equinox Publishing.
    • Rilly, Claude. (2008). The last traces of Meroitic? A tentative scenario for the disappearance of the Meroitic script. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 183–205). London: Equinox Publishing.
    • Salomon, Frank. (2008). Late khipu use. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 285–310). London: Equinox Publishing.
    • Salomon, Richard. (2008). Whatever happened to Kharoṣṭhī? The fate of a forgotten Indic script. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 139–155). London: Equinox Publishing.
    • Stadler, Martin Andreas. (2008). On the demise of Egyptian writing: Working with a problematic source basis. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 157–181). London: Equinox Publishing.
    • Tranter, Nicolas. (2013). Logography and layering: A functional cross-linguistic analysis. Written Language & Literacy, 16(1), 1–31. https://doi.org/10.1075/wll.16.1.01tra
    • Unseth, Peter. (2005). Sociolinguistic parallels between choosing scripts and languages. Written Language & Literacy, 8(1), 19–42. https://doi.org/10.1075/wll.8.1.02uns
  • Houston, Stephen, & Bodel, John. (2021). Introduction: Making a mark. In John Bodel & Stephen Houston (Eds.), The hidden language of graphic signs: Cryptic writing and meaningful marks (pp. 1–16). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505.002
  • Houston, Stephen, Stuart, David, & Robertson, John. (1998). Disharmony in Maya hieroglyphic writing: Linguistic change and continuity in classic society. In Andrés Ciudad Ruiz et al. (Eds.), Anatomía de una civilización: Aproximaciones interdisciplinarias a la cultura maya (pp. 275–296). Madrid: Sociedad Española de Estudios Mayas. Cited by7
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Lacadena, Alfonso (2000). Antipassive constructions in the Maya glyphic texts [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 155–180.
    • Looper, Matthew G. (1999). [Book review: Martha J. Macri & Anabel Ford (Eds.), (1997), The language of Maya hieroglyphs]. Written Language & Literacy, 2(2), 267–270.
    • Mora-Marín, David. (2010). Consonant deletion, obligatory synharmony, typical suffixing: An explanation of spelling practices in Mayan writing. Written Language & Literacy, 13(1), 118–179. https://doi.org/10.1075/wll.13.1.05mor
    • Tranter, Nicolas. (2013). Logography and layering: A functional cross-linguistic analysis. Written Language & Literacy, 16(1), 1–31. https://doi.org/10.1075/wll.16.1.01tra
    • Vail, Gabrielle. (2000). Issues of language and ethnicity in the postclassic Maya Codices [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 37–75.
    • 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.
  • Houston, Stephen, Robertson, John, & Stuart, David. (2000). The language of classic Maya inscriptions. Current Anthropology, 41(3), 321–356. Cited by13
    • Boot, Erik. (2010a). Substitution, substitution, substitution: The many faces of Maya writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 43–70). Leiden; Boston: Brill.
    • Boot, Erik. (2010c). Maya writing: Synonyms and homonyms, polyvalency and polysemy. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 253–279). Leiden; Boston: Brill.
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Houston, Stephen D. (2008). The small deaths of Maya writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 231–252). London: Equinox Publishing.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • Matsukawa, Kosuke (2009). Choice of voice in Maya hieroglyphic writing [Special issue: Writing systems and linguistic structure, edited by Sang-Oak Lee]. Written Language & Literacy, 12(2), 237–257. https://doi.org/10.1075/wll.12.2.07mat
    • Matsumoto, Mallory E. (2017). From sound to symbol: Orthographic semantization in Maya hieroglyphic writing. Writing Systems Research, 9(2), 99–122. https://doi.org/10.1080/17586801.2017.1335634
    • Mora-Marín, David F. (2003). The origin of Mayan syllabograms and orthographic conventions. Written Language & Literacy, 6(2), 193–238.
    • Mora-Marín, David. (2010). Consonant deletion, obligatory synharmony, typical suffixing: An explanation of spelling practices in Mayan writing. Written Language & Literacy, 13(1), 118–179. https://doi.org/10.1075/wll.13.1.05mor
    • 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
    • Vail, Gabrielle. (2003). [Book review: Michael D. Coe & Mark Van Stone, (2001), Reading the Maya glyphs]. Written Language & Literacy, 6(2), 250–254.
  • Houston, Stephen D., Robertson, John, & Stuart, David S. (2001). Quality and quantity in glyphic nouns and adjectives (Research Reports on Ancient Maya Writing 47). Washington DC: Center for Maya Research. Cited by4
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Mora-Marín, David F. (2003). The origin of Mayan syllabograms and orthographic conventions. Written Language & Literacy, 6(2), 193–238.
    • Mora-Marín, David. (2010). Consonant deletion, obligatory synharmony, typical suffixing: An explanation of spelling practices in Mayan writing. Written Language & Literacy, 13(1), 118–179. https://doi.org/10.1075/wll.13.1.05mor
    • Tranter, Nicolas. (2013). Logography and layering: A functional cross-linguistic analysis. Written Language & Literacy, 16(1), 1–31. https://doi.org/10.1075/wll.16.1.01tra
  • Houston, S. D., & Stuart, D. (1996). Of gods, glyphs, and kings: Divinity and rulership among the Classic Maya. Antiquity, 70, 289–312. Cited by6
    • Boot, Erik. (2010b). Loanwords, “foreign words,” and foreign signs in Maya writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 129–177). Leiden; Boston: Brill.
    • Boot, Erik. (2010c). Maya writing: Synonyms and homonyms, polyvalency and polysemy. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 253–279). Leiden; Boston: Brill.
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Houston, Stephen D. (2008). The small deaths of Maya writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 231–252). London: Equinox Publishing.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
  • Houston, S. D., Stuart, D., & Robertson, J. (1998). Disharmony in Maya hieroglyphic writing: Linguistic change and continuity in classic society. In A. Ciudad Ruíz, Y. Fernández Marquínez, J. Miguel García Campillo, J. I. Ponce de León, A. Lacadena García-Gallo, & L. T. Sanz Castro (Eds.), Anatomía de una civilización: Aproximaciones interdisciplinarias a la cultura maya (Publicaciones de la SEEM 4) (pp. 275–296). Madrid: Sociedad Española de Estudios Mayas. [Republished: Wichmann, S. (Ed.). (2004). The Linguistics of Maya writing (pp. 83–101). Salt Lake City: University of Utah Press] Cited by7
    • Boot, Erik. (2010a). Substitution, substitution, substitution: The many faces of Maya writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 43–70). Leiden; Boston: Brill.
    • Boot, Erik. (2010b). Loanwords, “foreign words,” and foreign signs in Maya writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 129–177). Leiden; Boston: Brill.
    • Boot, Erik. (2010c). Maya writing: Synonyms and homonyms, polyvalency and polysemy. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 253–279). Leiden; Boston: Brill.
    • Buckley, Eugene. (2018). Core syllables vs. moraic writing [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 26–51. https://doi.org/10.1075/wll.00009.buc
    • Gnanadesikan, Amalia E. (2011). Syllables and syllabaries: What writing systems tell us about syllable structure. In Charles Cairns & Eric Raimy (Eds.), Handbook of the syllable (Brill's Handbooks in Linguistics 1) (pp. 395–414). Leiden: Brill. https://doi.org/10.1163/ej.9789004187405.i-464.118
    • Mora-Marín, David. (2010). Consonant deletion, obligatory synharmony, typical suffixing: An explanation of spelling practices in Mayan writing. Written Language & Literacy, 13(1), 118–179. https://doi.org/10.1075/wll.13.1.05mor
    • 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
  • Houston, Walter J. (2013). The scribe and his class: Ben Sira on rich and poor. In Philip R. Davies & Thomas Römer (Eds.), Writing the Bible: Scribes, scribalism and script (pp. 108–123). Durham: Acumen.
  • Howard, V. A. (1980). Theory of representation: Three questions (Tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 501–515). New York; London: Plenum Press.
  • Howes, D. H., & Solomon, R. L. (1951). Visual duration threshold as a function of word-probability. Journal of Experimental Psychology, 41, 401–410. Cited by7
    • Brysbaert, Marc, & New, Boris. (2009). Moving beyond Kučera and Francis: A critical evaluation of current word frequency norms and the introduction of a new and improved word frequency measure for American English. Behavior Research Methods, 41, 977–990. https://doi.org/10.3758/BRM.41.4.977
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Grainger, Jonathan. (1992). Orthographic neighborhoods and visual word recognition. In Ram Frost and Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 131–146). Amsterdam; London; New York; Tokyo: North-Holland.
    • Hsu, Sheng-Hsiung, & Huang, Kuo-Chen. (2001). Effects of minimal legible size characters on Chinese word recognition. Visible Language, 35(2), 178–191.
    • Kinoshita, Sachiko. (2015). Visual word recognition in the Bayesian reader framework. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 63–75). New York: Oxford University Press.
    • Rumelhart, David E., & McClelland, James L. (1981). Interactive processing through spreading activation. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 37–60). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
  • Hsu, Sheng-Hsiung, & Huang, Kuo-Chen. (2001). Effects of minimal legible size characters on Chinese word recognition. Visible Language, 35(2), 178–191.
  • Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
  • Hu, C.-F., & Catts, H. W. (1998). The role of phonological processing in early reading ability: What we can learn from Chinese. Scientific Studies of Reading, 2(1), 55–79. Cited by19
    • Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
    • Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
    • Chung, Wei-Lun, & Hu, Chieh-Fang. (2007). Morphological awareness and learning to read Chinese. Reading and Writing, 20(5), 441–461. https://doi.org/10.1007/s11145-006-9037-7
    • Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
    • Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
    • Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
    • Lee, Lay Wah, Low, Hui Min, & Mohamed, Abdul Rashid. (2012). Word count analysis of Malay language textbooks for the purpose of developing a Malay reading remedial programme [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 103–119. https://doi.org/10.1080/17586801.2012.690713
    • Leong, Che Kan, Cheng, Pui Wan, & Tan, Li Hai. (2005). The role of sensitivity to rhymes, phonemes and tones in reading English and Chinese pseudowords. Reading and Writing, 18(1), 1–26. https://doi.org/10.1007/s11145-004-3357-2
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
    • McBride-Chang, Catherine, Chow, Bonnie W.-Y., Zhong, Yiping, Burgress, Stephen, & Hayward, William G. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing, 18(2), 99–128. https://doi.org/10.1007/s11145-004-7343-5
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
    • Yin, Li, Li, Wenling, Chen, Xi, Anderson, Richard C., Zhang, Jie, & Shu, Hua. (2011). The role of tone awareness and pinyin knowledge in Chinese reading [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 59–68. https://doi.org/10.1093/wsr/wsr010
  • Hu, Jianying, & Liu, Ying. (2014). Analysis of documents born digital. In David Doermann & Karl Tombre (Eds.), Handbook of document image processing and recognition (pp. 775–804). London: Springer. https://doi.org/10.1007/978-0-85729-859-1_26
  • Hu, W., Lee, H. L., Zhang, Q., Liu, T., Geng, L. B., Seghier, M. L., Shakeshaft, C., Twomey, T., Green, D. W., Yang, Y. M., & Price, C. J. (2010). Developmental dyslexia in Chinese and English populations: Dissociating the effect of dyslexia from language differences. Brain, 133(6), 1694–1706. http://dx.doi.org/10.1093/brain/awq106 Cited by10
    • Cao, Fan. (2018). Brain mechanisms of Chinese word reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 137–162). Amsterdam: John Benjamins.
    • Handel, Zev. (2015). Logography and the classification of writing systems: A response to Unger. Scripta, 7, 109–150.
    • Hoeft, Fumiko, & Wang, Cheng. (2019). Intergenerational transmission in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 413–438). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.019
    • Kim, Say Young, & Wang, Min. (2018). Neural mechanisms of reading in Korean L1 and related L2 reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 411–426). Amsterdam: John Benjamins.
    • Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
    • Perfetti, Charles, Pugh, Kenneth, & Verhoeven, Ludo. (2019). Developmental dyslexia across languages and writing systems: The big picture. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 441–461). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.020
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Huang, H. S., & Hanley, J. R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54(1), 73–98. https://doi.org/10.1016/0010-0277(94)00641-W Cited by38
    • Akamatsu, Nobuhiko. (2005). Effects of second language reading proficiency and first language orthography on second language word recognition. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 238–259). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Akamatsu, Nobuhiko. (2006). Literacy acquisition in Japanese-English bilinguals. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 481–496). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Bastien-Toniazzo, Mireille, & Jullien, Sandrine. (2001). Nature and importance of the logographic phase in learning to read. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 119–143.
    • Bertelson, Paul, Chen, Hsuan-Chih, & de Gelder, Béatrice. (1997). Explicit speech analysis and orthographic experience in Chinese readers. In Hsuan-Chih Chen, (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 27–46). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Cho, Jeung-Ryeul, McBride-Chang, Catherine, & Park, Soon-Gil. (2008). Phonological awareness and morphological awareness: Differential associations to regular and irregular word recognition in early Korean Hangul readers. Reading and Writing, 21(3), 255–274. https://doi.org/10.1007/s11145-007-9072-z
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Goswami, Usha. (1999c). The relationship between phonological awareness and orthographic representation in different orthographies. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 134–156). Cambridge: Cambridge University Press.
    • Goswami, Usha. (2008). Phonological representations for reading acquisition across languages. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 65–84). New York; London. Lawrence Erlbaum Associates.
    • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
    • Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
    • Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
    • Hung, Yueh-Nu. (2012a). How a morphosyllabic writing system works in Chinese. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 16–31). New York; London: Routledge.
    • Jackson, Nancy Ewald, Chen, Huanwen, Goldsberry, Lonie, Kim, Ahyoung, & Vanderwerff, Carla. (1999). Effects of variations in orthographic information on Asian and American readers' English text reading [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 345–379.
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Ko, Hwawei, & Tzeng, Ovid J. L. (2000). The role of phonological awareness in a phonetically opaque script [Special issue: Literacy and writing systems in Asia, edited Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachu]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 119–132.
    • Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
    • Leong, Che-Kan. (2002c). Segmental analysis and reading in Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 227–245). Hong Kong: Hong Kong University Press.
    • Leong, Che Kan, Cheng, Pui Wan, & Tan, Li Hai. (2005). The role of sensitivity to rhymes, phonemes and tones in reading English and Chinese pseudowords. Reading and Writing, 18(1), 1–26. https://doi.org/10.1007/s11145-004-3357-2
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • McBride-Chang, Catherine, Chow, Bonnie W.-Y., Zhong, Yiping, Burgress, Stephen, & Hayward, William G. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing, 18(2), 99–128. https://doi.org/10.1007/s11145-004-7343-5
    • Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
    • Pak, Ada K. H., Cheng-Lai, Alice, Tso, Ivy F., Shu, Hua, Lia, Wenling, & Anderson, Richard C. (2005). Visual chunking skills of Hong Kong children. Reading and Writing, 18(5), 437–454. https://doi.org/10.1007/s11145-005-6575-3
    • Schmalz, Xenia, Marinus, Eva, Coltheart, Max, & Castles, Anne. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review, 22, 1614–1629. https://doi.org/10.3758/s13423-015-0835-2
    • Scholfield, Phil, & Chwo, Gloria Shu-Mei. (2005). Are the L1 and L2 word reading processes affected more by writing system or instruction? In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 215–237). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • 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
    • Singh, Nandini Chatterjee, & Sumathi, T. A. (2019). The role of phonological processing and oral language in the acquisition of reading skills in Devanagari. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 261–276). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_14
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
    • Yamashita, Junko. (2018). Orthographic and phonological processing in L2-English word recognition: Longitudinal observations from Grade 9 to 11 in EFL learners in Japan. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 267–292). Amsterdam: John Benjamins.
    • Yin, Li, Li, Wenling, Chen, Xi, Anderson, Richard C., Zhang, Jie, & Shu, Hua. (2011). The role of tone awareness and pinyin knowledge in Chinese reading [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 59–68. https://doi.org/10.1093/wsr/wsr010
  • Huang, H. S., & Hanley, J. R. (1997). A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan. International Journal of Behavioral Development, 20(2), 249–268. https://doi.org/10.1080/016502597385324 Cited by14
    • Bassetti, Benedetta. (2006). Orthographic input and phonological representations in learners of Chinese as a foreign language [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 95–114.
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
    • Homer, Bruce D. (2009). Literacy and metalinguistic development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 487–500). Cambridge: Cambridge University Press.
    • Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
    • McBride-Chang, Catherine, Chow, Bonnie W.-Y., Zhong, Yiping, Burgress, Stephen, & Hayward, William G. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing, 18(2), 99–128. https://doi.org/10.1007/s11145-004-7343-5
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
    • Zhang, Juan, & McBride-Chang, Catherine. (2011). Diversity in Chinese literacy acquisition [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 87–102. https://doi.org/10.1093/wsr/wsr011
  • Huang, J. T. (1986). Visual integration process in recognizing fragmented Chinese characters. In H. S. R. Kao & R. Hoosain (Eds.), Linguistics, psychology, and the Chinese language (pp. 45–54). Hong Kong: Hong Kong University Press. Cited by3
    • Huang, Jong-Tsun, & Wang, Man-Ying. (1992). From unit to gestalt: Perceptual dynamics in recognizing Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 3–35). Amsterdam; London; New York; Tokyo: North-Holland.
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
  • Huang, J. T., & Liu, I. M. (1978). Paired-associate learning proficiency as a function of frequency count, meaningfulness, and imagery value in Chinese two-character ideograms. Chinese Psychological Journal, 20, 5–17 [Chinese with English abstract] Cited by6
    • Huang, Jong-Tsun, & Wang, Man-Ying. (1992). From unit to gestalt: Perceptual dynamics in recognizing Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 3–35). Amsterdam; London; New York; Tokyo: North-Holland.
    • Leong, Che Kan, & Cheng, Pui-Wan. (2003). Consistency effects on lexical decision and naming of two-character Chinese words. Reading and Writing: An Interdisciplinary Journal, 16(5), 455–474.
    • Taylor, Insup. (1988). Psychology of literacy: East and west. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 202–233). Berlin; Heidelberg: Springer.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
  • Huang, Jong-Tsun, & Wang, Man-Ying. (1992). From unit to gestalt: Perceptual dynamics in recognizing Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 3–35). Amsterdam; London; New York; Tokyo: North-Holland. Cited by6
    • Chen, Xuefeng, & Kao, Henry S. R. (2002). Visual-spatial properties and orthographic processing of Chinese characters. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 175–194). Hong Kong: Hong Kong University Press.
    • Hung, Yueh-Nu. (2012a). How a morphosyllabic writing system works in Chinese. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 16–31). New York; London: Routledge.
    • Leong, Che-Kan. (2002a). ‘Cognitive conjunction’ analysis of processing Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 1–31). Hong Kong: Hong Kong University Press.
    • Leong, Che Kan, & Cheng, Pui-Wan. (2003). Consistency effects on lexical decision and naming of two-character Chinese words. Reading and Writing: An Interdisciplinary Journal, 16(5), 455–474.
    • Wang, Shaomei. (2012b). The taxonomy of Chinese reading miscues. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 158–189). New York; London: Routledge.
    • Williams, Clay, & Bever, Thomas. (2010). Chinese character decoding: A semantic bias? Reading and Writing, 23(5), 589–605. https://doi.org/10.1007/s11145-010-9228-0
  • Hübner, Sabine R. (2018). Frauen und Schriftlichkeit im römischen Ägypten. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 163–178). Berlin, Boston: Walter de Gruyter.
  • Hudson, A. (2002). Outline of a theory of diglossia. International Journal of the Sociology of Language, 157, 1–49. Cited by8
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Høigilt, Jacob, & Mejdell, Gunvor. (2017). Introduction. In Jacob Høigilt & Gunvor Mejdell (Eds.), The politics of written language in the Arab world: Writing change (Studies in Semitic Languages and Linguistics 90) (pp. 1–17). Leiden; Boston: Brill.
