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    • Poe, Mya, & Scott, Mary. (2014). Learning domains: Writing as lifelong learning. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 333–358). Berlin; Boston: De Gruyter Mouton.
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    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Kress, Gunther. (1982). Learning to write (Second edition). London: Routledge. [1982, First edition] Cited by7
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    • Myhill, Debra. (2009). Developmental trajectories in mastery of paragraphing: Towards a model of development. Written Language & Literacy, 12(1), 26–51. https://doi.org/10.1075/wll.12.1.02myh
    • Poe, Mya, & Scott, Mary. (2014). Learning domains: Writing as lifelong learning. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 333–358). Berlin; Boston: De Gruyter Mouton.
    • 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
    • Teberosky, Ana, Sepúlveda, Angélica, & Costa e Sousa, Otília. (2020). Orality, reading and writing in early literacy. 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. 85–105). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_6
    • Verheyden, Lieve, Van den Branden, Kris, Rijlaarsdam, Gert, Van den Bergh, Huub, & De Maeyer, Sven. (2010). Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: A follow-up of seven text features [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 20–38. https://doi.org/10.1111/j.1467-9817.2009.01430.x
    • Verhoeven, Ludo, Aparici, Melina, Cahana-Amitay, Dalia, van Hell, Janet, Kriz Sarah, & Viguié-Simon, Anne. (2002). Clause packaging in writing and speech: A cross-linguistic developmental analysis [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 135–161.
  • Kress, Gunther. (1997). Before writing: Rethinking the paths to literacy. London: Routledge. Cited by10
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    • Kenner, Charmian. (2000). Symbols make text: A social semiotic analysis of writing in a multilingual nursery. Written Language & Literacy, 3(2), 235–266.
    • Kress, Gunther. (2003). Literacy in the new media age. London; New York: Routledge. http://dx.doi.org/10.4324/9780203164754
    • Marshall, Bethan (1998). [Book review: Gunther Kress, (1997), Before writing: Rethinking the paths to literacy]. Written Language & Literacy, 1(2), 286–288.
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  • Kress, Gunther. (2000). Early spelling: Between convention and creativity. London: Routledge. Cited by13
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    • Kenner, Charmian. (2000). Symbols make text: A social semiotic analysis of writing in a multilingual nursery. Written Language & Literacy, 3(2), 235–266.
    • Kress, Gunther. (2003). Literacy in the new media age. London; New York: Routledge. http://dx.doi.org/10.4324/9780203164754
    • Poe, Mya, & Scott, Mary. (2014). Learning domains: Writing as lifelong learning. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 333–358). Berlin; Boston: De Gruyter Mouton.
    • Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
    • Sebba, Mark. (2001). [Book review: Gunther Kress, (2000), Early spelling: Between convention and creativity]. Written Language & Literacy, 4(2), 261–264.
    • 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
    • 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.
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    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
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    • 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.
    • Rath, Kyle. (2016). Letters that speak: Framing experiential properties of type. Image & Text, 28, 59–100.
    • Sebba, Mark. (2012b). Researching and theorising multilingual texts. In Mark Sebba, Shahrzad Mahootian, & Carla Jonsson (Eds.), Language mixing and code-switching in writing: Approaches to mixed-language written discourse (Routledge Critical Studies in Multilingualism 2) (pp. 1–26). New York; London: Routledge.
    • Sebba, Mark. (2020). Bilingual newspapers as sites of multilingual practice [Special issue: Literacies in contact, edited by Constanze Weth & Manuela Böhm, in collaboration Daniel Bunčić]. Written Language & Literacy, 23(2), 272–288. https://doi.org/10.1075/wll.00044.seb
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
    • Wang, Xuan. (2018). Fangyan and the linguistic landscapes of authenticity: Normativity and innovativity of writing in globalizing China. In Constanze Weth & Kasper Juffermans (Eds.), Tyranny of writing: Ideologies of the written word (Bloomsbury advances in sociolinguistics) (pp. 165–182). London: Bloomsbury Publishing.
  • Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold; New York: Oxford University Press. Cited by10
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    • Prior, Paul, & Thorne, Steven L. (2014). Research paradigms: Beyond product, process, and social activity. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 31–54). Berlin; Boston: De Gruyter Mouton.
    • Rath, Kyle. (2016). Letters that speak: Framing experiential properties of type. Image & Text, 28, 59–100.
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Compiled and edited by Terry Joyce. © April, 2022