• 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.
  • Jackson, Donald. (1981). The story of writing. New York: Taplinger. Cited by17
    • Asmuth, Bernhard. (1996). Geschichte der Didaktik und Methodik des Schreib- und Aufsatzunterrichts [History of the didactics and methodology of instruction in writing and 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. 1277–1285). Berlin; New York: De Gruyter.
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • 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.
    • Clayton, Ewan. (2013). The golden thread: The story of writing. London: Atlantic Books; Berkeley, CA: Counterpoint.
    • 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.
    • 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.
    • Firmage, R. A. (1993). The alphabet abecedarium: Some notes on letters. Boston, MA: David R. Godine. [2000, Reprinted, London: Bloomsbury]
    • 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.
    • 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
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Scheffler, Christian. (1994). Kalligraphie [Calligraphy]. 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. 228–255). Berlin; New York: De Gruyter.
    • 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.
    • Senner, Wayne M. (1989). Theories and myths on the origins of writing: A historical overview. In Wayne M. Senner (Ed.), The origins of writing (pp. 1–26). Lincoln, NE: University of Nebraska Press.
    • 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]
  • Jackson, Margaret A. (2013). The mediated image: Reflections on semasiographic notation in the ancient Americas. In Joshua Englehardt (Ed.), Agency in ancient writing (pp. 21–43). Boulder, CO: University Press of Colorado. Cited by2
    • 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
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Jackson, M. D., & McClelland, J. L. (1975). Sensory and cognitive determinants of reading speed. Journal of Verbal Learning and Verbal Behavior, 14, 565–574. Cited by4
    • 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, 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.
  • Jackson, M. D., & McClelland, J. L. (1979). Processing determinants of reading speed. Journal of Experimental Psychology: General, 108(2), 151–181. Cited by9
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Dyson, Mary C., & Gregory, Judy. (2002). Typographic cueing on screen. Visible Language, 36(3), 326–346.
    • 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.
    • 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. (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.
    • 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.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic 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.
  • Jackson, N. E., & Butterfield, E. C. (1989). Reading-level-match designs: Myths and realities. Journal of Reading Behavior, 21, 387–412. Cited by4
    • 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.
    • Schwartz, Mila, Leikin, Mark, & Share, David L. (2005). Bi-literate bilingualism versus mono-literate bilingualism: A longitudinal study of reading acquisition in Hebrew (L2) among Russian-speaking (L1) children [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 179–206.
    • Share, David L., Jorm, Anthony F., MacLean, Rod, & Matthews, Russell. (2002). Temporal processing and reading disability [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 151–178.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford 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. Cited by4
    • 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.
    • 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.
    • 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.
    • Wade-Woolley, Lesly, & Geva, Esther. (1999). Processing inflected morphology in second language word recognition: Russian-speakers and English-speakers read Hebrew [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 321–343.
  • Jackson, N. E., & Coltheart, M. (2001). Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading. New York: Psychology Press. Cited by12
    • 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.
    • 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
    • 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
    • McKay, Michael F., & Thompson, G. Brian. (2009). Reading vocabulary influences in phonological recoding during the development of reading skill: A re-examination of theory and practice. Reading and Writing, 2(2), 167–184. https://doi.org/10.1007/s11145-007-9106-6
    • 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.
    • 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
    • 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.
    • 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
    • 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
    • Thompson, G. Brian, McKay, Michael F., Fletcher-Flinn, Claire M., Connelly, Vincent, Kaa, Richard T., & Ewing, Jason. (2008). Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency. Reading and Writing, 21(5), 505–537. https://doi.org/10.1007/s11145-007-9075-9
  • Jackson, N. E., Lu, W.-H., & Ju, D. (1994). Reading Chinese and reading English: Similarities, differences, and second-language reading. In V .W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 73–110). Dordrecht: Kluwer Academic Publishers. Cited by9
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Jackson, Richard. (1979). Television text: First experience with a new medium. In Paul A. Kolers, Merald E. Wrolstad, Merald E., & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 479–490). New York; London: Plenum Press.
  • Jackson, Sarah E. (2013). Writing as material technology: Orientation within landscapes of the classic Maya world. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 45–63). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.c Cited by1
    • 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
  • Jacobowitz, Seth. (2015). Writing technology in Meiji Japan: A media history of modern Japanese literature and visual culture (Harvard East Asian Monographs 387). Cambridge MA; London: Harvard University Asia Center. Cited by3
    • Mullaney, Thomas S. (2016). Controlling the Kanjisphere: The rise of the Sino-Japanese typewriter and the birth of CJK. The Journal of Asian Studies, 75(3), 725–753. https://doi.org/10.1017/S0021911816000577
    • Mullaney, Thomas S. (2017). The Chinese typewriter: A history. Cambridge, MA: The MIT 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.
  • Jacobs, A. M., & Grainger, J. (1992). Testing a semi-stochastic variant of the interactive activation model in different word recognition experiments. Journal of Experimental Psychology: Human Perception and Performance, 18(4), 1174–88. Cited by5
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • Davis, Colin J. (2012). The orthographic similarity of printed 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. 185–206). London: Psychology Press.
    • Gomez, Pablo. (2012). Mathematical models of the lexical decision task. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 70–89). London: Psychology 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.
    • Nazir, Tatjana A., & Huckauf, Anke. (2008). The visual skill “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. 25–42). New York; London. Lawrence Erlbaum Associates.
  • Jacobs, A. M., & Grainger, J. (1994). Models of visual word recognition: Sampling the state of the art. Journal of Experimental Psychology: Human Perception and Performance, 20, 1311–1334. Cited by7
    • 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.
    • Conrad, Markus, & Jacobs, Arthur M. (2004). Replicating syllable frequency effects in Spanish in German: One more challenge to computational models of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 369–390. https://doi.org/10.1080/01690960344000224 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 44–64). 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
    • Gomez, Pablo. (2012). Mathematical models of the lexical decision task. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 70–89). 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Will, Udo, Nottbusch, Guido, & Weingarten, Rüdiger. (2006). Linguistic units in word typing: Effects of word presentation modes and typing delay [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 153–176. https://doi.org/10.1075/wll.9.1.10wil
  • Jacobs, A. M., Rey, A., Ziegler, J. C., & Grainger, J. (1998). MROM-P: An interactive activation, multiple read-out model of orthographic and phonological processes in visual word recognition. In J. Grainger & A. M. Jacobs (Eds.), Localist connectionist approaches to human cognition (pp. 147–188). Mahwah, NJ: Erlbaum. Cited by13
    • Conrad, Markus, & Jacobs, Arthur M. (2004). Replicating syllable frequency effects in Spanish in German: One more challenge to computational models of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 369–390. https://doi.org/10.1080/01690960344000224 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 44–64). Hove: Psychological 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
    • Gomez, Pablo. (2012). Mathematical models of the lexical decision task. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 70–89). London: Psychology Press.
    • Grainger, Jonathan & Dufau, Stéphane. (2012). The front end of visual 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. 159–184). London: 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.
    • Gutiérrez-Palma, Nicolás, & Palma-Reyes, Alfonso. (2008). On the use of lexical stress in reading Spanish. Reading and Writing, 21(6), 645–660. https://doi.org/10.1007/s11145-007-9082-x
    • 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.
    • 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]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Taft, Marcus. (2006). A localist-cum-distributed (LCD) framework for lexical processing. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 76–94). 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
    • 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.
  • 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.
  • Jacobs, J. (2005). Spatien. Zum System der Getrennt- und Zusammenschreibung im heutigen Deutsch (Linguistik – Impulse & Tendenzen, 8). Berlin, Boston: De Gruyter. https://doi.org/10.1515/9783110919295 Cited by6
    • 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
    • Fuhrhop, Nanna. (2010). Getrennt- und Zusammenschreibung: Kern und Peripherie. Rechtschreibdidaktische Konsequenzen aus dieser Unterscheidung. 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. 235–257). Berlin; New York: Walter de Gruyter.
    • 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.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • 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
    • Symanczyk Joppe, Vilma. (2018). Optimal spaces and hyphens: A constraint-based analysis of compound word formation [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 89–110. https://doi.org/10.1075/wll.00011.sym
  • Jacobson, Christer, & Lundberg, Ingvar. (2000). Early prediction of individual growth in reading. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 273–296. Cited by1
    • Tse, Shek-kam, Xiao, Xiao-yain, & Lam, Wai-yip. (2013). The influences of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from PIRLS. Written Language & Literacy, 16(2), 241–271. https://doi.org/10.1075/wll.16.2.05tse
  • Jacobson, J. Z. (1974). Interaction of similarity to words of visual masks and targets. Journal of Experimental Psychology, 102, 431–434. Cited by3
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • 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.
    • 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.
  • Jacobson, J. Z., & Rhinelander, G. (1978). Geometric and semantic similarity in visual masking. Journal of Experimental Psychology. Human Perception and Performance, 4, 224–231. Cited by4
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • 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.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • 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.
  • Jacoby, L. L., & Hollingshead, A. (1990). Reading student essays may be hazardous to your spelling: Effects of reading correctly and incorrectly spelled words. Canadian Journal of Psychology, 44, 345–358. Cited by8
    • 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
    • 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.
    • 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.
    • Katz, Leonard, & Frost, Stephen J. (2001). Phonology constrains the internal orthographic representation. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 297–332.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Wood, Clare, Kemp, Nenagh, & Plester, Beverley. (2013). Text messaging and literacy - The evidence (Routledge Psychology in Education). London; New York: Routledge.
  • Jaffe, Alexandra. (2000). Introduction: Non-standard orthography and non-standard speech [Special issue, Non-standard orthography and non-standard speech, edited by Alexandra Jaffe]. Journal of Sociolinguistics, 4(4), 497–513. https://doi.org/10.1111/1467‑9481.00127 Cited by22
    • Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
    • Bann, Jennifer, & Corbett, John. (2015). Spelling Scots: The orthography of literary Scots, 1700-2000. Edinburgh: Edinburgh University 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.
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Depau, Giovanni. (2012). How graffiti provide evidence on the relationship between writing, orality, and identity [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 185–194. https://doi.org/10.1080/17586801.2012.658163
    • 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
    • Iyengar, Arvind. (2018). Variation in Perso-Arabic and Devanāgarī Sindhī orthographies: An overview. Written Language & Literacy, 21(2), 169–197. https://doi.org/10.1075/wll.00014.iye
    • Johnson, Sally. (2005). Spelling trouble? Language, ideology and the reform of German orthography. Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.1017/s004740450707025x
    • Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949
    • Lüpke, Friederike. (2018). Escaping the tyranny of writing: West African regimes of writing as a model for multilingual literacy. In Constanze Weth & Kasper Juffermans (Eds.), Tyranny of writing: Ideologies of the written word (Bloomsbury advances in sociolinguistics) (pp. 129–147). London: Bloomsbury Publishing.
    • Miller, Catherine. (2017). Contemporary dārija writings in Morocco: Ideology and practices. 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. 90–115). Leiden; Boston: Brill.
    • Nedashkivska, Alla. (2006). Orthographic innovations and variations in contemporary Ukrainian. Written Language & Literacy, 9(2), 265–281.
    • 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
    • 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.
    • 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
    • Sebba, Mark. (2009). Sociolinguistic approaches to writing systems research. Writing Systems Research, 1(1), 35–49. https://doi.org/10.1093/wsr/wsp002
    • 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.
    • Themistocleous, Christiana. (2010). Writing in a non-standard Greek variety: Romanized Cypriot Greek in online chat. Writing Systems Research, 2(2), 155–168. https://doi.org/10.1093/wsr/wsq008
    • Weth, Constanze, & Juffermans, Kasper. (2018b). Introduction: The tyranny of writing in language and society. In Constanze Weth & Kasper Juffermans (Eds.), Tyranny of writing: Ideologies of the written word (Bloomsbury Advances in Sociolinguistics) (pp. 1–17). London: Bloomsbury Publishing.
    • Wong, Andrew D. (2013). Brand names and unconventional spelling: A two-pronged analysis of the orthographic construction of brand identity. Written Language & Literacy, 16(2), 115–145. https://doi.org/10.1075/wll.16.2.01won
  • Jaffe, Alexandra (Ed.). (2000). Non-standard orthography [Special issue]. Journal of Sociolinguistics, 4(4). Cited by5
    • Olivo, Warren. (2001). Phat lines: Spelling conventions in rap music. Written Language & Literacy, 4(1), 67–85.
    • Sebba, Mark. (2001). [Book review: Gunther Kress, (2000), Early spelling: Between convention and creativity]. Written Language & Literacy, 4(2), 261–264.
    • Slembrouck, Stef. (2003). [Book review: Alexandra Jaffe (Ed.), (2000), Non-standard orthography and non-standard speech]. Written Language & Literacy, 6(1), 123–127.
    • Villa, Laura. (2015). Official orthographies, spelling debates and nation-building projects after the fall of the Spanish Empire [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 228–247. doi 10.1075/wll.18.2.03vil
    • Villa, Laura, & Vosters, Rik. (2015). Language ideological debates over orthography in European linguistic history [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 201–207. doi 10.1075/wll.18.2.01vil
  • Jaffe, Alexandra, Androutsopoulos, Jannis, Sebba, Mark, & Johnson, Sally (Eds.). (2012). Orthography as social action: Scripts, spelling, identity and power (Language and Social Processes 3). Berlin; New York: Mouton de Gruyter. https://doi.org/10.1515/9781614511038 Cited by12
    • 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
    • Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
    • 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.
    • Forster, Iris, Borgwald, Susanne R., & Neef, Martin. (2012). Form follows function: Interjections and onomatopoetica in comics [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 122–139. https://doi.org/10.1080/17586801.2012.751348
    • 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.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • 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
    • 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
    • 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.
    • Villa, Laura. (2015). Official orthographies, spelling debates and nation-building projects after the fall of the Spanish Empire [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 228–247. doi 10.1075/wll.18.2.03vil
    • Villa, Laura, & Vosters, Rik. (2015). Language ideological debates over orthography in European linguistic history [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 201–207. doi 10.1075/wll.18.2.01vil
    • Wong, Andrew D. (2013). Brand names and unconventional spelling: A two-pronged analysis of the orthographic construction of brand identity. Written Language & Literacy, 16(2), 115–145. https://doi.org/10.1075/wll.16.2.01won
  • Jaffe, A., & Walton, S. (2000). The voices people read: Orthography and the representation of non-standard speech. Journal of Sociolinguistics, 4(4), 561–587. Cited by7
    • Ahmad, Rizwan. (2011). Urdu in Devanagari: Shifting orthographic practices and Muslim identity in Delhi. Language in Society, 40, 259–284. https://doi.org/10.1017/S0047404511000182
    • 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
    • Johnson, Sally. (2005). Spelling trouble? Language, ideology and the reform of German orthography. Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.1017/s004740450707025x
    • Picone, Michael D. (2016). Eye dialect and pronunciation respelling in the USA. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 331–346). Oxon: Routledge.
