• Paap, K. R., McDonald, J. E., Schvaneveldt, R. W., & Noel, R. W. (1987). Frequency and pronounceability in visually presented naming and lexical decision tasks. In M. Coltheart (Ed.), Attention and performance 12: The psychology of reading (pp. 221–243). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by11
    • Colombo, Lucia, & Tabossi, Patrizia. (1992). Strategies and stress assignment: Evidence from a shallow orthography. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 319–340). Amsterdam; London; New York; Tokyo: North-Holland.
    • Forster, Kenneth. (1992). Memory-addressing mechanisms and lexical access. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 413–434). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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.
    • 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]
    • Kim, Jeesun, Taft, Marcus, & Davis, Chris. (2004). Orthographic-phonological links in the lexicon: When lexical and sublexical information conflict [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 187–218.
    • Lervåg, Arne, & Bråten, Ivar. (2002). Effects of memory load on word recognition: Are there dual-routers in Norway? Reading and Writing: An Interdisciplinary Journal, 15(3/4), 233–259.
    • 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
    • Öney, Banu, Peter, Mira, & Katz, Leonard. (1997). Phonological processing in printed word recognition: Effects of age and writing system. Scientific Studies of Reading, 1(1), 65–83. https://doi.org/10.1207/s1532799xssr0101_4
    • Paap, Kenneth R., Noel, Ronald W., & Johansen, Linda S. (1992). Dual-route models of print to sound: Red herrings and real horses. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 293–318). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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.
  • Paap, K. R., Newsome, S. L., McDonald, J. E., & Schvaneveldt, R. W. (1982). An activationverification model for letter and word recognition: The word-superiority effect. Psychological Review, 89, 573–594. https://doi.org/10.1037/0033-295X.89.5.573 Cited by19
    • Balota, David A., & Yap, Melvin J. (2006). Attentional control and the flexible lexical processor: Explorations of the magic moment of word recognition. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 229–258). Hove; New York: Psychology Press.
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Beier, Sofie. (2012a). How my brain stopped reading. Visible Language, 46(3), 200–205.
    • Forster, Kenneth. (1992). Memory-addressing mechanisms and lexical access. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 413–434). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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.
    • 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.
    • 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.
    • 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
    • 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.
    • Paap, Kenneth R., Noel, Ronald W., & Johansen, Linda S. (1992). Dual-route models of print to sound: Red herrings and real horses. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 293–318). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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.
    • Pollatsek, Alexander, & Lesch, Mary. (1996). The perception of words and letters. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 957–971). Berlin; New York: De Gruyter.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • 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.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Wu, Jei-Tun, & Liu, In-Mao. (1997). Phonological activation in pronouncing characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 47–64). Sha Tin, N. T., Hong Kong: The Chinese University Press.
  • Paap, K. R., Newsome, S. L., & Noel, R. W. (1984). Word shape's in poor shape for the race to the lexicon. Journal of Experimental Psychology: Human Perception and Performance, 10(3), 413–428. Cited by9
    • 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.
    • Bock, Michael. (1986). Cognitive aspects of upper and lower case for initial letters in German. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 287–299). Berlin; New York: Walter de Gruyter.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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, & Hannagan, Thomas. (2014). What is special about orthographic processing? [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 225–252. doi 10.1075/wll.17.2.03gra
    • 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, & 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]
    • 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]
  • Paap, K. R., & Noel, R. W. (1991). Dual route models of print to sound: Still a good horse race. Psychological Research, 53, 13–24. Cited by21
    • 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.
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • 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.
    • Buchanan, Lori, & Besner, Derek. (1993). Reading aloud: Evidence for the use of whole word nonsemantic pathway. Canadian Journal of Experimental Psychology, 47, 133–152. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 5–24). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • Carello, Claudia, & Turvey, M. T., Lukatela, Georgije. (1992). Can theories of word recognition remain stubbornly nonphonological? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 211–226). Amsterdam; London; New York; Tokyo: North-Holland.
    • Colombo, Lucia, & Tabossi, Patrizia. (1992). Strategies and stress assignment: Evidence from a shallow orthography. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 319–340). Amsterdam; London; New York; Tokyo: North-Holland.
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • 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]
    • Kim, Jeesun, Taft, Marcus, & Davis, Chris. (2004). Orthographic-phonological links in the lexicon: When lexical and sublexical information conflict [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 187–218.
    • Lervåg, Arne, & Bråten, Ivar. (2002). Effects of memory load on word recognition: Are there dual-routers in Norway? Reading and Writing: An Interdisciplinary Journal, 15(3/4), 233–259.
    • Paap, Kenneth R., Noel, Ronald W., & Johansen, Linda S. (1992). Dual-route models of print to sound: Red herrings and real horses. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 293–318). Amsterdam; London; New York; Tokyo: North-Holland.
    • Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3
    • 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.
    • Presutti, Stefano. (2021b). Graphemic complexity for the new Romance phonemes in Italian. Some reflections. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 755–773). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-preb
    • 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.
    • 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.
    • 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.
    • Verhoeven, Ludo, & Carlisle, Joanne F. (2006). Introduction to the special issue: Morphology in word identification and word spelling [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 643–650. https://doi.org/10.1007/s11145-006-9010-5
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Paap, Kenneth R., Noel, Ronald W., & Johansen, Linda S. (1992). Dual-route models of print to sound: Red herrings and real horses. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 293–318). Amsterdam; London; New York; Tokyo: North-Holland. Cited by5
    • Buchanan, Lori, & Besner, Derek. (1993). Reading aloud: Evidence for the use of whole word nonsemantic pathway. Canadian Journal of Experimental Psychology, 47, 133–152. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 5–24). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • 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.
    • Kim, Jeesun, Taft, Marcus, & Davis, Chris. (2004). Orthographic-phonological links in the lexicon: When lexical and sublexical information conflict [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 187–218.
    • Öney, Banu, Peter, Mira, & Katz, Leonard. (1997). Phonological processing in printed word recognition: Effects of age and writing system. Scientific Studies of Reading, 1(1), 65–83. https://doi.org/10.1207/s1532799xssr0101_4
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Packard, J. L. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge: Cambridge University Press. Cited by22
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Dronjic, Vedran. (2011). Mandarin Chinese compounds, their representation, and processing in the visual modality [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 5–21. https://doi.org/10.1093/wsr/wsr005
    • Evertz-Rittich, Martin. (2021). What is a written word? And if so, how many? In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 25–45). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-ever
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
    • Ku, Yu-Min, & Anderson, Richard C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16(5), 399–422. https://doi.org/10.1023/A:1024227231216
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • Lin, Tsu-Jung, Anderson, Richard C., Ku, Yu-Min, Christianson, Kiel, & Packard, Jerome L. (2011). Chinese children's concept of word [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 41–57. https://doi.org/10.1093/wsr/wsr007
    • Lü, Chan, Koda, Keiko, Zhang, Dongbu, & Zhang, Yanhui. (2015). Effects of semantic radical properties on character meaning extraction and inference among learners of Chinese as a foreign language [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 169–185. https://doi.org/10.1080/17586801.2014.955076
    • Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
    • McBride, Catherine. (2017). Early literacy across languages. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 55–74). Amsterdam; Philadelphia: John Benjamins.
    • McBride-Chang, C., Cheung, H., Chow, B. W.-Y., Chow, C. S.-L., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2) [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 695–716. https://doi.org/10.1007/s11145-005-5742-x
    • Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
    • 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.
    • 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
    • Unger, J. Marshall. (2004). Ideogram: Chinese characters and the myth of disembodied meaning. Honolulu: University of Hawai‘i Press.
    • Unger, J. Marshall. (2011). What linguistic units do Chinese characters represent? Written Language & Literacy, 14(2), 293–302. https://doi.org/10.1075/wll.14.2.06ung
    • Wang, Shaomei. (2012b). The taxonomy of Chinese reading miscues. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 158–189). New York; London: Routledge.
    • Yao, Yun. (2011). Interword spacing effects on reading Mandarin Chinese as a second language [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 23–40. doi 10.1093/wsr/wsr009
    • Zhang, Jie, Anderson, Richard C., Li, Hong, Dong, Qiong, Wu, Xinchun, & Zhang, Yan. (2010). Cross-language transfer of insight into the structure of compound words [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 311–336. https://doi.org/10.1007/s11145-009-9205-7
  • 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 Cited by6
    • 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
    • Lam, Silvia Siu-Yin, & McBride-Chang, Catherine. (2013). Parent-child joint writing in Chinese kindergarteners: Explicit instruction in radical knowledge and stroke writing skills. Writing Systems Research, 5(1), 88–109. https://doi.org/10.1080/17586801.2013.812532
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • Lü, Chan, Koda, Keiko, Zhang, Dongbu, & Zhang, Yanhui. (2015). Effects of semantic radical properties on character meaning extraction and inference among learners of Chinese as a foreign language [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 169–185. https://doi.org/10.1080/17586801.2014.955076
    • McBride-Chang, Catherine, Chow, Yvonne Y. Y., & Tong, Xiuli. (2010). Early literacy at home: General environmental factors and specific parent input. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 97–109). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_7
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Pacton, S., & Deacon, S. H. (2008). The timing and mechanisms of children's use of morphological information in spelling: A review of evidence from French and English. Cognitive Development, 23(3), 339–359. https://doi.org/10.1016/j.cogdev.2007.09.004 Cited by5
    • Asadi, Ibrahim A., Ibrahim, Raphiq, & Khateb, Asaid. (2017). What contributes to spelling in Arabic? A cross-sectional study from first to sixth grade. Writing Systems Research, 9(1), 60–81. https://doi.org/10.1080/17586801.2016.1218748
    • 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
    • Deacon, S. Hélène, & Dhooge, Sarah. (2010). Developmental stability and changes in the impact of root consistency on children's spelling. Reading and Writing, 23(9), 1055–1069. https://doi.org/10.1007/s11145-009-9195-5
    • 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.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
  • Pacton, S., Fayol, M., & Perruchet, P. (2002). The acquisition of untaught orthographic regularities in French. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 121–137). Dordrecht, The Netherlands: Kluwer Academic. Cited by5
    • Bosse, Marie-Line, Valdois, Sylviane, & Tainturier, Marie-Josèphe. (2003). Analogy without priming in early spelling development. Reading and Writing: An Interdisciplinary Journal, 16(7), 693–716.
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • 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.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Treiman, Rebecca. (2006). Knowledge about letters as a foundation for reading and spelling. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 581–599). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Pacton, S., Fayol, M., & Perruchet, P. (2005). Children's implicit learning of graphotactic and morphological regularities. Child Development, 76, 324–339. https://doi.org/10.1111/j.1467-8624.2005.00848.x Cited by9
    • 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
    • Commissaire, Eva, Pasquarella, Adrian, Chen, Xi, & Deacon, S. Hélène. (2014). The development of orthographic processing skills in children in early French immersion programs [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 16–39. https://doi.org/10.1075/wll.17.1.02com
    • Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
    • Deacon, S. Hélène, & Sparks, Erin. (2015). Children's spelling development: Theories and evidence. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 311–325). New York: Oxford University Press.
    • 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
    • Sprenger-Charolles, Liliane. (2019). Developmental dyslexia in French. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 50–72). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.003
    • Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
    • 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.
  • Pacton, S., Perruchet, P., Cleeremans, A., & Fayol, M. (2001). Implicit learning out of the lab: The case of orthographic regularities. Journal of Experimental Psychology: General, 130(3), 401–426. https://doi.org/10.1037/0096-3445.130.3.401 Cited by26
    • Bosman, Anna M. T., van Huygevoort, Martijn, Bakker, Joep T. A., & Verhoeven, Ludo. (2007). Learning to spell in second grade using the spelling checker [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 163–183.
    • Caravolas, Marketa. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–511). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • 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
    • Chetail, Fabienne, & Mathey, Stéphanie. (2009). The syllable frequency effect in visual recognition of French words: A study in skilled and beginning readers. Reading and Writing, 22(8), 955–973. https://doi.org/10.1007/s11145-008-9135-9
    • Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
    • 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
    • Cordewener, Kim A. H., Bosman, Anna M. T., & Verhoeven, Ludo. (2015). Implicit and explicit instruction: The case of spelling acquisition. Written Language & Literacy, 18(1), 121–152. https://doi.org/10.1075/wll.18.1.06cor
    • Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
    • Deacon, S. Hélène, & Sparks, Erin. (2015). Children's spelling development: Theories and evidence. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 311–325). New York: Oxford University Press.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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
    • Gnanadesikan, Amalia E. (2021). S
    • 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.
    • 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.
    • Kemp, Nenagh. (2006). Children's spelling of base, inflected, and derived words: Links with morphological awareness [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 737–765. https://doi.org/10.1007/s11145-006-9001-6
    • Lehtonen, Annukka. (2006). Sources of information children use in learning to spell: The case of Finnish geminates. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 63–79). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • 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.
    • 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.
    • Pollo, Tatiana Cury, Treiman, Rebecca, & Kessler, Brett. (2008). Three perspectives on spelling development. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 175–189). New York; London. Lawrence Erlbaum Associates.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • 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.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
    • Taha, Haitham, & Khateeb, Hala. (2018). Statistical learning and orthographic preferences among native Arab kindergarten and first graders. Writing Systems Research, 10(1), 15–25. https://doi.org/10.1080/17586801.2018.1473313
    • Treiman, Rebecca. (2006). Knowledge about letters as a foundation for reading and spelling. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 581–599). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Padakannaya, Prakash, Pandey, Aparna, Saligram, Deepthi, & Rao, Shruthi Ranga. (2016). Visual-orthographic complexity of Akshara and eye movements in reading: A study in Kannada alphasyllabary. Writing Systems Research, 8(1), 32–43. https://doi.org/10.1080/17586801.2015.1071235
  • 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 Cited by7
    • 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
    • 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.
    • Lew, Sigrid. (2014). A linguistic analysis of the Lao writing system and its suitability for minority language orthographies [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 25–40. https://doi.org/10.1080/17586801.2013.846843
    • Pae, Hye K. (2018b). The Korean writing system, Hangul, 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. 335–352). 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., 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
    • Wang, Min, Cho, Jeung-Ryeul, & Li, Chuchu. (2017). Learning to read Korean. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 82–103). Cambridge: Cambridge University Press.
  • 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. Cited by1
    • Pae, Hye K. (2018b). The Korean writing system, Hangul, 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. 335–352). Amsterdam: John Benjamins.
  • Pae, Hye K. (2018b). The Korean writing system, Hangul, 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. 335–352). Amsterdam: John Benjamins. Cited by4
    • Bae, Han Suk, Joshi, R. Malatesha, & Pae, Hye K. (2018). Looking ahead: Theoretical, methodological, and pedagogical implications. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 447–458). Amsterdam: John Benjamins.
    • Bae, Sungbong, Pae, Hye K., & Yi, Kwangoh. (2018). Subunit priming effects on lexical decision in Korean: Both body and rime units are important in Korean. 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. 373–390). 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, 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.
  • 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 Cited by1
    • 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
  • Pae, Hye K. (Ed.). (2018). Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7). Amsterdam: John Benjamins. https://doi.org/10.1075/bpa.7
  • 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 Cited by1
    • 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.
  • 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.
  • Page, Raymond I. (1973). An introduction to English runes. London: Methuen. [1999, Second edition, Woodbridge; Rochester, NY: Boydell Press] Cited by9
    • Antonsen, Elmer H. (1989). The runes: The earliest Germanic writing system. In Wayne M. Senner (Ed.), The origins of writing (pp. 137–158). Lincoln, NE: University of Nebraska Press.
    • Antonsen, Elmer H. (2002). Runes and Germanic linguistics (Trends in Linguistics: Studies and monographs 140). Berlin; New York: Mouton de Gruyter.
    • Elliott, Ralph W. V. (1996). The Runic script. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 333–339). New York; Oxford: Oxford University Press.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Page, R. I. (1987). Runes (Reading the past). London: The British Museum Press: Berkeley; Los Angeles: University of California Press.
    • Roberts, Jane. (2015). Guide to scripts used in English writings up to 1500 (Revised edition) (Exeter Medieval Texts and Studies). Liverpool: Liverpool University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Stenroos, Merja, & Smith, Jeremy J. (2016). Changing functions: English spelling before 1600. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 125–141). Oxon: Routledge.
    • Wiebelt, Alexandra. (2004). Do symmetrical letter pairs affect readability? A cross-linguistic examination of writing systems with specific reference to the runes [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 275–303. https://doi.org/10.1075/wll.7.2.07wie
  • Page, R. I. (1987). Runes (Reading the past). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. Cited by14
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Elliott, Ralph W. V. (1996). The Runic script. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 333–339). New York; Oxford: Oxford University 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. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • 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]
    • Touati, Charlotte. (2013). Efficacious writing: the inscription of the rosette on the High Priest's forehead and the Egyptian reception of Exodus 28. In Philip R. Davies & Thomas Römer (Eds.), Writing the Bible: Scribes, scribalism and script (pp. 144–158). Durham: Acumen.
    • Upward, Christopher, & Davidson, George. (2011). The history of English spelling (The Language Library). Chichester: Wiley-Blackwell.
  • Page, Raymond I. (1999). An introduction to English runes (Second edition). Woodbridge; Rochester, NY: Boydell Press [1993, First editoon, London: Methuen] Cited by3
    • Antonsen, Elmer H. (2002). Runes and Germanic linguistics (Trends in Linguistics: Studies and monographs 140). Berlin; New York: Mouton de Gruyter.
    • Neufeld, Christine, & Wagner, Ricarda. (2019b). Inscriptions in British literature: From runes to the rise of public poetry. In Ricarda Wagner, Christine Neufeld, Ludger Lieb (Eds.), Writing beyond pen and parchment: Inscribed objects in medieval European literature (Materiale Textkulturen 30) (pp. 63–92). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110645446-004
    • Witt, Christoph. (2019). More than bling: Inscribed jewellery between social distinction, amatory gift-giving, and spiritual practice. In Ricarda Wagner, Christine Neufeld, Ludger Lieb (Eds.), Writing beyond pen and parchment: Inscribed objects in medieval European literature (Materiale Textkulturen 30) (pp. 291–314). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110645446-016
  • Pahl, K., & Rowsell, J. (Eds.). (2006). Travel notes from the new literacy studies: Instances of practice. Clevedon; Buffalo: Multilingual Matters. Cited by4
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Edwards, Viv. (2009). Learning to be literate: Multilingual perspectives. Bristol; Buffalo; Toronto: Multilingual Matters.
    • Street, Brian. (2009). Ethnography of writing and reading. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 329–345). Cambridge: Cambridge University Press.
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
  • Pahlitzsch, Johannes. (2019). Some remarks on the use of Garšūnī and other allographic writing systems by the Melkites [Special issue: Writing in my own script: Allographic and garshunographic systems in late antiquity—Part 1]. Intellectual History of the Islamicate World, 7(2-3), 278–298. https://doi.org/10.1163/2212943X-00702004
  • Paine, Howard E. (1980). Some problems of illustration. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 143–156). New York; London: Plenum Press.
  • 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.
  • 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 Cited by1
    • 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.
  • Pajunen, Mika S. (2020). Reading psalm and prayer manuscripts from 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. 55–70). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-005
  • Pak, Ada K. H., Cheng-Lai, Alice, Tso, Ivy F., Shu, Hua, Lia, Wenling, & Anderson, Richard C. (2005). Visual chunking skills of Hong Kong children. Reading and Writing, 18(5), 437–454. https://doi.org/10.1007/s11145-005-6575-3 Cited by5
    • 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.
    • Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
    • 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
    • Lo, Jason Chor Ming, Ye, Yanyan, Tong, Xiuhong, McBride, Catherine, Ho, Connie Suk-han, & Waye, Mary Miu Yee. (2018). Delayed copying is uniquely related to dictation in bilingual Cantonese–English-speaking children in Hong Kong. Writing Systems Research, 10(1), 26–42. https://doi.org/10.1080/17586801.2018.1481902
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Pal, Umapada, & Dash, Niladri Sekhar. (2014). Language, script, and font recognition. In David Doermann & Karl Tombre (Eds.), Handbook of document image processing and recognition (pp. 291–330). London: Springer. https://doi.org/10.1007/978-0-85729-859-1_9
  • Palaima, T. G. (1987). Comments on Mycenaean literacy. In J. T. Killen, J. L. Melena & J.-P. Olivier (Eds.), Studies in Mycenaean and Classical Greek presented to John Chadwick (Minos Supplement 20–22( (pp. 499–510). Salamanca: Ediciones Universidad de Salamanca. Cited by7
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Finlayson, Sarah. (2013). Form follows function: Writing and its supports in the Aegean Bronze Age. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 123–142). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.g
    • Karagianni, Angeliki. (2015). Linear B administration: The communicative aspects of written media and the organisation of the Mycenaean bureaucracy. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 25–60). Berlin; Boston: Walter de Gruyter.
    • 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.
    • 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.
    • Zadka, Małgorzata. (2012). Differences in the level of literacy between Minoan and Mycenaean societies in the light of the analysis of types and probable use of inscribed objects. Lingua Posnaniensis, LIV(1), 133–138. https://doi.org/10.2478/v10122-012-0010-4
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Palaima, T. G. (1988a). The development of the Mycenaean writing system. In E. L. Bennett, J.-P. Olivier & T. G. Palaima (Eds.), Texts, tablets and scribes: Studies in Mycenaean epigraphy and economy offered to Emmett L. Bennett Jr. (Supplement to Minos 10) (pp. 269–342. Salamanca: Ediciones Universidad de Salamanca. Cited by7
    • Bennet, John. (2008). Now you see it; now you don't! The disappearance of the Linear A script on Crete. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 1–29). London: Equinox Publishing.
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • 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
    • Karagianni, Angeliki. (2015). Linear B administration: The communicative aspects of written media and the organisation of the Mycenaean bureaucracy. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 25–60). Berlin; Boston: Walter de Gruyter.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Palaima, T. G. (1988b). The scribes of Pylos (Incunabula Graeca 87). Rome: Edizioni Dell'Ateneo. Cited by10
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • 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. (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., 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
    • Karagianni, Angeliki. (2015). Linear B administration: The communicative aspects of written media and the organisation of the Mycenaean bureaucracy. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 25–60). Berlin; Boston: Walter de Gruyter.
    • Piquette, Kathryn E., & Whitehouse, Ruth D. (2013). Introduction: Developing an approach to writing as material practice. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 1–13). London: Ubiquity Press. https://doi.org/10.5334/bai.a
    • Steele, Philippa M. (2020a). Material entanglements of writing practices in the Bronze Age Aegean and Cyprus. Sustainability, 12, 10671. https://doi.org/10.3390/su122410671
    • Tomas, Helena. (2013). Saving on clay: The Linear B practice of cutting tablets. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 175–191). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.i
  • Palaima, T. G. (1989a). Cypro-Minoan scripts: Problems of historical context. In Y. Duhoux, T. G. Palaima, & J. Bennet (Eds.), Problems in decipherment (Bibliothèque des Cahiers de l'Institut de Linguistique de Louvain 49) (pp. 121–187). Louvain-la-Neuve: Peeters. Cited by10
    • Bennett, Emmett L. (1996). Aegean scripts. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 125–133). New York; Oxford: Oxford University Press.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • 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. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
    • Steele, Philippa M. (2020a). Material entanglements of writing practices in the Bronze Age Aegean and Cyprus. Sustainability, 12, 10671. https://doi.org/10.3390/su122410671
    • 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.
    • Valério, Miguel, & Davis, Brent. (2017). Cypro-Minoan in marking systems of the Eastern and Central Mediterranean: New methods of investigating old questions. 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. 132–152). Firenze: Firenze University Press.
  • Palaima, T. G. (1989b). Ideograms and supplementals and regional interaction among Aegean and Cypriote scripts. Minos, 24, 29–54. Cited by6
    • 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.
    • 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.
    • Valério, Miguel, & Davis, Brent. (2017). Cypro-Minoan in marking systems of the Eastern and Central Mediterranean: New methods of investigating old questions. 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. 132–152). Firenze: Firenze University Press.
  • Palaima, T. G. (2003). “Archives” and “scribes” and information hierarchy in Mycenaean Greek Linear B records. In M. Brosius (Ed.), Ancient archives and archival traditions: Concepts of record-keeping in the ancient world. (Oxford Studies in Ancient Documents) (pp. 153–194). Oxford: Oxford University Press. Cited by9
    • Baines, John. (2008). Writing and its multiple disappearances. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 347–362). London: Equinox Publishing.
    • Bennet, John. (2008). Now you see it; now you don't! The disappearance of the Linear A script on Crete. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 1–29). London: Equinox Publishing.
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Finlayson, Sarah. (2013). Form follows function: Writing and its supports in the Aegean Bronze Age. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 123–142). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.g
    • Judson, Anna P. (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
    • Karagianni, Angeliki. (2015). Linear B administration: The communicative aspects of written media and the organisation of the Mycenaean bureaucracy. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 25–60). Berlin; Boston: Walter de Gruyter.
    • Schoep, Ilse. (2017). The role of non-written communication in Minoan administrative practices. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 81–97). Firenze: Firenze University Press.
    • 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.
    • Whittaker, Helène. (2013). The function and meaning of writing in the Prehistoric Aegean: Some reflections on the social and symbolic significance of writing from a material perspective. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 105–121). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.f
  • Palaima, T. G. (2011). Scribes, scribal hands and palaeography. In Y. Duhoux & A. Morpurgo Davies (Eds.), A Companion to Linear B: Mycenaean Texts and their World. Volume 2 (pp. 33–136). Louvain-la-Neuve; Walpole, MA: Peeters. Cited by11
    • 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., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • 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. (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
    • Karagianni, Angeliki. (2015). Linear B administration: The communicative aspects of written media and the organisation of the Mycenaean bureaucracy. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 25–60). Berlin; Boston: Walter de Gruyter.
    • 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. (2020a). Material entanglements of writing practices in the Bronze Age Aegean and Cyprus. Sustainability, 12, 10671. https://doi.org/10.3390/su122410671
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Palaima, T. G., & Sikkenga, E. (1999). Linear A > Linear B. In P. P. Betancourt, V. Karageorghis, R. Laffineur & W.-D. Niemeier (Eds.), Meletemata. Studies in Aegean archaeology presented to Malcolm H. Wiener as he enters his 65th Year, Volume II (Aegaeum 20) (pp. 599–608). Liège: Histoire de l'art et archéologie de la Grèce antique; Austin: Program in Aegean Scripts and Prehistory. Cited by7
    • Bennet, John. (2008). Now you see it; now you don't! The disappearance of the Linear A script on Crete. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 1–29). London: Equinox Publishing.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • 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. (2020a). Material entanglements of writing practices in the Bronze Age Aegean and Cyprus. Sustainability, 12, 10671. https://doi.org/10.3390/su122410671
    • 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.
  • Palfreyman, D., & al Khalil, M. (2003). A funky language for teenzz to use: Representing Gulf Arabic in instant messaging. Journal of Computer-Mediated Communication, 9(1), 1–33. http://jcmc.indiana.edu/vol9/issue1/palfreyman.html Cited by6
    • Abu Elhija, Dua'a. (2014). A new writing system? Developing orthographies for writing Arabic dialects in electronic media. Writing Systems Research, 6(2), 190–214. https://doi.org/10.1080/17586801.2013.868334
    • Dobson, Teresa M., & Willinsky, John. (2009). Digital literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 286–312). Cambridge: Cambridge University Press.
    • Myhill, John. (2014). The effect of diglossia on literacy in Arabic and other languages. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 197–223). Dordrecht: Springer.
    • Nordenson, Jon. (2017). The language of online activism: A case from Kuwait. 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. 266–289). Leiden; Boston: Brill.
    • 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.
    • Souag, Lameen. (2014). Writing ‘Shelha’ in new media: Emergent non-Arabic literacy in Southwestern Algeria. In Meikal Mumin & Kess Versteegh (Eds.), The Arabic script in Africa: Studies in the use of a writing system (Studies in Semitic Languages and Linguistics 71) (pp. 91–104). Leiden; Boston: Brill.
  • Palfreyman, D., & Al Khalil, M. (2007). A funky language for teenzz to use: Representing Gulf Arabic in instant messaging. In B. Danet & S. Herring (Eds.), The multilingual internet: Language, culture and communication online (pp. 43–63). Oxford: Oxford University Press. Cited by6
    • Angermeyer, Philipp Sebastian. (2012). Bilingualism meets digraphia: Script alternation and hybridity in Russian-American writing and beyond. In Mark Sebba, Shahrzad Mahootian, & Carla Jonsson (Eds.), Language mixing and code-switching in writing: Approaches to mixed-language written discourse (Routledge Critical Studies in Multilingualism 2) (pp. 255–272). New York; London: Routledge.
    • 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.
    • Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949
    • Lexander, Kristin Vold. (2012). Analyzing multilingual texting in Senegal: An approach for the study of mixed-language SMS. 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. 146–169). New York; London: Routledge.
    • Saiegh-Haddad, Elinor, & Henkin-Roitfarbm Roni. (2014). The structure of Arabic language and orthography. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 3–28). Dordrecht: Springer.
    • 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
  • Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175. Cited by16
    • Andreassen, Rune, & Bråten, Ivar. (2010). Examining the prediction of reading comprehension on different multiple-choice tests. Journal of Research in Reading, 33(3), 263–283. https://doi.org/10.1111/j.1467-9817.2009.01413.x
    • Bråten, Ivar, & Strømsø, Helge I. (2003). A longitudinal think-aloud study of spontaneous strategic processing during the reading of multiple expository texts. Reading and Writing: An Interdisciplinary Journal, 16(3), 195–218.
    • Davis, Dennis S., & Neitzel, Carin. (2012). Collaborative sense-making in print and digital text environments. Reading and Writing, 25(4), 831–856. https://doi.org/10.1007/s11145-011-9302-2
    • Goldman, Susan R., & Snow, Catherine E. (2015). Adolescent literacy: Development and instruction. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 463–478). New York: Oxford 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.