    • 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.
    • 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.
    • Wang, Sixiang. (2014). The sounds of our country: Interpreters, linguistic knowledge, and the politics of language in Early Chosŏn Korea. In Benjamin A. Elman (Ed.), Rethinking East Asian languages, vernaculars, and literacies, 1000–1919 (Sinica Leidensia 115) (pp. 58–95). Leiden; Boston: Brill. https://doi.org/10.1163/9789004279278_004
  • Hudson, J. A., & Shapiro, L. R. (1991). From knowing to telling: Children's scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 89–136). Hillsdale, NJ: Lawrence Erlbaum. Cited by6
    • 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
    • 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.
    • Berninger, Virginia W., Nagy, William, & Beers, Scott. (2011). Child writers' construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 151–182. https://doi.org/10.1007/s11145-010-9262-y
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Tolchinsky, Liliana. (2009). The configuration of literacy as a domain of knowledge. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 468–486). Cambridge: Cambridge University Press.
  • Hudson, Kathryn M., & Henderson, John S. (2021). Script, image, and culture in the Maya world: A southeastern perspective. In Philip J. Boyes, Philippa M. Steele, & Natalia Elvira Astoreca (Eds.), The social and cultural contexts of historic writing practices (pp. 232–248). Oxford; Philadelphia: Oxbow Books.
  • Hudson, Roxanne F., Lane, Holly B., & Mercer, Cecil D. (2005). Writing prompts: The role of various priming conditions on the compositional fluency of developing writers. Reading and Writing, 18(6), 473–495. https://doi.org/10.1007/s11145-004-7042-2
  • Hudson, Roxanne F., Torgesen, Joseph K., Lane, Holly B., & Turner, Stephen J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483–507. https://doi.org/10.1007/s11145-010-9283-6
  • Hue, C. W., & Erickson, J. R. (1988). Short-term memory for Chinese characters and radicals. Memory & Cognition, 16, 196–205. Cited by4
    • Huang, Jong-Tsun, & Wang, Man-Ying. (1992). From unit to gestalt: Perceptual dynamics in recognizing Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 3–35). Amsterdam; London; New York; Tokyo: North-Holland.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Lin, Angel Mei-yi, & Akamatsu, Nobuhiko. (1997). The learnability and psychological processing of reading in Chinese and reading in English. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 369–387). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Meuter, Renata F. I., & Ehrich, John F. (2012). The acquisition of an artificial logographic script and bilingual working memory: Evidence for L1-specific orthographic processing skills transfer in Chinese-English bilinguals [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 8–29. https://doi.org/10.1080/17586801.2012.665011
  • Hue, Chih-Wei. (1992). Recognition processes in character naming. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 93–107). Amsterdam; London; New York; Tokyo: North-Holland. Cited by10
    • Chikamatsu, Nobuko. (2005). L2 Japanese kanji memory and retrieval: An experiment on the tip-of-the-pen (TOP) phenomenon. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 71–96). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Leong, Che Kan, & Cheng, Pui-Wan. (2003). Consistency effects on lexical decision and naming of two-character Chinese words. Reading and Writing: An Interdisciplinary Journal, 16(5), 455–474.
    • Li, Hong, &Chen, Hsuan-Chih. (1997). Processing of radicals in Chinese character recognition. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 141–160). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Liu, In-Mao. (1995). Script factors that affect literacy: Alphabetic vs. logographic languages. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 145–162). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Liu, In-Mao. (1997). The issue of prelexical phonology in the reading of Chinese characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 65–75). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Wang, Judy Huei-Yu, & Guthrie, John T. (2002). Differences in Cliinese character identification between skilled and less skilled young readers. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 263–283). Hong Kong: Hong Kong University Press.
    • Wu, Jei-Tun, & Liu, In-Mao. (1997). Phonological activation in pronouncing characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 47–64). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Wydell, Taeko Nakayama. (1998). What matters in kanji word naming: Consistency, regularity, or On/Kun-reading difference? [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 359–373. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 205–219). Dordrecht: Kluwer Academic Publishers]
    • Yang, Hui, & Peng, Dan-ling. (1997). The learning and naming of Chinese characters of elementary school children. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 323–346). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Zhou, Xiaolin, & Marslen-Wilson, William. (1999b). The nature of sublexical processing in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(4), 819–837.
  • Huey, Edmund B. (1908). The psychology and pedagogy of reading. New York: Macmillan. [1968, reprinted, Cambridge, MA: MIT Press] Cited by56
    • Albrengues, Claire, Lavigne, Frédéric, Aguilar, Carlos, Castet, Eric, & Vitu, Françoise. (2019). Linguistic processes do not beat visuo-motor constraints, but they modulate where the eyes move regardless of word boundaries: Evidence against top-down word-based eyemovement control during reading. PLOS ONE, 14(7), e0219666. https://doi.org/10.1371/journal.pone.0219666
    • Andrews, Sally. (2006a). Preface. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. xix–xxix). Hove; New York: Psychology Press.
    • Andrews, Sally. (2012). Individual differences in skilled visual word recognition and reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 151–172). London: Psychology Press.
    • Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
    • Baddeley, A. D. (1979). Working memory and reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 355–370). New York; London: Plenum Press.
    • Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Brewer, William F. (1972). Is reading a letter-by-letter process? In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 359–365). Cambridge, MA; London: The MIT Press.
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Clifton, Charles, Jr. (2015). The roles of phonology in silent reading: A selective review. In Lyn Frazier & Edward Gibson (Eds.), Explicit and implicit prosody in sentence processing: Studies in honor of Janet Dean Fodor (Studies in Theoretical Psycholinguistics 46) (pp. 161–176). Cham: Springer. https://doi.org/10.1007/978-3–319-12961-7_9
    • Gibson, Eleanor J. (1972). Reading for some purpose: Keynote address. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 3–19). Cambridge, MA; London: The MIT Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Glushko, Robert J. (1981). Principles for pronouncing print: The psychology of phonography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 61–84). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Grainger, Jonathan, & Hannagan, Thomas. (2014). What is special about orthographic processing? [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 225–252. doi 10.1075/wll.17.2.03gra
    • Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
    • Günther, Hartmut. (1996a). Historisch-systematischer Aufriß der psychologischen Leseforschung [Historical outline of psychological research on reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 918–831). Berlin; New York: De Gruyter.
    • Halderman, Laura K., Ashby, Jane, & Perfetti, Charles A. (2012). Phonology: An early and integral role in identifying words. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 207–228). London: Psychology Press.
    • Henderson, Edmund H. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 1–30). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Henderson, Leslie. (1980). Wholistic models of feature analysis in word recognition: A critical examination. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 207–218). New York; London: Plenum Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Inhoff, Albrecht W., & Rayner, Keith. (1996). Das Blickverhalten beim Lesen [Eye movements during reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 942–957). Berlin; New York: De Gruyter.
    • Johnson, Neal F. (1992). On the role of cohorts or neighbors in visual word recognition. In Ram Frost and Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 147–164). Amsterdam; London; New York; Tokyo: North-Holland.
    • Kolers, Paul A. (1983). Polarization of reading performance. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 371–391). Berlin; New York; Amsterdam: Mouton Publishers.
    • Massaro, Dominic W., & Jesse, Alexandra. (2005). The magic of reading: Too many influences for quick and easy explanations. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 37–61). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • McConkie, George W., & Zola, David. (1981). Language constraints and the functional stimulus in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 155–175). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Morris, Darrell, Trathen, Woodrow, Lomax, Richard G., Perney, Jan, Kucan, Linda, Frye, Elizabeth M., Bloodgood, Janet W., Ward, Devery, & Schlagal, Robert. (2012). Modeling aspects of print-processing skill: Implications for reading assessment. Reading and Writing, 25(1), 189–215. https://doi.org/10.1007/s11145-010-9253-z
    • Oakhill, Jane V., Berenhaus, Molly S., & Cain, Kate. (2015). Children's reading comprehension and comprehension difficulties. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 344–360). New York: Oxford University Press.
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • 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.
    • Pollatsek, Alexander, & Carr, Thomas H. (1979). Rule-governed and wholistic encoding processes in word perception. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 295–308). New York; London: Plenum Press.
    • Pollatsek, Alexander, & Treiman, Rebecca. (2015). The Oxford handbook of reading: Setting the stage. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 3–9). New York: Oxford University Press.
    • Pugh, A. K. (1979). Styles and strategies in silent reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 431–443). New York; London: Plenum Press.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Rastle, Kathleen. (2019). EPS mid-career prize lecture 2017: Writing systems, reading, and language. Quarterly Journal of Experimental Psychology, 72(4), 677–692. https://doi.org/10.1177/1747021819829696
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Reingold, Eyal M., Sheridan, Heather, & Reichle, Erik D. (2015). Direct lexical and nonlexical control of fixation duration in reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 261–276). New York: Oxford University Press.
    • Roberts, David. (2009). Visual crowding and the tone orthography of African languages. Written Language & Literacy, 12(1), 140–155. https://doi.org/10.1075/wll.12.1.07rob
    • Rumelhart, David E., & McClelland, James L. (1981). Interactive processing through spreading activation. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 37–60). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • 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.
    • Schotter, Elizabeth R., & Rayner, Keith. (2012). Eye movements and word recognition during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 73–101). London: Psychology Press.
    • Shanahan, Timothy. (2005). Gaining perspective through science: A history of research synthesis in reading. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 193–210). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Shankweiler, Donald, & Liberman, Isabelle Y. (1972). Misreading: A search for causes. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 293–317). Cambridge, MA; London: The MIT Press.
    • 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
    • Shebilske, Wayne L., & Reid, L. Starling. (1979). Reading eye movements, macro-structure and comprehension processes. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 97–110). New York; London: Plenum Press.
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (1981a). Attentional and automatic context effects in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 241–267). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Vaughn, Sharon, & Hall, Colby. (2017). Theoretically guided interventions for adolescents who are poor readers. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 489–506). Amsterdam; Philadelphia: John Benjamins.