    • Rambukwella, Harshana. (2018). Standard English, cricket, nationalism and tyrannies of writing in Sri Lanka. In Constanze Weth & Kasper Juffermans (Eds.), Tyranny of writing: Ideologies of the written word (Bloomsbury advances in sociolinguistics) (pp. 113–128). London: Bloomsbury Publishing.
    • 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
    • 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
  • Jaffré, J.-P. (1997). From writing to orthography: The functions and limits of the notion of system. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 3–20). Mahwah, NJ: Lawrence Erlbaum Associates. Cited by5
    • 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
    • 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.
    • 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.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Roberts, David. (2010a). Exploring written ambiguities can help assess where to mark tone. Writing Systems Research, 2(1), 25–40. https://doi.org/10.1093/wsr/wsq003
  • 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. Cited by4
    • 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
    • Brissaud, Catherine, Fisher, Carole, & Negro, Isabelle. (2012). The relation between spelling and pronunciation: The case of French and the phonological variation /e/ ~ /ε/ in different French dialects. Written Language & Literacy, 15(1), 46–64. https://doi.org/10.1075/wll.15.1.03bri
    • Roberts, David. (2011). A tone orthography typology [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 82–108. https://doi.org/10.1075/wll.14.1.05rob [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 85–111). Amsterdam: John Benjamins]
    • 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
  • 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.
  • Jakobs, Eva-Maria. (2007). “Das lernt man im Beruf…” Schreibkompetenz für den Arbeitsplatz. In Erika Werlen & Fabienne Tissot (Eds.), Sprachvermittlung in einem mehrsprachigen kommunikationsorientierten Umfeld (pp. 27–42). Hohengehren: Schneider Verlag. Cited by5
    • Jakobs, Eva-Maria, & Perrin, Daniel. (2014a). Introduction and research roadmap: Writing and text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 1–24). 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.
    • 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.
    • Schindler, Kirsten, & Wolfe, Joanna. (2014a). Introduction : Author 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. 115–118). Berlin; Boston: De Gruyter Mouton.
  • Jakobs, Eva-Maria, & Perrin, Daniel. (2014a). Introduction and research roadmap: Writing and text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 1–24). Berlin; Boston: De Gruyter Mouton.
  • Jakobs, Eva-Maria, & Perrin, Daniel. (2014b). Introduction: Theory and methodology in text production research. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 27–30). Berlin; Boston: De Gruyter Mouton.
  • Jakobs, Eva-Maria, & Perrin, Daniel (Eds.). (2014). Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10). 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.
  • James, C. T. (1975). The role of semantic information in lexical decisions. Journal of Experimental Psychology: Human Perception and Performance, 1, 130–136. Cited by8
    • 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.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • 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.
    • 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.
    • 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Jameson, Kimberly. (1994). Empirical methods for evaluating generative semiotic models: An application to the Roman majuscules. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 247–291). Dordrecht, The Netherlands: Kluwer Academic Publishers. Cited by1
    • 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.
  • Janko, R. (1987). Linear A and the direction of the earliest Cypro-Minoan writing. In J. T. Killen, J. L. Melena, & J.-P. Olivier (Eds), Studies in Mycenaean and Classical Greek presented to John Chadwick (Minos 20–22) (pp. 311–317). Salamanca: Universidad de Salamanca. Cited by6
    • 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
    • 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.
  • Janko, R. (2015). From Gabii and Gordion to Eretria and Methone: The rise of the Greek alphabet. Bulletin of the Institute of Classical Studies, 58(1), 1–32. Cited by7
    • 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.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • 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.
    • 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.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • 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.
  • Jansen, Carel, Schreuder, Robert, & Neijt, Anneke. (2007). The influence of spelling conventions on perceived plurality in compounds: A comparison of Afrikaans and Dutch [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 185–194. Cited by1
    • Banga, Arina, Hanssen, Esther, Schreuder, Robert, & Neijt, Anneke. (2012). How subtle differences in orthography influence conceptual interpretation [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 185–208. https://doi.org/10.1075/wll.15.2.04ban
  • Jansen, Mogens. (1979). Relations between the qualifications of different groups of readers and different aspects of text. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 205–218). New York; London: Plenum Press.
  • Jansen, M. E. R. G. N. (1988). The art of writing in ancient Mexico: An ethno-iconographical perspective. Visible Religion, 6, 86–113. Cited by5
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • 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
    • van der Loo, Peter L. (1994). Voicing the painted image: A suggestion for reading the reverse of the Codex Cospi. In Elizabeth Hill Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 77–86). Durham, NC: Duke University Press.
    • Wright-Carr, David Charles. (2019). On the classification of graphs in Central Mexican pictorial writing. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 25–40). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c001
  • Janyan, Armina, & Andonova, Elena. (2006). Word reading in Bulgarian children and adults. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 275–290). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Jaquith, James R. (1977). Ayn Plotdiytshet Obaytsay: A practical alphabet for Platt-deutsch in Spanish-speaking areas. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 105–117). The Hague; Paris: Mouton.
  • Jared, D. (1997). Spelling-sound consistency affects the naming of high-frequency words. Journal of Memory and Language, 36, 505–529. https://doi.org/10.1006/jmla.1997.2496 Cited by11
    • Álvarez, Carlos J., Carreiras, Manuel, & Perea, Manuel. (2004). Are syllables phonological units in visual word recognition? [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 427–452. https://doi.org/10.1080/01690960344000242 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 98–123). 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.
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • 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.
    • 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.
    • Kessler, Brett, Treiman, Rebecca, & Mullennix, John. (2008). Feedback-consistency effects in single-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. 159–174). New York; London. Lawrence Erlbaum Associates.
    • 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.
    • 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
    • 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.
    • 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
    • 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.
  • Jared, D. (2002). Spelling-sound consistency and regularity effects in word naming. Journal of Memory and Language, 46(4), 723–750. https://doi.org/10.1006/jmla.2001.2827 Cited by15
    • 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.
    • 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.
    • 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.
    • Kessler, Brett, Treiman, Rebecca, & Mullennix, John. (2008). Feedback-consistency effects in single-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. 159–174). New York; London. Lawrence Erlbaum Associates.
    • 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.
    • 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.
    • 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
    • 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
    • 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.
    • 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
    • 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.
  • 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.
  • Jared, D., & Kroll, J. F. (2001). Do bilinguals activate phonological representations in on or both languages when naming words? Journal of Memory and Language, 44(1), 2–31. Cited by5
    • 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.
    • Gottardo, Alexandra, Javier, Christine, Farnia, Fataneh, Mak, Lorinda, & Geva, Esther. (2014). Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 62–88. https://doi.org/10.1075/wll.17.1.04got
    • 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
    • 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.
    • 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
  • Jared, D., Levy, B. A., & Rayner, K. (1999). The role of phonology in the activation of word meanings during reading: Evidence from proofreading and eye movements. Journal of Experimental Psychology: General, 128, 219–264. Cited by8
    • 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
    • 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]
    • 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.
    • 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.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Jared, D., McRae, K., & Seidenberg, M. S. (1990). The basis of consistency effects in word naming. Journal of Memory and Language, 29, 687–715. https://doi.org/10.1016/0749-596X(90)90044-Z Cited by18
    • 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.
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • 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.
    • Fletcher-Flinn, Claire M., Shankweiler, Donald, & Frost, Stephen J. (2004). Coordination of reading and spelling in early literacy development: An examination of the discrepancy hypothesis. Reading and Writing: An Interdisciplinary Journal, 17(6), 617–644.
    • 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.
    • 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.
    • 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.
    • 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.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • 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
    • 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
    • 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., & 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.
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University 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.
    • 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 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.
  • Jared, D., & Seidenberg, M. S. (1990). Naming multisyllabic words. Journal of Experimental Psychology: Human Perception and Performance, 16, 92–105. Cited by9
    • 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.
    • Bijeljac-Babic, Ranka, Millogo, Victor, Farioli, Fernand, & Grainger, Jonathan. (2004). A developmental investigation of word length effects in reading using a new on-line word identification paradigm. Reading and Writing: An Interdisciplinary Journal, 17(4), 411–431.
    • 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.
    • Macizo, Pedro, & Van Petten, Cyma. (2007). Syllable frequency in lexical decision and naming of English words. Reading and Writing, 20(4), 295–331. https://doi.org/10.1007/s11145-006-9032-z
    • Pae, Hye K., Kim, Sun-A, Mano, Quintino R., & Wang, Min. (2018). Crosslinguistic influences of script format: L1-derived syllabification in reading L2 English among native Korean readers. 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. 353–372). Amsterdam: John Benjamins.
    • 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.
    • 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.
    • 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
  • Jared, D., & Seidenberg, M. S. (1991). Does word identification proceed from spelling to sound to meaning? Journal of Experimental Psychology: General, 120, 358–394. Cited by13
    • 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.
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • 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.
    • Penke, Martina, & Schrader, Kathrin. (2008). The role of phonology in visual word recognition: Reading acquisition vs. skilled reading [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 167–190. https://doi.org/10.1075/wll.11.2.04pen
    • 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.
    • 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.
    • 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.
    • Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.
    • 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.
  • Jarjoura, Waleed, & Karni, Avi. (2014). Braille reading in blind and sighted individuals: Educational considerations and experimental evidence. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 395–408). Dordrecht: Springer.
  • 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 Cited by1
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
  • Jasim, Sabah Abboud, & Oates, Joan. (1986). Early tokens and tablets in Mesopotamia: New information from Tell Abada and Tell Brak. World Archaeology, 17(3), 348–362. Cited by5
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Englund, Robert K. (1998). [Book review: Denise Schmandt-Besserat, (1996), How writing came about]. Written Language & Literacy, 1(2), 257–261.
    • 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]
    • 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.
  • Jasink, Anna Margherita, Weingarten, Judith, & Ferrara, Silvia. (2017). Preface. In Margherita Anna 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. vii-viii). Firenze: Firenze University Press.
  • Jasink, Anna Margherita, Weingarten, Judith, & Ferrara, Silvia (Eds.). (2017). 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). Firenze: Firenze University Press. Cited by1
    • 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.
  • 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
  • Jaspan, M. A. (1964). Redjang ka-ga-nga texts. Canberra: Australian National University. Cited by5
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • 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.
    • Kuipers, Joel C. & McDermott, Ray. (1996). Insular Southeast Asian scripts. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 474–484). New York; Oxford: Oxford University Press.
    • 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]
    • 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
  • Jastak, S., & Wilkinson, G. S. (1984). The wide range achievement test - Revised. Wilmington, DE: Jastak Associates. Cited by22
    • Abu-Rabia, Salim, & Siegel, Linda S. (2003). Reading skills in three orthographies: The case of trilingual Arabic-Hebrew-English-speaking Arab children. Reading and Writing: An Interdisciplinary Journal, 16(7), 611–634.
    • 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.
    • Alcock, Katie, & Ngorosho, Damaris. (2007). Learning to spell and learning phonology: The spelling of consonant clusters in Kiswahili. Reading and Writing, 20(7), 643–670. https://doi.org/10.1007/s11145-006-9043-9
    • 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.
    • Bhide, Adeetee, Gadgil, Soniya, Zelinsky, Courtney M., & Perfetti, Charles. (2014). Does reading in an alphasyllabary affect phonemic awareness? Inherent schwa effects in Marathi-English bilinguals [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), 73–93. https://doi.org/10.1080/17586801.2013.855619
    • 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
    • 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.
    • 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
    • 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.
    • 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.
    • 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
    • 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.
    • Lesaux, Nonie K., Pearson, M. Rufina, & Siegel, Linda S. (2006). The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 21–48. https://doi.org/10.1007/s11145-005-4714-5
    • 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.
    • 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
    • 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
    • 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
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Stringer, Ron, & Stanovich, Keith E. (2000). The connection between reaction time and variation in reading ability: Unravelling covariance relationships with cognitive ability and phonological sensitivity. Scientific Studies of Reading, 4(1), 41–53.
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: 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
    • 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
  • Jastrzembski, J. E. (1981). Multiple meanings, number of related meanings, frequency of occurrence, and the lexicon. Cognitive Psychology, 13, 278–305. Cited by9
    • 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.
    • 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]
    • 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.
    • 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, & 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]
    • Underwood, Geoffrey, & Underwood, Jean. (1986). Cognitive processes in reading and spelling. In Asher Cashdan (Ed.), Literacy: Teaching and learning language skills (pp. 32–60). Oxford: Basil Blackwell.
  • Jastrzembski, J. E., & Stanners, R. E. (1975). Multiple word meanings and lexical search speed. Journal of Verbal Learning and Verbal Behavior, 14, 534–537. Cited by5
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • 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.
    • Snodgrass, Joan Gay. (1980). Towards a model for picture and word processing. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 565–584). New York; London: Plenum Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Jean, G. (1992). Writing: The story of alphabets and scripts. London: Thames & Hudson. Cited by5
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Sassoon, Rosemary. (1995). The acquisition of a second writing system. Oxford: Intellect.
  • Jechle, Thomas. (1992). Kommunikatives Schreiben: Prozeß und Entwicklung aus der Sicht kognitiver Schreibforschung (ScriptOralia 41). Tübingen. Cited by4
    • 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.
    • 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.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Raible, Wolfgang. (1994). Orality and 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. 1–17). Berlin; New York: De Gruyter.
  • 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
  • Jeffery, Lillian H. (1961). The local scripts of archaic Greece: A study of the origin of the Greek alphabet and its development from the eighth to the fifth centuries B.C. Oxford: Clarendon Press. [1990, Second revised edition with supplement by A. W. Johnston] Cited by33
    • 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. (1994c). Some thoughts on a histoico-genetic theory of the lettershapes of our alphabet. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 129–139). Dordrecht, The Netherlands: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-015-8285-8_8
    • Cross, Frank Moore. (1989). The invention and development of the alphabet. In Wayne M. Senner (Ed.), The origins of writing (pp. 77–90). Lincoln, NE: University of Nebraska Press.