    • 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
    • Lau, Kit-ling, & Chan, David W. (2007). The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students. Reading and Writing, 20(8), 833–857. https://doi.org/10.1007/s11145-006-9047-5
    • McCutchen, Deborah, Green, Laura, Abbott, Robert D., & Sanders, Elizabeth A. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 401–423. https://doi.org/10.1007/s11145-009-9163-0
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • 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
    • Norman, Rebecca R. (2012). Reading the graphics: What is the relationship between graphical reading processes and student comprehension? Reading and Writing, 25(3), 739–774. https://doi.org/10.1007/s11145-011-9298-7
    • 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.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Sánchez, Emilio, & García, J. Ricardo. (2009). The relation of knowledge of textual integration devices to expository text comprehension under different assessment conditions. Reading and Writing, 22(9), 1081–1108. https://doi.org/10.1007/s11145-008-9145-7
    • Taboada, Ana, Tonks, Stephen M., Wigfield, Allan, & Guthrie, John T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85–106. https://doi.org/10.1007/s11145-008-9133-y
    • 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.
  • 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.
  • Pallis, Georgios. (2017). Messages from a sacred space: The function of the Byzantine Sanctuary Barrier Inscriptions (9th–14th centuries). 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. 145–158). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110534597-007
  • Palmer, L. R. (1963). The interpretation of Mycenaean Greek texts. Oxford: Oxford University Press. 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
    • 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]
    • 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]
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Woodard, Roger D. (1994). On the interaction of Greek orthography and phonology: Consonant clusters in the syllabic scripts. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 311–334). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Pammer, K., Hansen, P. C., Kringelbach, M. L., Holliday, I., Barnes, G., Hillebrand, A., Singh, K. D., & Cornelissen, P. L. (2004). Visual word recognition: The first half second. Neuroimage, 22(4), 1819-1825. Cited by7
    • Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
    • Carreiras, Manuel, Armstrong, Blair C., Perea, Manuel, & Frost, Ram. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18(2), 90-98. https://doi.org/10.1016/j.tics.2013.11.005
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • 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]
  • Pan, Junlin. (2012). Chinese unconventional characters: Characteristics, controversial arguments, and pedagogical implications. 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. 86–91). New York; London: Routledge.
  • Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, Y., & Li, H. (2011). What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103(4), 897–908. https://doi.org/10.1037/a0024344 Cited by6
    • Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
    • 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.
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Liu, Duo, & Zhu, Xiaoqin. (2016). The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children's literacy performance at word level. Writing Systems Research, 8(2), 218–233. https://doi.org/10.1080/17586801.2016.1218747
    • Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
    • McBride, Catherine. (2017). Early literacy across languages. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 55–74). Amsterdam; Philadelphia: John Benjamins.
  • Pandey, Krishna Kumar, & Jha, Smita. (2019). Tracing the identity and ascertaining the nature of Brahmi-derived Devanagari script. Acta Linguistica Asiatica, 9(1), 59–73. https://doi.org/10.4312/ala.9.1.59-73
  • Pandey, Pramod. (2014). Akshara-to-sound rules for Hindi [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), 54–72. https://doi.org/10.1080/17586801.2013.855622 Cited by7
    • Dutta, Hemanga. (2019). Assamese orthography: An introduction and some applications for literacy development. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 181–194). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_10
    • 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
    • Nag, Sonali. (2014b). Alphabetism and the science of reading: From the perspective of the akshara languages [General commentary article]. Frontiers in Psycholology, 5:866. https://doi.org/10.3389/fpsyg.2014.00866
    • Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
    • Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
    • Nag, Sonali, & Perfetti, Charles A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia [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), 1–9. https://doi.org/10.1080/17586801.2014.883787
    • Ramanujan, Keerthi, & Weekes, Brendan S. (2019). What is an akshara? In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 43–52). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_3
  • Pandey, Pramod. (2003). Phonetic and phonological bases of Hindi orthography. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 41–61). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies. Cited by1
    • Fedorova, Liudmila L. (2012). The development of structural characteristics of Brahmi script in derivative writing systems. Written Language & Literacy, 15(1). 1–25. https://doi.org/10.1075/wll.15.1.01fed
  • Pandey, Pramod. (2007). Phonology-orthography interface in Devanāgarī for Hindi [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 145–162. Cited by8
    • 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
    • Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
    • Pandey, Krishna Kumar, & Jha, Smita. (2019). Tracing the identity and ascertaining the nature of Brahmi-derived Devanagari script. Acta Linguistica Asiatica, 9(1), 59–73. https://doi.org/10.4312/ala.9.1.59-73
    • Pandey, Pramod. (2014). Akshara-to-sound rules for Hindi [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), 54–72. https://doi.org/10.1080/17586801.2013.855622
    • Ramanujan, Keerthi, & Weekes, Brendan S. (2019). What is an akshara? In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 43–52). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_3
    • 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
    • Sircar, Shruti, & Nag, Sonali. (2019). Spelling and reading words in Bengali: The role of distributed phonology. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 161–179). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_9
    • Vasanta, Duggirala. (2019). Akshara processing in Telugu depends on syllabic and phonemic sensitivity: Preliminary evidence from normal hearing and hearing-impaired children. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 119–138). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_7
  • Pandolfini, M, & Prosdocimi, A. L. (1990). Alfabetari e insegnamento della scrittura in Etruria e nell'ltalia antica (Biblioteca di Studi Etruschi 20). Firenze: Olschki. Cited by6
    • 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.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Lomas, Kathryn. (2008). Script obsolescence in ancient Italy: From pre-Roman to Roman writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 109–138). London: Equinox Publishing.
    • Tonietti, Maria Vittoria. (2015). The Assyrian model: Les syllabaires d'Ebla (2350 av. J.-C.) et les abjads du IIe millénaire av. J.-C. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 49–72). Newcastle upon Tyne: Cambridge Scholars Publishing.
    • 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.
  • Paoletti, Paola. (2016). Die Paäographie der lexikalischen Texte aus Ebla: Einige erste Betrachtungen. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 183–221). Berlin; Boston: Walter de Gruyter.
  • Paolillo, John C. (2003). Sinhala script: Vector programs and movable type. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 103–126). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
  • 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
  • Papadopoulos, T. C., Georgiou, G. K., & Kendeou, P. (2009). Investigating the double-deficit hypothesis in Greek: Findings from a longitudinal study. Journal of Learning Disabilities, 42(6), 528–547. https://doi.org/10.1177/0022219409338745 Cited by6
    • Arfé, Barbara. (2020). A mature science of reading and spelling. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 235–240). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_15
    • Candan, Ecehan, Babür, Nalan, Haznedar, Belma, & Erçetin , Gülcan. (2020). Reading and spelling skills in transparent orthographies: Phonological encoding and rapid automatized naming in Turkish. 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. 185–201). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_12
    • Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
    • Niolaki, Georgia Z., Terzopoulos, Aris R., & Masterson, Jackie. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230–256. https://doi.org/10.1080/17586801.2014.893862
    • 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
    • Protopapas, Athanassios. (2017). Learning to read Greek. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 181–210). Cambridge: Cambridge University Press.
  • 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. Cited by30
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • 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.
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Flaherty, Mary. (1997). The role of abstract visual memory in the learning of kanji reading. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 389–399). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press.
    • Hoosain, Rumjahn. (1995). Getting at the sound and meaning of logographic and alphabetic scripts. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 131–144). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • 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.
    • Joyce, Terry. (2004). Modeling the Japanese mental lexicon: Morphological, orthographic and phonological considerations. In S. P. Shohov (Ed.), Advances in Psychological Research: Volume 31 (pp. 27–61). Hauppauge, NY: Nova Science.
    • Joyce, Terry, & Masuda, Hisashi. (2018). Introduction to the multi-script Japanese writing system and word processing. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 179–199). Amsterdam: John Benjamins.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • 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.
    • Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
    • Rogers, Henry. (1995). Optimal orthographies. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 31–43). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Rose, Heath. (2017). The Japanese writing system: Challenges, strategies and self-regulation for learning kanji (Second Language Acquisition 116). Bristol; Blue Ridge Summit: Multilingual Matters.
    • 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]
    • Smith, Janet S. (Shibamoto) (1996). Japanese writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 209–217). New York; Oxford: Oxford University Press.
    • Taylor, Insup. (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. (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)]
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
    • Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
    • Unger, J. Marshall. (2004). Ideogram: Chinese characters and the myth of disembodied meaning. Honolulu: University of Hawai‘i Press.
    • Unger, J. Marshall, & DeFrancis, John. (1995). Logographic and semasiographic writing systems: A critique of Sampson's classification. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 45–58). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Yamada, Jun. (1998). The time course of semantic and phonological access in naming kanji and kana 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), 425–437. https://doi.org/10.1023/A:1008095920749 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 271–283). Dordrecht: Kluwer Academic Publishers]
    • Yamada, Jun, & Takashima, Hiroomi. (2001). The semantic effect on retrieval of radicals in logographic characters. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 179–194.
  • Pardee, D. (1982). Handbook of ancient Hebrew letters: A study edition (Society of Biblical Literature Sources for Biblical Study 15). Chico, CA: Scholars Press. Cited by5
    • Khan, Geoffrey. (2013). The historical development of early Arabic documentary formulae. In Esther-Miriam Wagner, Ben Outhwaite, & Bettina Beinhoff (Eds.), Scribes as agents of language change (Studies in Language Change 10) (pp. 199–215). Boston; Berlin: De Gruyter.
    • Lemarie, André. (2014a). A history of Northwest Semitic epigraphy. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 5–29). Winona Lake, IN: Eisenbrauns.
    • Na'aman, Nadav. (2015). Literacy in the Negev of the Late Monarchical Period. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 47–70). Atlanta, GA: SBL Press.
    • Röllig, Wolfgang. (1994). Die nordwestsemitischen Schriftkulturen [North-west-Semitic literate cultures]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 503–510). Berlin; New York: De Gruyter.
    • Rollston, Christopher A. (2015). Scribal curriculum during the first Temple Period: Epigraphic Hebrew and biblical evidence. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 71–101). Atlanta, GA: SBL Press.
  • Pardee, D. (2007). The Ugaritic alphabetic cuneiform writing system in the context of other alphabetic systems. In C. Miller (Ed.), Studies in Semitic and Afroasiatic linguistics presented to Gene B. Gragg (Studies in Ancient Oriental Civilization 60) (pp. 181–200). Chicago: University of Chicago Oriental Institute. Cited by8
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • 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.
    • Demsky, Aaron. (2015). The interface of oral and written traditions in ancient Israel: The case of the abecedaries. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 17–48). Newcastle upon Tyne: Cambridge Scholars Publishing.
    • Koller, Aaron. (2018). The diffusion of the alphabet in the second millennium BCE: On the movements of scribal ideas from Egypt to the Levant, Mesopotamia, and Yemen. Journal of Ancient Egyptian Interconnections, 20, 1–14.
    • Lam, Joseph. (2010). The invention and development of the alphabet. In Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 189–195). Chicago, IL: The Oriental Institute of the University of Chicago.
    • 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.
    • Schniedewind, William M. (2019). The finger of the scribe: How scribes learned to write the Bible. Oxford: Oxford University Press.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
  • Pardee, D. (2009). A new Aramaic inscription from Zincirli. Bulletin of the American Schools of Oriental Research, 356, 51–71. Cited by5
    • Aufrecht, Walter E. (2014). Prolegomenon to the study of Old Aramaic and Ammonite Lapidary inscriptions. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 100–106). Winona Lake, IN: Eisenbrauns.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • 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.
    • Lemarie, André. (2014a). A history of Northwest Semitic epigraphy. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 5–29). Winona Lake, IN: Eisenbrauns.
    • Lemarie, André. (2015). Levantine literacy ca. 1000–750 BCE. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 11–45). Atlanta, GA: SBL Press.
  • Parel, Rolande. (2004). The impact of lexical inferencing strategies on second language reading proficiency. Reading and Writing: An Interdisciplinary Journal, 17(6), 847–873.
  • Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202. Cited by5
    • 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
    • Bus, A. G., & Out, D. (2009). Unraveling genetic and environmental components of early literacy: A twin study. Reading and Writing, 22(3), 293–306. https://doi.org/10.1007/s11145-008-9115-0
    • McBride-Chang, Catherine, Lin, Dan, Liu, Phil D., Aram, Dorit, Levin, Iris, Cho, Jeung-Ryeul, Shu, Hua, & Zhang, Yuping. (2012). The ABC's of Chinese: Maternal mediation of Pinyin for Chinese children's early literacy skills. Reading and Writing, 25(1), 283–300. https://doi.org/10.1007/s11145-010-9270-y
    • 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.
    • 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
  • Paris, S. G., & Myers, M. (1981). Comprehension monitoring, memory and study strategies of good and poor readers. Journal of Reading Behavior, 13, 5–22. Cited by3
    • Oakhill, Jane, Hartt, Joanne, & Samols, Deborah. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18(7/9), 657–686. https://doi.org/10.1007/s11145-005-3355-z
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • 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.
  • Park, Kwonsaeng, & Vaid, Jyotsna. (1995). Lexical representation of script variation: Evidence from Korean biscriptals. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and cognition 7) (pp. 327–339). Dordrecht; Boston; London: Kluwer Academic Publishers. Cited by2
    • 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
    • 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)]
  • Park, S., & Arbuckle, T. Y. (1977). Ideograms versus alphabets: Effects of script on memory in “biscriptal” Korean subjects. Journal of Experimental Psychology: Learning and Memory, 3, 631–642. Cited by10
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • 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.
    • Park, Kwonsaeng, & Vaid, Jyotsna. (1995). Lexical representation of script variation: Evidence from Korean biscriptals. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and cognition 7) (pp. 327–339). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • 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, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
    • Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
  • 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.
  • Parker, Stephen. (1996). The teaching of reading and writing in the English-speaking countries. 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. 1286–1299). Berlin; New York: De Gruyter.
  • Parkes, M. B. (1969). English cursive bookhands 1250-1500. Oxford: Clarendon Press. Cited by5
    • Clayton, Ewan. (2013). The golden thread: The story of writing. London: Atlantic Books; Berkeley, CA: Counterpoint.
    • Drogin, Marc. (1980). Medieval calligraphy: Its history and technique. Montclair, NJ: Allanheld, Osmun and Co. [1989, Corrected reprint, New York: Dover Publications]
    • 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.
    • Roberts, Jane. (2015). Guide to scripts used in English writings up to 1500 (Revised edition) (Exeter Medieval Texts and Studies). Liverpool: Liverpool University Press.
  • Parkes, M. B. (1991). Scribes, scripts, and readers: Studies in the communication, presentation, and dissemination of medieval texts. London: Hambledon Press. Cited by5
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Baron, Naomi S. (2004). Rethinking written culture [A discussion of R. Harris, (2000), Rethinking writing]. Language Sciences, 26, 57–96. https://doi.org/10.1016/j.langsci.2003.06.001
    • 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.
    • Everett, Nicholas. (2009). Literacy from late antiquity to the early middle ages, c. 300–800 AD. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 362–385). Cambridge: Cambridge University Press.
    • Roberts, Jane. (2015). Guide to scripts used in English writings up to 1500 (Revised edition) (Exeter Medieval Texts and Studies). Liverpool: Liverpool University Press.
  • Parkes, Malcom B. (1992). Pause and effect: An introduction to the history of punctuation in the West. Aldershot: Scholar Press; Berkeley CA: University of California Press. Cited by40
    • Baird, Henry S. (2014). A brief history of documents and writing systems. In David Doermann & Karl Tombre (Eds.), Handbook of document image processing and recognition (pp. 3–10). London: Springer. https://doi.org/10.1007/978-0-85729-859-1_2
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Baron, Naomi S. (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.
    • Baron, Naomi S., & Ling, Rich. (2011). Necessary smileys & useless periods: Redefining punctuation in electronically-mediated communication. Visible Language, 45(1/2), 45–67.
    • Bunčić, Daniel. (2004). The apostrophe: A neglected and misunderstood reading aid [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 185–204.
    • Caracciolo, Marco. (2014). Punctuating minds: Non-verbal cues for consciousness representation in literary narrative. Journal of Literary Semantics, 43(1), 43–69. https://doi.org/10.1515/jls-2014-0003
    • Clayton, Ewan. (2013). The golden thread: The story of writing. London: Atlantic Books; Berkeley, CA: Counterpoint.
    • 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. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Crystal, David. (2015). Making a point: The pernickety story of English punctuation. London: Profile Books.
    • Dávalos, Amira, & Alvarado, Mónica. (2010). Elementary school children's decisions about paragraph organization [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 260–273. https://doi.org/10.1075/wll.13.2.04dav
    • Everett, Nicholas. (2009). Literacy from late antiquity to the early middle ages, c. 300–800 AD. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 362–385). Cambridge: Cambridge University Press.
    • 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, Keith. (2013). Shady characters: The secret life of punctuation, symbols and other typographical marks. New York: W. W. Norton & Company.
    • Humez, Alexander, & Humez, Nicholas. (2008). On the dot: The speck that changed the world. New York: Oxford University Press.
    • Kirchhoff, Frank, & Primus, Beatrice. (2014). The architecture of punctuation systems: A historical case study of the comma in German [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 195–224. https://doi.org/10.1075/wll.17.2.02kir
    • 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.
    • Kulish, Olga. (2021). Between the words. Emotional punctuation in the digital age communication. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 417–438). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-kuli
    • Küster, Marc Wilhelm. (2016). Writing beyond the letter. Tijdschrift Voor Mediageschiendenis, 19(2). doi10.18146/2213-7653.2016.262
    • Lock, Charles. (2016). On roman letters and other stories: An essay in heterographics. Journal of World Literature, 1(2), 158–172. https://doi.org/ 10.1163/24056480-00102003
    • 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]
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Primus, Beatrice. (2007). The typological and historical variation of punctuation systems: Comma constraints [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 103–128.
    • 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.
    • Rastle, Kathleen. (2019). EPS mid-career prize lecture 2017: Writing systems, reading, and language. Quarterly Journal of Experimental Psychology, 72(4), 677–692. https://doi.org/10.1177/1747021819829696
    • Roberts, Jane. (2015). Guide to scripts used in English writings up to 1500 (Revised edition) (Exeter Medieval Texts and Studies). Liverpool: Liverpool University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Saenger, Paul. (1997). Space between words: The origins of silent reading (Figurae: Reading Medieval Culture). Stanford, CA: Stanford University Press.
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • Sampson, Geoffrey. (2016b). Writing systems: Methods for recording language. In Keith Allan (Ed.), The Routledge handbook of linguistics (pp. 47–61). London; New York, NY: Routledge.
    • Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
    • Scheible, Jeff. (2015). Digital shift: The cultural logic of punctuation. Minneapolis, MN; London: University of Minnesota Press.
    • 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. (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
    • Voeste, Anja. (2007). Traveling through the lexicon: “Self-organized” spelling changes [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 89–102.
    • Voeste, Anja. (2012). The emergence of suprasegmental spellings in German. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 167–191). Berlin; Boston: De Gruyter Mouton.
  • Parkin, A. J. (1982). Phonological recoding in lexical decision: Effects of spelling-to-sound regularity depend on how regularity is defined. Memory & Cognition, 10, 43–53. Cited by6
    • Frost, Ram. (1992). Orthography and phonology: The psychological reality of orthographic depth. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 255–274). Amsterdam; Philadelphia: John Benjamins.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Scheerer, Eckart. (1986). Orthography and lexical access. In G. August (Ed.), New trends in graphemics and orthography (pp. 262–286). Berlin; New York: Walter de Gruyter.
    • Seidenberg, Mark S., & McClelland, James L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. https://doi.org/10.1037/0033-295X.96.4.523
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • 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]
  • Parkinson, Richard B. (1999). Cracking codes: The Rosetta Stone and decipherment. London: British Museum Press. Cited by8
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
    • 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.
    • Sproat, Richard. (2010). Language, technology, and society. Oxford: Oxford University Press.
  • Parodi, Giovanni. (2007). Reading-writing connections: Discourse-oriented research. Reading and Writing, 20(3), 225–250. https://doi.org/10.1007/s11145-006-9029-7 Cited by2
    • 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
    • Myhill, Debra, Lines, Helen, & Jones, Susan. (2020). Writing like a reader: Developing metalinguistic understanding to support reading-writing connections. 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. 107–122). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_7
  • Parpola, Asko. (1975). Tasks, methods and results in the study of the Indus script. Journal of the Royal Asiatic Society, 178–209. Cited by3
    • Fairservis, Walter A. (1992). The Harappan civilization and its writing: A model for the decipherment of the Indus script. Leiden; New York; København; Köln: E. J. Brill.
    • Parpola, Asko. (1986). The Indus script: A challenging puzzle. World Archaeology, 17(3), 399–419.
    • Parpola, Asko. (1996). The Indus script. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 165–171). New York; Oxford: Oxford University Press.
  • Parpola, Asko. (1986). The Indus script: A challenging puzzle. World Archaeology, 17(3), 399–419. Cited by4
    • Haarmann, Harald. (1994a). Der alteuropäisch-altmediterrane Schriftenkreis. [Old European-Old Mediteranean scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 268–274). Berlin; New York: De Gruyter.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Parpola, Asko. (1996). The Indus script. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 165–171). New York; Oxford: Oxford University Press.
    • Pettersson, John Sören. (1998). [Book review: Florian Coulmas, (1996), The Blackwell encyclopedia of writing systems]. Written Language & Literacy, 1(2), 253–257.
  • Parpola, Asko. (1994). Deciphering the Indus script. Cambridge: Cambridge University Press. Cited by20
    • Baines, John. (2008). Writing and its multiple disappearances. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 347–362). London: Equinox Publishing.
    • Bright, William. (1998b). [Book review: Gregory L. Possehl, (1996), Indus age: The writing system]. Written Language & Literacy, 1(2), 272–275.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • Coulmas, Florian. (2010). Sealed for eternity? [Book review: Malati J. Shendge, (2010), Unsealing the Indus script. Anatomy of its decipherment]. Writing Systems Research, 2(2), 169–171. https://doi.org/10.1093/wsr/wsq007
    • 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
    • Falk, Harry. (2010). Foreign terms in Sanskrit pertaining to writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 207–217). Leiden; Boston: Brill.
    • Farmer, Steve, Sproat, Richard, & Witzel, Michael. (2004). The collapse of the Indus-script thesis: The myth of a literate Harappan civilization. Electronic Journal of Vedic Studies, 11(2), 19–57. http://dx.doi.org/10.11588/ejvs.2004.2.620
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • Parpola, Asko. (1996). The Indus script. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 165–171). New York; Oxford: Oxford University Press.
    • Pettersson, John Sören. (1998). [Book review: Florian Coulmas, (1996), The Blackwell encyclopedia of writing systems]. Written Language & Literacy, 1(2), 253–257.
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Sproat, Richard. (2010). Language, technology, and society. Oxford: Oxford University Press.
    • Sproat, Richard. (2018). [Book review: Peter T. Daniels, (2018), An exploration of writing]. Written Language & Literacy, 21(2), 269–278. https://doi.org/10.1075/wll.00017.spr
  • Parpola, Asko. (1996). The Indus script. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 165–171). New York; Oxford: Oxford University Press. Cited by3
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
  • Parrila, Rauno K., Compton, Donald L., & Cain, Kate. (2017). Introduction to atypical reading development. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 309–310). Amsterdam; Philadelphia: John Benjamins.
  • Parrila, R., Kirby, J. R., & McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development. Scientific Studies of Reading, 8(1), 3–26. https://doi.org/10.1207/s1532799xssr0801_2 Cited by9
    • Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
    • 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
    • Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
    • Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
    • 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
    • Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
    • 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
    • Wijayathilake. M. A. D. K., & Parrila. R. (2014). Predictors of word reading skills in good and struggling readers in Sinhala [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 120–131. https://doi.org/10.1080/17586801.2013.846844
    • 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
  • Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
  • Parry, M. (1971). The making of Homeric verse: The collected papers of Milman Parry (Edited by Adam Parry). Oxford: Clarendon Press. Cited by8
    • Carr, David M. (2015). Orality, textuality and memory: The state of biblical studies. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 161–173). Atlanta, GA: SBL Press.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Geier, Manfred. (1994a). Schriftlichkeit und Philosophie [Writing and philosophy]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 646–654). Berlin; New York: De Gruyter.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • 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.
    • Ong, Walter J. (1982). Orality and literacy. The technologizing of the word (New Accents). London; New York: Methuen. [1986, Oralità e scrittura. Le tecnologie della parola. Bologna: Il Mulino; 1987, Oralität und Literalität. Die Technologisierung des Wortes. Opladen; 2002, Second edition, London; New York: Routledge; 2012, 30th anniversary edition (with additional chapters by John Hartley), London; New York: Routledge]
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Szoblik, Katarzyna. (2019). Traces of orality in the Codex Xolotl. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 204–229). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c007
  • Partridge, E. (1953). You have a point there: A guide to punctuation and its allies. London: Hamish Hamilton. Cited by5
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Crystal, David. (2015). Making a point: The pernickety story of English punctuation. London: Profile Books.
    • Houston, Keith. (2013). Shady characters: The secret life of punctuation, symbols and other typographical marks. New York: W. W. Norton & Company.
    • Nunberg, Geoffrey. (1990). The linguistics of punctuation (Center for the Study of Language and Information Lecture Notes 18). Stanford, CA: Center for the Study of Language and Information.
    • Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
  • Pasch, Helma. (2008). Competing scripts: The introduction of the Roman alphabet in Africa. International Journal of the Sociology of Language, 191, 65–109. https://doi.org/10.1515/IJSL.2008.025 Cited by2
    • Baroni, Antonio. (2011). Alphabetic vs. non-alphabetic writing: Linguistic fit and natural tendencies. Rivista di Linguistica [Italian Journal of Linguistics], 23(2), 127–159.
    • 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.
  • Pasquarella, A., Chen, X., Lam, K., Luo, Y. C., & Ramírez, G. (2011). Cross‐language transfer of morphological awareness in Chinese–English bilinguals. Journal of Research in Reading, 34(1), 23–42. https://doi.org/10.1111/j.1467-9817.2010.01484.x Cited by10
    • 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
    • Hipfner-Boucher, Kathleen, Lam, Katie, & Chen, Xi. (2014). The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 116–138. https://doi.org/10.1075/wll.17.1.06hip
    • Hipfner-Boucher, Kathleen, Lam, Katie, Chen, Xi, & Deacon, S. Hélène. (2015). Exploring the effects of word features on French immersion children's ability to deconstruct morphologically complex words [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 157–168. https://doi.org/10.1080/17586801.2014.943645
    • Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
    • 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.
    • Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
    • Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
    • 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
    • Saiegh-Haddad, E., & Elouty, Arige. (2018). Inflectional and derivational morphological awareness in Arabic-speaking High versus Low EFL literacy students. Written Language & Literacy, 21(2), 147–168. https://doi.org/10.1075/wll.00013.sai
    • Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
  • Patel, P. G. (1993). Ancient India and the orality-literacy divide theory. In Robert Scholes (Ed.), Literacy and language analysis (pp. 199–208). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by3
    • Daniels, Peter T. (2000). On writing syllabaries: Three episodes of transfer [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 73–86.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Sproat, Richard. (2003). A formal computational analysis of Indic scripts. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 9–40). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
  • 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. Cited by3
    • Pandey, Krishna Kumar, & Jha, Smita. (2019). Tracing the identity and ascertaining the nature of Brahmi-derived Devanagari script. Acta Linguistica Asiatica, 9(1), 59–73. https://doi.org/10.4312/ala.9.1.59-73
    • Pandey, Pramod. (2014). Akshara-to-sound rules for Hindi [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), 54–72. https://doi.org/10.1080/17586801.2013.855622
    • Pandey, Pramod. (2003). Phonetic and phonological bases of Hindi orthography. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 41–61). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
  • Patel, P. G. (1996). Linguistic and cognitive aspects of the orality-literacy complex in ancient India. Language and Communication, 16(4), 315–329. Cited by6
    • Choksi, Nishaant. (2018). Script as constellation among Munda speakers: The case of Santali [Special issue: Script and identity - The politics of writing in South Asia, edited by Carmen Brandt & Pushkar Sohoni]. South Asian History and Culture, 9(1), 92–115, https://doi.org/10.1080/19472498.2017.1411064
    • Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
    • Nag, Sonali. (2014b). Alphabetism and the science of reading: From the perspective of the akshara languages [General commentary article]. Frontiers in Psycholology, 5:866. https://doi.org/10.3389/fpsyg.2014.00866
    • Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
    • Pandey, Pramod. (2003). Phonetic and phonological bases of Hindi orthography. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 41–61). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
    • Pandey, Pramod. (2007). Phonology-orthography interface in Devanāgarī for Hindi [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 145–162.
  • Patel, P. G. (2004). Reading acquisition in India: Models of learning and dyslexia. New Delhi: Sage Publishers. Cited by10
    • Mathur, Chandrika, & Nag, Sonali. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 279–309). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_15
    • Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
    • Nag, Sonali. (2014a). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster [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), 105–119. https://doi.org/10.1080/17586801.2013.855621
    • Nag, Sonali. (2014b). Alphabetism and the science of reading: From the perspective of the akshara languages [General commentary article]. Frontiers in Psycholology, 5:866. https://doi.org/10.3389/fpsyg.2014.00866
    • Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
    • Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
    • Pandey, Pramod. (2007). Phonology-orthography interface in Devanāgarī for Hindi [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 145–162.
    • Ramanujan, Keerthi, & Weekes, Brendan S. (2019). What is an akshara? In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 43–52). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_3
    • Sircar, Shruti, & Nag, Sonali. (2019). Spelling and reading words in Bengali: The role of distributed phonology. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 161–179). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_9
    • Vagh, Shaher Banu, & Nag, Sonali. (2019). The assessment of emergent and early literacy skills in the akshara languages. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 235–260). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_13
  • Patel, P. G., & Patterson, P. (1982). Precocious reading acquisition: Psycholinguistic development, IQ, and home background. First Language, 3, 139–153. Cited by4
    • 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.
    • Taylor, Insup. (1988). Psychology of literacy: East and west. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 202–233). Berlin; Heidelberg: Springer.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
  • Patel, P. G., & Soper, H. V. (1987). Acquisition of reading and spelling in a syllabo-alphabetic writing system. Language and Speech, 30, 69–81. Cited by10
    • 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
    • Kandhadai, Padmapriya, & Sproat, Richard. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2(2), 105–116. https://doi.org/10.1093/wsr/wsq009
    • Karanth, Prathibha, Mathew, Anu, & Kurien, Priya. (2004). Orthography and reading speed: Data from native readers of Kannada [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 101–120.
    • Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
    • Nag, Sonali. (2014b). Alphabetism and the science of reading: From the perspective of the akshara languages [General commentary article]. Frontiers in Psycholology, 5:866. https://doi.org/10.3389/fpsyg.2014.00866
    • Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
    • Nesan, Mimisha, Sadeghi, Amir, & Everatt, John. (2019). Literacy acquisition in the Malayalam orthography: Cognitive/linguistic influences within a multilingual context. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 85–101). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_5
    • 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.
    • Vasanta, Duggirala. (2004). Processing phonological information in a semi-syllabic script: Developmental data from Telugu [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 59–78. https://doi.org/10.1023/B:READ.0000013830.55257.3a
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Patel, T. K., Snowling, M. J., & de Jong, P. (2004). A cross-linguistic comparison of children learning to read in English and in Dutch. Journal of Educational Psychology, 96(4), 785–797. https://doi.org/10.1037/0022-0663.96.4.785 Cited by22
    • 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
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • 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
    • Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
    • Ktori, Maria, & Pitchford, Nicola J. (2010). Letter position encoding across deep and transparent orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 69–85). Hove; New York. Psychology Press.
    • 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
    • Low, Pauline B., & Siegel, Linda S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 207–231.
    • 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
    • McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
    • Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
    • Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
    • Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Steenbeek-Planting, Esther G., van Bon, Wim H. J., & Schreuder, Robert. (2017). Instability of word reading errors of typical and poor readers. Written Language & Literacy, 20(2), 147–169. https://doi.org/10.1075/wll.00002.ste
    • 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
    • Verhoeven, Ludo. (2017a). Learning to read Dutch. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 322–346). Cambridge: Cambridge University Press.
    • Verhoeven, Ludo. (2019). Developmental dyslexia in Dutch. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 73–95). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.004
    • 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.
    • Yuan, Han, Segers, Eliane, & Verhoeven, Ludo. (2020). Factors affecting L2 phonological awareness in Chinese-Dutch preschoolers. Written Language & Literacy, 23(1), 109–128. https://doi.org/10.1075/wll.00035.yua
    • Zaretsky, Elena, Kraljevic, Jelena Kuvac, Core, Cynthia, & Lencek, Mirjana. (2009). Literacy predictors and early reading and spelling skills as a factor of orthography: Cross-linguistic evidence. Written Language & Literacy, 12(1), 52–81. https://doi.org/10.1075/wll.12.1.03zar
  • Pattanayak, D. P. (1991). Literacy: An instrument of oppression. In D. R. Olson & N. Torrance (Eds.), Literacy and orality (pp. 105–108). Cambridge: Cambridge University Press. Cited by4
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • Sabatini, John. (2005). What does it mean to comprehend or construct meaning in multimedia environments: Thoughts on cognitive and assessment construct development. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 149–172). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
  • Patterson, K. E. (1981). Neuropsychological approaches to the study of reading. British Journal of Psychology, 72, 151–174. Cited by7
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Frith, Uta. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301–330). Hove; Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Günther, Hartmut. (1996a). Historisch-systematischer Aufriß der psychologischen Leseforschung [Historical outline of psychological research on reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 918–831). Berlin; New York: De Gruyter.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Yin, Wengang, & Butterworth, Brian. (1992). Deep and surface dyslexia in Chinese. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 349–366). Amsterdam; London; New York; Tokyo: North-Holland.
  • Patterson, K. E. (1982). The relation between reading and phonological coding: Further neuropsychological observations. In A. W. Ellis (Ed.), Normality and pathology in cognitive functions (pp. 77–111). San Diego, CA: Academic Press. Cited by6
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • 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.
    • 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.
    • 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]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Patterson, K. E. (1986). Lexical but non semantic spelling? Cognitive Neuropsychology, 3, 341–367. Cited by5
    • 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.
    • Angelelli, Paola, Marinelli, Chiara Valeria, & Zoccolotti, Pierluigi. (2010). Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic-dysgraphic and normal children. Cognitive Neuropsychology, 27(4), 305–333. https://doi.org/10.1080/02643294.2010.543539
    • Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
    • 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.
    • 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.
  • Patterson, K., & Coltheart, V. (1987). Phonological processes in reading: A tutorial review. In M. Coltheart (Ed.), Attention and performance 12: The psychology of reading (pp. 421–447). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by15
    • 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.
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Buchanan, Lori, & Besner, Derek. (1993). Reading aloud: Evidence for the use of whole word nonsemantic pathway. Canadian Journal of Experimental Psychology, 47, 133–152. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 5–24). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • 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]
    • 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.
    • Katz, Leonard, & Feldman, Laurie B. (1996). The influence of an alphabetic writing system on the reading process. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1094–1101). Berlin; New York: De Gruyter.
    • Kumar, Uttam, Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, Joshi, R. Malatesha, & Singh, Nandini C. (2010). Reading different orthographies: An fMRI study of phrase reading in Hindi–English bilinguals. Reading and Writing, 23(2), 239–255. https://doi.org/10.1007/s11145-009-9176-8
    • 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
    • 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
    • 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.
    • 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, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
  • Patterson, K., & Hodges, J. R. (1992). Deterioration of word meaning: Implications for reading. Neuropsychologia, 30, 1025–1040. Cited by7
    • Fern-Pollak, Liory, & Masterson, Jackie. (2016). Dyslexia and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 223–233). Oxon: Routledge.
    • Kello, Christopher T. (2006). Considering the junction model of lexical processing. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 50–75). Hove; New York: Psychology Press.
    • Leong, Che Kan, & Tamaoka, Katsuo. (1998). Cognitive processing of Chinese characters, words, sentences and Japanese kanji and kana: An introduction [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), 155–164. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 1–10). Dordrecht: Kluwer Academic Publishers].
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
    • Woollams, Anna M. (2015). What does acquired dyslexia tell us about reading in the mind and brain? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 149–164). New York: Oxford University Press.
  • Patterson, K., & Kay, J. (1982). Letter-by-letter reading: Psychological descriptions of a neurological syndrome. Quarterly Journal of Experimental Psychology, 34A, 411–441. Cited by5
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Yamada, Jun, & Leong, Che Kan. (2005). Differential reading, naming, and transcribing speeds of Japanese romaji and hiragana. Reading and Writing, 18(4), 303–323. https://doi.org/10.1007/s11145-005-3356-y
  • Patterson, Karalyn, & MacDonald, Maryellen C. (2006). Sweet nothings: Narrative speech in semantic dementia. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 299–317). Hove; New York: Psychology Press.
  • Patterson, K. E., & Marcel, A. J. (1977). Aphasia, dyslexia and the phonological coding of written words. Quarterly Journal of Experimental Psychology, 29(2), 307–318. Cited by9
    • Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
    • Baddeley, A. D. (1979). Working memory and reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 355–370). New York; London: Plenum Press.
    • 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.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Glushko, Robert J. (1981). Principles for pronouncing print: The psychology of phonography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 61–84). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Patterson, Karalyn E., Marshall, John C., & Coltheart, Max (Eds.) 1985). Surface dyslexia: Cognitive and neuropsychological studies of phonological reading. Hove: Lawrence Erlbaum Associates. Cited by18
    • 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.
    • Angelelli, Paola, Marinelli, Chiara Valeria, & Zoccolotti, Pierluigi. (2010). Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic-dysgraphic and normal children. Cognitive Neuropsychology, 27(4), 305–333. https://doi.org/10.1080/02643294.2010.543539
    • 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.
    • 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.
    • Frith, Uta. (1986b). Psychologische Aspekte des orthographischen Wissens: Entwicklung und Entwicklungsstörung [Psychological aspects of orthographic skills : Development and disorder]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 218–233). Berlin; New York: Walter de Gruyter.
    • Günther, Hartmut. (1996a). Historisch-systematischer Aufriß der psychologischen Leseforschung [Historical outline of psychological research on reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 918–831). Berlin; New York: De Gruyter.
    • 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.
    • 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]
    • 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. (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
    • Seidenberg, Mark S., & Plaut, David C. (2006). Progress in understanding word reading: Data fitting versus theory building. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 25–49). Hove; New York: Psychology Press.
    • Share, David L. (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
    • Smith, Philip T. (1996). Research methods in the psychology of reading. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 932–942). Berlin; New York: De Gruyter.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford 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.
  • Patterson, K. E., & Morton, J. (1985). From orthography to phonology: An attempt at an old interpretation. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 15–34). Hove: Lawrence Erlbaum Associates. Cited by19
    • 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.
    • 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.
    • Colombo, Lucia, & Tabossi, Patrizia. (1992). Strategies and stress assignment: Evidence from a shallow orthography. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 319–340). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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.
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • 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.
    • Cossu, Giuseppe. (1999b). Biological constraints on literacy acquisition. Reading and Writing: An Interdisciplinary Journal, 11(3), 213–237.
    • Fan, Fengxiang, & Altmann, Gabriel. (2008). Graphemic representation of English phonemes. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 25–29). Berlin; New York: Mouton de Gruyter.
    • 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.
    • 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.
    • Randall, Mick. (2005). Orthographic knowledge and first language reading: Evidence from single word dictation from Chinese and Malaysian users of English as a foreign language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 122-146). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Saito, H., Masuda, H., & Kawakami, M. (1998). Form and sound similarity effects in kanji recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 323–357. [Also published as Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 169–203). Dordrecht: Kluwer Academic Publishers]
    • 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.
    • 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.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • 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.
  • Patterson, K. E., Seidenberg, M., & McClelland, J. L. (1989). Connections and disconnections: Acquired dyslexia in a computational model of reading processes. In R. G. M. Morris (Ed.), Parallel distributed processing: Implications for psychology and neurobiology (pp. 131–181). Oxford: Oxford University Press. 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.
    • Buchanan, Lori, & Besner, Derek. (1993). Reading aloud: Evidence for the use of whole word nonsemantic pathway. Canadian Journal of Experimental Psychology, 47, 133–152. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 5–24). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • 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.
  • Patterson, K. E., & Shewell, C. (1987). Speak and spell: Dissociations and word-class effects. In M. Coltheart, G. Sartori, & R. Job (Eds.), The cognitive neuropsychology of language (pp. 273–295). Hillsdale, NJ: Erlbaum. Cited by5
    • Kaminska, Zofia. (2003). Little Frog and Toad: Interaction of orthography and phonology in Polish spelling [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 61–80.
    • Kay, Janice. (1996). Psychological aspects of spelling. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1074–1094). Berlin; New York: De Gruyter.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Weingarten, Ruediger. (2005). Subsyllabic units in written word production. Written Language & Literacy, 8(1), 43–61.
    • Woollams, Anna M. (2015). What does acquired dyslexia tell us about reading in the mind and brain? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 149–164). New York: Oxford University Press.
  • Pattison, Helen. (1986). Orthographic skills in the hearing-impaired. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 341–353). Berlin; New York: Walter de Gruyter.
  • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
  • Paulesu, E., Démonet, J.-F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., Cappa, S. F., Cossu, G., Habib, M., Frith, C. D., & Frith, U. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291(5511), 2165–2167. https://doi.org/10.1126/science.1057179 Cited by37
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • 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.
    • 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
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Fern-Pollak, Liory, & Masterson, Jackie. (2016). Dyslexia and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 223–233). Oxon: Routledge.
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
    • 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.
    • Hoeft, Fumiko, & Wang, Cheng. (2019). Intergenerational transmission in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 413–438). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.019
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • 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.
    • Katzir, Tami, Christodoulou, Joanna A., & Chang, Bernard. (2016). The neurobiological basis of reading fluency. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 11–23). Springer. https://doi.org/10.1007/978-3-319-30478-6_2
    • Kim, Jeesun, & Davis, Chris. (2004). Characteristics of poor readers of Korean hangul: Auditory, visual and phonological processing [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 153–185. https://doi.org/10.1023/B:READ.0000013804.76677.a9
    • Kim, Jeesun, & Davis, Chris. (2006). Literacy acquisition in Korean hangul: Investigating the perceptual and phonological processing of good and poor readers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 377–386). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Laasonen, Marja, Service, Elisabet, Lipsanen, Jari, & Virsu, Veijo. (2012). Adult developmental dyslexia in a shallow orthography: Are there subgroups? Reading and Writing, 25(1), 71–108. https://doi.org/10.1007/s11145-010-9248-9
    • Landerl, Karin. (2006). Reading acquisition in different orthographies: Evidence from direct comparisons. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 513–530). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Nergård-Nilssen, T. (2006). Word-decoding deficits in Norwegian: The impact of psycholinguistic marker effects. Reading and Writing, 19(3), 265–290. https://doi.org/10.1007/s11145-005-5468-9
    • 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
    • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
    • Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
    • Perfetti, Charles A., & Liu, Ying. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 193–210. https://doi.org/10.1007/s11145-004-2344-y
    • Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Samuelsson, Stefan, Olson, Richard, Wadsworth, Sally, Corley, Robin, DeFries, John C., Willcutt, Erik, Hulslander, Jacqueline, & Byrne, Brian. (2007). Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 51–75. https://doi.org/10.1007/s11145-006-9018-x
    • Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Schmalz, Xenia, Marinus, Eva, Coltheart, Max, & Castles, Anne. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review, 22, 1614–1629. https://doi.org/10.3758/s13423-015-0835-2
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
    • Simoës-Perlant, Aurélie, Thibault, Marie-Pierre, Lanchantin, Tonia, Combes, Céline, Volckaert-Legrier, Olga, & Largy, Pierre. (2012). How adolescents with dyslexia dysorthographia use texting. Written Language & Literacy, 15(1), 65–79. https://doi.org/10.1075/wll.15.1.04sim
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Snowling, Margaret J., Hulme, Charles, & Mercer, Robin C. (2002). A deficit in rime awareness in children with Down syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 471–495.
    • Sprenger-Charolles, Liliane. (2019). Developmental dyslexia in French. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 50–72). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.003
    • 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.
    • 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)]
    • 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
    • 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
    • Ziegler, Johannes C., Perry, Conrad, & Zorzi, Marco. (2019). Modeling the variability of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 350–371). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.016
  • Paulesu, E., Frith, U., Snowling, M., Gallagher, A., Morton, J., Frackowiak, R.S.J., & Frith, C.D. (1996). Is developmental dyslexia a disconnection syndrome? Evidence from PET scanning. Brain, 119: 143–157. Cited by10
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • Morais, José. (2003). Levels of phonological representation in skilled reading and in learning to read [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 123–151.
    • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
    • Samuelsson, Stefan, Gustavsson, Ann, Herkner, Birgitta, & Lundberg, Ingvar. (2000). Is the frequency of dyslexic problems among prison inmates higher than in a normal population? Reading and Writing: An Interdisciplinary Journal, 13(3/4), 297–312.
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
    • Simos, Panagiotis G., Billingsley-Marshall, Rebecca, Sarkari, Shirin, & Papanicolaou, Andrew C. (2008). Single-word reading: Perspectives from magnetic source imaging. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 211–232). New York; London. Lawrence Erlbaum Associates.
    • Wolff, Ulrika. (2010). Subgrouping of readers based on performance measures: A latent profile analysis. Reading and Writing, 23(2), 209–238. https://doi.org/10.1007/s11145-008-9160-8
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Paulesu, E., McCrory, E., Fazio, F., Menoncello, L., Brunswick, N., Cappa, S. F., Cotelli, M., Cossu, G., Corte, F., Lorusso, M., Pesenti, S., Gallagher, A., Perani, D., Price, C., Frith, C. D., & Frith, U. (2000). A cultural effect on brain function. Nature Neuroscience, 3(1), 91–96. https://doi.org/10.1038/71163 Cited by30
    • Barca, Laura, Ellis, Andrew W., & Burani, Cristina. (2007). Context-sensitive rules and word naming in Italian children. Reading and Writing, 20(5), 495–509. https://doi.org/10.1007/s11145-006-9040-z
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • 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.
    • Castro-Caldas, Alexandre, & Reis, Alexandra. (2003). The knowledge of orthography is a revolution in the brain [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 81–97.
    • 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
    • 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.
    • Ellis, Nick C., Miwa, Natsume, Stavropoulou, Katerina, Hoxhallari, Lorenc, Van Daal, Victor H.P., Polyzoe, Nicoletta, Tsipa, Maria-Louisa, & Petalas, Michalis. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438–468. https://doi.org/10.1598/RRQ.39.4.5
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Kim, Jeesun, & Davis, Chris. (2004). Characteristics of poor readers of Korean hangul: Auditory, visual and phonological processing [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 153–185. https://doi.org/10.1023/B:READ.0000013804.76677.a9
    • Kim, 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.
    • Ktori, Maria, & Pitchford, Nicola J. (2010). Letter position encoding across deep and transparent orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 69–85). Hove; New York. Psychology Press.
    • Kumar, Uttam, Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, Joshi, R. Malatesha, & Singh, Nandini C. (2010). Reading different orthographies: An fMRI study of phrase reading in Hindi–English bilinguals. Reading and Writing, 23(2), 239–255. https://doi.org/10.1007/s11145-009-9176-8
    • Landerl, Karin. (2006). Reading acquisition in different orthographies: Evidence from direct comparisons. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 513–530). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Lems, Kristin. (2012). The effect of L1 orthography on the oral reading of adult English language learners [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 61–71. https://doi.org/10.1080/17586801.2011.635951
    • 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
    • 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.
    • 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.
    • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Rastle, Kathleen. (2019). EPS mid-career prize lecture 2017: Writing systems, reading, and language. Quarterly Journal of Experimental Psychology, 72(4), 677–692. https://doi.org/10.1177/1747021819829696
    • Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • 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
    • Seymour, Philip H. K. (2006). Theoretical framework for beginning reading in different orthographies. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 441–462). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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
    • 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.
    • 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
  • Paul-Mengelberg, Maria. (1996). Graphologie [Graphology]. 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. 1049–1056). Berlin; New York: De Gruyter. Cited by1
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
  • Pavlidis, G. T. (1981). Do eye movements hold the key to dyslexia? Neuropsychologia, 19, 57–64. 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.
    • Olson, Richard K. (2006). Genetics?? and environmental influences on the development of reading and related cognitive skills. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 693–707). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Scheerer-Neumann, Gerheid. (1996b). Störungen des Erwerbs der Schriftlichkeit bei alphabetischen Schriftsystemen [Disorders in written language acquisition]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1329–1351). Berlin; New York: De Gruyter.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Payne, A. (2008). Writing systems and identity. In B. Collins, M. Bachvarova, & I. Rutherford (Eds.), Anatolian interfaces. Hittites, Greeks and their neighbours (pp. 117–122). Oxford: Oxbow Books. Cited by5
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • 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.
    • van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
    • Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020
  • Payton, R. (1991). The Ulu Burun writing-board set. Anatolian Studies, 41, 99–106. http://dx.doi.org/10.2307/3642932 Cited by9
    • 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.
    • Farmer, Steve, Sproat, Richard, & Witzel, Michael. (2004). The collapse of the Indus-script thesis: The myth of a literate Harappan civilization. Electronic Journal of Vedic Studies, 11(2), 19–57. http://dx.doi.org/10.11588/ejvs.2004.2.620
    • Finlayson, Sarah. (2013). Form follows function: Writing and its supports in the Aegean Bronze Age. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 123–142). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.g
    • 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
    • Matthews, Roger. (2013). Writing (and reading) as material practice: The world of cuneiform culture as an arena for investigation. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 65–74). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.d
    • Röllig, Wolfgang. (1994). Die nordwestsemitischen Schriftkulturen [North-west-Semitic literate cultures]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 503–510). Berlin; New York: De Gruyter.
    • Steele, Philippa M. (Ed.). (2013). Syllabic writing on Cyprus and its context (Cambridge Classical Studies). Cambridge: Cambridge University Press.
    • van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
    • Whittaker, Helène. (2013). The function and meaning of writing in the Prehistoric Aegean: Some reflections on the social and symbolic significance of writing from a material perspective. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 105–121). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.f
  • Peachey, Ian. (2004). Left-handedness: A writing handicap? Visible Language, 38(3), 262–287.
  • Pearson, P. D., & Fielding, L. (1991). Cornprehenion instruction. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Volume 2 (pp. 815–859). New York: Longman. Cited by5
    • 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.
    • Lau, Kit-ling, & Chan, David W. (2007). The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students. Reading and Writing, 20(8), 833–857. https://doi.org/10.1007/s11145-006-9047-5
    • Pressley, Michael, Yokoi, Linda, Rankin, Joan, Wharton-McDonald, Ruth & Mistretta, Jennifer. (1997). A survey of the instructional practices of grade 5 teachers nominated as effective in promoting literacy. Scientific Studies of Reading, 1(2), 145–160. https://doi.org/10.1207/s1532799xssr0102_3
    • Taboada, Ana, Tonks, Stephen M., Wigfield, Allan, & Guthrie, John T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85–106. https://doi.org/10.1007/s11145-008-9133-y
    • 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.
  • Pechwitz, Mario, El Abed, Haikal, & Märgner, Volker 2012). Handwritten Arabic word recognition using the IFN/ENIT-database. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 169–213). Berlin: Springer.
  • Pechwitz, M., Maddouri, S. S., Märgner, V., Ellouze, N., & Amiri, H. (2002). IFN/ENIT-database of handwritten Arabic words. In Proceedings of Colloque International Francophone sur l'Ecrit et le Document (CIFED), (pp. 129–136). October 21–23, 2002, Hammamet, Tunisia. Cited by12
    • Alkhoury, Ihab, Giménez, Adrià, & Juan, Alfons. (2012). Arabic handwriting recognition using Bernoulli HMMs. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 255–272). Berlin: Springer.
    • Borovikov, Eugene, & Zavorin, Ilya. (2012). A multi-stage approach to Arabic document analysis. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 55–78). Berlin: Springer.
    • Dreuw, Philippe, Rybach, David, Heigold, Georg, & Ney, Hermann. (2012). RWTH OCR: A large vocabulary optical character recognition system for Arabic scripts. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 215–254). Berlin: Springer.
    • Graves, Alex. (2012). Offline Arabic handwriting recognition with multidimensional recurrent neural networks. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 297–313). Berlin: Springer.
    • Kessentini, Yousri, Paquet, Thierry, & Hamadou, AbdelMajid Ben. (2012). Multi-stream Markov Models for Arabic handwriting recognition. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 335–350). Berlin: Springer.
    • Likforman-Sulem, Laurence, Al Hajj Mohammad, Ramy, Mokbel, Chafic, Menasri, Fares, Bianne-Bernard, Anne-Laure, & Kermorvant, Christopher. (2012). Features for HMM-based Arabic handwritten word recognition systems. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 123–143). Berlin: Springer.
    • Märgner, Volker, & El Abed, Haikal. (2012). Arabic handwriting recognition competitions. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 395–422). Berlin: Springer.
    • Natarajan, Premkumar, Prasad, Rohit, Cao, Huaigu, Subramanian, Krishna, Saleem, Shirin, Belanger, David, Vitaladevuni, Shiv, Kamali, Matin, & MacRostie, Ehry. (2012). Arabic text recognition using a script-independent methodology: A unified HMM-based approach for machine-printed and handwritten text. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 485–505). Berlin: Springer.
    • Pechwitz, Mario, El Abed, Haikal, & Märgner, Volker 2012). Handwritten Arabic word recognition using the IFN/ENIT-database. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 169–213). Berlin: Springer.
    • Slimane, Fouad, Kanoun, Slim, Hennebert, Jean, Ingold, Rolf, & Alimi, Adel M. (2012). Benchmarking strategy for Arabic screen-rendered word recognition. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 423–450). Berlin: Springer.
    • Srihari, Sargur N., & Ball, Gregory. (2012). An assessment of Arabic handwriting recognition technology. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 3–34). Berlin: Springer.
    • Zavorin, Ilya, & Borovikov, Eugene. (2012). Data collection and annotation for Arabic document analysis. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 375–394). Berlin: Springer.
  • Peckham, J. B. (1968). The development of the late Phoenician scripts (Harvard Semitic Series 20). Cambridge, MA: Harvard University Press. Cited by11
    • Amadasi Guzzo, Maria Giulia. (2014). Punic scripts. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 314–333). Winona Lake, IN: Eisenbrauns.
    • Betlyon, John W. (2014). Northwest Semitic scripts on coins. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 352–362). Winona Lake, IN: Eisenbrauns.
    • Crellin, Robert. (2019). Writing vowels in Punic: From morphography to phonography [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 198–222. https://doi.org/10.1075/wll.00026.cre
    • 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.
    • Lemarie, André. (2014a). A history of Northwest Semitic epigraphy. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 5–29). Winona Lake, IN: Eisenbrauns.
    • Lemarie, André. (2014b). Scripts of post–Iron Age Aramaic inscriptions and ostraca. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 235–252). Winona Lake, IN: Eisenbrauns.
    • Rollston, Christopher A. (2014b). The Iron Age Phoenician script. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 72–99). Winona Lake, IN: Eisenbrauns.
    • Rollston, Christopher A. (2014c). Northwest Semitic cursive scripts of Iron II. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 202–234). Winona Lake, IN: Eisenbrauns.
    • Schmitz, Philip C. (2014). Phoenician seal script. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 141–174). Winona Lake, IN: Eisenbrauns.
    • 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. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
  • Pedersén, O. (1998). Archives and libraries in the Ancient Near East, 1500–300 B.C. Bethesda, MD: CDL Press. Cited by6
    • 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., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Lyons, Martyn, & Marquilhas, Rita (Eds.). (2017). Approaches to the history of written culture: A world inscribed (New Directions in Book History). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54136-5
    • Matthews, Roger. (2013). Writing (and reading) as material practice: The world of cuneiform culture as an arena for investigation. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 65–74). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.d
    • Schniedewind, William M. (2015). Scripturalization in Ancient Judah. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 305–321). Atlanta, GA: SBL Press.
    • Schniedewind, William M. (2019). The finger of the scribe: How scribes learned to write the Bible. Oxford: Oxford University Press.
  • Pederson, Eric 2003). Mirror-image discrimination among nonliterate, monoliterate, and biliterate Tamil subjects. Written Language & Literacy, 6(1), 71–91. Cited by1
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Peereman, R., & Content, A. (1999). LEXOP: A lexical data base providing orthography-phonology statistics for French monosyllabic words. Behavior Research Methods, Instruments, & Computers, 31, 376–379. Cited by6
    • Borgwaldt, Susanne R., Hellwig, Frauke M., & de Groot, Annette M. B. (2005). Onset entropy matters – Letter-to-phoneme mappings in seven languages [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 211–229. https://doi.org/10.1007/s11145-005-3001-9
    • Caravolas, Marketa. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–511). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
    • 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.
    • Kandel, Sonia, Solger, Olga, Valdois, Sylivane, & Gros, Céline. (2006). Graphemes as motor units in the acquisition of writing skills. Reading and Writing, 19(3), 313–337. https://doi.org/10.1007/s11145-005-4321-5
  • Peereman, R., Content, A., & Bonin, P. (1998). Is perception a two-way street? The case of feedback consistency in visual word recognition. Journal of Memory and Language, 39, 151–174. https://doi.org/10.1006/jmla.1998.2573 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.
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • Caravolas, Marketa. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–511). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • 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.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • 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
  • Pellegrini, A. D., Perlmutter, J. C., Galda, L., & Brody, G. H. (1990). Joint reading between black Head Start children and their mothers. Child Development, 61, 443–453. Cited by4
    • 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
    • Aram, Dorit, Korat, Ofra, & Levin, Iris. (2006). Maternal mediation in a young child's writing activity: A sociocultural perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 709–733). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Korat, Ofra, Klein, Pnina, & Segal-Drori, Ora. (2007). Maternal mediation in book reading, home literacy environment, and children's emergent literacy: A comparison between two social groups. Reading and Writing, 20(4), 361–398. https://doi.org/10.1007/s11145-006-9034-x
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46(28), 4646–4674. https://doi.org/10.1016/j.visres.2006.04.023 Cited by11
    • Chang, Li-Yun, Chen, Yen-Chi, & Perfetti, Charles A. (2018). GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages. Behavior Research Methods, 50(1), 427–449. https://doi.org/10.3758/s13428-017-0881-y
    • Chang, Li-Yun, & Perfetti, Charles A. (2018). Visual factors in writing system variation: Measurement and implications for 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. 49–72). Amsterdam: John Benjamins.
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • Dyson, Mary C., Tam, Keith, Leake, Clare, & Kwok, Brian. (2016). How does expertise contribute to the recognition of Latin and Chinese characters?. In Mary C. Dyson & Ching Y. Suen (Eds.), Digital fonts and reading (Series on Computer Processing of Languages 1) (pp. 193–208). Singapore: World Scientific Publishing.
    • Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
    • 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.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Nesan, Mimisha, Sadeghi, Amir, & Everatt, John. (2019). Literacy acquisition in the Malayalam orthography: Cognitive/linguistic influences within a multilingual context. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 85–101). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_5
    • Piper, Benjamin, & van Ginkel, Agatha J. (2017). Reading the script: How the scripts and writing systems of Ethiopian languages relate to letter and word identification. Writing Systems Research, 9(1), 36–59, https://doi.org/10.1080/17586801.2016.1220354
    • 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
    • Wang, Hui, He, Xuanzi, & Legge, Gordon E. (2014). Effect of pattern complexity on the visual span for Chinese and alphabet characters. Journal of Vision, 14(8):6, 1–17. https://doi.org/10.1167/14.8.6.
  • Pelli, D. G., Farell, B., & Moore, D. C. (2003). The remarkable inefficiency of word recognition. Nature, 423, 752–756. Cited by6
    • 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.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Shillcock, Richard. (2007). Eye movements and visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 89–105). Oxford: Oxford University Press.
    • Slattery, Timothy J. (2016). Eye movements: From psycholinguistics to font design. In Mary C. Dyson & Ching Y. Suen (Eds.), Digital fonts and reading Series on Computer Processing of Languages 1) (pp. 54–78). Singapore: World Scientific Publishing.
  • Pellicer, Alejandra 2004). The orthographic contrast between two languages: Mayan and Spanish [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 35–48.