    • Venezky, Richard L. (1977). Principles for the design of practical writing systems. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 37–54). The Hague; Paris: Mouton.
    • Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
    • Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
  • Huey, Edmund B. (1908). The psychology and pedagogy of reading (Reprint). Cambridge, MA: MIT Press. [1908, Originally published, New York: Macmillan] Cited by42
    • Andrews, Sally. (2006a). Preface. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. xix–xxix). Hove; New York: Psychology Press.
    • Andrews, Sally. (2012). Individual differences in skilled visual word recognition and reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 151–172). London: Psychology Press.
    • Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
    • Baddeley, A. D. (1979). Working memory and reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 355–370). New York; London: Plenum Press.
    • Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
    • Brewer, William F. (1972). Is reading a letter-by-letter process? In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 359–365). Cambridge, MA; London: The MIT Press.
    • Clifton, Charles, Jr. (2015). The roles of phonology in silent reading: A selective review. In Lyn Frazier & Edward Gibson (Eds.), Explicit and implicit prosody in sentence processing: Studies in honor of Janet Dean Fodor (Studies in Theoretical Psycholinguistics 46) (pp. 161–176). Cham: Springer. https://doi.org/10.1007/978-3–319-12961-7_9
    • Gibson, Eleanor J. (1972). Reading for some purpose: Keynote address. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 3–19). Cambridge, MA; London: The MIT Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Glushko, Robert J. (1981). Principles for pronouncing print: The psychology of phonography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 61–84). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Günther, Hartmut. (1996a). Historisch-systematischer Aufriß der psychologischen Leseforschung [Historical outline of psychological research on reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 918–831). Berlin; New York: De Gruyter.
    • Henderson, Edmund H. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 1–30). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Henderson, Leslie. (1980). Wholistic models of feature analysis in word recognition: A critical examination. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 207–218). New York; London: Plenum Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Inhoff, Albrecht W., & Rayner, Keith. (1996). Das Blickverhalten beim Lesen [Eye movements during reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 942–957). Berlin; New York: De Gruyter.
    • Johnson, Neal F. (1992). On the role of cohorts or neighbors in visual word recognition. In Ram Frost and Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 147–164). Amsterdam; London; New York; Tokyo: North-Holland.
    • Kolers, Paul A. (1983). Polarization of reading performance. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 371–391). Berlin; New York; Amsterdam: Mouton Publishers.
    • Massaro, Dominic W., & Jesse, Alexandra. (2005). The magic of reading: Too many influences for quick and easy explanations. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 37–61). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • McConkie, George W., & Zola, David. (1981). Language constraints and the functional stimulus in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 155–175). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Morris, Darrell, Trathen, Woodrow, Lomax, Richard G., Perney, Jan, Kucan, Linda, Frye, Elizabeth M., Bloodgood, Janet W., Ward, Devery, & Schlagal, Robert. (2012). Modeling aspects of print-processing skill: Implications for reading assessment. Reading and Writing, 25(1), 189–215. https://doi.org/10.1007/s11145-010-9253-z
    • Oakhill, Jane V., Berenhaus, Molly S., & Cain, Kate. (2015). Children's reading comprehension and comprehension difficulties. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 344–360). New York: Oxford University Press.
    • Pollatsek, Alexander, & Carr, Thomas H. (1979). Rule-governed and wholistic encoding processes in word perception. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 295–308). New York; London: Plenum Press.
    • Pollatsek, Alexander, & Treiman, Rebecca. (2015). The Oxford handbook of reading: Setting the stage. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 3–9). New York: Oxford University Press.
    • Pugh, A. K. (1979). Styles and strategies in silent reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 431–443). New York; London: Plenum Press.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Reingold, Eyal M., Sheridan, Heather, & Reichle, Erik D. (2015). Direct lexical and nonlexical control of fixation duration in reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 261–276). New York: Oxford University Press.
    • Roberts, David. (2009). Visual crowding and the tone orthography of African languages. Written Language & Literacy, 12(1), 140–155. https://doi.org/10.1075/wll.12.1.07rob
    • 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.
    • Shanahan, Timothy. (2005). Gaining perspective through science: A history of research synthesis in reading. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 193–210). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Shankweiler, Donald, & Liberman, Isabelle Y. (1972). Misreading: A search for causes. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 293–317). Cambridge, MA; London: The MIT Press.
    • 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
    • Shebilske, Wayne L., & Reid, L. Starling. (1979). Reading eye movements, macro-structure and comprehension processes. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 97–110). New York; London: Plenum Press.
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (1981a). Attentional and automatic context effects in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 241–267). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Venezky, Richard L. (1977). Principles for the design of practical writing systems. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 37–54). The Hague; Paris: Mouton.
    • Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Huffman, Franklin E. (1970). Cambodian system of writing and beginning reader. New Haven: Yale University Press. Cited by4
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Nakanishi, Akira. (1980). Writing systems of the word: Alphabets, syllabaries, pictograms (Revised translation). Boston; Vermont; Tokyo: Tuttle Publishing. [1975, Sekai no moji. Kyoto: Shōkadō; 1998, Revised edition, Tuttle Publishing]
    • Schiller, Eric. (1996). Khmer writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 467–473). New York; Oxford: Oxford University Press.
  • Hugh-Jones, Stephen. (2016). Writing on stone; writing on paper: Myth, history and memory in NW Amazonia. History and Anthropology, 27(2). 154–182. https://doi.org/10.1080/02757206.2016.1138291
  • Hull, Kerry. (2017). When letters represent more than sounds: Ideology versus practicality in the development of a standard orthography for Ch'orti' Mayan. In Mari C. Jones & Damien Mooney (Eds.), Creating orthographies for endangered languages (pp. 142–154). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949.008 Cited by1
    • Genee, Inge. (2020). “It's written niisto but it sounds like knee stew.” Handling multiple orthographies in Blackfoot language web resources. Written Language & Literacy, 23(1), 1–28. https://doi.org/10.1075/wll.00031.gen
  • Hulme, C. (1981). Reading retardation and multi-sensory teaching. London: Routledge & Kegan Paul. Cited by5
    • McDougall, Siné J. P., & Donohoe, Rachael. (2002). Reading ability and memory span: Long-term memory contributions to span for good and poor readers. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 359–387.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Porpodas, Costas D. (2006). Literacy acquisition in Greek: Research review of the role of phonological and cognitive factors. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 189–199). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Roncoli, Silvia, & Masterson, Jackie. (2016). ‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study. Writing Systems Research, 8(2), 143–166. https://doi.org/10.1080/17586801.2016.1159539
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
  • Hulme, C. (1988). The implausibility of low-level visual deficits as a cause of children's reading difficulties. Cognitive Neuropsychology, 5, 369–374. Cited by5
    • Holmes, V. M. (2012). Adult word recognition and visual sequential memory. Reading and Writing, 25(1), 23–44. https://doi.org/10.1007/s11145-010-9245-z
    • Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Wydell, Taeko N. (2019). Developmental dyslexia in Japanese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 176–199). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.009
  • Hulme, C., Caravolas, M., Málková, G., & Brigstocke, S. (2005). Phoneme isolation ability is not simply a consequence of letter-sound knowledge. Cognition, 97, B1–B11. Cited by9
    • Caravolas, Markéta. (2017). Learning to read Czech and Slovak. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 371–392). Cambridge: Cambridge University Press.
    • Caravolas, Markéta, Mikulajová, Marína, & Kuchaská, Anna. (2019). Developmental dyslexia in Czech and Slovak. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 96–117). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.005
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • Duncan, Lynne G., Castro, São Luís, Defior, Sylvia, Seymour, Philip H. K., Baillie, Sheila, Leybaert, Jacqueline, Mousty, Philippe, Genard, Nathalie, Sarris, Menelaos, Porpodas, Costas D., Lund, Rannveig, Sigurðsson, Baldur, Þráinsdóttir, Anna S., Sucena, Ana, & Serrano, Francisca. (2013). Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies. Cognition, 127, 398–419. http://doi.org/10.1016/j.cognition.2013.02.009
    • Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Kolinsky, Régine. (2015). How learning to read influences language and cognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 377–393). New York: Oxford University Press.
    • Manolitsis, George, & Tafa, Eufimia. (2011). Letter-name letter-sound and phonological awareness: Evidence from Greek-speaking kindergarten children. Reading and Writing, 24(1), 27–53. doi10.1007/s11145-009-9200-z
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
  • Hulme, C., Hatcher, P J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82(1), 2–28. https://doi.org/10.1006/jecp.2002.2670 Cited by21
    • Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Goetz, Kristina, Hulme, Charles, Brigstocke, Sophie, Carroll, Julia M., Nasir, Louise, & Snowling, M. (2008). Training reading and phoneme awareness skills in children with Down syndrome [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 395–412. https://doi.org/10.1007/s11145-007-9089-3
    • Goikietxea, Edurne. (2005). Levels of phonological awareness in preliterate and literate Spanish-speaking children. Reading and Writing, 18(1), 51–79. https://doi.org/10.1007/s11145-004-1955-7
    • Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Jiménez, Juan E., García, Eduardo, & Venegas, Enrique. (2010). Are phonological processes the same or different in low literacy adults and children with or without reading disabilities? Reading and Writing, 23(1), 1–18. https://doi.org/10.1007/s11145-008-9146-6
    • Kim, Young-Suk. (2009b). The foundation of literacy skills in Korean: The relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills. Reading and Writing, 22(8), 907–931. https://doi.org/10.1007/s11145-008-9131-0
    • Kim, Young-Suk, & Petscher, Yaacov. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 635–656. https://doi.org/10.1007/s11145-010-9240-4
    • Leong, Che Kan, Cheng, Pui Wan, & Tan, Li Hai. (2005). The role of sensitivity to rhymes, phonemes and tones in reading English and Chinese pseudowords. Reading and Writing, 18(1), 1–26. https://doi.org/10.1007/s11145-004-3357-2
    • Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
    • Nergård-Nilssen, T. (2006). Word-decoding deficits in Norwegian: The impact of psycholinguistic marker effects. Reading and Writing, 19(3), 265–290. https://doi.org/10.1007/s11145-005-5468-9
    • Rickard Liow, Susan J., & Lee, Lay Choo. (2004). Metalinguistic awareness and semi-syllabic scripts: Children's spelling errors in Malay [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 7–26.