    • Daniels, Peter T. (1999). Some Semitic phonological considerations on the sibilants of the Greek alphabet. Written Language & Literacy, 2(1), 57–61.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • 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.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • 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.
    • 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 ]
    • Goody, Jack. (1983). Literacy and achievement in the ancient world. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 83–97). Berlin; New York; Amsterdam: Mouton Publishers.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). 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.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Naveh, Joseph. (1988). The origin of the Greek alphabet. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 84–91). Berlin; Heidelberg: Springer.
    • Pierson, Morgane. (2021). Beyond the semantic. Typographic representation of ancient nonetary inscriptions. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 455–488). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-pier
    • 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]
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • 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]
    • 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.
    • 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.
    • 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.
    • Stroud, Ronald S. (1989). The art of writing in ancient Greece. In Wayne M. Senner (Ed.), The origins of writing (pp. 103–119). Lincoln, NE: University of Nebraska Press.
    • 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.
    • 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.
    • Wallace, Rex. (1989). The origins and development of the Latin alphabet. In Wayne M. Senner (Ed.), The origins of writing (pp. 121–135). Lincoln, NE: University of Nebraska Press.
    • Watt, William C. (1988a). Canons of alphabetic change. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 122–152). Berlin; Heidelberg: Springer.
  • Jeffery, L. H. (1982). Greek alphabetic writing. In J. Boardman, et al. (Eds.), The Cambridge ancient history (Volume 3, Part 1, pp. 819–83). Cambridge: Cambridge University Press. Cited by5
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • 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.
    • Millard, A. R. (1986). The infancy of the alphabet. World Archaeology, 17(3), 390–398.
    • Stroud, Ronald S. (1989). The art of writing in ancient Greece. In Wayne M. Senner (Ed.), The origins of writing (pp. 103–119). Lincoln, NE: University of Nebraska Press.
    • 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.
  • Jeffery, Lillian H. (1990). The local scripts of archaic Greece: A study of the origin of the Greek alphabet and its development from the eighth to the fifth centuries B.C. (Second revised edition with supplement by A. W. Johnston). Oxford: Clarendon Press. [1961, First edition] Cited by31
    • Benelli, Enrico. (2017). Alphabets and language. In Alessandro Naso (Ed.), Etruscology (pp. 245–274). Boston; Berlin: Walter de Gruyter. https://doi.org/10.1515/9781934078495-017
    • 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.
    • Chrisomalis, Stephen. (2003). The Egyptian origin of the Greek alphabetic numerals. Antiquity, 77, 485–496.
    • 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.
    • 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.
    • 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.
    • 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
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • 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.
    • 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.
    • Johnston, Alan. (2013). Straight, crooked and joined-up writing: An early Mediterranean view. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 193–212). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.j
    • Küster, Marc Wilhelm. (2016). Writing beyond the letter. Tijdschrift Voor Mediageschiendenis, 19(2). doi10.18146/2213-7653.2016.262
    • Meyer, Elizabeth A. (2017). Inscribing in columns in fifth-century Athens. 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. 205–261). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110534597-010
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • 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]
    • 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
    • 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]
    • 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
    • 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.
    • 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.
    • 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.
    • Threatte, Leslie. (1996). The Greek alphabet. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 271–280). New York; Oxford: Oxford University Press.
    • 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.
    • 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.
  • Jeffery, L. H., & Morpurgo Davies, A. (1970). ΠΟΙΚΙΙΑΣΤΑΣ and ΠΟΙΚΙΙΑΖΕΚ: BM 1969. 4–2 1: A new archaic inscription from Crete. Kadmos, 9(2), 118–154. 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.
    • Cross, Frank Moore. (1989). The invention and development of the alphabet. In Wayne M. Senner (Ed.), The origins of writing (pp. 77–90). Lincoln, NE: University of Nebraska 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.
    • 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.
    • 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.
  • Jeffrey, W. E., & Samuels, S. J. (1967). Effect of method of reading training on initial learning and transfer. Journal of Verbal Learning and Verbal Behavior, 6, 354–358. Cited by7
    • 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.
    • 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.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT 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. (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
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719–729. https://doi.org/10.1037/0022-0663.95.4.719 Cited by8
    • 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
    • Gottardo, Alexandra, Javier, Christine, Farnia, Fataneh, Mak, Lorinda, & Geva, Esther. (2014). Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 62–88. https://doi.org/10.1075/wll.17.1.04got
    • 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
    • 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
    • Martin-Chang, Sandra Lyn, & Levy, Betty Ann. (2006). Word reading fluency: A transfer appropriate processing account of fluency transfer. Reading and Writing, 19(5), 517–542. https://doi.org/101007/s11145-006-9007-0
    • Nunes, Terezinha. (2016). Teaching literacy to English children: Policy and practice. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 205–221). Oxon: Routledge.
    • 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
    • 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
  • Jensen, A. R. (1962). Spelling errors and the serial-position effect. Journal of Educational Psychology, 53, 105–109. https://doi.org/10.1037/h0042141 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.
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University 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
  • Jensen, A. R., & Rohwer, W. D. (1966). The Stroop color-word test: A review. Acta Psychologica, 25, 36–93. Cited by3
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic 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.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Jensen, Hans. (1925). Geschichte der Schrift. Hannover: Orientbuchhandlung H. Lataire. Cited by8
    • Bloomfield, Leonard. (1933). Language. New York; Chicago; San Francisco; Toronto: Holt, Rinehart & Winston. [1935, 1950, 1962, London: Allen & Unwin; 1984, Chicago: University of Chicago Press]
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • 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.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • 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 ]
  • Jensen, Hans. (1935). Die Schrift in Vergangenheit und Gegenwart. Glückstadt; Hamburg: Deutscher Verlag der Wissenschaften VEB. [1958, Second edition; 1968, Third edition; 1969, Sign, symbol and script: An account of man's efforts to write (Translated by George Unwin). London: George Allen & Unwin; New York: Putman's] Cited by5
    • Daniels, Peter T. (2001). Writing systems. In Mark Aronoff & Janie Rees-Miller (Eds.), The handbook of linguistics (pp. 43–80). Malden, MA; Oxford: Blackwell. [2017, Second edition, (pp. 75–94)]
    • 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.
    • Fischer, Steven Roger. (1997). Rongorongo: The Easter Island script: History, traditions, texts (Oxford Studies in Anthropological Linguistics 14). Oxford: Clarendon 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 ]
  • Jensen, Hans. (1958). Die Schrift in Vergangenheit und Gegenwart (Second edition). Glückstadt; Hamburg: Deutscher Verlag der Wissenschaften VEB. [1958, First edition; 1968, Third edition; 1969, Sign, symbol and script: An account of man's efforts to write (Translated by George Unwin). London: George Allen & Unwin; New York: Putman's] Cited by5
    • 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.
    • 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 ]
    • 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.
    • 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]
    • 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.
  • Jensen, Hans. (1968). Die Schrift in Vergangenheit und Gegenwart (Third edition). Glückstadt; Hamburg: Deutscher Verlag der Wissenschaften VEB. [1958, First edition; 1958, Second edition; 1969, Sign, symbol and script: An account of man's efforts to write (Translated by George Unwin). London: George Allen & Unwin; New York: Putman's] Cited by14
    • 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
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • 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. (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.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Fischer, Steven Roger. (1997). Rongorongo: The Easter Island script: History, traditions, texts (Oxford Studies in Anthropological Linguistics 14). Oxford: Clarendon Press.
    • 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.
    • Günther, Hartmut. (1996b). Schrift als Zahlen- und Ordnungssystem - alphabetisches Sortieren [Writing as a numbering and ordering 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. 1568–1583). 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.
    • 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]
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • 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]
    • Zikmund, Hans. (1996). Transliteration [Transliteration]. 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. 1591–1604). Berlin; New York: De Gruyter.
  • Jensen, Hans. (1969). Sign, symbol and script: An account of man's efforts to write (Translated by George Unwin). London: George Allen & Unwin; New York: Putman's. [1958, First edition, Die Schrift in Vergangenheit und Gegenwart. Glückstadt; Hamburg: Deutscher Verlag der Wissenschaften VEB; 1958, Second edition; 1968, Third edition] Cited by53
    • 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.
    • 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.
    • Bolter, Jay David. (1991). Writing space: Computers, hypertext, and the remediation of print. Mahwah, NJ; London: Lawrence Erlbaum Associates. [2001, Second edition]
    • 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.
    • 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.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • 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.
    • 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.
    • 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.
    • Daniels, Peter T. (2001). Writing systems. In Mark Aronoff & Janie Rees-Miller (Eds.), The handbook of linguistics (pp. 43–80). Malden, MA; Oxford: Blackwell. [2017, Second edition, (pp. 75–94)]
    • 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. (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
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Drucker, Johanna. (1995). The alphabetic labyrinth: The letters in history and imagination. London: Thames & Hudson.
    • 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.
    • Eira, Christina. (1998). Authority and discourse: Towards a model for orthography selection. Written Language & Literacy, 1(2), 171–224. https://doi.org/10.1075/wll.1.2.03eir
    • Firmage, R. A. (1993). The alphabet abecedarium: Some notes on letters. Boston, MA: David R. Godine. [2000, Reprinted, London: Bloomsbury]
    • Fischer, Henry George. (1989). The origin of Egyptian hieroglyphs. In Wayne M. Senner (Ed.), The origins of writing (pp. 59–76). Lincoln, NE: University of Nebraska Press.
    • Fischer, Steven Roger. (1997). Rongorongo: The Easter Island script: History, traditions, texts (Oxford Studies in Anthropological Linguistics 14). Oxford: Clarendon Press.
    • 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.
    • Lehmann, Ruth P. M. (1989). Ogham: The ancient script of the Celts. In Wayne M. Senner (Ed.), The origins of writing (pp. 159–170). Lincoln, NE: University of Nebraska Press.
    • 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.
    • 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.
    • 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.
    • Ó Murchú, Máirtín. (1977). Successes and failures in the modernization of Irish spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 267–289). The Hague; Paris: Mouton.
    • 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.
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • 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.
    • 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]
    • Sen, Subhadra Kumer. (1996). The Devanagari 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. 1428–1432). Berlin; New York: De Gruyter.
    • Senner, Wayne M. (1989). Theories and myths on the origins of writing: A historical overview. In Wayne M. Senner (Ed.), The origins of writing (pp. 1–26). Lincoln, NE: University of Nebraska 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.
    • 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
    • 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, & Olson, David R. (1995). An introduction to reading the world's 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. 1–15). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • 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)]
    • 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.
    • 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]
  • Jeong, Junghye, Katz, Leonard, & Lee, Yang. (2018). The two-dimensional orthography of phonology and morphology in differentiating Korean and Chinese. Writing Systems Research, 10(2), 73–81. https://doi.org/10.1080/17586801.2018.1519482
  • Jescheniak, J. D. & Levelt, W. J. M. (1994). Word frequency effects in speech production: Retrieval of syntactic information and of phonological form. Journal of Experimental Psychology: Language, Memory and Cognition, 20, 824–843. Cited by6
    • 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
    • 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
    • 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.
    • Sahel, Said, Nottbusch, Guido, Grimm, Angela, & Weingarten, Rüdiger. (2008). Written production of German compounds: Effects of lexical frequency and semantic transparency. Written Language & Literacy, 11(2), 211–227. https://doi.org/10.1075/wll.11.2.06sah
    • Tolchinsky, Liliana, Martí, Maria Antònia, & Llaurado, Anna. (2010). The growth of the written lexicon in Catalan: From childhood to adolescence [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 206–235. https://doi.org/10.1075/wll.13.2.02tol
    • Will, Udo, Nottbusch, Guido, & Weingarten, Rüdiger. (2006). Linguistic units in word typing: Effects of word presentation modes and typing delay [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 153–176. https://doi.org/10.1075/wll.9.1.10wil
  • Jiang, Nan. (2018). Semantic processing and development in Chinese as a second 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. 121–136). Amsterdam: John Benjamins.
  • Jiménez, Juan E., García de la Cadena, Claudia, Siegel, Linda S., O'Shanahan, Isabel, García, Eduardo, & Rodríguez, Cristina. (2011). Gender ratio and cognitive profiles in dyslexia: A cross-national study. Reading and Writing, 24(7), 729–747. https://doi.org/10.1007/s11145-009-9222-6
  • Jiménez, Juan E., García, Eduardo, Naranjo, Francisco, de León, Sara C., & Hernández-Cabrera, Juan A. (2020). An analysis and comparison of three theoretical models of the reading-writing relationships in Spanish-speaking 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. 35–53). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_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
  • Jiménez, J. E., & Haro, C. R. (1995). Effects of word linguistic properties on phonological awareness in Spanish children. Journal of Educational Psychology, 87, 193–201. Cited by9
    • Defior, Sylvia, & Serrano, Francisca. (2017). Learning to read Spanish. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 270-298). Cambridge: Cambridge University Press.
    • Durgunoğlu, Aydin Yücesan, & Öney, Banu. (1999). A cross-linguistic comparison of phonological awareness and word recognition [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 281–299.
    • 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
    • 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.
    • 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
    • Saiegh-Haddad, Elinor, Kogan, Nadya, & Walters, Joel. (2010). Universal and language-specific constraints on phonemic awareness: Evidence from Russian–Hebrew bilingual children. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 359–384. https://doi.org/10.1007/s11145-009-9204-8
    • 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
    • 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.
  • Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90–112. Cited by5
    • 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
    • McNeil, Levi. (2011). Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: An exploratory study. Reading and Writing, 24(8), 883–902. https://doi.org/10.1007/s11145-010-9230-6
    • 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
    • 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
    • Townsend, Dianna, & Collins, Penny. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing, 22(9), 993–1019. https://doi.org/10.1007/s11145-008-9141-y
  • Jisa, H. (2004). Growing into academic French. In R. A. Berman (Ed.), Language development across childhood and adolescence (pp. 135–161). Amsterdam: John Benjamins. Cited by8
    • 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 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.
    • 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
    • Veneziano, Edy. (2016). The development of narrative discourse in French by 5 to 10 years old children: Some insights from a conversational interaction method. 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. 141–159). Cham: Springer.