  • Pelliot, Paul. (1936). Brèves remarques sur le phonétisme dans l'écriture Chinois. T'oung Pao, 32, 162–166. Cited by5
    • DeFrancis, John. (1984a). The Chinese language: Fact and fantasy. Honolulu, HI: University of Hawai‘i Press. [2011, Die chinesische Sprache: Fakten und Mythen (Translated by Stephan Puhl). Nettetal: Steyler Verlag]
    • Galambos, Imre. (2014b). The Chinese script. Chinese Studies, Oxford Bibliographies (added: 28/04/2014). http://www.oxfordbibliographies.com/browse?module_0=obo-9780199920082
    • 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 ]
    • Lurie, David B. (2006). Language, writing, and disciplinarity in the critique of the “Ideographic Myth”: Some proleptical remarks. Language & Communication, 26, 250–269. https://doi.org/10.1016/j.langcom.2006.02.015
    • 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.
  • Pence, Khara, Golinkoff, Roberta Michnick, Brand, Rebecca J., & Hirsh-Pasek, Kathy 2005). When actions can't speak for themselves: How might infant-directed speech and infant-directed action influence verb learning? In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 63–79). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Peng, Dan-ling, Li, Yan-ping, & Yang, Hui 1997). Orthographic processing in the Identification of Chinese characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 85–108). Sha Tin, N. T., Hong Kong: The Chinese University Press. Cited by2
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • 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)]
  • Peng, D. L., Orchard, L. N., & Stern, J. A. (1983). Evaluation of eye movement variables of Chinese and American readers. Pavlovian Journal of Biological Sciences, 18, 94–102. Cited by4
    • Hoosain, Rumjahn. (1992). Psychological reality of the word in Chinese. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 111–130). Amsterdam; London; New York; Tokyo: North-Holland.
    • Hoosain, Rumjahn. (1995). Getting at the sound and meaning of logographic and alphabetic scripts. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 131–144). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Inhoff, Albrecht, & Liu, Weimin. (1997). The range of effective vision during the reading of Chinese sentences. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 243–265). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • 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.
  • Penke, Martina. (2008). Introduction: The role of phonology in reading [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 97–102. https://doi.org/10.1075/wll.11.2.01pen
  • 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 Cited by2
    • Bedoin, Nathalie, & dos Santos, Christophe. (2008). How do consonant feature values affect the processing of a CVCV structure? Evidence from a reading task [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 191–210. https://doi.org/10.1075/wll.11.2.05bed
    • Beyermann, Sandra. (2013). Orthographic cues to word stress in German: Word endings and number of final consonant letters. Written Language & Literacy, 16(1), 32–59. https://doi.org/10.1075/wll.16.1.02bey
  • Penn, Gerald. (2001). [Book review: Richard Sproat, (2000), A computational theory of writing systems]. Written Language & Literacy, 4(2), 218–223. Cited by1
    • 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
  • Penney, Catherine G., Drover, James R., Dyck, Carrie, & Squires, Amanda. (2006). Phoneme awareness is not a prerequisite for learning to read [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 115–133. Cited by2
    • Kerek, Eugenia, & Niemi, Pekka. (2012). Grain-size units of phonological awareness among Russian first graders. Written Language & Literacy, 15(1), 80–113. https://doi.org/10.1075/wll.15.1.05ker
    • Noack, Christina. (2009). Can secondary pupils train decoding skills?: An empirical study on phonological reading errors. Written Language & Literacy, 12(1), 97–115. https://doi.org/10.1075/wll.12.1.05noa
  • Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385–413. http://dx.doi.org/10.1016/j.cognition.2006.04.008 Cited by12
    • Caravolas, Markéta, Mikulajová, Marína, & Kuchaská, Anna. (2019). Developmental dyslexia in Czech and Slovak. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 96–117). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.005
    • Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
    • Hoeft, Fumiko, & Wang, Cheng. (2019). Intergenerational transmission in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 413–438). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.019
    • Laasonen, Marja, Service, Elisabet, Lipsanen, Jari, & Virsu, Veijo. (2012). Adult developmental dyslexia in a shallow orthography: Are there subgroups? Reading and Writing, 25(1), 71–108. https://doi.org/10.1007/s11145-010-9248-9
    • Nag, Sonali, & Snowling, Margaret J. (2011a). Cognitive profiles of poor readers of Kannada [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 657–676. https://doi.org/10.1007/s11145-010-9258-7
    • Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
    • Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
    • 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
    • Share, David L., Shany, Michal, & Lipka, Orly. (2019). Developmental dyslexia in Hebrew. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 152–175). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.008
    • 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
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
    • Ziegler, Johannes C., Perry, Conrad, & Zorzi, Marco. (2019). Modeling the variability of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 350–371). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.016
  • 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. Cited by5
    • Lipka, Orly, Katzir, Tami, & Shaul, Shelley. (2016). The basis of reading fluency in first grade of Hebrew speaking children. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 91–104). Springer. https://doi.org/10.1007/978-3-319-30478-6_6
    • Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
    • 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
    • Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
    • 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
  • Pennington, B. F., Gilger, J. W., Pauls, D., Smith, S. A., Smith, S. D., & DeFries, J. C. (1991). Evidence for major gene transmission of developmental dyslexia. Journal of the American Medical Association, 266(11), 1527–1534. http://dx.doi.org/10.1001/jama.1991.03470110073036 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.
    • Boada, Richard, Willcutt, Erik G., Tunick, Rachel A., Chhabildas, Nomita A., Olson, Richard K., DeFries, John C., & Pennington, Bruce F. (2002). A twin study of the etiology of high reading ability. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 683–707.
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Hoeft, Fumiko, & Wang, Cheng. (2019). Intergenerational transmission in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 413–438). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.019
    • Schulte-Körne, Gerd, Deimel, Wilfgang, & Remschmid, Helmut. (1997). Can self-report data on deficits in reading and spelling predict spelling disability as defined by psychometric tests? Reading and Writing: An Interdisciplinary Journal, 9(1), 55–63.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Pennington, B. F., & Lefly, D. L. (2001). Early reading development in children at family risk for dyslexia. Child Development, 72(3), 816–833. https://doi.org/10.1111/1467-8624.00317 Cited by13
    • Arciuli, Joanne, & Simpson, Ian C. (2011). Not all letters are created equal: Exploring letter name knowledge through spelling in school children and adults. Writing Systems Research, 3(2), 153–165. https://doi.org/10.1093/wsr/wsr001
    • Bernstein, Stuart E. (2009). Phonology, decoding, and lexical compensation in vowel spelling errors made by children with dyslexia. Reading and Writing, 22(3), 307–331. https://doi.org/10.1007/s11145-008-9116-z
    • 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.
    • Caravolas, Markéta, Mikulajová, Marína, & Kuchaská, Anna. (2019). Developmental dyslexia in Czech and Slovak. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 96–117). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.005
    • Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
    • Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
    • 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
    • Hirvonen, Riikka, Georgiou, George K., Lerkkanen, Marja-Kristiina, Aunola, Kaisa, & Nurmi, Jari-Erik. (2010). Task-focused behaviour and literacy development: A reciprocal relationship. Journal of Research in Reading, 33(3), 302–319. https://doi.org/10.1111/j.1467-9817.2009.01415.x
    • Levin, Iris. (2010). The role of Hebrew letter names in early literacy: The case of multi-phonemic acrophonic names. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 55–81). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_5
    • Norton, Elizabeth S., Gabrieli, John D. E., & Gaab, Nadine. (2019). Neural predictors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 253–276). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.012
    • 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.
    • Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Pennington, B. F., Lefly, D. L., Van Orden, G. C., Bookman, M. O., & Smith, S. D. (1987). Is phonology bypassed in normal or dyslexic development? Annals of Dyslexia, 37, 62–89. Cited by3
    • 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.
    • 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.
    • 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.
  • Pennington, B. F., McCabe, L. L., Smith, S. D., Lefly, D. L., Bookman, M. O., Kimberling, W. J., & Lubs, H. A. (1986). Spelling errors in adults with a form of familial dyslexia. Child Development, 57, 1001–1013. Cited by11
    • Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
    • Abu-Rabia, Salim, & Taha, Haitham. (2004). Reading and spelling error analysis of native Arabic dyslexic readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 651–689. https://doi.org/10.1007/s11145-004-2657-x
    • 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.
    • Bernstein, Stuart E. (2009). Phonology, decoding, and lexical compensation in vowel spelling errors made by children with dyslexia. Reading and Writing, 22(3), 307–331. https://doi.org/10.1007/s11145-008-9116-z
    • Cassar, Marie, Treiman, Rebecca, Moats, Louisa, Pollo Tatiana Cury, & Kessler, Brett. (2005). How do the spellings of children with dyslexia compare with those of nondyslexic children? Reading and Writing, 18(1), 27–49. https://doi.org/10.1007/s11145-004-2345-x
    • 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.
    • Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
    • Kroese, Judith M., Hynd, George W., Knight, Deborah F., Hiemenz, Jennifer R., & Hall, Josh. (2000). Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 105–131.
    • 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.
    • 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.
  • Pennington, Bruce F., & Olson, Richard K. (2005). Genetics of dyslexia. In Margaret J. Snowling & Charles Hulme (Eds.), The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology) (pp. 453–472). Oxford: Blackwell Publishing. 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
    • 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
    • Harlaar, Nicole, Dale, Philip S., & Plomin, Robert. (2005). Telephone testing and teacher assessment of reading skills in 7-year-olds: II. Strong genetic overlap. Reading and Writing, 18(5), 401–423. https://doi.org/10.1007/s11145-005-0271-1
    • 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
    • Olson, Richard K. (2007). Introduction to the special issue on genes, environment, and reading [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 1–11. https://doi.org/10.1007/s11145-006-9015-0
    • Olson, Richard K. (2008). Genetic and environmental influences on word-reading skills. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 233–253). New York; London. Lawrence Erlbaum Associates.
    • Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
    • 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)]
    • Willcutt, Erik G, Betjemann, Rebecca S., Wadsworth, Sally J., Samuelsson, Stefan, Corley, Robin, DeFries, John C., Byrne, Brian, Pennington, Bruce F., & Olson, Richard K. (2007). Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 103–125. https://doi.org/10.1007/s11145-006-9020-3
  • Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
  • Pennington, B. F., Van Orden, G., Kirson, D., & Haith, M. (1991). What is the causal relation between verbal STM problems and dyslexia? In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 173–186). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by5
    • 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.
    • Holopainen, Leena, Ahonen, Timo, Tolvanen, Asko, & Lyytinen, Heikki. (2000). Two alternative ways to model the relation between reading accuracy and phonological awareness at preschool age. Scientific Studies of Reading, 4(2), 77–100.
    • Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • 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.
  • Pennington, B. F, van Orden, G. C., Smith, S. D., Green, P. A., & Haith, M. (1990). Phonological processing skills and deficits in adult dyslexics. Child Development, 61, 1753–1778. Cited by19
    • Abu-Rabia, Salim, & Taha, Haitham. (2004). Reading and spelling error analysis of native Arabic dyslexic readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 651–689. https://doi.org/10.1007/s11145-004-2657-x
    • Arnbak, Elisabeth. (2004). When are poor reading skills a threat to educational achievement? Reading and Writing: An Interdisciplinary Journal, 17(5), 459–482.
    • Boada, Richard, Willcutt, Erik G., Tunick, Rachel A., Chhabildas, Nomita A., Olson, Richard K., DeFries, John C., & Pennington, Bruce F. (2002). A twin study of the etiology of high reading ability. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 683–707.
    • Cardoso-Martins, Cláudia, & Frith, Uta. (2001). Can individuals with Down syndrome acquire alphabetic literacy skills in the absence of phoneme awareness? Reading and Writing: An Interdisciplinary Journal, 14(3/4), 361–375.
    • Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
    • Monaghan, Josephine, & Ellis, Andrew W. (2002a). Age of acquisition and the completeness of phonological representations. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 759–788.
    • 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.
    • 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]
    • Samuelsson, Stefan, Gustavsson, Ann, Herkner, Birgitta, & Lundberg, Ingvar. (2000). Is the frequency of dyslexic problems among prison inmates higher than in a normal population? Reading and Writing: An Interdisciplinary Journal, 13(3/4), 297–312.
    • 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.
    • Sparks, Richard L. (2001). Phonemic awareness and reading skill in hyperlexic children: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 333–360.
    • Sparks, Richard L. (2004). Orthographic awareness, phonemic awareness, syntactic processing, and working memory skill in hyperlexic children. Reading and Writing: An Interdisciplinary Journal, 17(4), 359–386.
    • Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
    • 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.
    • Wade-Woolley, Lesly, & Geva, Esther. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 295–311. https://doi.org/10.1207/S1532799XSSR0404_3
    • Wade-Woolley, Lesly, & Siegel, Linda S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 387–406.
  • 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.
  • 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.
  • Perea, M., Abu Mallouh, R., & Carreiras, M. (2010). The search for an input-coding scheme: Transposed-letter priming in Arabic. Psychonomic Bulletin & Review, 17(3), 375–380. https://doi.org/10.3758/PBR.17.3.375 Cited by5
    • 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.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • 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]
    • Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
  • Perea, M., & Acha, J. (2009). Space information is important for reading. Vision Research, 49(15), 1994–2000. https://doi.org/10.1016/j.visres.2009.05.009 Cited by7
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • 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]
    • 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.
    • 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
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. 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
    • Yao, Yun. (2011). Interword spacing effects on reading Mandarin Chinese as a second language [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 23–40. doi 10.1093/wsr/wsr009
  • Perea, M., & Carreiras, M. (1998). Effects of syllable frequency and syllable neighbourhood frequency in visual word recognition. Journal of Experimental Psychology: Human Perception and Performance, 24, 134–144. Cited by8
    • 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]
    • Carreiras, Manuel, & Grainger, Jonathan. (2004). Sublexical representations and the ‘front end’ of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 321–331. https://doi.org/10.1080/01690960344000288 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 1–10). Hove: Psychological Press]
    • Chetail, Fabienne, & Mathey, Stéphanie. (2009). The syllable frequency effect in visual recognition of French words: A study in skilled and beginning readers. Reading and Writing, 22(8), 955–973. https://doi.org/10.1007/s11145-008-9135-9
    • 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]
    • 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
    • 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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
  • Perea, M., & Lupker, S. J. (2003a). Does jugde activate COURT? Transposed-letter confusability effects in masked associative printing. Memory & Cognition, 31, 829–841. Cited by15
    • Brysbaert, Marc, Cai, Qing, & Van der Haegen, Lise. (2012). Brain asymmetry and visual word recognition: Do we have a split fovea? In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 139–158). London: Psychology Press.
    • Davies, Robert A. I., & Cuetos, Fernando. (2010). Reading acquisition and dyslexia in Spanish. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 155–180). Hove; New York. Psychology Press.
    • Davis, Colin J. (2006). Orthographic input coding: A review of behavioural evidence and current models. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 180–206). Hove; New York: Psychology Press.
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • Holmes, V. M. (2012). Adult word recognition and visual sequential memory. Reading and Writing, 25(1), 23–44. https://doi.org/10.1007/s11145-010-9245-z
    • 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.
    • 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
    • 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.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • 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.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Taft, Marcus, Xu, Joe, & Li, Sonny. (2017). Letter coding in visual word recognition: The impact of embedded words. Journal of Memory and Language, 92, 14–25. https://doi.org/10.1016/j.jml.2016.05.002
  • Perea, M., & Lupker, S. J. (2003b). Transposed-letter confusability effects in masked form priming. In S. Kinoshita & S. J. Lupker (Eds.), Masked priming: State of the art (pp. 97–120). Hove: Psychology Press. 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.
    • Carreiras, Manuel, & Grainger, Jonathan. (2004). Sublexical representations and the ‘front end’ of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 321–331. https://doi.org/10.1080/01690960344000288 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 1–10). Hove: Psychological Press]
    • Davis, 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.
    • Kinoshita, Sachiko. (2015). Visual word recognition in the Bayesian reader framework. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 63–75). New York: Oxford University Press.
    • 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]
    • Taft, Marcus, Xu, Joe, & Li, Sonny. (2017). Letter coding in visual word recognition: The impact of embedded words. Journal of Memory and Language, 92, 14–25. https://doi.org/10.1016/j.jml.2016.05.002
  • Perea, M., & Lupker, S. J. (2004). Can CANISO activate CASINO? Transposed-letter similarity effects with nonadjacent letter positions. Journal of Memory and Language, 51(2), 231–246. https://doi.org/10.1016/j.jml.2004.05.005 Cited by14
    • Bae, Sungbong, Pae, Hye K., & Yi, Kwangoh. (2018). Subunit priming effects on lexical decision in Korean: Both body and rime units are important in Korean. 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. 373–390). Amsterdam: John Benjamins.
    • Brysbaert, Marc, Cai, Qing, & Van der Haegen, Lise. (2012). Brain asymmetry and visual word recognition: Do we have a split fovea? In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 139–158). London: Psychology Press.
    • Davis, Colin J. (2006). Orthographic input coding: A review of behavioural evidence and current models. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 180–206). Hove; New York: Psychology Press.
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • 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.
    • Feldman, Laurie Beth, & Katherine. (2012). Morphological processing: A comparison of graded and categorical accounts. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 3–22). London: Psychology Press.
    • 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.
    • Forster, Kenneth I. (2012). A parallel activation model with a sequential twist. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 52–69). London: Psychology Press.
    • 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.
    • 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.
    • 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
    • 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]
    • Taft, Marcus, Xu, Joe, & Li, Sonny. (2017). Letter coding in visual word recognition: The impact of embedded words. Journal of Memory and Language, 92, 14–25. https://doi.org/10.1016/j.jml.2016.05.002
  • Perea, M., & Pollatsek, A. (1998). The effects of neighborhood frequency in reading and lexical decision. Journal of Experimental Psychology: Human Perception and Performance, 24, 767–779. Cited by9
    • Cheng, Chao-Ming, & Lan, Ying-Hsiang. (2011). An implicit test of Chinese orthographic satiation. Reading and Writing, 24(1), 55–90. https://doi.org/10.1007/s11145-009-9201-y
    • 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, 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.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Rayner, Keith. (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.
    • 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
  • Perea, M., & Rosa, E. (2002). Does ‘whole word shape’ play a role in visual word recognition? Perception & Psychophysics, 64(5), 785–794. https://doi.org/10.3758/BF03194745 Cited by7
    • 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, & Hannagan, Thomas. (2014). What is special about orthographic processing? [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 225–252. doi 10.1075/wll.17.2.03gra
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • 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]
    • 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.
    • 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
  • Perego, Elisa. (2013). The other writing: Iconic literacy and Situla art in pre-Roman Veneto (Italy). In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 253–270). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.m Cited by2
    • 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
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
  • 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.
  • Perera, Joan, Aparici, Melina, Rosado, Elisa, & Salas, Naymé (Eds.). (2016). Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11). Cham: Springer. Cited by1
    • 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
  • Perera, K. (1984). Children&s writing and reading: Analysing classroom language. Oxford: Blackwell. Cited by6
    • Brandes, Gilad, & Ravid, Dorit. (2019). The development of adverbial clause functions in Hebrew narrative and expository writing across adolescence. Written Language & Literacy, 22(1), 130–158. https://doi.org/10.1075/wll.00022.bra
    • Cashdan, Asher. (1986b). Language and the curriculum. In Asher Cashdan (Ed.), Literacy: Teaching and learning language skills (pp. 4–16). Oxford: Basil Blackwell.
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • 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
    • Parker, Stephen. (1996). The teaching of reading and writing in the English-speaking countries. 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. 1286–1299). 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
  • Peressotti, F., & Grainger, J. (1999). The role of letter identity and letter position in orthographic priming. Perception & Psychophysics, 61(4), 691–706. Cited by13
    • 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.
    • Carreiras, Manuel, & Grainger, Jonathan. (2004). Sublexical representations and the ‘front end’ of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 321–331. https://doi.org/10.1080/01690960344000288 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 1–10). Hove: Psychological Press]
    • Davis, Colin J. (2006). Orthographic input coding: A review of behavioural evidence and current models. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 180–206). Hove; New York: Psychology Press.
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • Forster, Kenneth I. (2012). A parallel activation model with a sequential twist. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 52–69). London: Psychology Press.
    • 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.
    • 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.
    • Holmes, V. M. (2012). Adult word recognition and visual sequential memory. Reading and Writing, 25(1), 23–44. https://doi.org/10.1007/s11145-010-9245-z
    • Kinoshita, Sachiko. (2015). Visual word recognition in the Bayesian reader framework. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 63–75). New York: Oxford University Press.
    • 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
    • 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]
  • 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. Cited by1
    • 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
  • Perfetti, Charles A. (1985). Reading ability. New York: Oxford University Press. Cited by113
    • 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.
    • Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer.
    • 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.
    • Abu-Rabia, Salim. (1998). Reading Arabic texts: Effects of text type, reader type and vowelization. Reading and Writing: An Interdisciplinary Journal, 10(2), 105–119. https://doi.org/10.1023/A:1007906222227
    • 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
    • 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
    • Akita, Kiyomi, & Hatano, Giyoo. (1999). Learning to read and write in Japanese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 214–234). Cambridge: Cambridge University Press.
    • Andreassen, Rune, & Bråten, Ivar. (2010). Examining the prediction of reading comprehension on different multiple-choice tests. Journal of Research in Reading, 33(3), 263–283. https://doi.org/10.1111/j.1467-9817.2009.01413.x
    • 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.
    • Andrews, Sally. (2015). Individual differences among skilled readers: The role of lexical quality. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 129–148). New York: Oxford University Press.
    • Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
    • Baker, Doris Luft, Park, Yonghan, & Baker, Scott K. (2012). The reading performance of English learners in grades 1-3: The role of initial status and growth on reading fluency in Spanish and English. Reading and Writing, 25(1), 251–281. https://doi.org/10.1007/s11145-010-9261-z
    • Bar-Kochva, Irit, Khateb, Asaid, & Joshi, R. Malatesha. (2016). Introduction. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 1–7). Springer. https://doi.org/10.1007/978-3-319-30478-6_1
    • Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • Biancarosa, Gina. (2005). Speed and time, texts and sentences: Choosing the best metric for relating reading rate to comprehension [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 79–100.
    • Binder, Katherine, & Borecki, Caren. (2008). The use of phonological, orthographic, and contextual information during reading: A comparison of adults who are learning to read and skilled adult readers. Reading and Writing, 21(8), 843–858. https://doi.org/10.1007/s11145-007-9099-1
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • 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.
    • Cain, Kate, Oakhill, Jane, & Bryant, Peter. (2000a). Investigating the causes of reading comprehension failure: The comprehension-age match design. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 31–40. https://doi.org/10.1023/A:1008058319399
    • 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
    • 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
    • Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
    • 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.
    • 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
    • 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
    • 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
    • De Manrique, Ana María Borzone, & Signorini, Angela. (1998). Emergent writing forms in Spanish. Reading and Writing: An Interdisciplinary Journal, 10(6), 499–517.
    • Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
    • 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
    • Ehri, Linnea C. (2017). Orthographic mapping and literacy development revisited. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 127–145). Amsterdam; Philadelphia: John Benjamins.
    • Ehrlich, Marie-France, Remond, Martine, & Tardieu, Hubert (1999). Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring. Reading and Writing: An Interdisciplinary Journal, 11(1), 29–63.
    • Engen, Liv, & Høien, Torleiv. (2002). Phonological skills and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 613–631.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Geva, Esther, Wade-Woolley, Lesly, & Shany, Michal. (1997). Development of reading efficiency in first and second language. Scientific Studies of Reading, 1(2), 119–144. https://doi.org/10.1207/s1532799xssr0102_2
    • 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
    • Gottardo, Alexandra, Chiappe, Penny, Siegel, Linda S., & Stanovich, Keith E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 465–487.
    • Gupta, Ashum. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 79–99. https://doi.org/10.1023/B:READ.0000013823.56357.8b
    • Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
    • Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
    • Hart, Lesley, & Perfetti, Charles. (2008). Learning words in Zekkish: Implications for understanding lexical representation. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 107–128). New York; London. Lawrence Erlbaum Associates.
    • 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.
    • Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
    • 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
    • Kahn-Horwitz, Janina, Shimron, Joseph, & Sparks, Richard L. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing, 18(6), 527–558. https://doi.org/10.1007/s11145-005-3179-x
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Khateb, Asaid, Taha, Haitham Y., Elias, Inas, & Ibrahim, Raphiq. (2013). The effect of the internal orthographic connectivity of written Arabic words on the process of the visual recognition: A comparison between skilled and dyslexic readers [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 214–233. https://doi.org/10.1080/17586801.2013.834244
    • Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
    • 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.
    • 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., Lipka, Orly, & Siegel, Linda S. (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 99–131. https://doi.org/10.1007/s11145-005-4713-6
    • 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
    • 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.
    • Liu, Duo, & Zhu, Xiaoqin. (2016). The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children's literacy performance at word level. Writing Systems Research, 8(2), 218–233. https://doi.org/10.1080/17586801.2016.1218747
    • 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.
    • López-Escribano, Carmen. (2016). Training reading fluency and comprehension of Spanish children with dyslexia. In Asaid Khateb & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 141–158). Springer. https://doi.org/10.1007/978-3-319-30478-6_9
    • Low, Pauline B., & Siegel, Linda S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 207–231.
    • Mann, Virginia A., & Balise, Raymond R. (1994). Predicting reading ability from the “invented” spellings of kindergarten children. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 37–57). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • Megherbi, Hakima, & Ehrlich, Marie-France. (2005). Language impairment in less skilled comprehenders: The on-line processing of anaphoric pronouns in a listening situation. Reading and Writing, 18(7/9), 715–753. https://doi.org/10.1007/s11145-005-8131-6
    • 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
    • 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.
    • Morales Silva, Silvia, Verhoeven, Ludo, & van Leeuwe, Jan. (2008). Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru. Written Language & Literacy, 11(1), 15–34. https://doi.org/10.1075/wll.11.1.03mor
    • Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
    • Morris, Darrell, Trathen, Woodrow, Lomax, Richard G., Perney, Jan, Kucan, Linda, Frye, Elizabeth M., Bloodgood, Janet W., Ward, Devery, & Schlagal, Robert. (2012). Modeling aspects of print-processing skill: Implications for reading assessment. Reading and Writing, 25(1), 189–215. https://doi.org/10.1007/s11145-010-9253-z
    • Nagler, Telse, Lindberg, Sven, & Hasselhorn, Marcus. (2016). A fact retrieval account of the acceleration phenomenon. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 107–123). Springer. https://doi.org/10.1007/978-3-319-30478-6_7
    • Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
    • 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
    • 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.
    • Olson, Richard K. (2008). Genetic and environmental influences on word-reading skills. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 233–253). New York; London. Lawrence Erlbaum Associates.
    • 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.
    • Priebe, Sarah J., Keenan, Janice M., & Miller, Amanda C. (2012). How prior knowledge affects word identification and comprehension. Reading and Writing, 25(1), 131–149. https://doi.org/10.1007/s11145-010-9260-0
    • 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
    • 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]
    • Reynolds, Ralph E. (2000). Attentional resource emancipation: Toward understanding the interaction of word identification and comprehension processes in reading. Scientific Studies of Reading, 4(3), 169–195.
    • 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
    • Roschke, Kristy, & Radach, Ralph. (2016). Perception, reading, and digital media. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 33–52). London; New York: Routledge.
    • 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
    • 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
    • Saiegh-Haddad, Elinor. (2003a). Bilingual oral reading fluency and reading comprehension: The case of Arabic/Hebrew (L1) - English (L2) readers. Reading and Writing: An Interdisciplinary Journal, 16(8), 717–736.
    • Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
    • Saiegh-Haddad, Elinor, & Geva, Esther. (2010). Acquiring reading in two languages: An introduction to the special issue [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 263–267. https://doi.org/10.1007/s11145-009-9208-4
    • Savage, Robert, & Cloutier, Emilie. (2017). Early reading interventions: The state of the practice, and some new directions in building causal theoretical models. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 409–435). Amsterdam; Philadelphia: John Benjamins.
    • 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
    • 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
    • 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
    • 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. (2017). Learning to read Hebrew. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 155–180). Cambridge: Cambridge University Press.
    • 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.
    • Singson, Maria, Mahony, Diana, & Mann, Virginia. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 219–252. https://doi.org/10.1023/A:1008196330239
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Sprenger-Charolles, Liliane. (2019). Developmental dyslexia in French. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 50–72). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.003
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • 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
    • Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
    • 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.
    • Tunmer, William E., & Chapman, James W. (2002). The relation of beginning readers' reported word identification strategies to reading achievement, reading-related skills, and academic self-perceptions. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 341–358.
    • van den Bos, Kees P., Brand-Gruwel, Saskia, & Aarnoute, Cor A. J. (1998). Text comprehension strategy instruction with poor readers. Reading and Writing: An Interdisciplinary Journal, 10(6), 471–498.
    • Van 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.
    • Vasanta, Duggirala. (2004). Processing phonological information in a semi-syllabic script: Developmental data from Telugu [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 59–78. https://doi.org/10.1023/B:READ.0000013830.55257.3a
    • Verhoeven, Ludo. (1994a). Demographics of literacy. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 767–779). Berlin; New York: De Gruyter.
    • 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.
    • Wentink, Hanneke W. M. J., Van Bon, Wim H. J., & Schreuder, Robert. (1997). Training of poor readers' phonological decoding skills: Evidence for syllable-bound processing. Reading and Writing: An Interdisciplinary Journal, 9(3), 163–192.
    • 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.
    • Wexler, Jade, Vaughn, Sharon, Edmonds, Meaghan, & Reutebuch, Colleen Klein. (2008). A synthesis of fluency interventions for secondary struggling readers [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 317–347. https://doi.org/10.1007/s11145-007-9085-7
    • Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
    • Yang, Chin Lung, Perfetti, Charles A., & Schmalhofer, Franz. (2005). Less skilled comprehenders' ERPs show sluggish word-to-text integration processes [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 233–257.
  • Perfetti, C. A. (1986). Continuities in reading acquisition, reading skill, and reading disability. Remedial and Special Education, 7, 11–21. Cited by4
    • 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.
    • 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.
    • 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.
  • Perfetti, C. A. (1988). Verbal efficiency theory in reading ability. In M. Daneman, G. E. MacKinnnon, & T. G. Waller (Eds.), Reading research: Advances in theory and practice. Volume 6 (pp. 109–143). New York: Academic Press. Cited by5
    • 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.
    • 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
    • Lesaux, Nonie K., Lipka, Orly, & Siegel, Linda S. (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 99–131. https://doi.org/10.1007/s11145-005-4713-6
    • 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
    • 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]
  • Perfetti, C. A. (1991a). Representations and awareness in the acquisition of reading competence. In L. Rieben & C. A. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 33–44). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by11
    • 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.