    • Shankweiler, Donald, & Fowler, Anne E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17(5), 483–515. https://doi.org/10.1023/B:READ.0000044598.81628.e6
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Sun-Alperin, M. Kendra, & Wang, Min. (2011). Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2. Reading and Writing, 24(5), 591–614. https://doi.org/10.1007/s11145-009-9221-7
    • Wang, Min, Anderson, Alida, Cheng, Chenxi, Park, Yoonjung, & Thomson, Jennifer. (2008). General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual children. Reading and Writing, 21(6), 627–644. https://doi.org/10.1007/s11145-007-9081-y
    • Winskel, Heather. (2009). Reading in Thai: The case of misaligned vowels. Reading and Writing, 22(1), 1–24. https://doi.org/10.1007/s11145-007-9100-z
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
    • Winskel, Heather, & Ratitamkul, Theeraporn. (2019). Learning to read and write in Thai. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 217–231). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_12
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
    • Zaretsky, Elena, Kraljevic, Jelena Kuvac, Core, Cynthia, & Lencek, Mirjana. (2009). Literacy predictors and early reading and spelling skills as a factor of orthography: Cross-linguistic evidence. Written Language & Literacy, 12(1), 52–81. https://doi.org/10.1075/wll.12.1.03zar
  • Hulme, C., & Mackenzie, S. (1992). Working memory and severe learning difficulties. Hove: Lawrence Erlbaum Associates. Cited by4
    • Dufva, Mia, Niemi, Pekka, & Voeten, Marinus J. M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 91–117.
    • Laws, Glynis, & Gunn, Deborah. (2002). Relationships between reading, phonological skills and language development in individuals with Down syndrome: A five year follow-up study [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 527–548.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Snowling, Margaret J., Hulme, Charles, & Mercer, Robin C. (2002). A deficit in rime awareness in children with Down syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 471–495.
  • Hulme, C., Maughan, S., & Brown, G. D. A. (1991). Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span. Journal of Memory and Language, 30, 685–701. Cited by4
    • McDougall, Siné J. P., & Donohoe, Rachael. (2002). Reading ability and memory span: Long-term memory contributions to span for good and poor readers. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 359–387.
    • Roodenrys, Steven, & Stokes, Julie. (2001). Serial recall and nonword repetition in reading disabled children. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 379–394.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Sturm, Jessica L. (2012). Meaning and orthography in L2 French [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 47–60. https://doi.org/10.1080/17586801.2011.635950
  • Hulme, C., & Snowling, M. (1992). Deficits in output phonology: An explanation of reading failure? Cognitive Neuropsychology, 9, 47–72. https://doi.org/10.1080/02643299208252052 Cited by11
    • Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
    • Cholewa, Jürgen, Mantey, Stefanie, Heber, Stefanie, & Hollweg, Wibke. (2010). Developmental surface and phonological dysgraphia in German 3rd graders. Reading and Writing, 23(1), 97–127. https://doi.org/10.1007/s11145-008-9153-7
    • Cossu, Giuseppe. (2003). The role of output speech in literacy acquisition: Evidence from congenital anarthria [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 99–122.
    • Gupta, Ashum. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 79–99. https://doi.org/10.1023/B:READ.0000013823.56357.8b
    • Laing, Emma. (2002). Investigating reading development in atypical populations: The case of Williams syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 575–587.
    • Niolaki, Georgia Z., Terzopoulos, Aris R., & Masterson, Jackie. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230–256. https://doi.org/10.1080/17586801.2014.893862
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Simoës-Perlant, Aurélie, Thibault, Marie-Pierre, Lanchantin, Tonia, Combes, Céline, Volckaert-Legrier, Olga, & Largy, Pierre. (2012). How adolescents with dyslexia dysorthographia use texting. Written Language & Literacy, 15(1), 65–79. https://doi.org/10.1075/wll.15.1.04sim
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
  • Hulme, C., Snowling, M., Caravolas, M., & Carroll, J. (2005). Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart. Scientific Studies of Reading, 9(4), 351–365. Cited by5
    • Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • 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
    • Tammelin-Laine, Taina, & Martin, Maisa. (2015). The simultaneous development of receptive skills in an orthographically transparent second language. [Special issue: Adolescents and adults who develop literacy for the first time in L2, edited by Martha Young-Scholten]. Writing Systems Research, 7(1), 39–57. https://doi.org/10.1080/17586801.2014.943148
    • Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
  • Hulme, C., Snowling, M. J., & Quinlan, P. (1991). Connectionism and learning to read: Steps towards a phonologically plausible model. Reading and Writing: An Interdisciplinary Journal, 3, 159–168. Cited by6
    • Duncan, Lynne G., & Johnson, Rhona S. (1999). How does phonological awareness relate to nonword reading skill amongst poor readers? Reading and Writing: An Interdisciplinary Journal, 11(5/6), 405–439.
    • Kim-Renaud, Young-Key. (2000). Sejong's theory of literacy and writing [Special issue: Literacy and writing systems in Asia, edited by Chin w. Kim, Elmer H., Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 13–45.
    • Ryder, Janice F., Tunmer, William E., & Greaney, Keith T. (2008). Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 349–369.https://doi.org/10.1007/s11145-007-9080-z
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Tunmer, William E., & Chapman, James W. (2002). The relation of beginning readers' reported word identification strategies to reading achievement, reading-related skills, and academic self-perceptions. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 341–358.
    • Tunmer, William E., & Chapman, James W. (2006). Metalinguistic abilities, phonological recoding skill, and the use of context in beginning reading development: A longitudinal study. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 617–635). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Humery, Marie-Ève. (2014). Fula and the ajami writing system in the Haalpulaar society of Fuuta Tooro (Senegal and Mauritania): A specific ‘restricted literacy’. In Meikal Mumin & Kess Versteegh (Eds.), The Arabic script in Africa: Studies in the use of a writing system (Studies in Semitic Languages and Linguistics 71) (pp. 174–198). Leiden; Boston: Brill.
  • Humez, Alexander, & Humez, Nicholas. (2008). On the dot: The speck that changed the world. New York: Oxford University Press. Cited by1
    • Houston, Keith. (2013). Shady characters: The secret life of punctuation, symbols and other typographical marks. New York: W. W. Norton & Company.
  • Humphrey, J. H. (Ed.). (1991). Literacy in the Roman world (Journal of Roman Archaeology, Supplementary Series, 3). Ann Arbor, MI: Department of Classical Studies, University of Michigan. Cited by7
    • Everett, Nicholas. (2009). Literacy from late antiquity to the early middle ages, c. 300–800 AD. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 362–385). Cambridge: Cambridge University Press.
    • Johnson, William A. (2009a). Introduction. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 3–10). Oxford: Oxford University Press.
    • Milnor, Kristina. (2009). Literary literacy in Roman Pompeii: The case of Vergil's Aeneid. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 288–319). Oxford: Oxford University Press.
    • Thomas, Rosalind. (2009a). The origins of western literacy: Literacy in ancient Greece and Rome. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 346–361). Cambridge: Cambridge University Press.
    • 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.
    • Woolf, Greg. (2009). Literacy or literacies in Rome? In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 46–68). Oxford: Oxford University Press.
    • Woolf, Greg (2015). Ancient illiteracy? Ancient literacies: Bulletin of the Institute of Classical Studies, 58(2), 31–42. https://doi.org/10.1111/j.2041-5370.2015.12010.x
  • Humphreys, G. W., & Evett, L. J. (1985). Are there independent lexical and nonlexical routes in word processing? An evaluation of the dual-route model of reading. Behavioral and Brain Sciences, 8, 689–740. Cited by20
    • Besner, Derek, & Smith, Marilyn Chapnik. (1992). Basic processes in reading: Is the orthographic depth hypothesis sinking? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 45–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Carello, Claudia, & Turvey, M. T., Lukatela, Georgije. (1992). Can theories of word recognition remain stubbornly nonphonological? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 211–226). Amsterdam; London; New York; Tokyo: North-Holland.
    • Cossu, Giuseppe. (1999b). Biological constraints on literacy acquisition. Reading and Writing: An Interdisciplinary Journal, 11(3), 213–237.
    • de Kerckhove, Derrick. (1988a). Logical principles underlying the layout of Greek orthography. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 153–172). Berlin; Heidelberg: Springer.
    • de Kerckhove, Derrick. (1988b). Critical brain processes involved in deciphering the Greek alphabet. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 401–421). Berlin; Heidelberg: Springer.
    • Gottardo, Alexandra, Chiappe, Penny, Siegel, Linda S., & Stanovich, Keith E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 465–487.
    • Günther, Hartmut. (1996a). Historisch-systematischer Aufriß der psychologischen Leseforschung [Historical outline of psychological research on reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 918–831). Berlin; New York: De Gruyter.
    • Günther, Hartmut, & Pompino-Marschall, Bernd. (1996). Aspekte der Produktion und Perzeption mündlicher und schriftlicher Äußerungen [Production and perception of spoken and written utterances]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 903–917). Berlin; New York: De Gruyter.
    • Katz, Leonard, & Feldman, Laurie B. (1996). The influence of an alphabetic writing system on the reading process. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1094–1101). Berlin; New York: De Gruyter.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Kim, Jeesun, Taft, Marcus, & Davis, Chris. (2004). Orthographic-phonological links in the lexicon: When lexical and sublexical information conflict [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 187–218.
    • Pollatsek, Alexander, & Lesch, Mary. (1996). The perception of words and letters. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 957–971). Berlin; New York: De Gruyter.
    • Rastle, Kathleen, & Coltheart, Max. (2006). Is there serial processing in the reading system; and are there local representations? In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 3–24). Hove; New York: Psychology Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Scheerer-Neumann, Gerheid. (1996b). Störungen des Erwerbs der Schriftlichkeit bei alphabetischen Schriftsystemen [Disorders in written language acquisition]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1329–1351). Berlin; New York: De Gruyter.