  • Jisa, Harriet, Reilly, Judy S., Verhoeven, Ludo, Baruch, Elisheva, & Rosado, Elisa. (2002). Passive voice constructions in written texts: A cross-linguistic developmental study [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 163–181. Cited by10
    • 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.
    • 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, Ragnarsdóttir, Hrafnhildur, & Strömqvist, Sven. (2002). Discourse stance: Written and spoken language. [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 255–289.
    • Berman, Ruth A., & Ravid, Dorit. (2009). Becoming a literate language user: Oral and written text construction across adolescence. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 92–111). Cambridge: Cambridge University Press.
    • 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
    • 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
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 271–285). Cham: Springer.
    • Ragnarsdóttir, Hrafnhildur, Aparici, Melina, Cahana-Amitay, Dalia, van Hell, Janet, & Viguié, Anne. (2002). Verbal structure and content in written discourse: Expository and narrative texts [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), 95–126.
    • Reilly, Judy S., Baruch, Elisheva, Jisa, Harriet, & Berman, Ruth A. (2002). Propositional attitudes in written and spoken language [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 183–218.
  • 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 Cited by3
    • 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.
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 271–285). Cham: Springer.
    • Perera, Joan, Aparici, Melina, Rosado, Elisa, & Salas, Naymé. (2016). Introduction to written and spoken language development across the lifespan. 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. 1–13). Cham: Springer.
  • Jisa, H., & Viguié, A. (2005). A developmental perspective on the role of ‘on’ in written and spoken expository texts in French. Journal of Pragmatics, 37, 125–142. Cited by6
    • Ailhaud, Emilie, Chenu, Florence, & Jisa, Harriet. (2016). A developmental perspective on the units of written French. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 287–305). Cham: Springer.
    • Berman, Ruth A. (2016). Linguistic literacy and later language development. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 181–200). Cham: Springer.
    • Berman, Ruth 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.
    • 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
    • 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
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 271–285). Cham: Springer.
  • Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77, 30–60. http://dx.doi.org/10.1006/jecp.1999.2553 Cited by15
    • 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
    • Burnham, Denis. (2003). Language specific speech perception and the onset of reading. Reading and Writing: An Interdisciplinary Journal, 16(6), 573–609.
    • 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
    • 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
    • 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
    • Lipka, Orly, & Siegel, Linda S. (2010). Early identification and intervention to prevent reading difficulties. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 205–219). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_15
    • 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.
    • 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.
    • 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
    • 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]
    • Rispens, Judith E., McBride-Chang, Catherine, & Reitsma, Pieter. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading and Writing, 21(6), 587–607. https://doi.org/10.1007/s11145-007-9077-7
    • 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.
    • 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
    • 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
    • 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
  • Joannès, Francis. (2017). The Babylonian scribes and their libraries. In Martyn Lyons & Rita Marquilhas (Eds.), Approaches to the history of written culture: A world inscribed (New Directions in Book History) (pp. 21–38). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54136-5_2
  • Job, R., Peressotti, F., & Cusinato, A. (1998). Lexical effects in naming pseudowords in shallow orthographies: Further empirical data. Journal of Experimental Psychology: Human Perception and Performance, 24(2), 622–630. Cited by5
    • Kessler, Brett. (2009). Statistical learning of conditional orthographic correspondences. Writing Systems Research, 1(1), 19–34. https://doi.org/10.1093/wsr/wsp004
    • 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
    • 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.
    • 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
    • Zoccolotti, Pierluigi, De Luca, Maria, Di Filippo, Gloria, Judica, Anna, & Martelli, Marialuisa. (2009). Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22(9), 1053–1079. https://doi.org/10.1007/s11145-008-9144-8
  • 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. Cited by5
    • 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
    • Neef, Martin, & Balestra, Miriam. (2011). Measuring graphematic transparency: German and Italian compared [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 109–142. https://doi.org/10.1075/wll.14.1.06nee [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 113–145). Amsterdam: John Benjamins]
    • 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
    • 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
  • Job, R., Sartori, G., Masterson, J., & Coltheart, M. (1984). Developmental surface dyslexia in Italian. In R. N. Malatesha & H. A. Whitaker (Eds.), Dyslexia: A global issue (pp. 133–141). The Hague: Martinus Nijhoff. Cited by5
    • Cossu, Giuseppe. (1999a). The acquisition of Italian orthography. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 10–33). Cambridge: Cambridge University Press.
    • 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.
    • 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.
    • 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
    • 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.
  • Jobard, G., Crivello, F., & Tzourio-Mazoyer, N. (2003). Evaluation of the dual route theory of reading: A meta-analysis of 35 neuroimaging studies. Neuroimage, 20(2), 693–712. https://doi.org/10.1016/S1053-8119(03)00343-4 Cited by9
    • Bouhali, Florence, Thiebaut de Schotten, Michel, Pinel, Philippe, Poupon, Cyril, Mangin, Jean-François, Dehaene, Stanislas, & Cohen, Laurent. (2014). Anatomical connections of the visual word form area. The Journal of Neuroscience, 34(46), 15402–15414. https://doi.org/10.1523/JNEUROSCI.4918-13.201
    • 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.
    • Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, & Singh, Nandini C. (2011). Cortical network for reading linear words in an alphasyllabary. [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), 697–707. https://doi.org/10.1007/s11145-010-9241-3
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • 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.
    • 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
    • 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.
    • 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)]
  • Jochems, Helmut. (1986). Schreiben in Gedankenschnelle - Wegleite durch eine terra incognita der Graphematik [Writing as quick as thought - Itinerary through a terra incognita of graphematics]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 105–123). Berlin; New York: Walter de Gruyter. Cited by2
    • Jochems, Helmut. (1996). Stenographie [Stenography]. 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. 1604–1608). Berlin; New York: De Gruyter.
    • 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]
  • Jochems, Helmut. (1996). Stenographie [Stenography]. 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. 1604–1608). Berlin; New York: De Gruyter. Cited by1
    • 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]
  • 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 Cited by6
    • 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
    • Lindgren, Eva, Knospe, Yvonne, & Sullivan, Kirk P. H. (2019). Researching writing with observational logging tools from 2006 to the present. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 1–29). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_002
    • 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.
    • Nottbusch, Guido. (2010). Grammatical planning, execution, and control in written sentence production [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), 777–801. https://doi.org/10.1007/s11145-009-9188-4
    • 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, 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
  • Johns, A. (1998). The nature of the book: Print and knowledge in the making. Chicago: University of Chicago Press. Cited by11
    • Auji, Hala. (2016). Printing Arab modernity: Book culture and The American Press in nineteenth-century Beirut (Arts and Archaeology of the Islamic World 7). Leiden; Boston: Brill.
    • 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. (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.
    • Boffey, Julia. (2012). Manuscript and print in London c.1475–1530. London: The British Library.
    • Dane, Joseph A. (2012). Out of sorts: On typography and modern theories of print culture. Philadelphia: University of Pennsylvania Press.
    • Eisenstein, Elizabeth L. (2011). Divine art, infernal machine: The reception of printing in the West from first impressions to the sense of an ending (Material Texts). Philadelphia, PE; Oxford: University of Pennsylvania Press.
    • Fyfe, Aileen. (2016). Journals and periodicals. In Bernard Lightman (Ed.), A companion to the history of science (Blackwell Companions to History) (pp. 358–371). Chichester: Wiley-Blackwell.
    • Mullaney, Thomas S. (2017). The Chinese typewriter: A history. Cambridge, MA: The MIT 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.
    • Wilding, Nick. (2016). The printing press. In Bernard Lightman (Ed.), A companion to the history of science (Blackwell Companions to History) (pp. 344-357). Chichester: Wiley-Blackwell.
  • Johnson, Dale D., & Johnson, Bonnie. (2005). High-stakes testing: Literacy by the numbers. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 245–263). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Johnson, J. Cale, & Johnson, Adam. (2013). Contingency and innovation in native transcriptions of encrypted cuneiform (UD.GAL.NUN). In Joshua Englehardt (Ed.), Agency in ancient writing (pp. 165–182). Boulder, CO: University Press of Colorado.
  • Johnson, Janet H. (2010a). Egyptian 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. 149–153). Chicago, IL: The Oriental Institute of the University of Chicago.
  • Johnson, Janet H. (2010b). Demotic. 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. 165–168). Chicago, IL: The Oriental Institute of the University of Chicago. Cited by1
    • Coulmas, Florian. (2014). Writing systems and language contact in the Euro- and Sinocentric worlds. Applied Linguistics Review, 5(1), 1–21. https://doi.org/10.1515/applirev-2014-0001
  • 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, Mark. (2009). [Book review: S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), (2007), Best practice in writing instruction]. Reading and Writing, 22(3), 373–374. https://doi.org/10.1007/s11145-008-9121-2
  • Johnson, N. F. (1975). On the function of letters in word identification: Some data and a preliminary model. Journal of Verbal Learning and Verbal Behavior, 14(1), 17–29. Cited by5
    • 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.
    • 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.
    • 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.
    • 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.
  • 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. Cited by1
    • 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.
  • Johnson, R. E. (1970). Recall of prose as a function of the structural importance of the linguistic units. Journal of Verbal Learning and Verbal Behavior, 9, 12–20. Cited by6
    • Chang, Yuh-Fang. (2011). The relation between time spent on the written recall task and the memory of L2 text. Reading and Writing, 24(8), 903–919. https://doi.org/10.1007/s11145-010-9231-5
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Marcel, Tony, & Barnard, Philip. (1979). Paragraphs of pictographs: The use of non-verbal instructions for equipment. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 501–518). 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.
    • Taylor, Insup, & Park, Kwonsaeng. (1995). Differential processing of content words and function words: Chinese characters vs. phonetic 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. 185–195). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Johnson, R. L. (2009). The quiet clam is quite calm: Transposed-letter neighborhood effects on eye movements during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 943–969. Cited by5
    • Davis, Colin J. (2012). The orthographic similarity of printed 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. 185–206). London: Psychology Press.
    • Perea, Manuel. (2015). Neighborhoods effects in visual word recognition and reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 76–87). 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
    • Staub, Adrian. (2015). Reading sentences: Syntactic parsing and semantic interpretation. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 202–216). New York: Oxford University Press.
  • Johnson, R. L., Perea, M., & Rayner, K. (2007). Transposed-letter effects in reading: Evidence from eye movements and parafoveal preview. Journal of Experimental Psychology: Human Perception and Performance, 33(1), 209–229. https://doi.org/10.1037/0096-1523.33.1.209 Cited by11
    • 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.
    • 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
    • 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.
    • McCausland, Sinéad, Kingston, Justé, & Lyddy, Fiona. (2015). Processing costs when reading short message service shortcuts: An eye-tracking study. Writing Systems Research, 7(1), 97–107. https://doi.org/10.1080/17586801.2014.943150
    • Nottbusch, Guido. (2010). Grammatical planning, execution, and control in written sentence production [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), 777–801. https://doi.org/10.1007/s11145-009-9188-4
    • 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.
    • 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.
  • Johnson, Sally. (2005). Spelling trouble? Language, ideology and the reform of German orthography. Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.1017/s004740450707025x Cited by15
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949
    • Klöter, Henning. (2010). What is being borrowed? Language and script contact in Taiwan. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 93–115). Leiden; Boston: Brill.
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Neef, Martin. (2021). The written utterance as a core concept in grapholinguistics. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 1–24). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-neef
    • 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]
    • 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
    • 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
    • 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.
    • Stojanov, Tomislav. (2021a). The acceptance of spelling variants as symbols of Croatian spelling changes (1994–2013). Written Language & Literacy, 24(1), 110–148. https://doi.org/10.1075/wll.00049.sto
    • Villa, Laura. (2015). Official orthographies, spelling debates and nation-building projects after the fall of the Spanish Empire [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 228–247. doi 10.1075/wll.18.2.03vil
    • Villa, Laura, & Vosters, Rik. (2015). Language ideological debates over orthography in European linguistic history [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 201–207. doi 10.1075/wll.18.2.01vil
    • Wong, Andrew D. (2013). Brand names and unconventional spelling: A two-pronged analysis of the orthographic construction of brand identity. Written Language & Literacy, 16(2), 115–145. https://doi.org/10.1075/wll.16.2.01won
  • Johnson, Sally, & Finlay, Frank (2001). (Il)literacy and (im)morality in Bernhard Schlink's The reader. Written Language & Literacy, 4(2), 195–214.
  • Johnson, William A. (2000). Towards a sociology of reading in classical antiquity. American Journal of Philology, 121(1), 593–627. Cited by9
    • 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.
    • 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
    • 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.
    • Johnson, William A. (2009b). Constructing elite reading communities in the high empire. 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.
    • 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
    • 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.
    • 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
    • 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
    • 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.
  • Johnson, W. A. (2004), Bookrolls and scribes in Oxyrhynchus (Studies in Book and Print Culture). Toronto. Cited by7
    • 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
    • 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, 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.
    • Perrot, Antony. (2020).Reading an opisthograph 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. 101–114). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-008
    • 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
    • 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.
    • 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.
  • 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.
  • Johnson, William A. (2009b). Constructing elite reading communities in the high empire. 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. Cited by3
    • 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
    • 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., & Oatley, Keith. (2014). The quotation theory of writing. Written Communication, 31(1), 4–26. https://doi.org/10.1177/0741088313515164
  • Johnson, W. A. (2010), Readers and reading culture in the high Roman empire: A study of elite communities (Classical Culture and Society). Oxford: Oxford University Press. Cited by5
    • Johnson, William A. (2009b). Constructing elite reading communities in the high empire. 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.
    • 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
    • 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.
    • 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
    • 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.
  • Johnson, William A., & Parker, Holt N. (Eds.). (2009). Ancient literacies: The culture of reading in Greece and Rome. Oxford: Oxford University Press. Cited by6
    • 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
    • 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.
    • 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.
    • 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.
    • Olson, David R., & Oatley, Keith. (2014). The quotation theory of writing. Written Communication, 31(1), 4–26. https://doi.org/10.1177/0741088313515164
    • 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.