    • 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
    • Compton, Donald L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219–259.
    • 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.
    • Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
    • Holmes, Virginia M., & Malone, N. (2004). Adult spelling strategies. Reading and Writing: An Interdisciplinary Journal, 17(6), 537–566.
    • 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
    • Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.
  • Perfetti, C. A. (1991b). The psychology, pedagogy, and politics of reading. Psychological Science, 2, 70–76. Cited by4
    • 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
    • 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.
    • Vellutino, Frank. (1992). Afterword. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 353–357). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
  • Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 145–174). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by73
    • Abu-Rabia, Salim, & Taha, Haitham. (2004). Reading and spelling error analysis of native Arabic dyslexic readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 651–689. https://doi.org/10.1007/s11145-004-2657-x
    • 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.
    • Andrews, Sally. (2006b). All about words: A lexicalist perspective on reading. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 318–347). Hove; New York: Psychology Press.
    • 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.
    • Andrews, Sally, & Bond, Rachel. (2009). Lexical expertise and reading skill: Bottom-up and top-down processing of lexical ambiguity [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 687–711. https://doi.org/10.1007/s11145-008-9137-7
    • Angelelli, Paola, Marinelli, Chiara Valeria, & Zoccolotti, Pierluigi. (2010). Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic-dysgraphic and normal children. Cognitive Neuropsychology, 27(4), 305–333. https://doi.org/10.1080/02643294.2010.543539
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • Berninger, Virginia, Abbott, Robert D., & Alsdorf, Barbara J. (1997). Lexical- and sentence-level processes in comprehension of written sentences. Reading and Writing: An Interdisciplinary Journal, 9(2), 135–162.
    • 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.
    • Bosse, Marie-Line, Valdois, Sylviane, & Tainturier, Marie-Josèphe. (2003). Analogy without priming in early spelling development. Reading and Writing: An Interdisciplinary Journal, 16(7), 693–716.
    • 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.
    • Breznitz, Zvia. (2002). Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 15–42.
    • 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.
    • Carlisle, Joanne F., & Katz, Lauren A. (2006). Effects of word and morpheme familiarity on reading of derived words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 669–693. https://doi.org/10.1007/s11145-005-5766-2
    • Cassar, Marie, Treiman, Rebecca, Moats, Louisa, Pollo Tatiana Cury, & Kessler, Brett. (2005). How do the spellings of children with dyslexia compare with those of nondyslexic children? Reading and Writing, 18(1), 27–49. https://doi.org/10.1007/s11145-004-2345-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
    • 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
    • Compton, Donald L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219–259.
    • Conrad, Nicole J., & Levy, Betty Ann. (2007). Letter processing and the formation of memory representations in children with naming speed deficits. Reading and Writing, 20(3), 201–223. https://doi.org/10.1007/s11145-006-9028-8
    • Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
    • Csépe, Valéria. (2006). Literacy acquisition and dyslexia in Hungarian. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 231–247). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
    • 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.
    • 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.
    • Elbro, Carsten, & de Jong, Peter F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 169–189). Amsterdam; Philadelphia: John Benjamins.
    • Eme, Elsa, & Golder, Caroline. (2005). Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way? Reading and Writing, 18(2), 157–188. https://doi.org/10.1007/s11145-004-6409-8
    • 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
    • Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
    • Geva, Esther, & Siegel, Linda S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 1–30. https://doi.org/10.1023/A:1008017710115
    • Geva, Esther, Wade-Woolley, Lesly, & Shany, Michal. (1997). Development of reading efficiency in first and second language. Scientific Studies of Reading, 1(2), 119–144. https://doi.org/10.1207/s1532799xssr0102_2
    • Gupta, Ashum. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 79–99. https://doi.org/10.1023/B:READ.0000013823.56357.8b
    • Hart, Lesley, & Perfetti, Charles. (2008). Learning words in Zekkish: Implications for understanding lexical representation. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 107–128). New York; London. Lawrence Erlbaum Associates.
    • Holmes, V. M. (2012). Adult word recognition and visual sequential memory. Reading and Writing, 25(1), 23–44. https://doi.org/10.1007/s11145-010-9245-z
    • 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
    • Kandel, Sonia, Solger, Olga, Valdois, Sylivane, & Gros, Céline. (2006). Graphemes as motor units in the acquisition of writing skills. Reading and Writing, 19(3), 313–337. https://doi.org/10.1007/s11145-005-4321-5
    • Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
    • Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
    • Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
    • Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Leong, Che-Kan. (2002c). Segmental analysis and reading in Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 227–245). Hong Kong: Hong Kong University Press.
    • Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
    • Martin-Chang, Sandra Lyn, & Levy, Betty Ann. (2005). Fluency transfer: Differential gains in reading speed and accuracy following isolated word and context training. Reading and Writing, 18(4), 343–376. https://doi.org/10.1007/s11145-005-0668-x
    • 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
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
    • Meyler, Ann, & Breznitz, Zvia. (2003). Processing of phonological, orthographic and cross-modal word representations among adult dyslexic and normal readers. Reading and Writing: An Interdisciplinary Journal, 16(8), 785–803.
    • Morales Silva, Silvia, Verhoeven, Ludo, & van Leeuwe, Jan. (2008). Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru. Written Language & Literacy, 11(1), 15–34. https://doi.org/10.1075/wll.11.1.03mor
    • Morales Silva, Silvia, Verhoeven, Ludo, & van Leeuwe, Jan. (2011). Socio-cultural variation in reading comprehension development among fifth graders in Peru. Reading and Writing, 24(8), 951–969. https://doi.org/10.1007/s11145-010-9242-2
    • Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
    • Morris, Darrell, Trathen, Woodrow, Lomax, Richard G., Perney, Jan, Kucan, Linda, Frye, Elizabeth M., Bloodgood, Janet W., Ward, Devery, & Schlagal, Robert. (2012). Modeling aspects of print-processing skill: Implications for reading assessment. Reading and Writing, 25(1), 189–215. https://doi.org/10.1007/s11145-010-9253-z
    • Näsland, Jan Carol. (1999). Phonemic and graphemic consistency: Effects on decoding for German and American children. Reading and Writing: An Interdisciplinary Journal, 11(2), 129–152.
    • Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
    • Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Royer, James M., & Walles, Rena. (2008). Fluency training as an alternative intervention for reading-disabled and poor readers. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 327–353). New York; London. Lawrence Erlbaum Associates.
    • Ryder, Janice F., Tunmer, William E., & Greaney, Keith T. (2008). Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 349–369.https://doi.org/10.1007/s11145-007-9080-z
    • 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.
    • 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
    • Tunmer, William E., & Chapman, James W. (2002). The relation of beginning readers' reported word identification strategies to reading achievement, reading-related skills, and academic self-perceptions. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 341–358.
    • Tunmer, William E., & Chapman, James W. (2006). Metalinguistic abilities, phonological recoding skill, and the use of context in beginning reading development: A longitudinal study. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 617–635). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • van de Sande, Eva, Segers, Eliane, & Verhoeven, Ludo. (2017). How executive control predicts early reading development. Written Language & Literacy, 20(2), 170-193. https://doi.org/10.1075/wll.00003.san
    • Verhoeven, Ludo, Baayen, R. Harald, & Schreuder, Robert. (2004). Orthographic constraints and frequency effects in complex word identification [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 49–59.
    • Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
    • Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
    • Verhoeven, Ludo, Reitsma, Pieter, & Siegel, Linda S. (2011). Cognitive and linguistic factors in reading acquisition [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 387–394. https://doi.org/10.1007/s11145-010-9232-4
    • Verhoeven, Ludo, Schreuder, Robert, & Haarman, Vera. (2006). Prefix identification in the reading of Dutch bisyllabic words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 651–668. https://doi.org/10.1007/s11145-005-1912-0
    • Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Perfetti, C. A. (1994). Psycholinguistics and reading ability. In M. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 849–894). San Diego, CA: Academic Press. Cited by13
    • Cain, Kate, Oakhill, Jane, & Bryant, Peter. (2000a). Investigating the causes of reading comprehension failure: The comprehension-age match design. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 31–40. https://doi.org/10.1023/A:1008058319399
    • 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
    • Ehrlich, Marie-France, Remond, Martine, & Tardieu, Hubert (1999). Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring. Reading and Writing: An Interdisciplinary Journal, 11(1), 29–63.
    • 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.
    • 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
    • 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.
    • Megherbi, Hakima, & Ehrlich, Marie-France. (2005). Language impairment in less skilled comprehenders: The on-line processing of anaphoric pronouns in a listening situation. Reading and Writing, 18(7/9), 715–753. https://doi.org/10.1007/s11145-005-8131-6
    • 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.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • 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
    • Vasanta, Duggirala. (2004). Processing phonological information in a semi-syllabic script: Developmental data from Telugu [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 59–78. https://doi.org/10.1023/B:READ.0000013830.55257.3a
  • Perfetti, C. A. (1995). Cognitive research can inform reading education. Journal of Research in Reading, 18(2), 106–115. Cited by4
    • 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
    • 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
    • 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.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Perfetti, C. A. (1997). The psycholinguistics of reading and spelling. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 21–38). Mahwah, NJ: Lawrence Erlbaum Associates. Cited by17
    • Allaith, Zainab A., & Joshi, R. Malatesha. (2011). Spelling performance of English consonants among students whose first language is Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1089–1110. https://doi.org/10.1007/s11145-010-9294-3
    • Angelelli, Paola, Marinelli, Chiara Valeria, & Zoccolotti, Pierluigi. (2010). Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic-dysgraphic and normal children. Cognitive Neuropsychology, 27(4), 305–333. https://doi.org/10.1080/02643294.2010.543539
    • 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
    • Bosse, Marie-Line. (2015). Learning to read and spell: How children acquire word orthographic knowledge. Child Development Perspectives, 9(4), 222–226. https://doi.org/10.1111/cdep.12133
    • Candan, Ecehan, Babür, Nalan, Haznedar, Belma, & Erçetin , Gülcan. (2020). Reading and spelling skills in transparent orthographies: Phonological encoding and rapid automatized naming in Turkish. 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. 185–201). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_12
    • Geva, Esther. (2014). Introduction: The cross-language transfer journey – a guide to the perplexed [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 1–15. https://doi.org/10.1075/wll.17.1.01gev
    • Grabowski, Joachim, Weinzierl, Christian, & Schmitt, Markus. (2010). Second and fourth graders’ copying ability: From graphical to linguistic processing [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 39–53. https://doi.org/10.1111/j.1467-9817.2009.01431.x
    • Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
    • Holmes, Virginia M., & Malone, N. (2004). Adult spelling strategies. Reading and Writing: An Interdisciplinary Journal, 17(6), 537–566.
    • 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.
    • 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.
    • Stenson, Nancy, & Hickey, Tina M. (2016). When regular is not easy: Cracking the code of Irish orthography. Writing Systems Research, 8(2), 187–217. https://doi.org/10.1080/17586801.2016.1177481
    • Van Reybroeck, Marie, Cumbo, Egidia, & Gosse, Claire. (2020). Decoding and self-assessment intervention with persistently struggling readers: Impacts on reading, self-efficacy and transfer on spelling. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 289–311). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_18
    • Verhoeven, Ludo. (2019). Developmental dyslexia in Dutch. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 73–95). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.004
    • 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
    • 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
  • Perfetti, C. A. (1999). Comprehending written language: A blueprint of the reader. In C. Brown & P. Hagoort (Eds.), The neurocognition of language (pp. 167–208). Oxford: Oxford University Press. Cited by12
    • 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
    • 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]
    • Baker, Doris Luft, Park, Yonghan, & Baker, Scott K. (2012). The reading performance of English learners in grades 1-3: The role of initial status and growth on reading fluency in Spanish and English. Reading and Writing, 25(1), 251–281. https://doi.org/10.1007/s11145-010-9261-z
    • 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.
    • 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
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • 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
    • 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.
    • 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.
    • Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.
    • Yang, Chin Lung, Perfetti, Charles A., & Schmalhofer, Franz. (2005). Less skilled comprehenders' ERPs show sluggish word-to-text integration processes [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 233–257.
  • Perfetti, C. A. (2003). The universal grammar of reading. Scientific Studies of Reading, 7(1), 3–24. https://doi.org/10.1207/S1532799XSSR0701_02 Cited by39
    • Bae, Han Suk, Joshi, R. Malatesha, & Pae, Hye K. (2018). Looking ahead: Theoretical, methodological, and pedagogical implications. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 447–458). Amsterdam: John Benjamins.
    • Chang, Li-Yun, Chen, Yen-Chi, & Perfetti, Charles A. (2018). GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages. Behavior Research Methods, 50(1), 427–449. https://doi.org/10.3758/s13428-017-0881-y
    • Chen, Xi, & Luo, Yang C. (2011). Introduction to the special issue of Writing Systems Research on linguistic and cognitive factors in reading Chinese [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 1–4. https://doi.org/10.1093/wsr/wsr006
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • 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
    • 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.
    • Kim, Jeesun, & Davis, Chris. (2006). Literacy acquisition in Korean hangul: Investigating the perceptual and phonological processing of good and poor readers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 377–386). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Koda, Keiko. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second-language reading development. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (311–334). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
    • Koda, Keiko. (2013). Second language reading, scripts, and orthographies. In Carol A. Chapelle (Ed.), The encyclopedia of applied linguistics. Blackwell. https://doi.org/10.1002/9781405198431.wbeal1053
    • Kumar, Uttam, Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, Joshi, R. Malatesha, & Singh, Nandini C. (2010). Reading different orthographies: An fMRI study of phrase reading in Hindi–English bilinguals. Reading and Writing, 23(2), 239–255. https://doi.org/10.1007/s11145-009-9176-8
    • Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
    • Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • Lew, Sigrid. (2014). A linguistic analysis of the Lao writing system and its suitability for minority language orthographies [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 25–40. https://doi.org/10.1080/17586801.2013.846843
    • McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
    • Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
    • Nag, Sonali. (2014a). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster [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), 105–119. https://doi.org/10.1080/17586801.2013.855621
    • 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
    • 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
    • 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.
    • 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
    • Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
    • 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
    • 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., 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
    • 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]
    • Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
    • Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
    • 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]
    • Samuelsson, Stefan, Olson, Richard, Wadsworth, Sally, Corley, Robin, DeFries, John C., Willcutt, Erik, Hulslander, Jacqueline, & Byrne, Brian. (2007). Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 51–75. https://doi.org/10.1007/s11145-006-9018-x
    • 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. (2014). Alphabetism in reading science. Frontiers in Psychology, 5(752). https://doi.org/10.3389/fpsyg.2014.00752
    • Share, David L. & Daniels, Peter T. (2016). Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research, 8(1), 17–31. https://doi.org/10.1080/17586801.2015.1016395
    • 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
    • Sproat, Richard. (2006). Brahmi-derived scripts, script layout, and segmental awareness [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 45–65. https://doi.org/10.1075/wll.9.1.05spr
    • Tenny, Carol. (2016). A linguist looks at AAC: Language representation systems for augmentative and alternative communication, compared with writing systems and natural language. Writing Systems Research, 8(1), 84–119. https://doi.org/10.1080/17586801.2014.959459
    • 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
  • Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383. https://doi.org/10.1080/10888430701530730 Cited by53
    • 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.
    • Andrews, Sally. (2015). Individual differences among skilled readers: The role of lexical quality. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 129–148). New York: Oxford University Press.
    • Berman, Ruth, Nayditz, Ronit, & Ravid, Dorit. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14(2), 161–187. https://doi.org/10.1075/wll.14.2.01ber
    • Bowers, Peter N., & Kirby, John R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23(5), 515–537. https://doi.org/10.1007/s11145-009-9172-z
    • 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.
    • 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.
    • Chang, Li-Yun, & Perfetti, Charles A. (2018). Visual factors in writing system variation: Measurement and implications for 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. 49–72). Amsterdam: John Benjamins.
    • Crosson, Amy C., & Lesaux, Nonie K. (2010). Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers' text-reading fluency in English. Reading and Writing, 23(5), 475–494. https://doi.org/10.1007/s11145-009-9168-8
    • Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
    • 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 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.
    • Ehri, Linnea C. (2017). Orthographic mapping and literacy development revisited. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 127–145). Amsterdam; Philadelphia: John Benjamins.
    • 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
    • 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
    • Kieffer, Michael J., & Lesaux, Noneie K. (2012). Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade. Reading and Writing, 25(2), 347–373. https://doi.org/10.1007/s11145-010-9272-9
    • Kirby, John R., & Bowers, Peter N. (2017). Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 437–461). Amsterdam; Philadelphia: John Benjamins.
    • Kruk, Richard S., & Bergman, Krista. (2013). The reciprocal relations between morphological processes and reading. Journal of Experimental Child Psychology, 114, 10–34. https://doi.org/10.1016/j.jecp.2012.09.014
    • 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
    • Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
    • Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
    • Liu, Duo, & Zhu, Xiaoqin. (2016). The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children's literacy performance at word level. Writing Systems Research, 8(2), 218–233. https://doi.org/10.1080/17586801.2016.1218747
    • Llaurado, Anna, & Tolchinsky, Liliana. (2016). The developmental pattern of spelling in Catalan from first to fifth school grade. Writing Systems Research, 8(1), 64–83. https://doi.org/10.1080/17586801.2014.1000812
    • Lü, Chan, Koda, Keiko, Zhang, Dongbu, & Zhang, Yanhui. (2015). Effects of semantic radical properties on character meaning extraction and inference among learners of Chinese as a foreign language [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 169–185. https://doi.org/10.1080/17586801.2014.955076
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
    • Moats, Louisa. (2009). Knowledge foundations for teaching reading and spelling [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 379–399. https://doi.org/10.1007/s11145-009-9162-1
    • Morris, Darrell, Trathen, Woodrow, Lomax, Richard G., Perney, Jan, Kucan, Linda, Frye, Elizabeth M., Bloodgood, Janet W., Ward, Devery, & Schlagal, Robert. (2012). Modeling aspects of print-processing skill: Implications for reading assessment. Reading and Writing, 25(1), 189–215. https://doi.org/10.1007/s11145-010-9253-z
    • 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.
    • Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
    • 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.
    • 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.
    • 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
    • Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Reichle, Erik D., & Sheridan, Heather. (2015). E-Z reader: An overview of the model and two recent applications. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 277–290). New York: Oxford University Press.
    • Roschke, Kristy, & Radach, Ralph. (2016). Perception, reading, and digital media. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 33–52). London; New York: Routledge.
    • Russak, Susie, amp; Saiegh-Haddad, Elinor. (2011). Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 427–442. https://doi.org/10.1007/s11145-010-9235-1
    • 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
    • Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
    • Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
    • Saiegh-Haddad, E., & Elouty, Arige. (2018). Inflectional and derivational morphological awareness in Arabic-speaking High versus Low EFL literacy students. Written Language & Literacy, 21(2), 147–168. https://doi.org/10.1075/wll.00013.sai
    • Saiegh-Haddad, Elinor, & Spolsky, Bernard. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 225–240). Dordrecht: Springer.
    • Share, David L. (2017). Learning to read Hebrew. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 155–180). Cambridge: Cambridge University Press.
    • Sprenger-Charolles, Liliane. (2019). Developmental dyslexia in French. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 50–72). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.003
    • 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.
    • Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
    • Surkyn, Hanne, Vandekerckhove, Reinhild, & Sandra, Dominiek. (2021). The impact of analogical effects and social factors on the spelling of partially homophonous verb forms in informal social media writing. Written Language & Literacy, 24(1), 1–37. https://doi.org/10.1075/wll.00046.sur
    • van de Sande, Eva, Segers, Eliane, & Verhoeven, Ludo. (2017). How executive control predicts early reading development. Written Language & Literacy, 20(2), 170-193. https://doi.org/10.1075/wll.00003.san
    • van den Broek, Paul, & Kendeou, Panayiota. (2017). Development of reading comprehension: Change and continuity in the ability to construct coherent representations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 283–305). Amsterdam; Philadelphia: John Benjamins.
    • 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
    • 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
  • Perfetti, C. A., Beck, I., Bell, L. C., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first-grade children. Merrill-Palmer Quarterly, 33(3), 283–319. [1988, Reprinted, In K. Stanovich (Ed.), Children's reading and the development of phonological awareness (pp. 39–75). Detroit, MI: Wayne State University Press] Cited by33
    • 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.
    • 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.
    • 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
    • Cardoso-Martins, Cláudia, & Frith, Uta. (2001). Can individuals with Down syndrome acquire alphabetic literacy skills in the absence of phoneme awareness? Reading and Writing: An Interdisciplinary Journal, 14(3/4), 361–375.
    • Cardoso-Martins, Cláudia, Peterson, Robin, Olson, Richard, & Pennington, Bruce. (2009). Component reading skills in Down Syndrome. Reading and Writing, 22(3), 277–292. https://doi.org/10.1007/s11145-007-9114-6
    • 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
    • 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.
    • Goetz, Kristina, Hulme, Charles, Brigstocke, Sophie, Carroll, Julia M., Nasir, Louise, & Snowling, M. (2008). Training reading and phoneme awareness skills in children with Down syndrome [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 395–412. https://doi.org/10.1007/s11145-007-9089-3
    • Goikietxea, Edurne. (2005). Levels of phonological awareness in preliterate and literate Spanish-speaking children. Reading and Writing, 18(1), 51–79. https://doi.org/10.1007/s11145-004-1955-7
    • González, Juan E. Jiménez. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9(1), 23–40.
    • Goswami, Usha. (2006). Orthography, phonology, and reading development: A cross-linguistics perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 463–480). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Goswami, Usha. (2010). A psycholinguistic grain size view of reading acquisition across languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 23–42). Hove; New York. Psychology Press.
    • Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
    • 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
    • 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.
    • 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.
    • Kim, Young-Suk, & Petscher, Yaacov. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 635–656. https://doi.org/10.1007/s11145-010-9240-4
    • Ko, Hwawei, & Tzeng, Ovid J. L. (2000). The role of phonological awareness in a phonetically opaque script [Special issue: Literacy and writing systems in Asia, edited Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachu]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 119–132.
    • 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.
    • 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.
    • Penney, Catherine G., Drover, James R., Dyck, Carrie, & Squires, Amanda. (2006). Phoneme awareness is not a prerequisite for learning to read [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 115–133.
    • Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
    • 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
    • Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
    • Samuelsson, Stefan, Finnström, Orvar, Leijon, Ingemar, & Mård, Selina. (2000). Phonological and surface profiles of reading difficulties among very low birth weight children: Converging evidence for the developmental lag hypothesis. Scientific Studies of Reading, 4(3), 197–217.
    • 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
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Thompson, G. Brian, & Johnston, Rhona S. (2000). Are nonword and other phonological deficits indicative of a failed reading process? Reading and Writing: An Interdisciplinary Journal, 12(1/2), 63–97.
    • 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.
  • Perfetti, C. A., Beck, I., Bell, L. C., & Hughes, C. (1988). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first-grade children. In K. Stanovich (Ed.), Children's reading and the development of phonological awareness (pp. 39–75). Detroit, MI: Wayne State University Press. [1987, Originally published, Merrill-Palmer Quarterly, 33(3), 283–319] Cited by4
    • Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
    • Laurent, Angélique, & Martinot, Clara. (2010). Bilingualism and phonological awareness: The case of bilingual (French–Occitan) children [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 435–452. https://doi.org/10.1007/s11145-009-9209-3
    • 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]
    • 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.
  • Perfetti, C. A., & Bell, L. (1991). Phonemic activation during the first 40 ms of word identification: Evidence from backward masking and masked priming. Journal of Memory and Language, 30(4), 473–485. https://doi.org/10.1016/0749-596x(91)90017-e Cited by20
    • Bedoin, Nathalie, & dos Santos, Christophe. (2008). How do consonant feature values affect the processing of a CVCV structure? Evidence from a reading task [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 191–210. https://doi.org/10.1075/wll.11.2.05bed
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • Berent, Iris, & Van Orden, Guy C. (2003). Do null phonemic masking effects reflect strategic control of phonology? Reading and Writing: An Interdisciplinary Journal, 16(4), 349–376.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • 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.
    • 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
    • Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
    • 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.
    • 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.
    • 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.
    • 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
    • Perfetti, Charles A., & Liu, Ying. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 193–210. https://doi.org/10.1007/s11145-004-2344-y
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3
    • Rao, Chaitra, Vaid, Jyotsna, Srinivasan, Narayanan, & Chen, Hsin-Chin. (2011). Orthographic characteristics speed Hindi word naming but slow Urdu naming: Evidence from Hindi/Urdu biliterates [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), 679–695. https://doi.org/10.1007/s11145-010-9256-9
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • 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.
  • Perfetti, C. A., Bell, L. C., & Delaney, S. M. (1988). Automatic (prelexical) phonetic activation in silent word reading: Evidence from backward masking. Journal of Memory and Language, 27(1), 59–70. https://doi.org/10.1016/0749-596X(88)90048-4 Cited by27
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • 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.
    • Carello, Claudia, & Turvey, M. T., Lukatela, Georgije. (1992). Can theories of word recognition remain stubbornly nonphonological? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 211–226). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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]
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • 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.
    • Katz, Leonard, & Feldman, Laurie B. (1996). The influence of an alphabetic writing system on the reading process. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1094–1101). Berlin; New York: De Gruyter.
    • Katz, Leonard, & Frost, Ram. (1992b). The reading process is different for different orthographies: The orthographic depth hypothesis. In Ram Frost & Leonard Katz (Eds), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 67–84). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62789-2
    • 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.
    • 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.
    • 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.
    • 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.
    • 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
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Rastle, Kathleen. (2019). EPS mid-career prize lecture 2017: Writing systems, reading, and language. Quarterly Journal of Experimental Psychology, 72(4), 677–692. https://doi.org/10.1177/1747021819829696
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • 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, 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.
    • Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
  • Perfetti, C. A., Cao, F., & Booth, J. (2013). Specialization and universals in the development of reading skill: How Chinese research informs a universal science of reading. Scientific Studies of Reading, 17(1), 5–21. https://doi.org/10.1080/10888438.2012.689786 Cited by11
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • 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.
    • 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.
    • Olson, Richard K., Keenan, Janice M., Byrne, Brian, & Samuelsson, Stefan. (2019). Etiology of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 391–412). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.018
    • 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
    • Perfetti, Charles, Pugh, Kenneth, & Verhoeven, Ludo. (2019). Developmental dyslexia across languages and writing systems: The big picture. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 441–461). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.020
    • Perfetti, Charles, & Verhoeven, Ludo. (2017). Epilogue: Universals and particulars in learning to read across seventeen orthographies. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 455–466). Cambridge: Cambridge University Press.
    • 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
    • Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
    • 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.
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Perfetti, C. A., & Dunlap, S. (2008). Learning to read: General principles and writing system variations. In K. Koda & A. M. Zehler (Eds.), Learning to read across languages: Cross-linguistic relationships in first- and second-language literacy development (pp. 13–38). New York, NY: Routledge. Cited by11
    • 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
    • Asadi, Ibrahim A. (2017). Reading Arabic with the diacritics for short vowels: Vowelised but not necessarily easy to read. Writing Systems Research, 9(2), 137–147. https://doi.org/10.1080/17586801.2017.1400493
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • 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
    • 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
    • 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.
    • Li, David C. S. (2018). Writing Chinese: A challenge for Cantonese-L1 and South Asian Hongkongers. In Constanze Weth & Kasper Juffermans (Eds.), Tyranny of writing: Ideologies of the written word (Bloomsbury advances in sociolinguistics) (pp. 149–163). London: Bloomsbury Publishing.
    • 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
    • Piper, Benjamin, & van Ginkel, Agatha J. (2017). Reading the script: How the scripts and writing systems of Ethiopian languages relate to letter and word identification. Writing Systems Research, 9(1), 36–59, https://doi.org/10.1080/17586801.2016.1220354
    • Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
  • Perfetti, C. A., Finger, E., & Hogaboam, T. W. (1978). Sources of vocalization latency differences between skilled and less skilled young readers. Journal of Educational Psychology, 70(5), 730–739. Cited by11
    • Aaron, P. G., Joshi, R. M., Ayotollah, Mahboobeh, Ellsberry, Annie, Henderson, Janet, & Lindsey, Kim. (1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89–127.
    • Barron, Roderick W. (1981). Reading skill and reading strategies. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 299–327). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
    • Perfetti, Charles A., & Roth, Steven F. (1981). Some of the interactive processes in reading and their role in reading skill. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 269–297). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Share, David L. (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. (1981a). Attentional and automatic context effects in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 241–267). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
    • 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.
    • Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
  • Perfetti, C. A., Goldman, S. R., & Hogaboam, T. W. (1979). Reading skill and the identification of words in discourse context. Memory & Cognition, 7, 273–282. Cited by11
    • Binder, Katherine, & Borecki, Caren. (2008). The use of phonological, orthographic, and contextual information during reading: A comparison of adults who are learning to read and skilled adult readers. Reading and Writing, 21(8), 843–858. https://doi.org/10.1007/s11145-007-9099-1
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
    • Perfetti, Charles A., & Roth, Steven F. (1981). Some of the interactive processes in reading and their role in reading skill. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 269–297). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Priebe, Sarah J., Keenan, Janice M., & Miller, Amanda C. (2012). How prior knowledge affects word identification and comprehension. Reading and Writing, 25(1), 131–149. https://doi.org/10.1007/s11145-010-9260-0
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • 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
    • 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. (1981a). Attentional and automatic context effects in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 241–267). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Perfetti, C. A., & Harris, L. N. (2013). Universal reading processes are modulated by language and writing system. Language Learning and Development, 9(4), 296–316. https://doi.org/10.1080/15475441.2013.813828 Cited by18
    • 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.
    • Chang, Li-Yun, Chen, Yen-Chi, & Perfetti, Charles A. (2018). GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages. Behavior Research Methods, 50(1), 427–449. https://doi.org/10.3758/s13428-017-0881-y
    • Chang, Li-Yun, & Perfetti, Charles A. (2018). Visual factors in writing system variation: Measurement and implications for 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. 49–72). Amsterdam: John Benjamins.