    • Seidenberg, Mark S., & McClelland, James L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. https://doi.org/10.1037/0033-295X.96.4.523
    • 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
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
    • Venezky, Richard L. (1995). How English is read: Grapheme-phoneme regularity and orthographic structure in word recognition. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 111–129). Dordrecht; Boston; London: Kluwer Academic Publishers.
  • Humphreys, G. W, Evert, L. J., & Quinlan, P. T. (1990). Orthographic processing in visual word recognition. Cognitive Psychology, 22, 517–560. https://doi.org/10.1016/0010‑0285(90)90012‑S Cited by13
    • Carreiras, Manuel, & Grainger, Jonathan. (2004). Sublexical representations and the ‘front end’ of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 321–331. https://doi.org/10.1080/01690960344000288 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 1–10). Hove: Psychological Press]
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Friedmann, Naama, & Haddad-Hanna, Manar. (2014). Types of Developmental Dyslexia in Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 119–151). Dordrecht: Springer.
    • Frost, Ram. (2015). Cross-linguistic perspectives on letter-order processing: Empirical findings and theoretical considerations. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 88–98). New York: Oxford University Press.
    • Ktori, Maria, & Pitchford, Nicola J. (2010). Letter position encoding across deep and transparent orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 69–85). Hove; New York. Psychology Press.
    • Pae, Hye K., Bae, Sungbong, & Yi, Kwangoh. (2019). More than an alphabet: Linguistic features of Korean and their influences on Hangul word recognition [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 223–246. https://doi.org/10.1075/wll.00027.pae
    • Schoonbaert, Sofie, & Grainger, Jonathan. (2004). Letter position coding in printed word perception: Effects of repeated and transposed letters [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19, 333–367. https://doi.org/10.1080/01690960344000198 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 12–42). Hove: Psychological Press]
    • Smith, Philip T. (1996). Research methods in the psychology of reading. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 932–942). Berlin; New York: De Gruyter.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Thompson, G. Brian, & Johnston, Rhona S. (2007). Visual and orthographic information in learning to read and the influence of phonics instruction. Reading and Writing, 20(9), 859–884. https://doi.org/10.1007/s11145-007-9050-5
    • White, Sarah J. (2008). Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223. https://doi.org/10.1037/0096-1523.34.1.205
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Humphreys, H. N. (1853). The origin and progress of the art of writing. London: Ingram Cooke & Co. Cited by4
    • Diringer, David. (1948). The alphabet: A key to the history of mankind. London: Hutchinson; New York: Philosophical Library. [1953, Second revised edition; 1968, Third revised edition (2 volumes), London: Hutchinson; New York: Funk & Wagnalls; 1996, Reprinted, Munshiram Maniharlal Publishers]
    • Diringer, David. (1962). Writing (Ancient Peoples and Places 25). London: Thames & Hudson; New York: Frederick A. Praeger.
    • Drucker, Johanna. (1995). The alphabetic labyrinth: The letters in history and imagination. London: Thames & Hudson.
    • Mullaney, Thomas S. (2017). The Chinese typewriter: A history. Cambridge, MA: The MIT Press.
  • Hundt, Eckart, & Maderlechner, Gerd. (1994). Elektronische Lese- and Schreibtechnologien [Electronic reading and writing technology]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 130–146). Berlin; New York: De Gruyter.
  • Hung, D. L., & Tzeng, O. J. L. (1981). Orthographic variation and visual information processing. Psychological Bulletin, 90, 377–414. Cited by22
    • Akamatsu, Nobuhiko. (1999). The effects of first language orthographic features on word recognition processing in English as a second language [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 381–403. https://doi.org/10.1023/A:1008053520326
    • Akamatsu, Nobuhiko. (2005). Effects of second language reading proficiency and first language orthography on second language word recognition. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 238–259). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Buchanan, Lori, & Besner, Derek. (1993). Reading aloud: Evidence for the use of whole word nonsemantic pathway. Canadian Journal of Experimental Psychology, 47, 133–152. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 5–24). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • Chen, Yi-Ping. (2002). Reading efficiency and reading strategies. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 143–155). Hong Kong: Hong Kong University Press.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
    • Hoosain, Rumjahn. (1995). Getting at the sound and meaning of logographic and alphabetic scripts. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 131–144). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Huang, Jong-Tsun, & Wang, Man-Ying. (1992). From unit to gestalt: Perceptual dynamics in recognizing Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 3–35). Amsterdam; London; New York; Tokyo: North-Holland.
    • Hue, Chih-Wei. (1992). Recognition processes in character naming. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 93–107). Amsterdam; London; New York; Tokyo: North-Holland.
    • Hung, Daisy L., Tzeng, Ovid J. L., Lee, Wei Ling, & Chang, Ji Mei. (1994). Orthography, reading disability, and cerebral organization. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 11–35). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Lee, Shin-Ping, Uttal, David H., & Chen, Chuansheng. (1995). Writing systems and acquisition of reading in American, Chinese and Japanese first-graders. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 247–263). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Leong, Che Kan. (1995). Orthographic and psycholinguistic considerations in developing literacy in Chinese. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 163–183). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Scheerer, Eckart. (1986). Orthography and lexical access. In G. August (Ed.), New trends in graphemics and orthography (pp. 262–286). Berlin; New York: Walter de Gruyter.
    • Seidenberg, M. S. (1992a). Beyond orthographic depth: Equitable division of labor. In R. Frost & K. Katz (Eds.), Orthography; phonology, morphology, and meaning (Advances in Psychology 94) (pp. 85–118). Amsterdam: North-Holland.
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
    • Wang, Feng, Tsai, Yaching, & Wang, William S.-Y. (2009). Chinese literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 386–417). Cambridge: Cambridge University Press.
    • Watt, W. C. (1994b). Part I. Reading, writing and the difference: Introduction. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 3–10). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Hung, Daisy L., Tzeng, Ovid J. L., Lee, Wei Ling, & Chang, Ji Mei. (1994). Orthography, reading disability, and cerebral organization. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 11–35). Dordrecht, The Netherlands: Kluwer Academic Publishers. Cited by3
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • 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.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
  • Hung, D. L., Tzeng, O. J. L., Salzman, B., & Dreher, J. (1984). A critical evaluation of the horse-racing model of skilled reading. In H. S. R. Kao & R. Hoosain (Eds.), Psychological studies of the Chinese language. Hong Kong: Chinese Language Society of Hong Kong. Cited by5
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Hoosain, Rumjahn. (1995). Getting at the sound and meaning of logographic and alphabetic scripts. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 131–144). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Leong, Che Kan. (1995). Orthographic and psycholinguistic considerations in developing literacy in Chinese. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 163–183). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
  • Hung, Daisy L., Tzeng, Ovid J. L., & Tzeng, Angela K. Y. (1992). Automatic activation of linguistic information in Chinese character recognition. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 119–130). Amsterdam; London; New York; Tokyo: North-Holland. Cited by4
    • Perfetti, Charles A., & Liu, Ying. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 193–210. https://doi.org/10.1007/s11145-004-2344-y
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
  • Hung, Yueh-Nu. (2012a). How a morphosyllabic writing system works in Chinese. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 16–31). New York; London: Routledge. Cited by1
    • Joyce, Terry. (2016). Writing systems and scripts. In Andrea Rocci & Louis de Saussure (Eds.), Verbal communication (Handbooks of Communication Science 3) (pp. 287–308). Berlin; Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110255478-016
  • Hung, Yueh-Nu. (2012b). Similarities and dissimilarities in reading Chinese and English: Goodman's reading model perspective. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 32–44). New York; London: Routledge.
  • Hunger, H. (1968). Babylonische und assyrische Kolophone (Alter Orient und Altes Testament 2). Kevelaer; Neukirchen-Vluyn: Butzon & Bercker; Neukirchener Verlag. Cited by6
    • Brown, David. (2008). Increasingly redundant: The growing obsolescence of the cuneiform script in Babylonia from 539 BC. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 73–101). London: Equinox Publishing.
    • Cooper, Jerrold S. (1996). Sumerian and Akkadian. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 37–57). New York; Oxford: Oxford University Press.
    • Finkel, Irving. (2010). Strange byways in cuneiform writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 9–25). Leiden; Boston: Brill.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • 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
    • van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
  • Hunger, Herbert. (1989). Schreiben und Lesen in Byzanz. Die byzantinische Buchkultur. München. Cited by4
    • Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
    • Ludwig, Otto. (1994). Geschichte des Schreibens [The history of writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 48–65). Berlin; New York: De Gruyter.
    • Rösler, Wolfgang. (1994). Die griechische Schriftkultur der Antike [The Greek literate culture of antiquity] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 511–517). Berlin; New York: De Gruyter.
    • Schlieben-Lange, Brigitte. (1994). Geschichte der Reflexion über Schrift und Schriftlichkeit [History of the reflection on writing and its use]. In Hartmut Günther & Otto Ludwig, (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 102–121). Berlin; New York: De Gruyter. https://doi.org/10.1515/9783110111293.1.2.102
  • Hunt, K. W. (1965). Grammatical structures written and three grade levels (Research Report 3). Champaign, IL: National Council of Teachers of English. Cited by15
    • 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.
    • 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.
    • Barbeiro, Luís Filipe. (2011). What happens when I write? Pupils' writing about writing. Reading and Writing, 24(7), 813–834. https://doi.org/10.1007/s11145-010-9226-2
    • Beard, Roger, & Burrell, Andrew. (2010). Investigating narrative writing by 9–11-year-olds [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 77–93. https://doi.org/10.1111/j.1467-9817.2009.01433.x
    • Beers, Scott F., & Nagy, William E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing, 22(2), 185–200. https://doi.org/10.1007/s11145-007-9107-5
    • 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
    • Berninger, Virginia W., Nagy, William, & Beers, Scott. (2011). Child writers' construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 151–182. https://doi.org/10.1007/s11145-010-9262-y
    • 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
    • Eigler, Gunther. (1996). Methoden der Textproduktionsforschung [Research methods in the psychology of writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 992–1004). Berlin; New York: De Gruyter.