  • Johnson-Glenberg, Mina C. (2005). Web-based training of metacognitive strategies for text comprehension: Focus on poor comprehenders. Reading and Writing, 18(7/9), 755–786. https://doi.org/10.1007/s11145-005-0956-5
  • Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge, MA: Harvard University Press. Cited by17
    • Cain, Kate, & Oakhill, Jane V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 489–503. https://doi.org/10.1023/A:1008084120205
    • Dixon, Peter, Harrison, Karen, & Taylor, Dean. (1995). Effects of sentence form on the construction of mental plans from procedural discourse. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 247–272). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
    • Franks, Bridget A., Mulhern, Sharon L., & Schillinger, Susan M. (1997). Reasoning in a reading context: Deductive inferences in basal reading series. Reading and Writing: An Interdisciplinary Journal, 9(4), 285–312.
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Johnson-Glenberg, Mina C. (2005). Web-based training of metacognitive strategies for text comprehension: Focus on poor comprehenders. Reading and Writing, 18(7/9), 755–786. https://doi.org/10.1007/s11145-005-0956-5
    • 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
    • Linell, Per. (1982). The written language bias in linguistics (Studies in Comrnunication 2). Linköping: Linköping University.
    • 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
    • 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.
    • 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.
    • Oakhill, Jane, & Cain, Kate. (2017). Children with specific text comprehension problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 359–375). Amsterdam; Philadelphia: John Benjamins.
    • O'Brien, Edward J., & Cook, Anne E. (2015). Models of discourse comprehension. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 217–231). 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.
    • 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]
    • Schnotz, Wolfgang. (1996). Lesen als Textverarbeitung [Text processing in 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. 972–982). 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.
  • Johnston, Alan. (2013). Straight, crooked and joined-up writing: An early Mediterranean view. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 193–212). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.j
  • Johnston, Edward. (1906). Writing, and illuminating, and lettering. London: J. Hogg. [1948, reissued, Pitman; 1983, reissued, A and C Black, Tapling] Cited by8
    • Clayton, Ewan. (2013). The golden thread: The story of writing. London: Atlantic Books; Berkeley, CA: Counterpoint.
    • 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.
    • Drogin, Marc. (1980). Medieval calligraphy: Its history and technique. Montclair, NJ: Allanheld, Osmun and Co. [1989, Corrected reprint, New York: Dover Publications]
    • Firmage, R. A. (1993). The alphabet abecedarium: Some notes on letters. Boston, MA: David R. Godine. [2000, Reprinted, London: Bloomsbury]
    • 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.
    • Knight, Stan. (1996). The Roman alphabet. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 312–332). New York; Oxford: Oxford University Press.
  • Johnston, J. C. (1978). A test of the sophisticated guessing theory of word perception. Cognitive Psychology, 10, 123–153. Cited by10
    • 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.
    • 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.
    • Hsu, Sheng-Hsiung, & Huang, Kuo-Chen. (2001). Effects of minimal legible size characters on Chinese word recognition. Visible Language, 35(2), 178–191.
    • 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
    • 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]
    • 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.
  • Johnston, J. C., & McClelland, J. L. (1973). Visual factors in word perception. Perception and Psychophysics, 14, 365–370. 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.
    • 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.
    • 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.
    • 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.
    • 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.
  • Johnston, J. C., & McClelland, J. L. (1974). Perception of letters in words: Seek not and ye shall find. Science, 184, 1192–1193. Cited by4
    • 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.
    • 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]
  • Johnston, R. S., Anderson, M., & Holligan, C. (1996). Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship. Reading and Writing: An Interdisciplinary Journal, 8, 217–234. Cited by11
    • 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.
    • Blair, Rebecca, & Savage, Robert. (2006). Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers. Reading and Writing, 19(9), 991–1016. https://doi.org/10.1007/s11145-006-9027-9
    • 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.
    • 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
    • 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.
    • 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. (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
    • Mann, Virginia, & Wimmer, Heinz. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 653–682.
    • 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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.
  • Johnston, R. S., Anderson, M., Perrett, D. I., & Holligan, C. (1990). Perceptual dysfunction in poor readers: Evidence for visual and auditory segmentation problems in a sub-group of poor readers. British Journal of Educational Psychology, 60, 212–219. Cited by3
    • 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.
    • 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.
  • Johnston, R. S., Rugg, M. D., & Scott, T. (1987a). Phonological similarity effects, memory span and developmental reading disorders: The nature of the relationship. British Journal of Educational Psychology, 78, 205–211. Cited by5
    • 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
    • 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
    • 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.
  • Johnston, R. S., Rugg, M. D., & Scott, T. (1987b). The influence of phonology on good and poor readers when reading for meaning. Journal of Memory and Language, 26, 57–68. Cited by3
    • Daneman, Meredyth, & Reingold, Eyal. (1993). What eye fixations tell us about phonological recoding during reading. Canadian Journal of Experimental Psychology, 47, 153–178. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 25–50). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • 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.
    • 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.
  • Johnston, R. S., & Thompson, G. B. (1989). Is dependence on phonological information in children's reading a product of instructional approach? Journal of Experimental Child Psychology, 48, 131–145. Cited by4
    • 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.
    • Fletcher-Flinn, Claire M., Shankweiler, Donald, & Frost, Stephen J. (2004). Coordination of reading and spelling in early literacy development: An examination of the discrepancy hypothesis. Reading and Writing: An Interdisciplinary Journal, 17(6), 617–644.
    • 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.
    • 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
  • 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. Cited by3
    • 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
    • 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.
  • 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.
  • 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 Cited by9
    • 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
    • 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
    • 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.
    • Katzir, Tami, Lesaux, Nonie K., & Kim, Young-Suk. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261–276. https://doi.org/10.1007/s11145-007-9112-8
    • 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, & 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
    • 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
    • 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
    • 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
  • Jolly, Margaretta. (2003). [Book review: David Barton & Nigel Hall (Eds.), (1999), Letter writing as a social practice]. Written Language & Literacy, 6(1), 127–130.
  • Jones, Christopher, & Satterthwaite, Lyndon. (1982). The monuments and inscriptions of Tikal: The carved monuments (University Museum Monographs 44; Tikal Reports, 33, Part A). Philadelphia: University of Pennsylvania. Cited by9
    • 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
    • Bricker, Victoria R. (2000a). Bilingualism in the Maya Codices and the Books of Chilam Balam [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 77–115.
    • 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.
    • 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. (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.
    • 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. (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
  • Jones, D., & Christensen, C. A. (1999). Relationship between automaticity in handwriting and students' ability to generate written text. Journal of Educational Psychology, 91, 44–49. Cited by6
    • Graham, Steve, Harris, Karen R., Mason, Linda, Fink-Chorzempa, Barbara, Moran, Susan, & Saddler, Bruce. (2008). How do primary grade teachers teach handwriting? A national survey [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 49–69. https://doi.org/10.1007/s11145-007-9064-z
    • 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
    • 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
    • Rosenblum, Sara, Weiss, Patrice L., & Parush, Shula. (2004). Handwriting evaluation for developmental dysgraphia: Process versus product. Reading and Writing: An Interdisciplinary Journal, 17(5), 433–458.
    • 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.
    • Vander Hart, Nanho, Fitzpatrick, Paula, & Cortesa, Cathryn. (2010). In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms. Reading and Writing, 23(6), 673–699. https://doi.org/10.1007/s11145-009-9178-6
  • 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. Cited by2
    • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania 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.
  • 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.
  • Jones, Mari C., & Mooney, Damien. (2017). Creating orthographies for endangered languages. In Mari C. Jones & Damien Mooney (Eds.), Creating orthographies for endangered languages (pp. 1–35). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949.001 Cited by2
    • 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
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
  • Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949 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
  • 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
  • Jones, N. K. (1991). Development of morphophonemic segments in children's mental representations of words. Applied Psycholinguistics, 12, 217–239. Cited by6
    • Carlisle, Joanne F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 169–190. https://doi.org/10.1023/A:1008131926604
    • Casalis, Séverine, & Louis-Alexandre, Marie-France. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 303–335. https://doi.org/10.1023/A:1008177205648
    • 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
    • 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. (2006a). Hebrew orthography and literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 339–364). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Ravid, Dorit, & 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.
  • Jones, Phil. (2007). Italicization and understanding texts through metaphoric projections of movement. Visible Language, 41(3), 246–265.
  • Jonides, J., & Gleitman, H. (1972). A conceptual category effect in visual search: O as letter or as digit. Perception and Psychophysics, 12, 457–460. 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.
    • 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.
  • Jonsson, Carla. (2012). Making silenced voices heard: Code-switching in multilingual literary texts in Sweden. 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. 212–232). New York; London: Routledge.
  • Jorden, Eleanor H. (2002). Teaching Johnny to read Japanese: Some thoughts on Chinese characters. In Mary S. Erbaugh (Ed.), Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6) (pp. 92–104). Columbus, OH: National East Asian Language Resource Center, Ohio State University. Cited by1
    • 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
  • Jördens, Andrea. (2020). Codices des Typs C und die Anfänge des Blätterns. 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. 115–148). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-009
  • Jorm, A. F. (1979). The cognitive and neurological bases of developmental dyslexia: A theoretical framework and review. Cognition, 7, 19–33. 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.
    • 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.
    • 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.
    • 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.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Jorm, A. F. (1983a). Specific reading retardation and working memory: A review. British Journal of Psychology, 74, 311–342. Cited by10
    • Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
    • 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
    • Edwards, Jerri D., Walley, Amanda C., & Ball, Karlene K. (2003). Phonological, visual and temporal processing in adults with and without reading disability. Reading and Writing: An Interdisciplinary Journal, 16(8), 737–758.
    • Klein, Raymond M. (2002). Observations on the temporal correlates of reading failure [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 207–232.
    • Meyler, Ann, & Breznitz, Zvia. (1998). Developmental associations between verbal and visual short-term memory and the acquisition of decoding skill. Reading and Writing: An Interdisciplinary Journal, 10(6), 519–540.
    • 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.
    • 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.
    • 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
    • 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.
  • Jorm, A. F. (1983b). The psychology of reading and spelling disabilities. London: Routledge & Kegan Paul. Cited by5
    • 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]
    • 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.
    • 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.
    • 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.
  • Jorm, A. F., & Share, D. L. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics, 4, 103–147. https://doi.org/10.1017/S0142716400004380 Cited by25
    • Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
    • 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.
    • 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
    • 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.
    • 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.
    • Cupples, Linda, & Iacono, Teresa. (2002). The efficacy of ‘whole word’ versus ‘analytic’ reading instruction for children with Down syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 549–574.
    • Dai, Jumana, Ibrahim, Raphiq, & Share, David L. (2013). The influence of orthographic structure on printed word learning in Arabic. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 189–213. https://doi.org/10.1080/17586801.2013.827563
    • 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.
    • 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.
    • 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. (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
    • 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
    • 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
    • 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.
    • 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.
    • 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.
    • 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
    • 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.
    • 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.
    • Wesseling, Ralph, & Reitsma, Pieter. (2000). The transient role of explicit phonological recoding for reading acquisition. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 313–336.
    • Wimmer, Heinz, Landerl, Karin, & Frith, Uta. (1999). Learning to read German: normal and impaired acquisition. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 34–50). Cambridge: Cambridge University Press.
  • Jorm, A. F., Share, D. L., Maclean, R., & Matthews, R. G. (1984). Phonological recoding skills and learning to read: A longitudinal study. Applied Psycholinguistics, 5, 201–207. https://doi.org/10.1017/S0142716400005075 Cited by6
    • 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.
    • 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
    • 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
    • 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
    • Sprenger-Charolles, Liliane, & Béchennec, Danielle. (2004). Variability and invariance in learning alphabetic orthographies: From linguistic description to psycholinguistic processing [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 9–33.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Jorm, A. F., Share, D. L., Matthews, R., & Maclean, R. (1986a). Behaviour problems in specific reading retarded and general reading backward children: A longitudinal study. Journal of Clinical Psychology and Psychiatry, 27, 33–43. Cited by5
    • Bonifacci, Paola, Candria, Lucia, & Contento, Silvana. (2008). Reading and writing: What is the relationship with anxiety and depression? Reading and Writing, 21(6), 609–625. https://doi.org/10.1007/s11145-007-9078-6
    • Klein, Raymond M. (2002). Observations on the temporal correlates of reading failure [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 207–232.
    • Miller, Carlin J., Hynd, George, W., & Miller, Scott R. (2005). Children with dyslexia: Not necessarily at risk for elevated internalizing symptoms. Reading and Writing, 18(5), 425–436. https://doi.org/10.1007/s11145-005-4314-4
    • 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.
    • Share, David L., Jorm, Anthony F., MacLean, Rod, & Matthews, Russell. (2002). Temporal processing and reading disability [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 151–178.
  • Jorm, A. F., Share, D. L., Matthews, R., & Maclean, R. (1986b). Cognitive factors at school entry predictive of specific reading retardation and general reading backwardness: A research note. Journal of Clinical Psychology and Psychiatry, 27, 45–54. Cited by4
    • 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.
    • 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., Jorm, Anthony F., MacLean, Rod, & Matthews, Russell. (2002). Temporal processing and reading disability [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 151–178.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Joseph, J. E. (1987). Eloquence and power: The rise of language standards and standard languages. London: Frances Pinter. Cited by9
    • Bondarev, Dmitry. (2019). Introduction: Orthographic polyphony in Arabic script. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 1–37). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-001
    • Gottlieb, Nanette. (2005). Language and society in Japan. 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
    • 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.
    • Rutten, Gijsbert, & van der Wal, Marijke. (2011). Local dialects, supralocal writing systems: The degree of orality of Dutch private letters from the seventeenth century. Written Language & Literacy, 14(2), 251–274. https://doi.org/10.1075/wll.14.2.04rut
    • 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
    • Sebba, Mark. (2012c). Writing switching in British Creole. 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. 89–105). New York; London: Routledge.
    • Sebba, Mark. (2016). The orthography of English-lexicon pidgins and creoles. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 347–364). Oxon: Routledge.
    • 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
  • 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. (2014). Literacy in Kannada, an alphasyllabic orthography. In Heather Winskel & Prakash Padakannaya (Eds.), South and Southeast Asian psycholinguistics (pp. 184–191). Cambridge: Cambridge University Press. Cited by3
    • Bhide, Adeetee, & Perfetti, Charles. (2019). Challenges in learning akshara orthographies for second language learners. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 311–326). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_16
    • 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
    • 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
  • 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.
  • Joshi, R. M., & Aaron, P. G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21, 85–97. https://doi.org/10.1080/02702710050084428 Cited by18
    • 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
    • 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.
    • 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
    • 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
    • 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.