    • 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
    • Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
    • McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
    • Nag, Sonali. (2014a). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster [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), 105–119. https://doi.org/10.1080/17586801.2013.855621
    • Nag, Sonali. (2014b). Alphabetism and the science of reading: From the perspective of the akshara languages [General commentary article]. Frontiers in Psycholology, 5:866. https://doi.org/10.3389/fpsyg.2014.00866
    • Perfetti, Charles, Pugh, Kenneth, & Verhoeven, Ludo. (2019). Developmental dyslexia across languages and writing systems: The big picture. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 441–461). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.020
    • Perfetti, Charles, & Verhoeven, Ludo. (2017). Epilogue: Universals and particulars in learning to read across seventeen orthographies. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 455–466). Cambridge: Cambridge University Press.
    • Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
    • Share, David L. (2014). Alphabetism in reading science. Frontiers in Psychology, 5(752). https://doi.org/10.3389/fpsyg.2014.00752
    • Share, David L. & Daniels, Peter T. (2016). Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research, 8(1), 17–31. https://doi.org/10.1080/17586801.2015.1016395
    • 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
    • Yassin, Rana, Share, David L., & Shalhoub-Awwad, Yasmin. (2020). Learning to spell in Arabic: The impact of script-specific visual-orthographic features. Frontiers in Psychology, 11:2059. https://doi.org/10.3389/fpsyg.2020.02059
  • Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press. Cited by1
    • Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
  • Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
  • Perfetti, C. A., & Hart, L. (2001). The lexical bases of comprehension skill. In D. S. Gorfien (Ed.), On the consequences of meaning selection: Perspectives on resolving lexical ambiguity (pp. 67–86). Washington, DC: American Psychological Association. Cited by20
    • 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.
    • Andrews, Sally. (2015). Individual differences among skilled readers: The role of lexical quality. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 129–148). New York: Oxford University Press.
    • Andrews, Sally, & Bond, Rachel. (2009). Lexical expertise and reading skill: Bottom-up and top-down processing of lexical ambiguity [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 687–711. https://doi.org/10.1007/s11145-008-9137-7
    • 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.
    • Cain, Kate, Compton, Donald L., & Parrila, Rauno K. (2017c). Introduction to reading comprehension. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 237–238). Amsterdam; Philadelphia: John Benjamins.
    • Carlisle, Joanne F., & Katz, Lauren A. (2006). Effects of word and morpheme familiarity on reading of derived words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 669–693. https://doi.org/10.1007/s11145-005-5766-2
    • Hart, Lesley, & Perfetti, Charles. (2008). Learning words in Zekkish: Implications for understanding lexical representation. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 107–128). New York; London. Lawrence Erlbaum Associates.
    • Kieffer, Michael J., & Lesaux, Noneie K. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, 21(8), 783–804. https://doi.org/10.1007/s11145-007-9092-8
    • Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
    • Megherbi, Hakima, & Ehrlich, Marie-France. (2005). Language impairment in less skilled comprehenders: The on-line processing of anaphoric pronouns in a listening situation. Reading and Writing, 18(7/9), 715–753. https://doi.org/10.1007/s11145-005-8131-6
    • Mohamed, Wessam, Elbert, Thomas, & Landerl, Karin. (2011). The development of reading and spelling abilities in the first 3 years of learning Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1043–1060. https://doi.org/10.1007/s11145-010-9249-8
    • 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.
    • 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.
    • 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]
    • 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
    • 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • van den Broek, Paul, & Kendeou, Panayiota. (2017). Development of reading comprehension: Change and continuity in the ability to construct coherent representations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 283–305). Amsterdam; Philadelphia: John Benjamins.
    • Verhoeven, Ludo. (2017a). Learning to read Dutch. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 322–346). Cambridge: Cambridge University Press.
    • Yang, Chin Lung, Perfetti, Charles A., & Schmalhofer, Franz. (2005). Less skilled comprehenders' ERPs show sluggish word-to-text integration processes [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 233–257.
  • Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Vehoeven. C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–213). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.11.14per Cited by29
    • Berends, Inez E., & Reitsma, Pieter. (2006). Remediation of fluency: Word specific or generalised training effects? Reading and Writing, 19(3), 221–234. https://doi.org/10.1007/s11145-005-5259-3
    • Cain, Kate, Compton, Donald L., & Parrila, Rauno K. (2017c). Introduction to reading comprehension. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 237–238). Amsterdam; Philadelphia: John Benjamins.
    • Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
    • Chang, Li-Yun, & Perfetti, Charles A. (2018). Visual factors in writing system variation: Measurement and implications for 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. 49–72). Amsterdam: John Benjamins.
    • 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
    • Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
    • 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
    • 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.
    • Hart, Lesley, & Perfetti, Charles. (2008). Learning words in Zekkish: Implications for understanding lexical representation. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 107–128). New York; London. Lawrence Erlbaum Associates.
    • 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
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • LeVasseur, Valerie Marciarille, Macaruso, Paul, & Shankweiler, Donald. (2008). Promoting gains in reading fluency: A comparison of three approaches. Reading and Writing, 21(3), 205–230. https://doi.org/10.1007/s11145-007-9070-1
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • Morales Silva, Silvia, Verhoeven, Ludo, & van Leeuwe, Jan. (2008). Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru. Written Language & Literacy, 11(1), 15–34. https://doi.org/10.1075/wll.11.1.03mor
    • Morales Silva, Silvia, Verhoeven, Ludo, & van Leeuwe, Jan. (2011). Socio-cultural variation in reading comprehension development among fifth graders in Peru. Reading and Writing, 24(8), 951–969. https://doi.org/10.1007/s11145-010-9242-2
    • 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
    • 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
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • 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]
    • 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
    • Sénéchal, Monique, Ouellette, Gene, Pagan, Stephanie, & Lever, Rosemary. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25(4), 917–934. https://doi.org/10.1007/s11145-011-9310-2
    • Share, David L. (2017). Learning to read Hebrew. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 155–180). Cambridge: Cambridge University Press.
    • Singh, Nandini Chatterjee, & Sumathi, T. A. (2019). The role of phonological processing and oral language in the acquisition of reading skills in Devanagari. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 261–276). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_14
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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.
    • Surkyn, Hanne, Vandekerckhove, Reinhild, & Sandra, Dominiek. (2021). The impact of analogical effects and social factors on the spelling of partially homophonous verb forms in informal social media writing. Written Language & Literacy, 24(1), 1–37. https://doi.org/10.1075/wll.00046.sur
    • 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
    • Yang, Chin Lung, Perfetti, Charles A., & Schmalhofer, Franz. (2005). Less skilled comprehenders' ERPs show sluggish word-to-text integration processes [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 233–257.
  • Perfetti, C. A., & Hogaboam, T. (1975). The relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67(4), 461–469. Cited by19
    • Barron, Roderick W. (1981). Reading skill and reading strategies. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 299–327). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • 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.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Frost, Ram, & Bentin, Shlomo. (1992b). Reading consonants and guessing vowels: Visual word recognition in Hebrew orthography. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 27–44). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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.
    • Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
    • 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
    • Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
    • 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.
    • 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.
    • 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.
    • Perfetti, Charles A., & Roth, Steven F. (1981). Some of the interactive processes in reading and their role in reading skill. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 269–297). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (1981a). Attentional and automatic context effects in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 241–267). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
  • Perfetti, Charles A., Landi, Nicole, & Oakhill, Jane. (2005). The acquisition of reading comprehension skill. In Margaret J. Snowling & Charles Hulme (Eds.), The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology) (pp. 227–247). Oxford: Blackwell Publishing. https://doi.org/10.1002/9780470757642.ch13 Cited by14
    • 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
    • Dahlin, Karin I. E. (2011). Effects of working memory training on reading in children with special needs [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 479–491. https://doi.org/10.1007/s11145-010-9238-y
    • 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
    • Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
    • 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
    • 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
    • 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.
    • Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
    • van de Sande, Eva, Segers, Eliane, & Verhoeven, Ludo. (2017). How executive control predicts early reading development. Written Language & Literacy, 20(2), 170-193. https://doi.org/10.1075/wll.00003.san
    • Verhoeven, Ludo, Reitsma, Pieter, & Siegel, Linda S. (2011). Cognitive and linguistic factors in reading acquisition [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 387–394. https://doi.org/10.1007/s11145-010-9232-4
    • Yang, Chin Lung, Perfetti, Charles A., & Schmalhofer, Franz. (2005). Less skilled comprehenders' ERPs show sluggish word-to-text integration processes [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 233–257.
  • Perfetti, C. A., & Lesgold, A. M. (1977). Discourse comprehension and sources of individual differences. In M. A. Just & P. A. Carpenter (Eds.), Cognitive processes in comprehension (pp. 141–183). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by14
    • 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.
    • Frederiksen, John R. (1981). Sources of process interactions in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 361–386). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Katz, Leonard, & Feldman, Laurie B. (1981). Linguistic coding in word recognition: Comparisons between a deep and a shallow orthography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 85–106). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • 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.
    • Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
    • Leikin, Mark, & Assayag-Bouskila, Orit. (2004). Expression of syntactic complexity in sentence comprehension: A comparison between dyslexic and regular readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 801–821.
    • Lesgold, Alan M., & Curtis, Mary E. (1981). Learning to read words efficiently. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 329–360). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Lesgold, Alan M., & Perfetti, Charles A. (1981). Interactive processes in reading: Where do we stand? In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 387–407). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Perfetti, Charles A., & Roth, Steven F. (1981). Some of the interactive processes in reading and their role in reading skill. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 269–297). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • 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.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
    • 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.
  • Perfetti, C. A., & Lesgold, A. M. (1979). Coding and comprehension in skilled reading and implications for reading instruction. In L. B. Resnick & P. Weaver (Eds.), Theory and practice of early reading: Volume 1 (pp. 57–84). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by9
    • 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.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Lesgold, Alan M., & Curtis, Mary E. (1981). Learning to read words efficiently. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 329–360). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Lesgold, Alan M., & Perfetti, Charles A. (1981). Interactive processes in reading: Where do we stand? In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 387–407). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Perfetti, Charles A., & Roth, Steven F. (1981). Some of the interactive processes in reading and their role in reading skill. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 269–297). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
    • Søvik, Nils, Arntzen, Oddvar, & Sanuelstuen, Marit. (2000). Eye-movement parameters and reading speed: A study of oral and silent reading performances of twelve-year-old children. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 237–255.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
  • Perfetti, Charles A., & Liu, Ying. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 193–210. https://doi.org/10.1007/s11145-004-2344-y Cited by12
    • Bassetti, Benedetta, Vaid, Jyotsna, & Cook, Vivian. (2012). Interdisciplinary approaches to second language writing systems [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 1–7. https://doi.org/10.1080/17586801.2012.708977
    • 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
    • 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.
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • 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
    • 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., 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
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
    • Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
    • Saiegh-Haddad, Elinor, 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
  • Perfetti, C. A., Liu, Y., Fiez, J., Nelson, J. A., Bolger, D. J., & Tan, L.-H. (2007). Reading in two writing systems: Accommodation and assimilation of the brain's reading network. Bilingualism: Language and Cognition, 10(2), 131–146. https://doi.org/10.1017/S1366728907002891 Cited by13
    • Bassetti, Benedetta, Vaid, Jyotsna, & Cook, Vivian. (2012). Interdisciplinary approaches to second language writing systems [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 1–7. https://doi.org/10.1080/17586801.2012.708977
    • 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.
    • Chang, Li-Yun, & Perfetti, Charles A. (2018). Visual factors in writing system variation: Measurement and implications for 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. 49–72). 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
    • Handel, Zev. (2015). Logography and the classification of writing systems: A response to Unger. Scripta, 7, 109–150.
    • 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.
    • Koda, Keiko. (2013). Second language reading, scripts, and orthographies. In Carol A. Chapelle (Ed.), The encyclopedia of applied linguistics. Blackwell. https://doi.org/10.1002/9781405198431.wbeal1053
    • Kumar, Uttam, Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, Joshi, R. Malatesha, & Singh, Nandini C. (2010). Reading different orthographies: An fMRI study of phrase reading in Hindi–English bilinguals. Reading and Writing, 23(2), 239–255. https://doi.org/10.1007/s11145-009-9176-8
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
    • 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.
    • 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
    • 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
  • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press. Cited by5
    • Leong, Che Kan, & Cheng, Pui-Wan. (2003). Consistency effects on lexical decision and naming of two-character Chinese words. Reading and Writing: An Interdisciplinary Journal, 16(5), 455–474.
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
    • 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
    • Perfetti, Charles A., & Liu, Ying. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 193–210. https://doi.org/10.1007/s11145-004-2344-y
  • Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Review, 112(1), 43–59. https://doi.org/10.1037/0033-295X.112.1.43 Cited by20
    • 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.
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • Chang, Li-Yun, & Perfetti, Charles A. (2018). Visual factors in writing system variation: Measurement and implications for 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. 49–72). Amsterdam: John Benjamins.
    • 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.
    • 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
    • Li, Xingshan, Zang, Chuanli, Liversedge, Simon P., & Pollatsek, Alexander. (2015). The role of words in Chinese reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 232–244). New York: Oxford University Press.
    • 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.
    • 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.
    • 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
    • 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. (2014). Alphabetism in reading science. Frontiers in Psychology, 5(752). https://doi.org/10.3389/fpsyg.2014.00752
    • Share, David L. & Daniels, Peter T. (2016). Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research, 8(1), 17–31. https://doi.org/10.1080/17586801.2015.1016395
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
    • Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
    • 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
    • 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.
    • Williams, Clay, & Bever, Thomas. (2010). Chinese character decoding: A semantic bias? Reading and Writing, 23(5), 589–605. https://doi.org/10.1007/s11145-010-9228-0
  • Perfetti, C. A., Marron, M. A., & Foltz, P. W. (1996). Sources of comprehension failure: Theoretical perspectives and case studies. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 137–165). Mahwah, NJ: Lawrence Erlbaum Associates. Cited by6
    • Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
    • Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
    • 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, Hartt, Joanne, & Samols, Deborah. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18(7/9), 657–686. https://doi.org/10.1007/s11145-005-3355-z
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Perfetti, C. A., & McCutchen, D. (1982). Speech processes in reading. In N. Lass (Ed.), Speech and language: Advances in basic research and practice. Volume 7 (pp. 237–269). New York: Academic Press. Cited by9
    • Hung, Daisy L., Tzeng, Ovid J. L., & Tzeng, Angela K. Y. (1992). Automatic activation of linguistic information in Chinese character recognition. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 119–130). Amsterdam; London; New York; Tokyo: North-Holland.
    • 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.
    • 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.
    • Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3
    • Pollatsek, Alexander. (2015). The role of sound in silent reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 185–201). New York: Oxford University Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • 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.
    • Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
  • Perfetti, C. A., & McCutchen, D. (1987). School language competence: Linguistic abilities in reading and writing. In S. Rosenberg (Ed.), Advances in applied psycholinguistics: Volume 2 (pp. 105–141). Cambridge: Cambridge University Press. Cited by5
    • 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.
    • Berninger, Virginia, Abbott, Robert D., & Alsdorf, Barbara J. (1997). Lexical- and sentence-level processes in comprehension of written sentences. Reading and Writing: An Interdisciplinary Journal, 9(2), 135–162.
    • Hacker, Douglas J. (1997). Comprehension monitoring of written discourse across early-to-middle adolescence. Reading and Writing: An Interdisciplinary Journal, 9(3), 207–240.
    • 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.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Perfetti, Charles, Pugh, Kenneth, & Verhoeven, Ludo. (2019). Developmental dyslexia across languages and writing systems: The big picture. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 441–461). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.020
  • Perfetti, C. A., Rieben, L., & Fayol, M. (Eds.). (1997). Learning to spell: Research, theory and practice across languages. Mahwah, NJ: Lawrence Erlbaum Associates. Cited by7
    • Kahn-Horwitz, Janina, Kuash, Sara, Ibrahim, Raphiq, & Schwartz, Mila. (2014). How do previously acquired languages affect acquisition of English as a foreign language: The case of Circassian [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 40–61. https://doi.org/10.1075/wll.17.1.03kah
    • Kemp, Nenagh. (2016). Children's first language acquisition of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 191–204). Oxon: Routledge.
    • Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
    • Sproat, Richard, & Gutkin, Alexander. (2021). The taxonomy of writing systems: How to measure how logographic a system is. Computational Linguistics, 47(3), 477–528. https://doi.org/10.1162/coli_a_00409
    • Tenny, Carol. (2016). A linguist looks at AAC: Language representation systems for augmentative and alternative communication, compared with writing systems and natural language. Writing Systems Research, 8(1), 84–119. https://doi.org/10.1080/17586801.2014.959459
    • Yassin, Rana, Share, David L., & Shalhoub-Awwad, Yasmin. (2020). Learning to spell in Arabic: The impact of script-specific visual-orthographic features. Frontiers in Psychology, 11:2059. https://doi.org/10.3389/fpsyg.2020.02059
  • Perfetti, Charles A., & Roth, Steven F. (1981). Some of the interactive processes in reading and their role in reading skill. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 269–297). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by8
    • 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
    • Danielsson, Kristina. (2001). Beginning readers' sensitivity to different linguistic levels: An error and correction analysis at the lexical, syntactic, and semantic levels. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 395–421.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Martin-Chang, Sandra Lyn, & Levy, Betty Ann. (2005). Fluency transfer: Differential gains in reading speed and accuracy following isolated word and context training. Reading and Writing, 18(4), 343–376. https://doi.org/10.1007/s11145-005-0668-x
    • 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
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Perfetti, C. A., & Sandak, R. (2000). Reading optimally builds on spoken language: Implications for deaf readers. Journal of Deaf Studies and Deaf Education, 5, 32–50. https://doi.org/10.1093/deafed/5.1.32 Cited by8
    • Ellis, Nick C., Miwa, Natsume, Stavropoulou, Katerina, Hoxhallari, Lorenc, Van Daal, Victor H.P., Polyzoe, Nicoletta, Tsipa, Maria-Louisa, & Petalas, Michalis. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438–468. https://doi.org/10.1598/RRQ.39.4.5
    • Friesen, Deanna C., & Joanisse, Marc F. (2012). Homophone effects in deaf readers: Evidence from lexical decision. Reading and Writing, 25(2), 375–388. https://doi.org/10.1007/s11145-010-9275-6
    • Miller, Paul. (2004a). The importance of vowel diacritics for reading in Hebrew: What can be learned from readers with prelingual deafness? Reading and Writing: An Interdisciplinary Journal, 17(6), 593–615.
    • Miller, Paul. (2004b). The word decoding strategies of Hebrew readers with and without hearing impairments: Some insight from an associative learning task [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 823–845.
    • Nunes, Terezinha, Burman, Diana, Evans, Deborah, & Bell, Daniel. (2010). Writing a language that you can't hear. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 109–128). Hove; New York. Psychology Press.
    • 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]
    • Wauters, Loes N., Van Bon, Wim H. J., & Tellings, Agnes E. J. M. (2006). Reading comprehension of Dutch deaf children [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 49–76. https://doi.org/10.1007/s11145-004-5894-0
    • Weth, Constanze, Böhm, Manuela, & Bunčić, Daniel. (2020). Literacies in contact: Forms, functions, and practices [Special issue: Literacies in contact, edited by Constanze Weth & Manuela Böhm, in collaboration Daniel Bunčić]. Written Language & Literacy, 23(2), 133–153. https://doi.org/10.1075/wll.00037.wet
  • Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. https://doi.org/10.1080/10888438.2013.827687 Cited by8
    • Connor, Carol McDonald, & Weston, Jennifer L. (2016). Introduction to the cognitive development of reading. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 1–13). London; New York: Routledge.
    • 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.
    • 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
    • McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
    • Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
    • 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.
    • Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
    • Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
  • Perfetti, C. A., & Tan, L. H. (1998). The time course of graphic, phonological, and semantic activation in Chinese character identification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(1), 101–118. Cited by20
    • Bolger, Patrick, Borgwaldt, Susanne R., & Jakab, Emőke. (2009). Letter and grapheme perception in English and Dutch. Written Language & Literacy, 12(1), 116–139. https://doi.org/10.1075/wll.12.1.06bol
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • 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.
    • 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.
    • Handel, Zev. (2015). Logography and the classification of writing systems: A response to Unger. Scripta, 7, 109–150.
    • Hoosain, Rumjahn. (2002). Speed of getting at the phonology and meaning of Chinese words. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 130-142). Hong Kong: Hong Kong University Press.
    • Leong, Che-Kan. (2002a). ‘Cognitive conjunction’ analysis of processing Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 1–31). Hong Kong: Hong Kong University Press.
    • 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
    • McBride-Chang, Catherine, Lin, Dan, Liu, Phil D., Aram, Dorit, Levin, Iris, Cho, Jeung-Ryeul, Shu, Hua, & Zhang, Yuping. (2012). The ABC's of Chinese: Maternal mediation of Pinyin for Chinese children's early literacy skills. Reading and Writing, 25(1), 283–300. https://doi.org/10.1007/s11145-010-9270-y
    • Perfetti, Charles A., & Liu, Ying. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 193–210. https://doi.org/10.1007/s11145-004-2344-y
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • 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
    • 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]
    • Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
    • Williams, Clay, & Bever, Thomas. (2010). Chinese character decoding: A semantic bias? Reading and Writing, 23(5), 589–605. https://doi.org/10.1007/s11145-010-9228-0
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
    • 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.
  • Perfetti, C. A., & Tan, L. H. (1999). The constituency model of Chinese word identification. In J. Wang, A. W. Inhoff, & H.-C. Chen (Eds.), Reading Chinese script: A cognitive analysis (pp. 115–134). Mahwah, NJ: Lawrence Erlbaum. Cited by11
    • Cheng, Chao-Ming, & Lan, Ying-Hsiang. (2011). An implicit test of Chinese orthographic satiation. Reading and Writing, 24(1), 55–90. https://doi.org/10.1007/s11145-009-9201-y
    • Ellis, Nick C., Miwa, Natsume, Stavropoulou, Katerina, Hoxhallari, Lorenc, Van Daal, Victor H.P., Polyzoe, Nicoletta, Tsipa, Maria-Louisa, & Petalas, Michalis. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438–468. https://doi.org/10.1598/RRQ.39.4.5
    • Leong, Che-Kan. (2002a). ‘Cognitive conjunction’ analysis of processing Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 1–31). Hong Kong: Hong Kong University Press.
    • Leong, Che Kan, & Cheng, Pui-Wan. (2003). Consistency effects on lexical decision and naming of two-character Chinese words. Reading and Writing: An Interdisciplinary Journal, 16(5), 455–474.
    • Li, Xingshan, Zang, Chuanli, Liversedge, Simon P., & Pollatsek, Alexander. (2015). The role of words in Chinese reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 232–244). New York: Oxford University Press.
    • 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
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
  • Perfetti, Charles, & Verhoeven, Ludo. (2017). Epilogue: Universals and particulars in learning to read across seventeen orthographies. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 455–466). Cambridge: Cambridge University Press. Cited by2
    • 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
    • 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
  • Perfetti, C. A., & Zhang, S. (1991). Phonological processes in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory and Cognition, 17(4), 633–643. https://doi.org/10.1037//0278-7393.17.4.633 Cited by30
    • Baroni, Antonio. (2011). Alphabetic vs. non-alphabetic writing: Linguistic fit and natural tendencies. Rivista di Linguistica [Italian Journal of Linguistics], 23(2), 127–159.
    • Bedoin, Nathalie, & dos Santos, Christophe. (2008). How do consonant feature values affect the processing of a CVCV structure? Evidence from a reading task [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 191–210. https://doi.org/10.1075/wll.11.2.05bed
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • 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.
    • Chen, Yi-Ping. (2002). Reading efficiency and reading strategies. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 143–155). Hong Kong: Hong Kong University Press.
    • Cheng, Chao-Ming, & Lan, Ying-Hsiang. (2011). An implicit test of Chinese orthographic satiation. Reading and Writing, 24(1), 55–90. https://doi.org/10.1007/s11145-009-9201-y
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Flores d'Arcais, Giovanni B. (1992). Graphemic, phonological and semantic activation processes during the recognition of Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 37–66). Amsterdam; London; New York; Tokyo: North-Holland.
    • Geva, Esther, & Siegel, Linda S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 1–30. https://doi.org/10.1023/A:1008017710115
    • 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.
    • Hung, Daisy L., Tzeng, Ovid J. L., & Tzeng, Angela K. Y. (1992). Automatic activation of linguistic information in Chinese character recognition. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 119–130). Amsterdam; London; New York; Tokyo: North-Holland.
    • Hung, Yueh-Nu. (2012b). Similarities and dissimilarities in reading Chinese and English: Goodman's reading model perspective. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 32–44). New York; London: Routledge.
    • Lam, Agnes S. L. (2002). Biscriptal reading in Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 248–261). Hong Kong: Hong Kong University Press.
    • Lin, Angel Mei-yi, & Akamatsu, Nobuhiko. (1997). The learnability and psychological processing of reading in Chinese and reading in English. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 369–387). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • 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.
    • 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.
    • Matsunaga, Sachiko. (2002b). Early phonological activation in reading kanji: An eye-tracking study. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 157–171). Hong Kong: Hong Kong University Press.
    • Matsunaga, Sachiko. (2016). Teaching and learning to read kanji as L2: Why are they difficult? In Jun Xing, & Pak-sheung Ng (Eds.), Indigenous culture, education and globalization: Critical perspectives from Asia (pp. 245–262). Berlin; Heidelberg: Springer. https://doi.org/10.1007/978-3-662-48159-2_13
    • Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3
    • Saito, H., Masuda, H., & Kawakami, M. (1998). Form and sound similarity effects in kanji recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 323–357. [Also published as Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 169–203). Dordrecht: Kluwer Academic Publishers]
    • Stenson, Nancy, & Hickey, Tina M. (2016). When regular is not easy: Cracking the code of Irish orthography. Writing Systems Research, 8(2), 187–217. https://doi.org/10.1080/17586801.2016.1177481
    • Tamaoka, Katsuo. (2005). The effect of morphemic homophony on the processing of Japanese two-kanji compound words. Reading and Writing, 18(4), 281–302. https://doi.org/10.1007/s11145-005-3354-0
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
    • 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]
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
  • Perfetti, C. A., & Zhang, S. (1995). Very early phonological activation in Chinese reading. Journal of Experimental Psychology: Learning, Memory and Cognition, 21(1), 24–33. Cited by27
    • Baroni, Antonio. (2011). Alphabetic vs. non-alphabetic writing: Linguistic fit and natural tendencies. Rivista di Linguistica [Italian Journal of Linguistics], 23(2), 127–159.
    • Cheng, Chao-Ming, & Lan, Ying-Hsiang. (2011). An implicit test of Chinese orthographic satiation. Reading and Writing, 24(1), 55–90. https://doi.org/10.1007/s11145-009-9201-y
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Chikamatsu, Nobuko. (2005). L2 Japanese kanji memory and retrieval: An experiment on the tip-of-the-pen (TOP) phenomenon. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 71–96). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • 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.
    • 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
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Leong, Che-Kan. (2002a). ‘Cognitive conjunction’ analysis of processing Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 1–31). Hong Kong: Hong Kong University Press.
    • Leong, Che Kan, & Tamaoka, Katsuo. (1998). Cognitive processing of Chinese characters, words, sentences and Japanese kanji and kana: An introduction [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), 155–164. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 1–10). Dordrecht: 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.
    • Morita, Aiko, & Tamaoka, Katsuo. (2002). Phonological involvement in the processing of Japanese at the lexical and sentence levels. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 633–651.
    • Perfetti, Charles A., & Liu, Ying. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 193–210. https://doi.org/10.1007/s11145-004-2344-y
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Saito, H., Masuda, H., & Kawakami, M. (1998). Form and sound similarity effects in kanji recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 323–357. [Also published as Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 169–203). Dordrecht: Kluwer Academic Publishers]
    • Scholfield, Phil, & Chwo, Gloria Shu-Mei. (2005). Are the L1 and L2 word reading processes affected more by writing system or instruction? In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 215–237). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Stenson, Nancy, & Hickey, Tina M. (2016). When regular is not easy: Cracking the code of Irish orthography. Writing Systems Research, 8(2), 187–217. https://doi.org/10.1080/17586801.2016.1177481
    • Tamaoka, Katsuo. (2005). The effect of morphemic homophony on the processing of Japanese two-kanji compound words. Reading and Writing, 18(4), 281–302. https://doi.org/10.1007/s11145-005-3354-0
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
    • 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]
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • Wang, Shaomei. (2012b). The taxonomy of Chinese reading miscues. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 158–189). New York; London: Routledge.
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
    • Weekes, Brendan, Davies, Robert, & Chen, May Jane. (2002). Picture-word interference effects on naming in Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 101–127). Hong Kong: Hong Kong University Press.
    • Wu, Jei-Tun, & Liu, In-Mao. (1997). Phonological activation in pronouncing characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 47–64). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • Yamada, Jun, & Takashima, Hiroomi. (2001). The semantic effect on retrieval of radicals in logographic characters. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 179–194.
  • Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3 Cited by45
    • 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]
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • Berent, Iris, & Van Orden, Guy C. (2003). Do null phonemic masking effects reflect strategic control of phonology? Reading and Writing: An Interdisciplinary Journal, 16(4), 349–376.
    • Chang, Li-Yun, & Perfetti, Charles A. (2018). Visual factors in writing system variation: Measurement and implications for 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. 49–72). Amsterdam: John Benjamins.
    • Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
    • Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Chikamatsu, Nobuko. (2005). L2 Japanese kanji memory and retrieval: An experiment on the tip-of-the-pen (TOP) phenomenon. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 71–96). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • 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
    • 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.
    • 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
    • Flaherty, Mary. (1997). The role of abstract visual memory in the learning of kanji reading. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 389–399). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • 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.
    • Hoosain, Rumjahn. (2002). Speed of getting at the phonology and meaning of Chinese words. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 130-142). Hong Kong: Hong Kong University Press.
    • 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.
    • 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
    • Kahn-Horwitz, Janina, Shimron, Joseph, & Sparks, Richard L. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing, 18(6), 527–558. https://doi.org/10.1007/s11145-005-3179-x
    • Katz, Leonard, & Frost, Stephen J. (2001). Phonology constrains the internal orthographic representation. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 297–332.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
    • Kumar, Uttam, Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, Joshi, R. Malatesha, & Singh, Nandini C. (2010). Reading different orthographies: An fMRI study of phrase reading in Hindi–English bilinguals. Reading and Writing, 23(2), 239–255. https://doi.org/10.1007/s11145-009-9176-8
    • Leong, Che-Kan. (2002a). ‘Cognitive conjunction’ analysis of processing Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 1–31). Hong Kong: Hong Kong University Press.