    • Feilke, Helmut. (1996). Die Entwicklung der Schreibfähigkeiten [The development of writing skills]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1178–1191). Berlin; New York: De Gruyter.
    • Kellogg, Ronald T. (1994). The psychology of writing. New York: Oxford University Press.
    • Puranik, Cynthia S., Lomdardino, Linda J., & Altmann, Lori J. (2007). Writing through retellings: An exploratory study of language-impaired and dyslexic populations. Reading and Writing, 20(3), 251–272. https://doi.org/10.1007/s11145-006-9030-1
    • 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.
    • Verheyden, Lieve, Van den Branden, Kris, Rijlaarsdam, Gert, Van den Bergh, Huub, & De Maeyer, Sven. (2010). Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: A follow-up of seven text features [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 20–38. https://doi.org/10.1111/j.1467-9817.2009.01430.x
    • Wagner. Richard K., Puranik, Cynthia S., Foorman, Barbara, Foster, Elizabeth, Wilson, Laura Gehron, Tschinkel, Erika, & Kantor, Patricia Thatcher. (2011). Modeling the development of written language [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 203–220. https://doi.org/10.1007/s11145-010-9266-7
  • Hunt, K. W. (1970). Syntactic maturity in school children and adults. Monographs of the Society for Research in Child Development, 35 (1, serial no. 134). Cited by12
    • 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.
    • Augst, Gerhard, & Müller, Karin. (1996). Die schriftliche Sprache im Deutschen [Written language: German]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1500–1506). Berlin; New York: De Gruyter.
    • Barbeiro, Luís Filipe. (2011). What happens when I write? Pupils' writing about writing. Reading and Writing, 24(7), 813–834. https://doi.org/10.1007/s11145-010-9226-2
    • Beers, Scott F., & Nagy, William E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing, 22(2), 185–200. https://doi.org/10.1007/s11145-007-9107-5
    • 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
    • Berman, Ruth A., & Verhoeven, Ludo. (2002). Cross-linguistic perspectives on the development of text-production abilities: Speech and writing [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 1), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(1), 1–43. https://doi.org/10.1075/wll.5.1.02ber
    • Berninger, Virginia W., Nagy, William, & Beers, Scott. (2011). Child writers' construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 151–182. https://doi.org/10.1007/s11145-010-9262-y
    • Feilke, Helmut. (1996). Die Entwicklung der Schreibfähigkeiten [The development of writing skills]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1178–1191). Berlin; New York: De Gruyter.
    • Martlew, Margaret. (1983). The development of writing: Communication and cognition. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 257–275). Berlin; New York; Amsterdam: Mouton Publishers.
    • 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
    • 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.
    • Verhoeven, Ludo, Aparici, Melina, Cahana-Amitay, Dalia, van Hell, Janet, Kriz Sarah, & Viguié-Simon, Anne. (2002). Clause packaging in writing and speech: A cross-linguistic developmental analysis [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), 135–161.
  • Hunter, Dard. (1943). Papermaking: The history and technique of an ancient craft. New York: Alfred A. Knopf. [1947, Second revised and enlarged edition; 1978, Reprinted, New York: Dover Publications] Cited by7
    • Bloom, Jonathan M. (2017). Papermaking: The historical diffusion of an ancient technique. In Heike Jöns, Peter Meusburger, & Michael Heffernan (Eds.), Mobilities of knowledge (Knowledge and Space 10) (pp. 51–66). Springer. https://doi.org/10.1007/978-3-319-44654-7_3
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Kornicki, Peter Francis. (2018). Languages, scripts, and Chinese texts in East Asia. Oxford: Oxford University Press. https://doi.org/10.1093/oso/9780198797821.001
    • Rummonds, Richard-Gabriel. (1998). Printing on the iron handpress. New Castle, DE: Oak Knoll Press; London: The British Library.
    • Shailor, Barbara A. (1988). The medieval book: Catalogue of an exhibition at the Beinecke Rare Book & Manuscript Library, Yale University (Medieval Academy Reprints for Teaching 28). New Haven, CO: The Library. [1991, Reprinted, The medieval book: Illustrated from the Beinecke Rare Book & Manuscript Library British Library . Toronto; Buffalo; London: University of Toronto Press in association with the Medieval Academy of America]
    • Twyman, Michael. (1998). The British Library guide to printing: History and techniques. London: The British Library.
  • Hunter, G. R. (1934). The script of Harappa and Mohenjodara and its relations with other scripts. London: Kegan Paul. Cited by5
    • Fairservis, Walter A. (1992). The Harappan civilization and its writing: A model for the decipherment of the Indus script. Leiden; New York; København; Köln: E. J. Brill.
    • Fischer, Steven Roger. (1997). Rongorongo: The Easter Island script: History, traditions, texts (Oxford Studies in Anthropological Linguistics 14). Oxford: Clarendon Press.
    • Gaur, Albertine. (1984). A history of writing. London: British Library. [1987, Second edition; 1992, Third revised edition, London: British Library; New York: Abbeville Press]
    • Gelb, Ignace J. (1952). A study of writing: The foundations of grammatology. Chicago: University of Chicago Press. [1958, German translation with revisions, Von der Keilschrift zum Alphabet: Grundlagen einer Schriftwissenschaft. Stuttgart: Kohlhammer; 1963, Second revised edition, Chicago & London: University of Chicago Press; 1973, French translation, Pour une théorie de l'écriture. Paris: Flammarion ]
    • Srivastava, Anupama. (1998). The development of imperial Gupta Brāhmī script (The Heritage of Ancient India 35). New Delhi: Ramanand Vidya Bhawan.
  • Hurford, D. P. (1990). Training phonemic segmentation ability with a phonemic discrimination intervention in second-and-third-grade children with reading disabilities. Journal of Learning Disabilities, 23, 564–569. Cited by3
    • Burgess, Stephen R. (2002). The influence of speech perception, oral language ability, the home literacy environment, and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 709–737.
    • Morais, José. (2003). Levels of phonological representation in skilled reading and in learning to read [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 123–151.
    • 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
  • Hurford, D. P., Johnston, M., Nepote, P., Hampton, S., Moore, S., Neal, J., Mueller, A., McGeorge, K., Huff., L., Awad, A., Tarto, C., Juliano, C., & Huffman, D. (1994). Early identification and remediation of phonological-processing deficits in first-grade children at risk for reading disabilities. Journal of Learning Disabilities, 27, 647–659. Cited by4
    • Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • O'Connor, Rollanda E., & Padeliadu, Susana. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 159–182.
    • Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
    • Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
  • Hurford, D. P., & Sanders, R. E. (1990). Assessment and remediation of a phonemic discrimination deficit in reading disabled second and fourth graders. Journal of Experimental Child Psychology, 50, 395–415. Cited by4
    • Burnham, Denis. (2003). Language specific speech perception and the onset of reading. Reading and Writing: An Interdisciplinary Journal, 16(6), 573–609.
    • Cormier, P., & Dea, S. (1997). Distinctive patterns of relationship of phonological awareness and working memory with reading development. Reading and Writing: An Interdisciplinary Journal, 9(3), 193–206.
    • Mody, Maria. (2003). Phonological basis in reading disability: A review and analysis of the evidence [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 21–39.
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
  • Hurford, D. P, Schauf, J. D., Bunce, L., Blaich, T., & Moore, K. (1994). Early identification of children at risk for reading disabilities. Journal of Learning Disabilities, 27, 371–382. Cited by5
    • 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
    • Frost, Jørgen. (2001b). Differences in reading development among Danish beginning-readers with high versus low phonemic awareness on entering grade one. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 615–642.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Husmann, Lisa E. (2002). [Book review: John E. Ingulsrud & Kate Allen, (1999), Learning to read in China: Sociolinguistic perspectives on the acquisition of literary]. Written Language & Literacy, 5(2), 291–296.
  • Hutchison, K. A. (2003). Is semantic priming due to association strength or feature overlap? A microanalytic review. Psychonomic Bulletin & Review, 10, 785–813. Cited by5
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Balota, David A., Yap, Melvin J., Hutchinson, Keith A., & Cortese, Michael J. (2012). Megastudies: What do millions (or so) of trials tell us about lexical processing. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 90–115). London: Psychology Press.
    • Jones, Lara L., & Estes, Zachary. (2012). Lexical priming: Associative, semantic, and thematic influences on word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 44–72). London: Psychology Press.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Yap, Melvin J., & Balota, David A. (2015). Visual word recognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 26–43). New York: Oxford University Press.
  • Huttar, George L. (1987). The Afaka script: An indigenous Creole syllabary. In Ilah Fleming (Ed.), The Thirteenth LACUS Forum 1986 (pp. 167–177). Lake Bluff, IL: Linguistic Association of Canada and the United States. Cited by5
    • Daniels, Peter T. (1996g). The invention of writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 579–586). New York; Oxford: Oxford University Press.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Smalley, William A. (1994b). Native creation of writing systems. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 708–720). Berlin; New York: De Gruyter.
    • Smalley, William, Chia Koua Vang, & Gnia Yee Yang. (1990). Mother of writing: The origin and development of a Hmong messianic script. Chicago; London: University of Chicago Press.