    • Katzir, Tami, Lesaux, Nonie K., & Kim, Young-Suk. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261–276. https://doi.org/10.1007/s11145-007-9112-8
    • 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
    • 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
    • Mellard, Daryl F., Fall, Emily, & Mark, Caroline. (2009). Reading profiles for adults with low-literacy: Cluster analysis with power and speeded measures. Reading and Writing, 22(8), 975–992. https://doi.org/10.1007/s11145-008-9136-8
    • 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
    • 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
    • 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
    • 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
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
    • 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
  • Joshi, R. Malatesha, & Aaron, P. G. (Eds.). (2006). Handbook of orthography and literacy. Mahwah, NJ; London: Lawrence Erlbaum Associates. Cited by20
    • Babayiğit, Selma, & Stainthorp, Rhona. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. https://doi.org/10.1007/s11145-009-9173-y
    • Baroni, Antonio. (2011). Alphabetic vs. non-alphabetic writing: Linguistic fit and natural tendencies. Rivista di Linguistica [Italian Journal of Linguistics], 23(2), 127–159.
    • 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
    • Borgwaldt, S. (2020). [Book review: Dominic Wyse, (2017), How writing works: From the invention of the alphabet to the rise of social media]. Written Language & Literacy, 23(1), 129–131. https://doi.org/10.1075/wll.00036.bor
    • 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
    • Brissaud, Catherine, Fisher, Carole, & Negro, Isabelle. (2012). The relation between spelling and pronunciation: The case of French and the phonological variation /e/ ~ /ε/ in different French dialects. Written Language & Literacy, 15(1), 46–64. https://doi.org/10.1075/wll.15.1.03bri
    • Cheng, Hui-wen. (2012). Book review: K. Koda & A. M. Zehler (Eds.), (2008), Learning to read across languages: Cross-linguistic relationships in first- and second-language literacy development]. Reading and Writing, 25(2), 611–617. https://doi.org/10.1007/s11145-010-9280-9
    • Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • 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
    • Joshi, R. Malatesha, & McBride, Catherine. (2019). Introduction: Handbook of literacy in akshara orthography. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 3–9). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_1
    • Li, Yu. (2020). The Chinese writing system in Asia: An interdisciplinary perspective. London; New York: Routledge. https://doi.org/10.4324/9780429345333
    • 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.
    • Neijt, Anneke. (2010). [Book review: R. Malatesha Joshi & P. G. Aaron (Eds.), (2006), Handbook of orthography and literacy]. Written Language & Literacy, 13(2), 275–277. https://doi.org/10.1075/wll.13.2.05nei
    • 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.
    • 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
    • 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
    • Stojanov, Tomislav. (2021a). The acceptance of spelling variants as symbols of Croatian spelling changes (1994–2013). Written Language & Literacy, 24(1), 110–148. https://doi.org/10.1075/wll.00049.sto
    • Weingarten, Rüdiger. (2011). Comparative graphematics [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 12–38. https://doi.org/10.1075/wll.14.1.02wei [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 13–39). Amsterdam: John Benjamins]
  • 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. Cited by5
    • 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
    • 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.
    • 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
    • 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
  • Joshi, R. Malatesha, & McBride, Catherine. (2019). Introduction: Handbook of literacy in akshara orthography. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 3–9). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_1
  • Joshi, R. Malatesha, & McBride, Catherine (Eds.). (2019). Handbook of literacy in akshara orthography (Literacy Studies 17). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4 Cited by1
    • 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
  • Joshi, R. M., Tao, S., Aaron, P. G., & Quiroz, B. (2012). Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities, 45, 480–486. https://doi.org/10.1177/0022219411432690 Cited by6
    • Durgunoğlu, Aydin Yücesa. (2017). Learning to read Turkish. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 437–454). Cambridge: Cambridge University Press.
    • 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
    • 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.
    • 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
    • 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
    • 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
  • Joshi, R. M., Williams, K. A., & Wood, J. R. (1998). Predicting reading comprehension from listening comprehension: Is this the answer to the IQ debate? In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 319–327). Mahwah, NJ: Lawrence Erlbaum Associates. Cited by5
    • 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.
    • 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
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • 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
    • 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
  • Josserand, J. Kathryn (1999). [Book reviews: Victoria Bricker, Eleuterio Poʔot Yah, & Ofelia Dzul de Poʔot, (1998), A dictionary of the Maya language as spoken in Hocabá, Yucatán & Charles Hofling with Félix Fernando Tesucún, (1997), Itzaj Maya-Spanish-English dictionary / Diccionario Maya Itzaj-Español-Inglés]. Written Language & Literacy, 2(2), 281–284.
  • 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 Cited by11
    • 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. (2005). Constructing a large-scale database of Japanese word associations. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 82–98). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • 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, & 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.
    • Joyce, Terry, & Masuda, Hisashi. (2021). Constructing databases of Japanese three- and four-kanji compound words: Some observations concerning their morphological structures. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 579–619). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-joyc
    • 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.
    • 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. (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., 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
  • Joyce, T. (2002b). The Japanese mental Lexicon: The lexical retrieval and representation of two-kanji compound words from a morphological perspective. Unpublished doctoral thesis. University of Tsukuba, Japan. Cited by7
    • 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
    • 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. (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, & 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.
    • Joyce, Terry, Masuda, Hisashi, & Ogawa, Taeko. (2014). Jōyō kanji as core building blocks of the Japanese writing system: Some observations from database construction [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 173–194. https://doi.org/10.1075/wll.17.2.01joy
    • 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.
  • 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. Cited by6
    • Joyce, Terry. (2005). Constructing a large-scale database of Japanese word associations. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 82–98). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • 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, & 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.
    • Joyce, Terry, & Masuda, Hisashi. (2021). Constructing databases of Japanese three- and four-kanji compound words: Some observations concerning their morphological structures. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 579–619). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-joyc
    • 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.
  • Joyce, Terry. (2005). Constructing a large-scale database of Japanese word associations. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 82–98). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag. Cited by1
    • Joyce, Terry, Hodošček, Bor, & Masuda, Hisashi. (2017). Constructing an ontology and database of Japanese lexical properties: Handling the orthographic complexity of the Japanese writing system [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 27–51. doi 10.1075/wll.20.1.03joy
  • 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] Cited by15
    • 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
    • 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
    • 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
    • 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, 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.
    • Joyce, Terry, & Masuda, Hisashi. (2019). On the notions of graphematic representation and orthography from the perspective of the Japanese writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 247–279. https://doi.org/10.1075/wll.00028.joy
    • Joyce, Terry, & Masuda, Hisashi. (2021). Constructing databases of Japanese three- and four-kanji compound words: Some observations concerning their morphological structures. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 579–619). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-joyc
    • Joyce, Terry, Masuda, Hisashi, & Ogawa, Taeko. (2014). Jōyō kanji as core building blocks of the Japanese writing system: Some observations from database construction [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 173–194. https://doi.org/10.1075/wll.17.2.01joy
    • 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.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
    • 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
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
  • Joyce, Terry. (2013). The significance of the morphographic principle for the classification of writing systems. In Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins. [2011, Originally published, [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] Cited by1
    • Joyce, Terry, Hodošček, Bor, & Masuda, Hisashi. (2017). Constructing an ontology and database of Japanese lexical properties: Handling the orthographic complexity of the Japanese writing system [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 27–51. doi 10.1075/wll.20.1.03joy
  • Joyce, Terry. (2014). [Book review: Richard Sproat, (2010), Language, technology, and society]. Written Language & Literacy, 17(1), 165–167. https://doi.org/10.1075/wll.17.1.08joy
  • 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 Cited by8
    • 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, Hodošček, Bor, & Masuda, Hisashi. (2017). Constructing an ontology and database of Japanese lexical properties: Handling the orthographic complexity of the Japanese writing system [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 27–51. doi 10.1075/wll.20.1.03joy
    • 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.
    • Joyce, Terry, & Masuda, Hisashi. (2019). On the notions of graphematic representation and orthography from the perspective of the Japanese writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 247–279. https://doi.org/10.1075/wll.00028.joy
    • 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.
    • 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
    • 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
  • 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] Cited by13
    • 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.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • 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
    • 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
    • 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. (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, 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. (2019). On the notions of graphematic representation and orthography from the perspective of the Japanese writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 247–279. https://doi.org/10.1075/wll.00028.joy
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Meletis, Dimitrios. (2021). On being a grapholinguist. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 125–141). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-mele
    • 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
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Joyce, Terry, & Borgwaldt, Susanne R. (2013). Typology of writing systems: Introduction. In Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 1–11). Amsterdam: John Benjamins. [2011, Originally published, [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]
  • Joyce, Terry, & Crellin, Robert. (2019). Introduction. Writing systems: Past, present (… and future?) [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 167–178. https://doi.org/10.1075/wll.00024.joy
  • Joyce, Terry, Hodošček, Bor, & Masuda, Hisashi. (2017). Constructing an ontology and database of Japanese lexical properties: Handling the orthographic complexity of the Japanese writing system [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 27–51. doi 10.1075/wll.20.1.03joy Cited by3
    • 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.
    • Joyce, Terry, & Masuda, Hisashi. (2019). On the notions of graphematic representation and orthography from the perspective of the Japanese writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 247–279. https://doi.org/10.1075/wll.00028.joy
    • Joyce, Terry, & Masuda, Hisashi. (2021). Constructing databases of Japanese three- and four-kanji compound words: Some observations concerning their morphological structures. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 579–619). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-joyc
  • 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 Cited by10
    • 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
    • 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, & Crellin, Robert. (2019). Introduction. Writing systems: Past, present (… and future?) [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 167–178. https://doi.org/10.1075/wll.00024.joy
    • Joyce, Terry, Hodošček, Bor, & Masuda, Hisashi. (2017). Constructing an ontology and database of Japanese lexical properties: Handling the orthographic complexity of the Japanese writing system [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 27–51. doi 10.1075/wll.20.1.03joy
    • 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.
    • Joyce, Terry, & Masuda, Hisashi. (2019). On the notions of graphematic representation and orthography from the perspective of the Japanese writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 247–279. https://doi.org/10.1075/wll.00028.joy
    • Joyce, Terry, & Masuda, Hisashi. (2021). Constructing databases of Japanese three- and four-kanji compound words: Some observations concerning their morphological structures. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 579–619). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-joyc
    • Joyce, Terry, Masuda, Hisashi, & Ogawa, Taeko. (2014). Jōyō kanji as core building blocks of the Japanese writing system: Some observations from database construction [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 173–194. https://doi.org/10.1075/wll.17.2.01joy
    • 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.
    • 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
  • 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. Cited by7
    • 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
    • Joyce, Terry, & Masuda, Hisashi. (2019). On the notions of graphematic representation and orthography from the perspective of the Japanese writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 247–279. https://doi.org/10.1075/wll.00028.joy
    • Joyce, Terry, & Masuda, Hisashi. (2021). Constructing databases of Japanese three- and four-kanji compound words: Some observations concerning their morphological structures. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 579–619). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-joyc
    • 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. (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
    • Pae, Hye K., Kim, Sun-A, & Luo, Xiao (Peter). (2018). Constituent processing or gestalt processing?: How native Korean speakers read mutilated words in English. 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. 427–446). Amsterdam: John Benjamins.
  • Joyce, Terry, & Masuda, Hisashi. (2019). On the notions of graphematic representation and orthography from the perspective of the Japanese writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 247–279. https://doi.org/10.1075/wll.00028.joy Cited by2
    • 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, & Masuda, Hisashi. (2021). Constructing databases of Japanese three- and four-kanji compound words: Some observations concerning their morphological structures. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 579–619). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-joyc
  • Joyce, Terry, & Masuda, Hisashi. (2021). Constructing databases of Japanese three- and four-kanji compound words: Some observations concerning their morphological structures. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 579–619). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-joyc
  • Joyce, Terry, Masuda, Hisashi, & Ogawa, Taeko. (2014). Jōyō kanji as core building blocks of the Japanese writing system: Some observations from database construction [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 173–194. https://doi.org/10.1075/wll.17.2.01joy Cited by6
    • 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
    • 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, Hodošček, Bor, & Masuda, Hisashi. (2017). Constructing an ontology and database of Japanese lexical properties: Handling the orthographic complexity of the Japanese writing system [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 27–51. doi 10.1075/wll.20.1.03joy
    • 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.
    • Joyce, Terry, & Masuda, Hisashi. (2021). Constructing databases of Japanese three- and four-kanji compound words: Some observations concerning their morphological structures. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 579–619). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-joyc
    • 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.
  • Joyce, Terry, & Ohta, Nobuo. (2002). Constituent morpheme frequency data for two-kanji compound words. Tsukuba Psychological Research, 24, 111–141. Cited by3
    • 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.
    • 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.
  • Joyce, Terry, & Roberts, David (Eds.). (2012). Units of language – units of writing [Special issue]. Written Language & Literacy, 15(2).
  • Ju, D., & Jackson, N. E. (1995). Graphic and phonological processing in Chinese character identification. Journal of Reading Behavior, 27, 299–313. Cited by3
    • 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.
    • 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.
    • 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
  • Judd, C. H., & Buswell, G. T. (1922). Silent reading: A study of the various types (Supplementary Educational Monographs 23). Chicago: University of Chicago Press. Cited by5
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT 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.
    • 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]
    • Venezky, Richard L. (2004). In search of the perfect orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 139–163. https://doi.org/10.1075/wll.7.2.02ven
    • 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.
  • Judica, A., De Luca, M., Spinelli, D., & Zoccolotti, P. (2002). Training of developmental surface dyslexia improves reading performance and shortens eye fixation duration in reading. Neuropsychological Rehabilitation, 12, 177–197. Cited by6
    • Burani, Cristina, Thornton, Anna M., & and Zoccolotti, Pierluigi. (2017). Learning to read Italian. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 211–242). Cambridge: Cambridge University Press.
    • 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.
    • 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
    • Paizi, Despina, Zoccolotti, Pierluigi, & Burani, Cristina. (2010). Lexical reading in Italian developmental dyslexic readers. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 181–198). Hove; New York. Psychology Press.