    • 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.
    • 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.
    • 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
    • McBride-Chang, Catherine, Lin, Dan, Liu, Phil D., Aram, Dorit, Levin, Iris, Cho, Jeung-Ryeul, Shu, Hua, & Zhang, Yuping. (2012). The ABC's of Chinese: Maternal mediation of Pinyin for Chinese children's early literacy skills. Reading and Writing, 25(1), 283–300. https://doi.org/10.1007/s11145-010-9270-y
    • Pandey, Pramod. (2014). Akshara-to-sound rules for Hindi [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), 54–72. https://doi.org/10.1080/17586801.2013.855622
    • Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
    • Perfetti, Charles A., & Liu, Ying. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 193–210. https://doi.org/10.1007/s11145-004-2344-y
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
    • Saito, H., Masuda, H., & Kawakami, M. (1998). Form and sound similarity effects in kanji recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 323–357. [Also published as Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 169–203). Dordrecht: Kluwer Academic Publishers]
    • Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Tamaoka, Katsuo. (2005). The effect of morphemic homophony on the processing of Japanese two-kanji compound words. Reading and Writing, 18(4), 281–302. https://doi.org/10.1007/s11145-005-3354-0
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • 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
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
    • Williams, Clay, & Bever, Thomas. (2010). Chinese character decoding: A semantic bias? Reading and Writing, 23(5), 589–605. https://doi.org/10.1007/s11145-010-9228-0
    • 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]
    • Yamada, Jun. (1998). The time course of semantic and phonological access in naming kanji and kana 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), 425–437. https://doi.org/10.1023/A:1008095920749 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 271–283). Dordrecht: Kluwer Academic Publishers]
  • Perin, D. (1983). Phonemic segmentation and spelling. British Journal of Psychology, 74, 129–144. Cited by9
    • 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.
    • Bassetti, Benedetta. (2006). Orthographic input and phonological representations in learners of Chinese as a foreign language [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 95–114.
    • Duncan, Lynne G., & Johnson, Rhona S. (1999). How does phonological awareness relate to nonword reading skill amongst poor readers? Reading and Writing: An Interdisciplinary Journal, 11(5/6), 405–439.
    • Kay, Janice. (1996). Psychological aspects of spelling. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1074–1094). Berlin; New York: De Gruyter.
    • 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
    • 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
    • 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.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • 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.
  • Perin, Dolores. (2001). [Book review: Linnea C. Ehri & Jamie L. Metsala (Eds.), (1998), Word recognition in beginning literacy]. Written Language & Literacy, 4(2), 256–260.
  • Perkins, D. N. (1980). Pictures and the real thing (Tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma, (Eds.), Processing of visible language: Volume 2 (pp. 259–278). New York; London: Plenum Press.
  • Perna, Massimo. (2013). Rethinking some alphabetic and syllabic Cypriot inscriptions. In Philippa M. Steele (Ed.), Syllabic writing on Cyprus and its context (Cambridge Classical Studies) (pp. 153–160). Cambridge: Cambridge University Press.
  • Perna, Massimo. (2017). Administrative documents without writing: The case of sealings and flat-based nodules. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 73–80). Firenze: Firenze University Press.
  • Perrin, D. (2003). Progression analysis (PA): Investigating writing strategies at the workplace. Journal of Pragmatics, 35, 907–921. https://doi.org/10.1016/S0378‑2166(02)00125‑X Cited by8
    • Bécotte-Boutin, Hélène-Sarah, Caporossi, Gilles, Hertz, Alain, & Leblay, Christophe. (2019). Writing and rewriting: The coloured numerical visualization of keystroke logging. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 96–124). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_006
    • Cislaru, Georgeta. (2015). Writing(s) at the crossroads: The process-product interface. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 1–17). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.01cis
    • Grésillon, Almuth, & Perrin, Daniel. (2014). Methodology: From speaking about writing to tracking text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 79–111). Berlin; Boston: De Gruyter Mouton.
    • Grésillon, Almuth, & Perrin, Daniel. (2015). Methodology: Investigating real-life writing processes. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 33–54). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.03gre
    • 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.
    • Knospe, Yvonne, Sullivan, Kirk P. H., Malmqvist, Anita, & Valfridsson, Ingela. (2019). Observing writing and website browsing: Swedish students write L3 German. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 258–284). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_013
    • 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
    • Perrin, Daniel. (2019). Progression analysis: Working with large data corpora in field research on writing. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 143–162). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_008
  • Perrin, D. (2013). The linguistics of newswriting. Amsterdam: John Benjamins. https://doi.org/10.1075/aals.11 Cited by9
    • Cislaru, Georgeta. (2015). Writing(s) at the crossroads: The process-product interface. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 1–17). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.01cis
    • Gnach, Aleksandra, & Powell, Katrina M. (2014). Authorship and context: Writing and text production as situated activities. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 119–139). Berlin; Boston: De Gruyter Mouton.
    • Grésillon, Almuth, & Perrin, Daniel. (2015). Methodology: Investigating real-life writing processes. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 33–54). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.03gre
    • Jacobs, Geert, & Perrin, Daniel. (2014). Production modes: Writing as materializing and stimulating thoughts. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 181–208). Berlin; Boston: De Gruyter Mouton.
    • Jakobs, Eva-Maria, & 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.
    • 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
    • Perrin, Daniel. (2019). Progression analysis: Working with large data corpora in field research on writing. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 143–162). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_008
    • Prior, Paul A. (2015). Writing, literate activity, semiotic remediation: A sociocultural approach. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 185–201). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.10pri
    • 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.
  • Perrin, Daniel. (2019). Progression analysis: Working with large data corpora in field research on writing. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 143–162). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_008 Cited by3
    • Bécotte-Boutin, Hélène-Sarah, Caporossi, Gilles, Hertz, Alain, & Leblay, Christophe. (2019). Writing and rewriting: The coloured numerical visualization of keystroke logging. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 96–124). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_006
    • Strömqvist, Sven. (2019). Coda. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 366–374). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_018
    • 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
  • 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
  • Perry, C., & Ziegler, J. C. (2004). Beyond the two-strategy model of skilled spelling: Effects of consistency, grain size, and orthographic redundancy. Quarterly Journal of Experimental Psychology, 57A, 325–356. 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
    • Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
    • 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
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Winskel, Heather, & Iemwanthong, Kanyarat. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021–1053. https://doi.org/10.1007/s11145-009-9194-6
  • Perry, C., Ziegler, J. C., & Coltheart, M. (2002a). A dissociation between orthographic awareness and spelling production. Applied Psycholinguistics, 23, 43–73. https://doi.org/10.1017/S0142716402000036 Cited by5
    • Rahbari, Noriyeh, & Sénéchal, Monique. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing, 22(5), 511–530. https://doi.org/10.1007/s11145-008-9122-1
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Weekes, Brendan S., Castles, Anne E., & Davis, Robert A. (2006). Effects of consistency and age of acquisition on reading and spelling among developing readers. Reading and Writing, 19(2), 133–169. https://doi.org/10.1007/s11145-005-2032-6
    • Winskel, Heather, & Iemwanthong, Kanyarat. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021–1053. https://doi.org/10.1007/s11145-009-9194-6
  • Perry, C., Ziegler, J. C., & Coltheart, M. (2002b). How predictable is spelling? Developing and testing metrics of phoneme-grapheme contingency. Quarterly Journal of Experimental Psychology, 55A(3), 897–915. https://doi.org/10.1080/02724980143000640 Cited by8
    • Asadi, Ibrahim A., Ibrahim, Raphiq, & Khateb, Asaid. (2017). What contributes to spelling in Arabic? A cross-sectional study from first to sixth grade. Writing Systems Research, 9(1), 60–81. https://doi.org/10.1080/17586801.2016.1218748
    • Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
    • 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.
    • 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.
    • 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
    • Schwanenflugel, Paula J., Morris, Robin D., Kuhn, Melanie R., Strauss, Gregory P., & Sieczko, Jennifer M. (2008). The influence of reading unit size on the development of Stroop interference in early word decoding. Reading and Writing, 21(3), 177–203. https://doi.org/10.1007/s11145-007-9061-2
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University 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
  • Perry, C., Ziegler, J. C., & Zorzi, M. (2007). Nested incremental modeling in the development of computational theories: The CDP+ model of reading aloud. Psychological Review, 114(2), 273–315. https://doi.org/10.1037/0033-295X.114.2.273 Cited by20
    • 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.
    • Andrews, Sally. (2015). Individual differences among skilled readers: The role of lexical quality. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 129–148). New York: Oxford University 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.
    • Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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, & Hannagan, Thomas. (2014). What is special about orthographic processing? [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 225–252. doi 10.1075/wll.17.2.03gra
    • 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.
    • 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
    • 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.
    • Rao, Chaitra, Vaid, Jyotsna, Srinivasan, Narayanan, & Chen, Hsin-Chin. (2011). Orthographic characteristics speed Hindi word naming but slow Urdu naming: Evidence from Hindi/Urdu biliterates [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), 679–695. https://doi.org/10.1007/s11145-010-9256-9
    • Rastle, Kathleen. (2019). EPS mid-career prize lecture 2017: Writing systems, reading, and language. Quarterly Journal of Experimental Psychology, 72(4), 677–692. https://doi.org/10.1177/1747021819829696
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Schmalz, Xenia, Marinus, Eva, Coltheart, Max, & Castles, Anne. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review, 22, 1614–1629. https://doi.org/10.3758/s13423-015-0835-2
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • 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.
    • Taft, Marcus, Xu, Joe, & Li, Sonny. (2017). Letter coding in visual word recognition: The impact of embedded words. Journal of Memory and Language, 92, 14–25. https://doi.org/10.1016/j.jml.2016.05.002
    • 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.
    • Ziegler, Johannes C., Perry, Conrad, & Zorzi, Marco. (2019). Modeling the variability of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 350–371). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.016
  • Perry, C., Ziegler, J. C., & Zorzi, M. (2010). Beyond single syllables: Large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model. Cognitive Psychology, 61(2), 106–151. https://doi.org/10.1016/j.cogpsych.2010.04.001 Cited by13
    • 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.
    • Beyermann, Sandra. (2013). Orthographic cues to word stress in German: Word endings and number of final consonant letters. Written Language & Literacy, 16(1), 32–59. https://doi.org/10.1075/wll.16.1.02bey
    • Bosse, Marie-Line. (2015). Learning to read and spell: How children acquire word orthographic knowledge. Child Development Perspectives, 9(4), 222–226. https://doi.org/10.1111/cdep.12133
    • 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
    • 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
    • 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.
    • Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
    • Sulpizio, Simone, Spinelli, Giacomo, & Burani, Cristina. (2017). STRESYL: An Italian Stress-in-Syllables database for reading research [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 80–103. doi 10.1075/wll.20.1.05sul
    • Taft, Marcus. (2015). The nature of lexical representation in visual word recognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 99–113). New York: Oxford University Press.
    • Taft, Marcus, Xu, Joe, & Li, Sonny. (2017). Letter coding in visual word recognition: The impact of embedded words. Journal of Memory and Language, 92, 14–25. https://doi.org/10.1016/j.jml.2016.05.002
    • 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.
    • Ziegler, Johannes C., Perry, Conrad, & Zorzi, Marco. (2019). Modeling the variability of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 350–371). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.016
  • Person, Raymond F., Jr. (2015). Text criticism as a lens for understanding the transmission of ancient texts in their oral environments. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 197–215). Atlanta, GA: SBL Press.
  • Peter, M., & Turvey, M. (1994). Phonological codes are early sources of constraint in visual semantic categorization. Perception and Psychophysics, 55, 497–504. Cited by4
    • Bedoin, Nathalie, & dos Santos, Christophe. (2008). How do consonant feature values affect the processing of a CVCV structure? Evidence from a reading task [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 191–210. https://doi.org/10.1075/wll.11.2.05bed
    • Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
    • Berent, Iris, & Van Orden, Guy C. (2003). Do null phonemic masking effects reflect strategic control of phonology? Reading and Writing: An Interdisciplinary Journal, 16(4), 349–376.
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
  • Petersen, S. E., Fox, P. T., Posner, M. I., Mintun, M., & Raichle, M. E. (1988). Positron emission tomographic studies of the cortical anatomy of single-word processing. Nature, 331(6157), 585–589. Cited by12
    • Balota, David A., & Yap, Melvin J. (2006). Attentional control and the flexible lexical processor: Explorations of the magic moment of word recognition. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 229–258). Hove; New York: Psychology Press.
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • 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.
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Grigorenko, Elena L. (2008). Four “nons” of the brain–genes connection. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 283–308). New York; London. Lawrence Erlbaum Associates.
    • 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.
    • Matthews, Paul M., Fu, Shimin, Chen, Yi-Ping, & Iversen, Susan. (2002). Functional magnetic resonance imaging: A promising tool for defining the organization of Chinese language in the brain. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 61–77). Hong Kong: Hong Kong University Press.
    • Maurer, Urs, & McCandliss, Bruce D. (2008). The development of visual expertise for words: The contribution of electrophysiology. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 43–63). New York; London. Lawrence Erlbaum Associates.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • 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.
  • Petersen, S. E., Fox, P. T., Posner, M. I., Mintun, M., & Raichle, M. E. (1989). Positron emission tomographic studies of the processing of single words. Journal of Cognitive Neuroscience, 1, 153–170. Cited by5
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Balota, David A., Yap, Melvin J., Hutchinson, Keith A., & Cortese, Michael J. (2012). Megastudies: What do millions (or so) of trials tell us about lexical processing. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 90–115). London: Psychology Press.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Matthews, Paul M., Fu, Shimin, Chen, Yi-Ping, & Iversen, Susan. (2002). Functional magnetic resonance imaging: A promising tool for defining the organization of Chinese language in the brain. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 61–77). Hong Kong: Hong Kong University Press.
    • Yap, Melvin J., & Balota, David A. (2015). Visual word recognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 26–43). New York: Oxford University Press.
  • Petersen, S. E., Fox, P T., Snyder, A. Z., & Raichle, M. E. (1990). Activation of extrastriate and frontal cortical areas by visual words and word-like stimuli. Science, 249, 1041–1044. Cited by6
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • Cossu, Giuseppe. (1999b). Biological constraints on literacy acquisition. Reading and Writing: An Interdisciplinary Journal, 11(3), 213–237.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • Leong, Che-Kan. (2002a). ‘Cognitive conjunction’ analysis of processing Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 1–31). Hong Kong: Hong Kong University Press.
    • Matthews, Paul M., Fu, Shimin, Chen, Yi-Ping, & Iversen, Susan. (2002). Functional magnetic resonance imaging: A promising tool for defining the organization of Chinese language in the brain. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 61–77). Hong Kong: Hong Kong University Press.
  • Peterson, M. E., & Haines, L. P. (1992). Orthographic analogy training with kindergarten children: Effects of analogy use, phonemic segmentation, and letter-sound knowledge. Journal of Reading Behaviour, 24, 109–127. Cited by3
    • 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.
    • Savage, Robert, & Stuart, Morag. (2001). Orthographic analogies and early reading: Explorations of performance and variation in two transfer tasks. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 571–598.
    • 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.
  • Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379(9830), 1997–2007. http://dx.doi.org/10.1016/S0140-6736(12)60198-6 Cited by5
    • Hoeft, Fumiko, & Wang, Cheng. (2019). Intergenerational transmission in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 413–438). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.019
    • Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
    • Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
    • 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)]
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Petersson, Karl Magnus, Ingvar, Martin, & Reis, Alexandra. (2009). Language and literacy from a cognitive neuroscience perspective. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 152–181). Cambridge: Cambridge University Press. Cited by4
    • 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. (2009b). Literacy, literacy policy, and the school. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 566–576). Cambridge: Cambridge University Press.
    • Olson, David R. (2009c). Why literacy matters, then and now. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 385–403). Oxford: Oxford University Press.
    • Veldhuis, Dorina, & Kurvers, Jeanne. (2012). Offline segmentation and online language processing units: The influence of literacy [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 165–184. https://doi.org/10.1075/wll.15.2.03vel
  • Petrakis, Vassilis. (2017). Reconstructing the matrix of the ‘Mycenaean’ literate administrations. In Philippa M. Steele (Ed.). Understanding relations between scripts: The Aegean writing systems (pp. 69–92). Oxford; Philadelphia: Oxbow Books. Cited by4
    • 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. (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. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
    • Steele, Philippa M. (2020a). Material entanglements of writing practices in the Bronze Age Aegean and Cyprus. Sustainability, 12, 10671. https://doi.org/10.3390/su122410671
  • Petrie, W. M. Flinders. (1912). The formation of the alphabet. London. Cited by8
    • 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.
    • 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.
    • Drucker, Johanna. (1995). The alphabetic labyrinth: The letters in history and imagination. London: Thames & Hudson.
    • 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.
    • 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 ]
    • Ray, John D. (1986). The emergence of writing in Egypt. World Archaeology, 17(3), 307–316.
    • Srivastava, Anupama. (1998). The development of imperial Gupta Brāhmī script (The Heritage of Ancient India 35). New Delhi: Ramanand Vidya Bhawan.
  • Petrill, S. A., Deater-Deckard, K., Schatschneider, C., & Davis, C. (2005). Measured environmental influences on early reading: Evidence from an adoption study. Scientific Studies of Reading, 9(3), 237–260. Cited by4
    • Betjemann, Rebecca S., Willcutt, Erik G., Olson, Richard K., Keenan, Janice M., DeFries, John C., & Wadsworth, Sally J. (2008). Word reading and reading comprehension: stability, overlap and independence. Reading and Writing, 21(5), 539–558. https://doi.org/10.1007/s11145-007-9076-8
    • Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., & Olson, Richard K. (2007). Longitudinal twin study of early literacy development: Preschool through Grade 1 [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 77–102. https://doi.org/10.1007/s11145-006-9019-9
    • Little, Callie W., Wang, Frances, & Hart, Sara A. (2016). Behavioral and molecular genetic influences on reading-related outcomes. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 14–32). London; New York: Routledge.
    • Petrill, Stephen A., Deater-Deckard, Kirby, Thompson, Lee Ann, Schatschneider, Chris, Dethorne, Laura S., & Vendenbergh, David J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 127–146. https://doi.org/10.1007/s11145-006-9021-2
  • Petrill, S. A., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Schatschneider, C. (2006). Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes. Journal of Educational Psychology, 98(1), 112–121. Cited by4
    • Betjemann, Rebecca S., Willcutt, Erik G., Olson, Richard K., Keenan, Janice M., DeFries, John C., & Wadsworth, Sally J. (2008). Word reading and reading comprehension: stability, overlap and independence. Reading and Writing, 21(5), 539–558. https://doi.org/10.1007/s11145-007-9076-8
    • Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., & Olson, Richard K. (2007). Longitudinal twin study of early literacy development: Preschool through Grade 1 [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 77–102. https://doi.org/10.1007/s11145-006-9019-9
    • Deater-Deckard, Kirby, Mullineaux, Paula Y., Petrill, Stephen A., & Thompson, Lee A. (2009). Effortful control, surgency, and reading skills in middle childhood. Reading and Writing, 22(1), 107–116. https://doi.org/10.1007/s11145-007-9111-9
    • Petrill, Stephen A., Deater-Deckard, Kirby, Thompson, Lee Ann, Schatschneider, Chris, Dethorne, Laura S., & Vendenbergh, David J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 127–146. https://doi.org/10.1007/s11145-006-9021-2
  • Petrill, S. A., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Schatschneider, C. (2006). Reading skills in early readers: Genetic and shared environmental influences. Journal of Learning Disabilities, 39(1), 48–55. http://dx.doi.org/10.1177/00222194060390010501 Cited by5
    • Betjemann, Rebecca S., Willcutt, Erik G., Olson, Richard K., Keenan, Janice M., DeFries, John C., & Wadsworth, Sally J. (2008). Word reading and reading comprehension: stability, overlap and independence. Reading and Writing, 21(5), 539–558. https://doi.org/10.1007/s11145-007-9076-8
    • Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., & Olson, Richard K. (2007). Longitudinal twin study of early literacy development: Preschool through Grade 1 [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 77–102. https://doi.org/10.1007/s11145-006-9019-9
    • Little, Callie W., Wang, Frances, & Hart, Sara A. (2016). Behavioral and molecular genetic influences on reading-related outcomes. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 14–32). London; New York: Routledge.
    • Olson, Richard K., Keenan, Janice M., Byrne, Brian, & Samuelsson, Stefan. (2019). Etiology of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 391–412). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.018
    • Petrill, Stephen A., Deater-Deckard, Kirby, Thompson, Lee Ann, Schatschneider, Chris, Dethorne, Laura S., & Vendenbergh, David J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 127–146. https://doi.org/10.1007/s11145-006-9021-2
  • Petrill, Stephen A., Deater-Deckard, Kirby, Thompson, Lee Ann, Schatschneider, Chris, Dethorne, Laura S., & Vendenbergh, David J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 127–146. https://doi.org/10.1007/s11145-006-9021-2 Cited by8
    • 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
    • Bus, A. G., & Out, D. (2009). Unraveling genetic and environmental components of early literacy: A twin study. Reading and Writing, 22(3), 293–306. https://doi.org/10.1007/s11145-008-9115-0
    • Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., & Olson, Richard K. (2007). Longitudinal twin study of early literacy development: Preschool through Grade 1 [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 77–102. https://doi.org/10.1007/s11145-006-9019-9
    • Little, Callie W., Wang, Frances, & Hart, Sara A. (2016). Behavioral and molecular genetic influences on reading-related outcomes. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 14–32). London; New York: Routledge.
    • Olson, Richard K. (2007). Introduction to the special issue on genes, environment, and reading [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 1–11. https://doi.org/10.1007/s11145-006-9015-0
    • Olson, Richard K., Keenan, Janice M., Byrne, Brian, & Samuelsson, Stefan. (2017). Genetic and environmental influences on the development of reading and related skills. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 33–53). Amsterdam; Philadelphia: John Benjamins.
    • Samuelsson, Stefan, Olson, Richard, Wadsworth, Sally, Corley, Robin, DeFries, John C., Willcutt, Erik, Hulslander, Jacqueline, & Byrne, Brian. (2007). Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 51–75. https://doi.org/10.1007/s11145-006-9018-x
    • Willcutt, Erik G, Betjemann, Rebecca S., Wadsworth, Sally J., Samuelsson, Stefan, Corley, Robin, DeFries, John C., Byrne, Brian, Pennington, Bruce F., & Olson, Richard K. (2007). Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 103–125. https://doi.org/10.1007/s11145-006-9020-3
  • Petrucci, A. (1993). Public lettering: Script, power, and culture (Translated by L. Lappin). Chicago: University of Chicago Press. Cited by6
    • Bainton, Henry. (2020). History and the written word: Documents, literacy, and language in the Age of the Angevins (The Middle Ages Series). Philadelpha: University of Pennsylvania Press.
    • 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
    • Clayton, Ewan. (2013). The golden thread: The story of writing. London: Atlantic Books; Berkeley, CA: Counterpoint.
    • Delbreilh, Fanny. (2015). Writing acts and writing performativity: Producing and disseminating leaflets. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 203–227). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.11del
    • Neufeld, Christine. (2019). Writing spaces: Inscriptions on architecture. In Ricarda Wagner, Christine Neufeld, Ludger Lieb (Eds.), Writing beyond pen and parchment: Inscribed objects in medieval European literature (Materiale Textkulturen 30) (pp. 223–238). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110645446-012
    • Sebba, Mark. (2010). [Book review: Peter Backhaus, (2007), Linguistic landscapes: A comparative study of urban multilingualism in Tokyo]. Writing Systems Research, 2(1), 73–76. https://doi.org/10.1093/wsr/wsp006
  • Pettersson, J. S. (1996a). Grammatological studies: Writing and its relation to speech (Reports from Uppsala University Linguistics 29). Uppsala: Uppsala University. Cited by6
    • Daniels, Peter T. (1998). [Book review: D. Gary Miller, (1994), Ancient scripts and phonological knowledge]. Written Language & Literacy, 1(1), 141–147.
    • Honda, Keisuke. (2007). Kana digraphs and morae: A structural analysis. Written Language & Literacy, 10(1), 65–82.
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Linell, Per. (2005). The written language bias in linguistics: Its nature, origins and transformations (Routledge Advances in Communication and Linguistic Theory). London; New York: Routledge.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
  • Pettersson, John Sören. (1996b). Numerical notation. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 795–806). New York; Oxford: Oxford University Press. Cited by3
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • 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
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
  • Pettersson, John Sören. (1998). [Book review: Florian Coulmas, (1996), The Blackwell encyclopedia of writing systems]. Written Language & Literacy, 1(2), 253–257.
  • Pettinato, G. (1981). The archives of Ebla: An empire inscribed in clay. Garden City, NY: Doubleday. Cited by5
    • Boltz, William G. (1994). The origin and early development of the Chinese writing system (American Oriental Series 78). New Haven, CT: American Oriental Society. [2003, reprinted with corrections]
    • Goody, Jack. (1986). The logic of writing and the organization of society (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Walker, C. B. F. (1987). Cuneiform (Reading the past 3). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1989, Second edition; 1990, In J. T. Hooker (Ed.) Reading the past. Ancient writing from cuneiform to the alphabet (pp. 15–74). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]
  • Pettitt, Nicole M., & Tarone, Elaine. (2015). Following Roba: What happens when a low-educated adult immigrant learns to read. [Special issue: Adolescents and adults who develop literacy for the first time in L2, edited by Martha Young-Scholten]. Writing Systems Research, 7(1), 20–38. https://doi.org/10.1080/17586801.2014.987199
  • Peust, Carsten. (2006). Script complexity revisited. Glottometrics, 12, 11–15. Cited by5
    • Altmann, Gabriel. (2008). Towards a theory of script. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 149–164). Berlin; New York: Mouton de Gruyter.
    • Best, Karl-Heinz, & Altmann, Gabriel. (2008). Script ornamentality. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 91–104). Berlin; New York: Mouton de Gruyter.
    • Hegenbarth-Reichardt, Ina, & Altmann, Gabriel. (2008). On the decrease of complexity from hieroglyphs to hieratic symbols. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 105–114). Berlin; New York: Mouton de Gruyter.
    • Köhler, Reinhard. (2008a). Quantitative analysis of writing systems: an introduction. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 3–9). Berlin; New York: Mouton de Gruyter.
    • Myers, James. (2019). The grammar of Chinese characters: Productive knowledge of formal patterns in an orthograhic system (Routledge Studies in East Asian Linguistics). London; New York: Routledge.
  • Peverly, S. T. (2006). The importance of handwriting speed in adult writing. Developmental Neuropsychology, 29(1), 197–216. http://dx.doi.org/10.1207/s15326942dn2901_10 Cited by5
    • Adams, Anne-Marie, Simmons, Fiona, Willis, Catherine, & Pawling, Ralph. (2010). Undergraduate students’ ability to revise text effectively: relationships with topic knowledge and working memory [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 54–76. https://doi.org/10.1111/j.1467-9817.2009.01432.x
    • Khoury-Metanis, Afnan, Asadi, Ibrahim A., & Khateb, Asaid. (2018). The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children. Writing Systems Research, 10(2), 95–110. https://doi.org/10.1080/17586801.2018.1540375
    • 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
    • Vilageliu, Olga Soler, Lasheras, Cristina Sotoca, Ramis, Yago, & Castellà, Judit. (2016). Development of literacy and notational knowledge: Prediction of literacy development difficulties through graphomotor measures in grade 1. 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. 77–92). Cham: Springer.
    • 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
  • 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. Cited by2
    • 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.
  • Pexman, P. M., Lupker, S. J., & Jared, D. (2001). Homophone effects in lexical decision. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(1), 139–156. 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.
    • 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
    • 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
    • Pexman, Penny M. (2012). Meaning-based influences on visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 24–43). London: Psychology Press.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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
  • Pfiffig, A. (1969). Die etruskische Sprache. Graz. Cited by4
    • Bonfante, Larissa. (1990a). Etruscan (Reading the past). London: The British Museum Press: Berkeley: University of California Press. [1990b, Reprinted, In J. T. Hooker (Ed.) Reading the past. Ancient writing from cuneiform to the alphabet (pp. 321–378). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]
    • Bonfante, Larissa. (1996). The scripts of Italy. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 297–311). New York; Oxford: Oxford University Press.
    • Campbell, George L. (1997). Handbook of scripts and alphabets. London; New York: Routledge.
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
  • Pfohl, Gerhard (Ed.). (1968). Das Alphabet. Entstehung und Entwicklung der griechischen Schrift. Darmstadt. Cited by4
    • 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
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • 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.
  • Phan, John D. (2014). Rebooting the vernacular in seventeenth-century Vietnam. In Benjamin A. Elman (Ed.), Rethinking East Asian languages, vernaculars, and literacies, 1000–1919 (Sinica Leidensia 115) (pp. 97–128). Leiden; Boston: Brill. https://doi.org/10.1163/9789004279278_005 Cited by1
    • Kornicki, Peter Francis. (2018). Languages, scripts, and Chinese texts in East Asia. Oxford: Oxford University Press. https://doi.org/10.1093/oso/9780198797821.001
  • Philipp, Marthe (1986). Graphematik und Phonematik im Elsaß oder: Der Kampf um eine elsässische Orthographie [Alsatian orthography]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 124–142). Berlin; New York: Walter de Gruyter. Cited by1
    • 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
  • Phillips, Beth M., & Lonigan, Christopher J. (2005). Social correlates of emergent literary. In Margaret J. Snowling & Charles Hulme (Eds.), The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology) (pp. 173–187). Oxford: Blackwell Publishing. Cited by2
    • 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
    • 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.
  • Phillips, Linda M. (2010). The making of literate families: Considerations of context and misconceptions. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 123–135). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_9
  • Phillips, Richard J. (1979). Making maps easy to read: A summary of research. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 165–174). New York; London: Plenum Press. Cited by3
    • Foster, Jeremy J. (1979). The use of visual cues in text. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 189–203). New York; London: Plenum Press.
    • Sholl, M. Jeanne, & Egeth, Howard E. (1980). Interpreting directions from graphic displays: Spatial frames of reference. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 315–330). New York; London: Plenum Press.
    • Twyman, Michael. (1979). A schema for the study of graphic language (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 117–150). New York; London: Plenum Press.