    • Unseth, Peter. (2005). Sociolinguistic parallels between choosing scripts and languages. Written Language & Literacy, 8(1), 19–42. https://doi.org/10.1075/wll.8.1.02uns
  • Hutzler, F., & Wimmer, H. (2004). Eye movements of dyslexic children when reading in a regular orthography. Brain and Language, 89(1), 235–242. Cited by7
    • Nagler, Telse, Lindberg, Sven, & Hasselhorn, Marcus. (2016). A fact retrieval account of the acceleration phenomenon. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 107–123). Springer. https://doi.org/10.1007/978-3-319-30478-6_7
    • Orsolini, Margherita, Fanari, Rachele, Cerracchio, Sara, & Famiglietti, Luisa. (2009). Phonological and lexical reading in Italian children with dyslexia. Reading and Writing, 22(8), 933–954. https://doi.org/10.1007/s11145-008-9134-x
    • Padakannaya, Prakash, Pandey, Aparna, Saligram, Deepthi, & Rao, Shruthi Ranga. (2016). Visual-orthographic complexity of Akshara and eye movements in reading: A study in Kannada alphasyllabary. Writing Systems Research, 8(1), 32–43. https://doi.org/10.1080/17586801.2015.1071235
    • Paizi, Despina, Zoccolotti, Pierluigi, & Burani, Cristina. (2011). Lexical stress assignment in Italian developmental dyslexia [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 443–461. https://doi.org/10.1007/s11145-010-9236-0
    • 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Hutzler, F., Ziegler, J. C., Perry, C., Wimmer, H., & Zorzi, M. (2004). Do current connectionist learning models account for reading development in different languages? Cognition, 91(3), 273–296. https://doi.org/10.1016/j.cognition.2003.09.006 Cited by8
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
    • Pollo, Tatiana Cury, Treiman, Rebecca, & Kessler, Brett. (2008). Three perspectives on spelling development. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 175–189). New York; London. Lawrence Erlbaum Associates.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Schmalz, Xenia, Marinus, Eva, Coltheart, Max, & Castles, Anne. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review, 22, 1614–1629. https://doi.org/10.3758/s13423-015-0835-2
    • 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
    • Tiwari, Shivani, Nair, Remya, & Krishnan, Gopee. (2011). A preliminary investigation of akshara knowledge in the Malayalam alphasyllabary: Extension of Nag's (2007) study. Writing Systems Research, 3(2), 145–151. https://doi.org/10.1093/wsr/wsr013
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Hyland, Sabine. (2010). Sodomy, sin, and string writing: The moral origins of Andean khipu [Special issue: Graphic pluralism: Native American systems of inscription and the colonial situation, edited by Frank Salomon & Sabine Hyland]. Ethnohistory, 57(1), 165–173. https://doi.org/10.1215/00141801-2009-058
  • Hyman, L. M. (1985). A theory of phonological weight. Dordrecht: Foris. Cited by6
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
    • Gnanadesikan, Amalia E. (2012). Maldivian Thaana, Japanese kana, and the representation of moras in writing [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 91–102. https://doi.org/10.1080/17586801.2012.693459
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • Pandey, Pramod. (2003). Phonetic and phonological bases of Hindi orthography. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 41–61). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
    • Patel, Purushottam G. (1995). Brahmi scripts, Orthographic units and reading acquisition. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 265–275). Dordrecht; Boston; London: Kluwer Academic Publishers.
  • Hyman, M. D. (2006). Of glyphs and glottography. Language & Communication, 26. 231–249. Cited by10
    • Bodel, John, & Houston, Stephen (Eds.). (2021). The hidden language of graphic signs: Cryptic writing and meaningful marks. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Melka, Tomi S. (2013). On a “kinetic”-like sequence in rongorongo tablet “Mamari”. Writing Systems Research, 5(1), 54–72. https://doi.org/10.1080/17586801.2012.742005
    • Mikulska, Katarzyna. (2019a). Introduction: Indigenous graphic communication systems: A theoretical approach [translation by Jerome A. Offner]. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 3–22). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c000b
    • Mikulska, Katarzyna. (2019b). The system of graphic communication in the Central Mexican divinatory codices from the functional perspective [translation by Jerome A. Offner]. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 41–92). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c002
    • Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
    • Schoch, Robert M., & Melka, Tomi S. (2021). A “Sacred Amulet from Easter Island—1885/6—”: Analyzing enigmatic glyphic characters in the context of the rongorongo script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 847–903). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-scho
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Hyndman, Sarah. (2016). Why fonts matter. London: Virgin Books.
  • Hyönä, J. (1995). Do irregular letter combinations attract readers' attention? Evidence from fixation locations in words. Journal of Experimental Psychology: Human Perception and Performance, 21, 68–81. Cited by6
    • Albrengues, Claire, Lavigne, Frédéric, Aguilar, Carlos, Castet, Eric, & Vitu, Françoise. (2019). Linguistic processes do not beat visuo-motor constraints, but they modulate where the eyes move regardless of word boundaries: Evidence against top-down word-based eyemovement control during reading. PLOS ONE, 14(7), e0219666. https://doi.org/10.1371/journal.pone.0219666
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, Reichle, Erik D., & Pollatsek, Alexander. (2006). Cognitive processes in reading: The E-Z Reader model of eyemovement control. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 122–148). Hove; New York: Psychology Press.
    • Shillcock, Richard. (2007). Eye movements and visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 89–105). Oxford: Oxford University Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • White, Sarah J. (2008). Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223. https://doi.org/10.1037/0096-1523.34.1.205
  • Hyönä, Jukka. (2015). Are polymorphemic words processed differently from other words during reading? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 114–128). New York: Oxford University Press.
  • Hyönä, J., & Bertram, R. (2004). Do frequency characteristics of nonfixated words influence the processing of fixated words during reading? European Journal of Cognitive Psychology, 16(1–2), 104–127. Cited by6
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Rayner, Keith, Reichle, Erik D., & Pollatsek, Alexander. (2006). Cognitive processes in reading: The E-Z Reader model of eyemovement control. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 122–148). Hove; New York: Psychology Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • White, Sarah J. (2008). Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223. https://doi.org/10.1037/0096-1523.34.1.205
    • Winskel, Heather, & Perea, Manuel. (2014). Can parafoveal-on-foveal effects be obtained when reading an unspaced alphasyllabic script (Thai)? [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 94–104. https://doi.org/10.1080/17586801.2013.843440
  • Hyönä, J., Bertram, R., & Pollatsek, A. (2004). Are long compound words identified serially via their constituents? Evidence from an eye-movement contingent display change study. Memory & Cognition, 32, 523–532. https://doi.org/10.3758/BF03195844 Cited by8
    • Beyersmann, Elisabeth, Kezilas, Yvette, Coltheart, Max, Castles, Anne, Ziegler, Johannes C., Taft, Marcus, & Grainger, Jonathan. (2018). Taking the book from the bookshelf: Masked constituent priming effects from compound words and nonwords. Journal of Cognition, 1(1): 10, 1–13. https://doi.org/10.5334/joc.11
    • Cutter, Michael G., Drieghe, Denis, & Liversedge, Simon P. (2015). How is information integrated across fixations in reading? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 245–260). New York: Oxford University Press.
    • Pollatsek, Alexander, & Hyönä, Jukka. (2006). Processing of morphemically complex words in context: What can be learned from eye movements. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 275–298). Hove; New York: Psychology Press.
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Schotter, Elizabeth R., & Rayner, Keith. (2015). The work of the eyes during reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 44–59). New York: Oxford University Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Winskel, Heather, & Perea, Manuel. (2014). Can parafoveal-on-foveal effects be obtained when reading an unspaced alphasyllabic script (Thai)? [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 94–104. https://doi.org/10.1080/17586801.2013.843440
  • Hyönä, J., & Häikiö, T. (2005). Is emotional content obtained from parafoveal words during reading? An eye movement analysis. Scandinavian Journal of Psychology, 46, 475–483. Cited by5
    • Cutter, Michael G., Drieghe, Denis, & Liversedge, Simon P. (2015). How is information integrated across fixations in reading? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 245–260). New York: Oxford University Press.
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Schotter, Elizabeth R., & Rayner, Keith. (2012). Eye movements and word recognition during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 73–101). London: Psychology Press.
    • White, Sarah J. (2008). Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223. https://doi.org/10.1037/0096-1523.34.1.205
  • Hyönä, J., & Olson R. K. (1995). Eye fixation patterns among dyslexic and normal readers: Effects of word length and word frequency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(6), 1430–1440. https://doi.org/10.1037//0278-7393.21.6.1430 Cited by6
    • 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
    • Nagler, Telse, Lindberg, Sven, & Hasselhorn, Marcus. (2016). A fact retrieval account of the acceleration phenomenon. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 107–123). Springer. https://doi.org/10.1007/978-3-319-30478-6_7
    • Olson, Richard K. (2006). Genetics?? and environmental influences on the development of reading and related cognitive skills. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 693–707). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Olson, Richard, & Datta, Helen. (2002). Visual-temporal processing in reading-disabled and normal twins [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 127–149.
    • Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
  • Hyönä, J., & Pollatsek, A. (1998). The role of component morphemes on eye fixations when reading Finnish compound words. Journal of Experimental Psychology: Human Perception and Performance, 24(6), 1612–1627. https://doi.org/10.1037/0096-1523.24.6.1612 Cited by12
    • Albrengues, Claire, Lavigne, Frédéric, Aguilar, Carlos, Castet, Eric, & Vitu, Françoise. (2019). Linguistic processes do not beat visuo-motor constraints, but they modulate where the eyes move regardless of word boundaries: Evidence against top-down word-based eyemovement control during reading. PLOS ONE, 14(7), e0219666. https://doi.org/10.1371/journal.pone.0219666
    • de Zeeuw, Marlies, Schreuder, Robert, & Verhoeven, Ludo T. W. (2015). Lexical processing of nominal compounds in first- and second-language learners across primary grades [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 133–156. https://doi.org/10.1080/17586801.2014.926806
    • Hyönä, Jukka. (2015). Are polymorphemic words processed differently from other words during reading? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 114–128). New York: Oxford University Press.
    • Perdijk, Kors, Schreuder, Robert, & Verhoeven, Ludo. (2005). The role of morphological family size in word recognition: A developmental perspective [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 121–135.
    • Pollatsek, Alexander, & Hyönä, Jukka. (2006). Processing of morphemically complex words in context: What can be learned from eye movements. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 275–298). Hove; New York: Psychology Press.
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Shillcock, Richard. (2007). Eye movements and visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 89–105). Oxford: Oxford University Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Verhoeven, Ludo, & Carlisle, Joanne F. (2006). Introduction to the special issue: Morphology in word identification and word spelling [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 643–650. https://doi.org/10.1007/s11145-006-9010-5
    • Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
Compiled and edited by Terry Joyce. © April, 2022