    • 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
    • Zoccolotti, Pierluigi, De Luca, Maria, Di Filippo, Gloria, Judica, Anna, & Martelli, Marialuisa. (2009). Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22(9), 1053–1079. https://doi.org/10.1007/s11145-008-9144-8
  • Judson, A. P. (2013). The Linear B inscribed stirrup jars. Kadmos, 52(1), 69–110. Cited by5
    • Bennet, John. (2017). Reading between the lines: The worlds of Linear B. In Yannis Galanakis, Anastasia Christophilopoulou & James Grime (Eds.), Codebreakers and groundbreakers (pp. 30–44). Cambridge: The Fitzwilliam Museum.
    • 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.
    • 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
    • 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.
  • Judson, A. P. (2016). The undeciphered signs of Linear B [PhD thesis]. Faculty of Classics, University of Cambridge. https://doi.org/10.17863/CAM.11800 Cited by5
    • Judson, Anna P. (2019). Orthographic variation as evidence for the development of the Linear B writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 179–197. https://doi.org/10.1075/wll.00025.jud
    • 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
    • Judson, Anna P., Bennet, John, Davis, Jack L., & Stocker, Sharon R. (2019). Two new Linear B tablets and an enigmatic find from Bronze Age Pylos (Palace of Nestor). Kadmos, 58(1/2), 111–123. https://doi.org/10.1515/kadmos-2019-0006
    • 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.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
  • Judson, Anna P. (2017). Processes of script adaptation and creation in Linear B: The evidence of the ‘extra’ signs. In Philippa M. Steele (Ed.). Understanding relations between scripts: The Aegean writing systems (pp. 111–126). Oxford; Philadelphia: Oxbow Books. Cited by2
    • Judson, Anna P. (2019). Orthographic variation as evidence for the development of the Linear B writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 179–197. https://doi.org/10.1075/wll.00025.jud
    • 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
  • Judson, Anna P. (2017). The decipherment: People, process, challenges. In Yannis Galanakis, Anastasia Christophilopoulou & James Grime (Eds.), Codebreakers and groundbreakers (pp. 15–29). Cambridge: The Fitzwilliam Museum. Cited by2
    • 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
    • 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
  • Judson, Anna P. (2019). Orthographic variation as evidence for the development of the Linear B writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 179–197. https://doi.org/10.1075/wll.00025.jud Cited by2
    • Judson, Anna P. (2020). Scribes as editors: Tracking changes in the Linear B documents. American Journal of Archaeology, 124(4), 523–549. https://doi.org/:10.3764/aja.124.4.0523
    • 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
  • Judson, Anna P. (2020). Scribes as editors: Tracking changes in the Linear B documents. American Journal of Archaeology, 124(4), 523–549. https://doi.org/:10.3764/aja.124.4.0523
  • 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 Cited by3
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Judson, Anna P. (2019). Orthographic variation as evidence for the development of the Linear B writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 179–197. https://doi.org/10.1075/wll.00025.jud
    • Judson, Anna P., Bennet, John, Davis, Jack L., & Stocker, Sharon R. (2019). Two new Linear B tablets and an enigmatic find from Bronze Age Pylos (Palace of Nestor). Kadmos, 58(1/2), 111–123. https://doi.org/10.1515/kadmos-2019-0006
  • Judson, Anna P., Bennet, John, Davis, Jack L., & Stocker, Sharon R. (2019). Two new Linear B tablets and an enigmatic find from Bronze Age Pylos (Palace of Nestor). Kadmos, 58(1/2), 111–123. https://doi.org/10.1515/kadmos-2019-0006 Cited by1
    • 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
  • Juel, C. (1983). The development and use of mediated word identification. Reading Research Quarterly, 18, 306–327. Cited by6
    • 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.
    • 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.
    • 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
    • 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.
  • Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437–447. https://doi.org/10.1037/0022-0663.80.4.437 Cited by35
    • 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.
    • 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
    • Arfé, Barbara, & Pizzocaro, Eleonora. (2016). Sentence generation in children with and without problems of written expression. 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. 327–344). Cham: Springer.
    • Babayiğit, Selma, & Stainthorp, Rhona. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. https://doi.org/10.1007/s11145-009-9173-y
    • 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
    • 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
    • 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.
    • 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
    • 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.
    • Compton, Donald L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219–259.
    • 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
    • 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
    • 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.
    • 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
    • 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
    • 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.
    • Kim, James S., Samson, Jennifer F., Fitzgerald, Robert, & Hartry, Ardice. (2010). A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency. Reading and Writing, 23(9), 1109–1129. https://doi.org/10.1007/s11145-009-9198-2
    • 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
    • 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.
    • Nunes, Terezinha. (2016). Teaching literacy to English children: Policy and practice. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 205–221). Oxon: Routledge.
    • 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
    • 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.
    • 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
    • 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
    • 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
    • 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
    • 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.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
    • 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
    • Wesseling, Ralph, & Reitsma, Pieter. (2000). The transient role of explicit phonological recoding for reading acquisition. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 313–336.
  • Juel, C. (1991). Beginning reading. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Volume 2 (pp. 759–788). New York: Longman. Cited by6
    • Compton, Donald L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219–259.
    • 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
    • Rupley, William H., Rodriquez, Maximo, Mergen, Sandra L., Willson, Victor L., & Nichols, William Dee. (2000). Effects of structural features on word recognition development of hispanic and non-hispanic second graders. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 337–347.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Willson, Victor L., & Rupley, William H. (1997). A structural equation model for reading comprehension based on background, phonemic, and strategy knowledge. Scientific Studies of Reading, 1(1), 45–63. https://doi.org/10.1207/s1532799xssr0101_3
  • Juel, C. (1994). Learning to read and write in one elementary school. New York; Berlin: Springer Verlag. Cited by4
    • 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
    • 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.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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.
  • Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243–255. https://doi.org/10.1037/0022-0663.78.4.243 Cited by53
    • 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.
    • 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.
    • 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
    • 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.
    • 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.
    • 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
    • Babayiğit, Selma, & Stainthorp, Rhona. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. https://doi.org/10.1007/s11145-009-9173-y
    • Bentin, Shlomo. (1992). Phonological awareness, reading, and reading acquisition: A survey and appraisal of current knowledge. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 193–210). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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.
    • 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.
    • 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
    • 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
    • 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
    • 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
    • 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
    • Dockrell, Julie E., & Connelly, Vincent. (2016). The relationships between oral and written sentence generation in English speaking children: The role of language and literacy skills. 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. 161–177). Cham: Springer.
    • Durgunoğlu, Aydin Yücesan, & Öney, Banu. (1999). A cross-linguistic comparison of phonological awareness and word recognition [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 281–299.
    • 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.
    • 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
    • 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.
    • 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
    • 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.
    • 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.
    • Jiménez, Juan E., García, Eduardo, Naranjo, Francisco, de León, Sara C., & Hernández-Cabrera, Juan A. (2020). An analysis and comparison of three theoretical models of the reading-writing relationships in Spanish-speaking 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. 35–53). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_3
    • 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.
    • 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.
    • Lefrançois, Pascale, & Armand, Françoise. (2003). The role of phonological and syntactic awareness in second-language reading: The case of Spanish-speaking learners of French. Reading and Writing: An Interdisciplinary Journal, 16(3), 219–246.
    • 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
    • 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.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • 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.
    • 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
    • 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.
    • 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
    • Öney, Banu, & Durgunoğlu, Aydin Yücesan. (2005). Research and theory informing instruction in adult literacy. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 127–147). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Parkard, Jerome, Chen, Xi, Li, Wenling, Wu, Xinchun, Gaffney, Janet S., Li, Hong, & Anderson, Richard C. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing, 19(5), 457–487. https://doi.org/10.1007/s11145-006-9003-4
    • Pae, Hye K. (2011). Is Korean a syllabic alphabet or an alphabetic syllabary? Writing Systems Research, 3(2), 103–115. https://doi.org/10.1093/wsr/wsr002
    • 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]
    • Russell, Devin, & Connor, Carol McDonald. (2016). Memory and learning to read. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 53–66). London; New York: Routledge.
    • Schiff, Rachel, & Korat, Ofra. (2006). Sociocultural factors in children's written narrative production. Written Language & Literacy, 9(2), 213–246.
    • 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, & Lundquis, Eric. (1992). On the relations between learning to spell and learning to read. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 179–192). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Sprenger-Charolles, Liliane, & Béchennec, Danielle. (2004). Variability and invariance in learning alphabetic orthographies: From linguistic description to psycholinguistic processing [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 9–33.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • 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.
    • 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
    • Wesseling, Ralph, & Reitsma, Pieter. (2000). The transient role of explicit phonological recoding for reading acquisition. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 313–336.
  • Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458–492. https://doi.org/10.1598/RRQ.35.4.2 Cited by9
    • 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
    • Carlisle, Joanne F., & Berebitsky, Dan. (2011). Literacy coaching as a component of professional development. Reading and Writing, 24(7), 773–800. https://doi.org/10.1007/s11145-009-9224-4
    • 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.
    • Morrison, Frederick J., Connor, Carol MacDonald, & Hindman, Annemarie. (2010). Early schooling and growth of literacy in the transition to school. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 153–164). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_11
    • 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
    • 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
    • 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
    • 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.
  • Juhasz, B. J. (2005). Age-of-acquisition effects in word and picture identification. Psychological Bulletin, 131, 684–712. Cited by8
    • 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.
    • Barca, Laura, Bello, Arianna, Volterra, Virginia, & Burani, Cristina. (2010). Lexical-semantic reading in a shallow orthography: Evidence from a girl with Williams Syndrome. Reading and Writing, 23(5), 569–588. https://doi.org/10.1007/s11145-009-9192-8
    • 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
    • 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
    • Raman, Ilhan, Raman, Evren, İkier, Simay, Kilecioğlu, Elçin, Eroğlu, Dilek Uzun, & Zeyveli, Şebnem. (2018). Differential effects of age of acquisition and frequency on memory: Evidence from free recall of pictures and words in Turkish. Writing Systems Research, 10(1), 1–14. https://doi.org/10.1080/17586801.2017.1420727
    • 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.
    • Weekes, Brendan S. (2010). Lexical retrieval in alphabetic and non-alphabetic scripts: Evidence from brain imaging. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 273–289). Hove; New York. Psychology 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.
  • Juhasz, B. J., Inhoff, A. W., & Rayner, K. (2005). The role of interword spaces in the processing of English compound words. Language and Cognitive Processes, 20(1-2), 291–316. Cited by7
    • 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.
    • Libben, Gary. (2006). Reading complex morphological structures. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 259–274). Hove; New York: Psychology 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. (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.
    • Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
    • Vitrano-Wilson, Seth. (2016). Reading syllable-spaced versus word-spaced text in Hmong Daw: Breaking up isn't so hard to do. Writing Systems Research, 8(2), 234–256. https://doi.org/10.1080/17586801.2016.1225562
  • Juhasz, B. J., Liversedge, S. P., White, S. J., & Rayner, K. (2006). Binocular coordination of the eyes during reading: Word frequency and case alternation affect fixation duration but not fixation disparity. Quarterly Journal of Experimental Psychology, 59, 1614–1625. 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. (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.
    • 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.
  • Juhasz, B. J., & Rayner, K. (2003). Investigating the effects of a set of intercorrelated variables on eye fixation durations in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1312–1318. Cited by11
    • 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.
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • Davis, Colin J. (2012). The orthographic similarity of printed 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. 185–206). London: 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]
    • 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.
    • 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.
    • Tellings, Agnes, & Bouts, Lex. (2011). Dutch elementary school children's attribution of meaning to written pseudowords. Reading and Writing, 24(7), 801–812. https://doi.org/10.1007/s11145-010-9225-3
    • 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
  • Juhasz, B. J., & Rayner, K. (2006). The role of age of acquisition and word frequency in reading: Evidence from eye fixation durations. Visual Cognition, 13, 846–863. Cited by7
    • 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]
    • 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.
    • 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.
  • Juhasz, B. J., Starr, M., Inhoff, A. W ., & Placke, L. (2003). The effects of morphology on the processing of compound words: Evidence from naming, lexical decisions, and eye fixations. British Journal of Psychology, 94, 223–244. Cited by9
    • 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.
    • 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]
    • Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). 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.
    • Wang, Min, Lin, Candise Y., & Gao, Wei. (2010). Bilingual compound processing: The effects of constituent frequency and semantic transparency. Writing Systems Research, 2(2), 117–137. https://doi.org/10.1093/wsr/wsq012
  • Juhasz, B. J., White, S. J., Liversedge, S. P., & Rayner, K. (2008). Eye movements and the use of parafoveal word length information in reading. Journal of Experimental Psychology: Human Perception and Performance, 34, 1560–1579. https://doi.org/10.1037/a0012319 Cited by6
    • 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.
    • 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
    • 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.
    • 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.
  • Junod, Eric. (2013). On the danger of writing according to Origen. In Philip R. Davies & Thomas Römer (Eds.), Writing the Bible: Scribes, scribalism and script (pp. 189–200). Durham: Acumen.
  • Junyent, M. Carme. (2016). Life in a cubicle. 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. xi-xii). Cham: Springer.
  • Juola, J. F., Leavitt, D. D., & Choe, C. S. (1974). Letter identification in word, nonword, and single letter displays. Bulletin of the Psychonomic Society, 4, 278–280. Cited by4
    • 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.
    • 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.
    • 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.
  • 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. Cited by1
    • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press.
  • Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87(6), 329–354. https://doi.org/10.1037/0033-295X.87.4.329 Cited by32
    • Abu-Rabia, Salim. (1997b). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers. Reading and Writing: An Interdisciplinary Journal, 9(1), 65–78.
    • 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
    • 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
    • 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.
    • Daneman, Meredyth, & Reingold, Eyal. (1993). What eye fixations tell us about phonological recoding during reading. Canadian Journal of Experimental Psychology, 47, 153–178. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 25–50). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • Dixon, Peter, Harrison, Karen, & Taylor, Dean. (1995). Effects of sentence form on the construction of mental plans from procedural discourse. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 247–272). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
    • 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]
    • Goff, Deborah A., Pratt, Chris, & Ong, Ben. (2005). The relations between children's reading comprehension, working memory, language skills and components of reading decoding in a normal sample. Reading and Writing, 18(7/9), 583–616. https://doi.org/10.1007/s11145-004-7109-0
    • 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.
    • Just, Marcel Adam, & Carpenter, Patricia A. (1995). The intensity dimension of thought: Pupillometric indices of sentence processing. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 182–211). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
    • Kim, Koomi. (2012). How readers process Japanese orthography in two different texts. 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. 144–157). New York; London: Routledge.
    • Kirchhoff, Frank, & Primus, Beatrice. (2016). Punctuation. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 93–109). Oxon: Routledge.
    • 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.
    • López, Mercedes Rodrigo, & González, Juan E. Jiménez. (2000). IQ vs phonological recoding skill in explaining differences between poor readers and normal readers in word recognition: Evidence from a naming task. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 129–142.
    • 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.
    • 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
    • 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.
    • 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
    • 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.
    • 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]
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford 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.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • 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
    • 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.
  • Just, M. A., & Carpenter, P. A. (1987). The psychology of reading and language comprehension. Boston, MA: Allyn & Bacon. Cited by28
    • 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.
    • 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.
    • Abu-Rabia, Salim. (1997b). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers. Reading and Writing: An Interdisciplinary Journal, 9(1), 65–78.
    • Carlisle, Joanne F., & Kearns, Devin M. (2017). Learning to read morphologically complex words. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 191–214). Amsterdam; Philadelphia: John Benjamins.
    • Davis, Chris, & Kim, Jeesun. (2006). Changing circumstance: How flexible is lexical access? In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 207–228). Hove; New York: Psychology Press.
    • Dixon, Peter, Harrison, Karen, & Taylor, Dean. (1995). Effects of sentence form on the construction of mental plans from procedural discourse. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 247–272). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
    • 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
    • Grainger, Jonathan & Dufau, Stéphane. (2012). The front end of visual 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. 159–184). London: Psychology Press.
    • 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.
    • 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]
    • Hsu, Sheng-Hsiung, & Huang, Kuo-Chen. (2001). Effects of minimal legible size characters on Chinese word recognition. Visible Language, 35(2), 178–191.
    • Just, Marcel Adam, & Carpenter, Patricia A. (1995). The intensity dimension of thought: Pupillometric indices of sentence processing. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 182–211). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
    • 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.
    • 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.
    • 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.
    • Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
    • 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
    • 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.
    • 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.
    • Stone, Deborah B., Fisher, Sylvia K., & Eliot, John. (1999). Adults' prior exposure to print as a predictor of the legibility of text on paper and laptop computer. Reading and Writing: An Interdisciplinary Journal, 11(1), 1–28. https://doi.org/10.1023/A:1007993603998
    • 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. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
    • Wagner, Daniel A. (2009). New technologies for adult literacy and international development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 548–565). Cambridge: Cambridge University Press.
    • 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
  • Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122–149. https://doi.org/10.1037/0033‑295X.99.1.122 Cited by18
    • 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
    • Alptekin, Cem, & Erçetin, Gülcan. (2010). The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading. Journal of Research in Reading, 33(2), 206–219. https://doi.org/10.1111/j.1467-9817.2009.01412.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
    • 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.
    • Cui, Yao, & Chen, Yong-ming. (1997). Predictive inference in reading. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 287–297). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Hacker, Douglas J. (1997). Comprehension monitoring of written discourse across early-to-middle adolescence. Reading and Writing: An Interdisciplinary Journal, 9(3), 207–240.
    • Just, Marcel Adam, & Carpenter, Patricia A. (1995). The intensity dimension of thought: Pupillometric indices of sentence processing. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 182–211). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
    • 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.
    • Margolin, Sara J., & Brackins, Timothy. (2020). Comprehension and metacomprehension of negated text: Is retrieval practice beneficial for understanding? Written Language & Literacy, 23(1), 92–108. https://doi.org/10.1075/wll.00034.mar
    • Russell, Devin, & Connor, Carol McDonald. (2016). Memory and learning to read. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 53–66). London; New York: Routledge.
    • 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
    • Seigneuric, Alix, Ehrlich, Marie-France, Oakhill, Jane V., & Yuill, Nicola M. (2000). Working memory resources and children's reading comprehension. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 81–103. https://doi.org/10.1023/A:1008088230941
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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.
    • 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.
    • 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
    • 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
  • Just, Marcel Adam, & Carpenter, Patricia A. (1995). The intensity dimension of thought: Pupillometric indices of sentence processing. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 182–211). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
  • Just, M. A., Carpenter, P. A., & Woolley, J. D. (1982). Paradigms and processes in reading comprehension. Journal of Experimental Psychology: General, 111, 228–238. Cited by6
    • 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]
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Spivey-Knowlton, Michael J., Trueswell, John C., & Tanenhaus, Michael K. (1995). Context effects in syntactic ambiguity resolution: Discourse and semantic influences in parsing reduced relative clauses. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 148–181). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
    • 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.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Justeson, John S. (1976). Universals of language and universals of writing. In A. Juilland (Ed.), Linguistic studies offered to Joseph Greenberg on the occasion of his sixtieth birthday: Volume 1 (pp. 57–94). Saratoga, CA: Anma Libri. Cited by10
    • Baroni, Antonio. (2011). Alphabetic vs. non-alphabetic writing: Linguistic fit and natural tendencies. Rivista di Linguistica [Italian Journal of Linguistics], 23(2), 127–159.
    • Baroni, Antonio. (2013). Eye dialect and casual speech spelling: Orthographic variation in OT. Writing Systems Research, 5(1), 24–53. https://doi.org/10.1080/17586801.2013.808155
    • 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. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • 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.
    • 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.
    • Justeson, John. (1986). The origin of writing systems: Preclassic Mesoamerica. World Archaeology, 17(3), 437–457.
    • Luelsdorff, Philip A., & Chesnokov, Sergei V. (1994). Determinacy analysis and constrastive orthography. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 183–213). Dordrecht, The Netherlands: Kluwer Academic 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]
  • Justeson, John. (1986). The origin of writing systems: Preclassic Mesoamerica. World Archaeology, 17(3), 437–457. Cited by10
    • 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.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • 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.
    • Mora-Marín, David F. (2003). The origin of Mayan syllabograms and orthographic conventions. Written Language & Literacy, 6(2), 193–238.
    • Mora-Marín, David F. (2005). Kaminaljuyu stela 10: Script classification and linguistic affiliation. Ancient Mesoamerica, 16, 63–87. https://doi.org/10.1017/S0956536105050029
    • 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
    • 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.
    • 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
  • Justeson, John S. (1989). The representational conventions of Mayan hieroglyphic writing. In William F. Hanks & Don S. Rice (Eds.), Word and image in Maya culture: Explorations in language, writing, and representation (pp. 25–38). Salt Lake City, UT: 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.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • 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.
    • 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
  • Justeson, J. S., & Campbell, L. (1997). The linguistic background of Maya hieroglyphic writing: Arguments against a ‘Highland Mayan’ role. In M. J. Macri & A. Ford (Eds.), The language of Maya hieroglyphs (pp. 41–67). San Francisco: Pre-Columbian Research Institute. Cited by6
    • Justeson, John. (1986). The origin of writing systems: Preclassic Mesoamerica. World Archaeology, 17(3), 437–457.
    • 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. (2005). Kaminaljuyu stela 10: Script classification and linguistic affiliation. Ancient Mesoamerica, 16, 63–87. https://doi.org/10.1017/S0956536105050029
    • 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, & 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.
  • Justeson, John S., & Campbell, Lyle (Eds.). (1984). Phoneticism in Mayan hieroglyphic writing (Institute for Mesoamerican Studies 9). Albany: State University of New York. Cited by8
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i 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]
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • 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. (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.
    • Mora-Marín, David F. (2003). The origin of Mayan syllabograms and orthographic conventions. Written Language & Literacy, 6(2), 193–238.
    • 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.
  • Justeson, John S., & Kaufman, Terrence. (1993). A decipherment of Epi-Olmec hieroglyphic writing. Science, 259, 1703–1711. Cited by10
    • 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.
    • 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.
    • 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.
    • 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 F. (2003). The origin of Mayan syllabograms and orthographic conventions. Written Language & Literacy, 6(2), 193–238.
    • Mora-Marín, David F. (2005). Kaminaljuyu stela 10: Script classification and linguistic affiliation. Ancient Mesoamerica, 16, 63–87. https://doi.org/10.1017/S0956536105050029
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell 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
  • Justeson, J. S., & Mathews, P. (1990). Evolutionary trends in Mesoamerican hieroglyphic writing. Visible Language, 24(1), 88–132. Cited by6
    • 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.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Mora-Marín, David F. (2005). Kaminaljuyu stela 10: Script classification and linguistic affiliation. Ancient Mesoamerica, 16, 63–87. https://doi.org/10.1017/S0956536105050029
    • 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
    • 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.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
  • Justeson, John S., Norman, William M., Campbell, Lyle, & Kaufman, Terrence. (1985). The foreign impact on lowland Mayan language and script (Middle American Research Institute 53). New Orleans: Tulane University. Cited by16
    • 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.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • 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.
    • Justeson, John. (1986). The origin of writing systems: Preclassic Mesoamerica. World Archaeology, 17(3), 437–457.
    • 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.
    • 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
    • Mora-Marín, David F. (2003). The origin of Mayan syllabograms and orthographic conventions. Written Language & Literacy, 6(2), 193–238.
    • Mora-Marín, David F. (2005). Kaminaljuyu stela 10: Script classification and linguistic affiliation. Ancient Mesoamerica, 16, 63–87. https://doi.org/10.1017/S0956536105050029
    • 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
    • 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.
    • 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.
    • Watt, William C. (1988a). Canons of alphabetic change. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 122–152). Berlin; Heidelberg: Springer.
  • Justeson, John S., & Stephens, Laurence D. (1993). The evolution of syllabaries from alphabets: Transmission, language contrast, and script typology. Die Sprache, 35, 2–46. Cited by5
    • 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.
    • 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.
    • 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
  • Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257–269. https://doi.org/10.1044/1058-0360.0903.257 Cited by10
    • 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
    • Gong, Zhiyu, & Levy, Betty Ann. (2009). Four year old children's acquisition of print knowledge during electronic storybook reading. Reading and Writing, 22(8), 889–905. https://doi.org/10.1007/s11145-008-9130-1
    • 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
    • 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.
    • 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
    • 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.
    • Skibbe, Lori E., Moody, Amelia J., Justice, Laura M., & McGinty, Anita S. (2010). Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment. Reading and Writing, 23(1), 53–71. https://doi.org/10.1007/s11145-008-9149-3
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University 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
  • Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17–29. Cited by8
    • Aram, Dorit. (2006). Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination. Reading and Writing, 19(5), 489–515. https://doi.org/10.1007/s11145-006-9005-2
    • 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
    • Evans, Mary Ann, & Saint-Aubin, Jean. (2010). An eye for print: Child and adult attention to print during shared book reading. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 43–53). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_4
    • 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
    • Gong, Zhiyu, & Levy, Betty Ann. (2009). Four year old children's acquisition of print knowledge during electronic storybook reading. Reading and Writing, 22(8), 889–905. https://doi.org/10.1007/s11145-008-9130-1
    • 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
    • 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.
    • Roy-Charland, Annie, Saint-Aubin, Jean, & Evans, Mary Ann. (2007). Eye movements in shared book reading with children from kindergarten to Grade 4. Reading and Writing, 20(9), 909–931. https://doi.org/10.1007/s11145-007-9059-9
  • Justice, L. M., Pullen, P. C., & Pence, K. (2008). Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading. Developmental Psychology, 44, 855–866. https://doi.org/10.1037/0012-1649.44.3.855 Cited by7
    • 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
    • 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]
    • 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
    • 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.
    • 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, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2005). Preschoolers, print, and story books: An observational study using eye-gaze analysis. Journal of Research in Reading, 28(3), 229–243. https://doi.org/10.1111/j.1467-9817.2005.00267.x Cited by11
    • Evans, Mary Ann, & Saint-Aubin, Jean. (2010). An eye for print: Child and adult attention to print during shared book reading. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 43–53). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_4
    • Gong, Zhiyu, & Levy, Betty Ann. (2009). Four year old children's acquisition of print knowledge during electronic storybook reading. Reading and Writing, 22(8), 889–905. https://doi.org/10.1007/s11145-008-9130-1
    • Linebarger, Deborah, Piotrowski, Jessica Taylor, & Greenwood, Charles R. (2010). On-screen print: The role of captions as a supplemental literacy tool. Journal of Research in Reading, 33(2), 148–167. https://doi.org/10.1111/j.1467-9817.2009.01407.x
    • Min, Lanbin, & Zhou, Jing. (2018). A comparative study of visual fixation of Uygur and Han 5- to 6-year-olds in reading picture books within a Chinese reading context: Evidence from eye movement. Journal of Chinese Writing Systems, 2(1), 25–33. https://doi.org/10.1177/2513850217752490
    • 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.
    • 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]
    • Roy-Charland, Annie, Saint-Aubin, Jean, & Evans, Mary Ann. (2007). Eye movements in shared book reading with children from kindergarten to Grade 4. Reading and Writing, 20(9), 909–931. https://doi.org/10.1007/s11145-007-9059-9
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Treiman, Rebecca, Levin, Iris, & Kessler, Brett. (2012). Linking the shapes of alphabet letters to their sounds: The case of Hebrew. Reading and Writing, 25(2), 569–585. https://doi.org/10.1007/s11145-010-9286-3
    • 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
    • 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
  • Justus, Carol F. (2002). [Book review: Jean Bottéro, Clarisse Herrenschmidt, & Jean-Pierre Vernant, (2000), Ancestor of the West: Writing, reasoning, and religion in Mesopotamia, Elam, and Greece]. Visible Language, 36(1), 62–74.
  • Juul, H. (2005). Knowledge of context sensitive spellings as a component of spelling competence: Evidence from Danish. Applied Psycholinguistics, 26, 249–265. https://doi.org/10.1017/S0142716405050162 Cited by5
    • 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
    • Elbro, Carsten. (2006). Literacy acquisition in Danish: A deep orthography in cross-linguistic light. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 31–45). Mahwah, NJ; 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
    • 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
    • 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
  • 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. Cited by6
    • Babayiğit, Selma, & Stainthorp, Rhona. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. https://doi.org/10.1007/s11145-009-9173-y
    • Chamalaun, Robert J. P. M., Bosman, Anna M. T., & Ernestus, Mirjam T. C. (2021). The role of grammar in spelling homophonous regular verbs. Written Language & Literacy, 24(1), 38–80. https://doi.org/10.1075/wll.00047.cha
    • Elbro, Carsten. (2006). Literacy acquisition in Danish: A deep orthography in cross-linguistic light. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 31–45). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • 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