  • Phillips, R. J., DeLucia, A., & Skelton, N. (1975). Some objective tests of the legibility of relief maps. Cartographic Journal, 12, 39–46. Cited by3
    • Phillips, Richard J. (1979). Making maps easy to read: A summary of research. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 165–174). New York; London: Plenum Press.
    • Twyman, Michael. (1979). A schema for the study of graphic language (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 117–150). New York; London: Plenum Press.
    • Underwood, Jean D. M. (1980). The influence of texture gradients on relief interpretation from isopleth maps. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 279–290). New York; London: Plenum Press.
  • 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 Cited by1
    • 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
  • 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. Cited by2
    • Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
    • 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.
  • 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. Cited by1
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
  • Picus, Daniel. (2020). Reading regularly: The liturgical reading of Torah in its late antique material world. 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. 217–232). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-013
  • 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 Cited by1
    • MacArthur, Charles A., Konold, Timothy R., Glutting, Joseph J., & Alamprese, Judith A. (2012). Subgroups of adult basic education learners with different profiles of reading skills. Reading and Writing, 25(2), 587–609. https://doi.org/10.1007/s11145-010-9287-2
  • 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
  • Pietras, Izabela, & Łockiewicz, Marta. (2020). The development of reading and spelling in Polish: A semi-transparent orthography. 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. 203–222). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_13
  • Piirainen, lipo Tapani. (1986). Die Autonomie der Graphematik in historischer Sicht [The autonomy of graphemics from historical point of view]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 97–104). Berlin; New York: Walter de Gruyter.
  • Pike, Kenneth L. (1947). Phonemics: A technique for reducing languages to writing. Ann Arbor: University of Michigan Press. Cited by31
    • Aronoff, Mark. (1992). Segmentalism in linguistics: The alphabetic basis of phonological theory. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 71-82). Amsterdam; Philadelphia: John Benjamins.
    • Bird, Steven. (1999a). Strategies for representing tone in African writing systems. Written Language & Literacy, 2(1), 1–44. https://doi.org/10.1075/wll.2.1.02bir
    • Bird, Steven. (2001). Orthography and identity in Cameroon. Written Language & Literacy, 4(2), 131–162. https://doi.org/10.1075/wll.4.2.02bir [Reprinted in SIL Notes on Literacy, 26(1-2), 3–44]
    • Burkhardt, Jey Lingam, & Burkhardt, Jürgen Martin. (2019). Developing a unified orthography for Berawan: An endangered Bornean language [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 280–306. https://doi.org/10.1075/wll.00029.bur
    • 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.
    • Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
    • Daniels, Peter T. (2009a). Grammatology. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 25–45). Cambridge: Cambridge University Press.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Fishman, Joshua A. (1977a). Preface: Advances in the creation and revision of writing systems. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. xi-xxviii). The Hague; Paris: Mouton.
    • Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
    • 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
    • Gregersen, Edgar A. (1977). Successes and failures in the modernization of Hausa spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 421–440). The Hague; Paris: Mouton.
    • Johnson, Sally. (2005). Spelling trouble? Language, ideology and the reform of German orthography. Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.1017/s004740450707025x
    • Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949
    • Linell, Per. (1982). The written language bias in linguistics (Studies in Comrnunication 2). Linköping: Linköping University.
    • Linell, Per. (2005). The written language bias in linguistics: Its nature, origins and transformations (Routledge Advances in Communication and Linguistic Theory). London; New York: Routledge.
    • Ottenheimer, Harriet Joseph. (2001). Spelling Shinzwani: Dictionary construction and orthographic choice in the Comoro Islands. Written Language & Literacy, 4(1), 15–29.
    • Roberts, David. (2009). Visual crowding and the tone orthography of African languages. Written Language & Literacy, 12(1), 140–155. https://doi.org/10.1075/wll.12.1.07rob
    • 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
    • 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]
    • Roberts, David, & Walter, Stephen L. (2012). Writing grammar rather than tone: An orthography experiment in Togo [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 226–253. https://doi.org/10.1075/wll.15.2.06rob
    • Rogers, Henry. (1995). Optimal orthographies. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 31–43). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Ryan, Des. (2016b). Linguists' descriptions of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 41–64). Oxon: Routledge.
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
    • Sampson, Geoffrey. (2018). From phonemic spelling to distinctive spelling [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 3–25. https://doi.org/10.1075/wll.00008.sam
    • Sebba, Mark. (2007). Spelling and society: The culture and politics of orthography around the world. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9780511486739
    • Stegeman, Ray. (2019). Orthographies in Papua New Guinea through the years. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 269–292). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-steg
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Venezky, Richard L. (1977). Principles for the design of practical writing systems. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 37–54). The Hague; Paris: Mouton.
  • Pike, Kenneth L. (1948). Tone languages: A technique for determining the number and the type of pitch contrasts in a language. Ann Arbor, MI: University of Michigan Press. Cited by7
    • Bird, Steven. (1999a). Strategies for representing tone in African writing systems. Written Language & Literacy, 2(1), 1–44. https://doi.org/10.1075/wll.2.1.02bir
    • Bird, Steven. (2001). Orthography and identity in Cameroon. Written Language & Literacy, 4(2), 131–162. https://doi.org/10.1075/wll.4.2.02bir [Reprinted in SIL Notes on Literacy, 26(1-2), 3–44]
    • Roberts, David. (2009). Visual crowding and the tone orthography of African languages. Written Language & Literacy, 12(1), 140–155. https://doi.org/10.1075/wll.12.1.07rob
    • 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
    • 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]
    • Roberts, David. (2015). Laying a foundation for tone orthography research and decision-making: The Kabiye homograph corpus. Scripta, 151–189.
    • Roberts, David, & Walter, Stephen L. (2012). Writing grammar rather than tone: An orthography experiment in Togo [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 226–253. https://doi.org/10.1075/wll.15.2.06rob
  • Pillsbury, W. B. (1897). The reading of words: A study in apperception. American Journal of Psychology, 8, 315–393. Cited by9
    • Brewer, William F. (1972). Is reading a letter-by-letter process? In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 359–365). Cambridge, MA; London: The MIT Press.
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
    • Günther, Hartmut. (1996a). Historisch-systematischer Aufriß der psychologischen Leseforschung [Historical outline of psychological research on reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 918–831). Berlin; New York: De Gruyter.
    • 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.
    • McConkie, George W., & Zola, David. (1981). Language constraints and the functional stimulus in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 155–175). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
  • Pilotti, Maura, & Chodorow, Martin. (2009). Error detection/correction in collaborative writing. Reading and Writing, 22(3), 245–260. https://doi.org/10.1007/s11145-007-9110-x
  • Pilotti, Maura, Chodorow, Martin, & Thornton, Kendell C. (2005). Effects of familiarity and type of encoding on proofreading of text. Reading and Writing, 18(4), 325-341. https://doi.org/10.1007/s11145–005-4315-3 Cited by1
    • Pilotti, Maura, & Chodorow, Martin. (2009). Error detection/correction in collaborative writing. Reading and Writing, 22(3), 245–260. https://doi.org/10.1007/s11145-007-9110-x
  • Pind, Jörgen. (2006). Evolution of an alphabetic writing system: The case of Icelandic. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 3–13). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Pinheiro, A. M. V. (1995). Reading and spelling development in Brazilian Portuguese. Reading and Writing: An Interdisciplinary Journal, 7, 111–138. Cited by11
    • 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.
    • 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.
    • Fernandes, Sandra, Ventura, Paulo, Querido, Luís, & Morais, José (2008). Reading and spelling acquisition in European Portuguese: A preliminary study. Reading and Writing, 21(8), 805–821. https://doi.org/10.1007/s11145-007-9093-7
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Pinheiro, Ângela M. V. (1999). Cognitive assessment of competent and impaired reading in Scottish and Brazilian children. Reading and Writing: An Interdisciplinary Journal, 11(3), 175–211.
    • 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
    • Shen, Helen H., & Bear, Donald R. (2000). Development of orthographic skills in Chinese children. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 197–236.
    • Sircar, Shruti, & Nag, Sonali. (2019). Spelling and reading words in Bengali: The role of distributed phonology. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 161–179). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_9
    • Winskel, Heather, & Iemwanthong, Kanyarat. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021–1053. https://doi.org/10.1007/s11145-009-9194-6
    • 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
  • Pinheiro, Ângela M. V. (1999). Cognitive assessment of competent and impaired reading in Scottish and Brazilian children. Reading and Writing: An Interdisciplinary Journal, 11(3), 175–211. Cited by1
    • Eme, Elsa, & Golder, Caroline. (2005). Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way? Reading and Writing, 18(2), 157–188. https://doi.org/10.1007/s11145-004-6409-8
  • Pinker, S. (1994). The language instinct: How the mind creates language. New York, NY: HarperCollins; William Morrow & Company. Cited by24
    • Andrews, Sally. (2015). Individual differences among skilled readers: The role of lexical quality. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 129–148). New York: Oxford University Press.
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • 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.
    • Davidson, Andrew. (2019). Writing: The re-construction of language. Language Sciences, 72, 134–149. https://doi.org/ 10.1016/j.langsci.2018.09.004
    • Elbro, Carsten, & de Jong, Peter F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 169–189). Amsterdam; Philadelphia: John Benjamins.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Gee, James Paul. (2009). Literacy, video games, and popular culture. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 313–325). Cambridge: Cambridge University Press.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Gnanadesikan, Amalia E. (2021). S
    • Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania 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
    • Lacerda, Francisco. (2003). Phonology: An emergent consequence of memory constraints and sensory input [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 41–59.
    • Linell, Per. (2005). The written language bias in linguistics: Its nature, origins and transformations (Routledge Advances in Communication and Linguistic Theory). London; New York: Routledge.
    • 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.
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • 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
    • Pal, Umapada, & Dash, Niladri Sekhar. (2014). Language, script, and font recognition. In David Doermann & Karl Tombre (Eds.), Handbook of document image processing and recognition (pp. 291–330). London: Springer. https://doi.org/10.1007/978-0-85729-859-1_9
    • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • 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]
    • 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.
    • Unger, J. Marshall. (2004). Ideogram: Chinese characters and the myth of disembodied meaning. Honolulu: University of Hawai‘i Press.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Pinker, S., & Prince, A. (1988). On language and connectionism: Analysis of a parallel distributed processing model of language acquisition. Cognition, 28(1–2), 73–193.  Cited by6
    • 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.
    • Kello, Christopher T. (2006). Considering the junction model of lexical processing. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 50–75). Hove; New York: Psychology Press.
    • 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.
    • 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
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Pinter, R. (1913). Inner speech during silent reading. Psychology Review, 20, 129–153. Cited by4
    • Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of 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]
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • 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.
  • Piper, Benjamin, & van Ginkel, Agatha J. (2017). Reading the script: How the scripts and writing systems of Ethiopian languages relate to letter and word identification. Writing Systems Research, 9(1), 36–59, https://doi.org/10.1080/17586801.2016.1220354 Cited by2
    • Ahlberg, Aija Katriina. (2020). How abugida readers learn alphabetic literacy skills: The role of phonological awareness in the transfer process in the Konso language, Southwest Ethiopia (JYU Dissertations 237). Jyväskylä: University of Jyväskylä. http://urn.fi/URN:ISBN:978-951-39-8188-4
    • Ahlberg, Aija Katriina, Eklund, Kenneth, Otieno, Suzanne C. S. A., & Nieminen, Lea. (2019). From abugida to alphabet in Konso, Ethiopia: The interplay between script and phonological awareness. Written Language & Literacy, 22(1), 1–32. https://doi.org/10.1075/wll.00018.ahl
  • Piquette, K. E. (2008). Re-materialising script and image. In V. Gashe & J. Finch (Eds), Current research in Egyptology 2008 (Proceedings of the ninth Annual Symposium) (pp. 89–107). Bolton: Rutherford Press. Cited by5
    • Bennet, John. (2013). Epilogue. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 335–342). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.q
    • Piquette, Kathryn E. (2013). “It is written”?: Making, remaking and unmaking early ‘writing’ in the lower Nile Valley. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 213–238). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.k
    • Piquette, Kathryn E. (2018a). An archaeology of art and writing: Early Egyptian labels in context. Cologne: Modern Academic Publishing. https://doi.org/10.16994/bak
    • 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
    • Piquette, Kathryn E., & Whitehouse, Ruth D. (2013). Introduction: Developing an approach to writing as material practice. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 1–13). London: Ubiquity Press. https://doi.org/10.5334/bai.a
  • Piquette, Kathryn E. (2013). “It is written”?: Making, remaking and unmaking early ‘writing’ in the lower Nile Valley. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 213–238). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.k Cited by4
    • Bennet, John. (2017a). Final reflections. 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. 247–253). Firenze: Firenze University Press.
    • Piquette, Kathryn E. (2018a). An archaeology of art and writing: Early Egyptian labels in context. Cologne: Modern Academic Publishing. https://doi.org/10.16994/bak
    • Sauer, Kristina, & Sürenhagen, Dietrich. (2016). Zählmarken, Zeichenträger und Siegelpraxis: Einige Bemerkungen zu vor- und frühschriftlichen Verwaltungshilfen in frühsumerischer Zeit. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 11–46). Berlin; Boston: Walter de Gruyter.
    • Zinn, Katharina. (2018). Literacy in pharaonic Egypt: Orality and literacy between agency and memory. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 67–97). Berlin, Boston: Walter de Gruyter.
  • Piquette, Kathryn E. (2018a). An archaeology of art and writing: Early Egyptian labels in context. Cologne: Modern Academic Publishing. https://doi.org/10.16994/bak Cited by2
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • 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
  • 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
  • Piquette, Kathryn E., & Whitehouse, Ruth D. (2013). Introduction: Developing an approach to writing as material practice. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 1–13). London: Ubiquity Press. https://doi.org/10.5334/bai.a 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.
    • Piquette, Kathryn E. (2018a). An archaeology of art and writing: Early Egyptian labels in context. Cologne: Modern Academic Publishing. https://doi.org/10.16994/bak
    • 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
  • Piquette, Kathryn E., & Whitehouse, Ruth D. (Eds.). (2013). Writing as material practice: Substance, surface and medium. London: Ubiquity Press. https://doi.org/10.5334/bai Cited by11
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Lyons, Martyn, & Marquilhas, Rita (Eds.). (2017). Approaches to the history of written culture: A world inscribed (New Directions in Book History). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54136-5
    • 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
    • Sauer, Kristina, & Sürenhagen, Dietrich. (2016). Zählmarken, Zeichenträger und Siegelpraxis: Einige Bemerkungen zu vor- und frühschriftlichen Verwaltungshilfen in frühsumerischer Zeit. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 11–46). Berlin; Boston: Walter de Gruyter.
    • 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. (2020a). Material entanglements of writing practices in the Bronze Age Aegean and Cyprus. Sustainability, 12, 10671. https://doi.org/10.3390/su122410671
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
    • Zinn, Katharina. (2018). Literacy in pharaonic Egypt: Orality and literacy between agency and memory. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 67–97). Berlin, Boston: Walter de Gruyter.
  • Pires, Carla, Correia, Susana, Costa, Márcia, Cavaco, Afonso, & Vigário, Marina. (2019). Effects of non-native word shapes in the recognition and recall of medicine names. Written Language & Literacy, 22(1), 95–129. https://doi.org/10.1075/wll.00021.pir
  • Pirozzolo, F. J., & Wittrock, M. C. (Eds.). (1981). Neuropsychological and cognitive processes in reading (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). New York: Academic. Cited by5
    • Aust, Hugo. (1996). Die Entfaltung der Fähigkeit des Lesens [The development of reading 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. 1169–1178). Berlin; New York: De Gruyter.
    • 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.
    • Frith, Uta. (1986b). Psychologische Aspekte des orthographischen Wissens: Entwicklung und Entwicklungsstörung [Psychological aspects of orthographic skills : Development and disorder]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 218–233). Berlin; New York: Walter de Gruyter.
    • 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.
    • Watt, W. C. (1994a). Foreword. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. vii-xiii). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Pitman, J., & St. John, J. (1969). Alphabets and reading: The initial teaching alphabet. London: Pitman. Cited by13
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Coulmas, Florian. (2013). Writing and society: An introduction (Key Topics in Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139061063
    • Daniels, Peter T. (2009a). Grammatology. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 25–45). Cambridge: Cambridge University Press.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Drucker, Johanna. (1995). The alphabetic labyrinth: The letters in history and imagination. London: Thames & Hudson.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Mountford, John. (1996). A functional classification. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 627–632). New York; Oxford: Oxford University Press.
    • Scholfield, Phil, & Chwo, Gloria Shu-Mei. (2005). Are the L1 and L2 word reading processes affected more by writing system or instruction? In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 215–237). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Smith, Philip T. (1996). Research methods in the psychology of reading. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 932–942). Berlin; New York: De Gruyter.
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
    • Yule, Valerie, & Ishi, Yasuko. (2016). Spelling reform. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 413–427). Oxon: Routledge.
  • Pivot, Bénédicte, & Bert, Michel. (2017). Orthography creation for postvernacular languages: Case studies of Rama and Francoprovençal revitalization. In Mari C. Jones & Damien Mooney (Eds.), Creating orthographies for endangered languages (pp. 276–290). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949.014
  • Plamondon, Réjean, Pirlo, Giuseppe, & Impedovo, Donato. (2014). Online signature verification. In David Doermann & Karl Tombre (Eds.), Handbook of document image processing and recognition (pp. 917–947). London: Springer. https://doi.org/10.1007/978-0-85729-859-1_30
  • Plamondon, R., & Srihari, S. N. (2000). On-line and off-line handwriting recognition: A comprehensive survey. IEEE Transactions on Pattern Analysis and Machine Intelligence, 22, 63–84. Cited by6
    • Ahmed, Irfan, Mahmoud, Sabri A., & Parvez, Mohammed Tanvir. (2012). Printed Arabic text recognition. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 147–168). Berlin: Springer.
    • Kim, Jin Hyung, & Sin, Bong-Kee. (2014). Online handwriting recognition. In David Doermann & Karl Tombre (Eds.), Handbook of document image processing and recognition (pp. 887–915). London: Springer. https://doi.org/10.1007/978-0-85729-859-1_29
    • Pechwitz, Mario, El Abed, Haikal, & Märgner, Volker 2012). Handwritten Arabic word recognition using the IFN/ENIT-database. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 169–213). Berlin: Springer.
    • Plamondon, Réjean, Pirlo, Giuseppe, & Impedovo, Donato. (2014). Online signature verification. In David Doermann & Karl Tombre (Eds.), Handbook of document image processing and recognition (pp. 917–947). London: Springer. https://doi.org/10.1007/978-0-85729-859-1_30
    • Tulyakov, Sergey, & Govindaraju, Venu. (2014). Handprinted character and word recognition. In David Doermann & Karl Tombre (Eds.), Handbook of document image processing and recognition (pp. 359–389). London: Springer. https://doi.org/10.1007/978-0-85729-859-1_11
    • 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.
  • Plane, Sylvie. (2015). Some problems encountered in the description and analysis of the dynamics of writing. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 22–32). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.02pla
  • Plaut, D. C. (1997). Structure and function in the lexical system: Insights from distributed models of word reading and lexical decision. Language and Cognitive Processes, 12, 765–805. Cited by14
    • Andrews, Sally. (2006b). All about words: A lexicalist perspective on reading. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 318–347). Hove; New York: Psychology Press.
    • Balota, David A., & Yap, Melvin J. (2006). Attentional control and the flexible lexical processor: Explorations of the magic moment of word recognition. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 229–258). Hove; New York: Psychology Press.
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • 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.
    • 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.
    • Kim, Jeesun, Taft, Marcus, & Davis, Chris. (2004). Orthographic-phonological links in the lexicon: When lexical and sublexical information conflict [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 187–218.
    • 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.
    • Pexman, Penny M. (2012). Meaning-based influences on visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 24–43). London: Psychology Press.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • 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.
    • 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.
    • Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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.
  • Plaut, David C. (2005). Connectionist approaches to reading. In Margaret J. Snowling & Charles Hulme (Eds.), The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology) (pp. 24–38). Oxford: Blackwell Publishing. Cited by5
    • 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
    • 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.
    • Magnuson, James S. (2008). Nondeterminism, pleiotropy, and single-word reading: Theoretical and practical concerns. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 377–404). New York; London. Lawrence Erlbaum Associates.
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Plaut, D. C., & Booth, J. R. (2000). Individual and developmental differences in semantic priming: Empirical and computational support for a single-mechanism account of lexical processing. Psychological Review, 107, 786–823. 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.
    • 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.
    • 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.
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • 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.
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Rastle, Kathleen, & 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.
    • Schiff, Rachel, Raveh, Michal, & Kahta, Shani. (2008). The developing mental lexicon: Evidence from morphological priming of irregular Hebrew forms. Reading and Writing, 21(7), 719–743. https://doi.org/10.1007/s11145-007-9088-4
    • 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.
    • Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Welcome, Suzanne E., Chiarello, Christine, Halderman, Laura K., & Leonard, Christiana M. (2009). Lexical processing skill in college-age resilient readers. Reading and Writing, 22(3), 353–371. https://doi.org/10.1007/s11145-008-9120-3
    • 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.
  • Plaut, D. C., & Gonnerman, L. M. (2000). Are non-semantic morphological effects incompatible with a distributed connectionist approach to lexical processing? Language and Cognitive Processes, 15, 445–485. https://doi.org/10.1080/01690960050119661 Cited by17
    • 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.
    • Boudelaa, Sami. (2014). Is the Arabic mental lexicon morpheme-based or stem-based? Implications for spoken and written word recognition. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 31–54). Dordrecht: Springer.
    • 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
    • Feldman, Laurie Beth, & Basnight-Brown, Dana M. (2008). The role of morphology in visual word recognition: Graded semantic influences due to competing senses and semantic richness of the stem. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 85–106). New York; London. Lawrence Erlbaum Associates.
    • Feldman, Laurie Beth, Milin, Petar, Cho, Kit W., Moscoso del Prado Martín, Fermín, & O'Connor, Patrick A. (2015). Must analysis of meaning follow analysis of form? A time course analysis. Frontiers in Human Neuroscience, 9:111. https://doi.org/10.3389/fnhum.2015.00111
    • Feldman, Laurie Beth, & Katherine. (2012). Morphological processing: A comparison of graded and categorical accounts. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 3–22). London: Psychology Press.
    • Kello, Christopher T. (2006). Considering the junction model of lexical processing. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 50–75). Hove; New York: Psychology Press.
    • Lin, Candise Yue, Wang, Min, & Ko, In Yeong. (2018). The time course of activation of semantic and orthographic information in morphological decomposition by Korean adults and developing readers. Frontiers in Communication, 3:51. https://doi.org/10.3389/fcomm.2018.00051
    • McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
    • Rastle, Kathleen. (2019). EPS mid-career prize lecture 2017: Writing systems, reading, and language. Quarterly Journal of Experimental Psychology, 72(4), 677–692. https://doi.org/10.1177/1747021819829696
    • Schiff, Rachel, Raveh, Michal, & Kahta, Shani. (2008). The developing mental lexicon: Evidence from morphological priming of irregular Hebrew forms. Reading and Writing, 21(7), 719–743. https://doi.org/10.1007/s11145-007-9088-4
    • Smolka, Eva, Preller, Katrin H., & Eulitz, Carsten. (2014). ‘Verstehen’ (‘understand’) primes ‘stehen’ (‘stand’): Morphological structure overrides semantic compositionality in the lexical representation of German complex verbs. Journal of Memory and Language, 72, 16–36. http://dx.doi.org/10.1016/j.jml.2013.12.002
    • van den Bosch, Antal. (2006). Spelling space: A computational test bed for phonological and morphological changes in Dutch spelling [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 25–44.
    • Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
    • Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
    • Verhoeven, Ludo, Schreuder, Robert, & Haarman, Vera. (2006). Prefix identification in the reading of Dutch bisyllabic words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 651–668. https://doi.org/10.1007/s11145-005-1912-0
    • 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.
  • Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103(1), 56–115. https://doi.org/10.1037/0033-295X.103.1.56 Cited by108
    • 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.
    • Adelman, James S. (2012b). Methodological issues with 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. 116–138). London: Psychology Press.
    • Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
    • 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]
    • 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. (2006b). All about words: A lexicalist perspective on reading. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 318–347). Hove; New York: Psychology Press.
    • Andrews, Sally. (2015). Individual differences among skilled readers: The role of lexical quality. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 129–148). New York: Oxford University 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.
    • 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.
    • Bates, Timothy C., Castles, Anne, Luciano, Michelle, Wright, Margaret J., Coltheart, Max, & Martin, Nicholas G. (2007). Genetic and environmental bases of reading and spelling: A unified genetic dual route model [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 147–171. https://doi.org/10.1007/s11145-006-9022-1
    • Bolger, Patrick, Borgwaldt, Susanne R., & Jakab, Emőke. (2009). Letter and grapheme perception in English and Dutch. Written Language & Literacy, 12(1), 116–139. https://doi.org/10.1075/wll.12.1.06bol
    • 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.
    • Bosse, Marie-Line, Valdois, Sylviane, & Tainturier, Marie-Josèphe. (2003). Analogy without priming in early spelling development. Reading and Writing: An Interdisciplinary Journal, 16(7), 693–716.
    • Carreiras, Manuel, Armstrong, Blair C., Perea, Manuel, & Frost, Ram. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18(2), 90-98. https://doi.org/10.1016/j.tics.2013.11.005
    • Carreiras, Manuel, & Grainger, Jonathan. (2004). Sublexical representations and the ‘front end’ of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 321–331. https://doi.org/10.1080/01690960344000288 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 1–10). Hove: Psychological Press]
    • 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
    • Coltheart, Max. (2012). Dual-route theories of reading aloud. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 3–27). London: Psychology Press.
    • Davies, Robert A. I., & Cuetos, Fernando. (2010). Reading acquisition and dyslexia in Spanish. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 155–180). Hove; New York. Psychology Press.
    • 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
    • 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.
    • Deacon, S. Hélène, & Dhooge, Sarah. (2010). Developmental stability and changes in the impact of root consistency on children's spelling. Reading and Writing, 23(9), 1055–1069. https://doi.org/10.1007/s11145-009-9195-5
    • Deacon, S. Hélène, Tong, Xiuli, & Mimeau, Catherine. (2019). Morphological and semantic processing in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 327–349). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.015
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • 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.
    • 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.
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Gombert, Jean-Emile. (2002). Children with Down syndrome use phonological knowledge in reading [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 455–469.
    • 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.
    • 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
    • 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, & Hannagan, Thomas. (2014). What is special about orthographic processing? [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 225–252. doi 10.1075/wll.17.2.03gra
    • 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]
    • Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
    • 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.
    • Kaminska, Zofia. (2003). Little Frog and Toad: Interaction of orthography and phonology in Polish spelling [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 61–80.
    • Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
    • 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.
    • Kello, Christopher T. (2006). Considering the junction model of lexical processing. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 50–75). Hove; New York: Psychology Press.
    • Kessler, Brett. (2009). Statistical learning of conditional orthographic correspondences. Writing Systems Research, 1(1), 19–34. https://doi.org/10.1093/wsr/wsp004
    • 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.
    • Khateb, Asaid, Taha, Haitham Y., Elias, Inas, & Ibrahim, Raphiq. (2013). The effect of the internal orthographic connectivity of written Arabic words on the process of the visual recognition: A comparison between skilled and dyslexic readers [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 214–233. https://doi.org/10.1080/17586801.2013.834244
    • Kim, Jeesun, Taft, Marcus, & Davis, Chris. (2004). Orthographic-phonological links in the lexicon: When lexical and sublexical information conflict [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 187–218.
    • Kim, 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
    • Kim, Young-Suk, & Petscher, Yaacov. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 635–656. https://doi.org/10.1007/s11145-010-9240-4
    • Ktori, Maria, & Pitchford, Nicola J. (2010). Letter position encoding across deep and transparent orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 69–85). Hove; New York. Psychology Press.
    • Leong, Che-Kan. (2002a). ‘Cognitive conjunction’ analysis of processing Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 1–31). Hong Kong: Hong Kong University Press.
    • Lervåg, Arne, & Bråten, Ivar. (2002). Effects of memory load on word recognition: Are there dual-routers in Norway? Reading and Writing: An Interdisciplinary Journal, 15(3/4), 233–259.
    • Magnuson, James S. (2008). Nondeterminism, pleiotropy, and single-word reading: Theoretical and practical concerns. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 377–404). New York; London. Lawrence Erlbaum Associates.
    • McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
    • Monaghan, Josephine, & Ellis, Andrew W. (2002a). Age of acquisition and the completeness of phonological representations. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 759–788.
    • Nergård-Nilssen, T. (2006). Word-decoding deficits in Norwegian: The impact of psycholinguistic marker effects. Reading and Writing, 19(3), 265–290. https://doi.org/10.1007/s11145-005-5468-9
    • 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
    • Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
    • Peressotti, Francesca, & Job, Remo. (2003). Reading aloud: Dissociating the semantic pathway from the non-semantic pathway of the lexical route. Reading and Writing: An Interdisciplinary Journal, 16(3), 179–194.
    • Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
    • 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.
    • 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.
    • Priebe, Sarah J., Keenan, Janice M., & Miller, Amanda C. (2012). How prior knowledge affects word identification and comprehension. Reading and Writing, 25(1), 131–149. https://doi.org/10.1007/s11145-010-9260-0
    • Raman, Ilhan, & Baluch, Bahman. (2001). Semantic effects as a function of reading skill in word naming of a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 599–614. http://dx.doi.org/10.1023/A:1012004729180
    • Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
    • Rastle, Kathleen. (2019). EPS mid-career prize lecture 2017: Writing systems, reading, and language. Quarterly Journal of Experimental Psychology, 72(4), 677–692. https://doi.org/10.1177/1747021819829696
    • Rastle, Kathleen, & Coltheart, Max. (2006). Is there serial processing in the reading system; and are there local representations? In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 3–24). Hove; New York: Psychology Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Riano, Adriana, & Margolin, Sara J. (2017). But spell checker always corrects witch words eye misspelled: Spell checker use among good and poor spellers. Written Language & Literacy, 20(2), 129–146. https://doi.org/10.1075/wll.00001.ria
    • 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
    • Samuelsson, Stefan, Finnström, Orvar, Leijon, Ingemar, & Mård, Selina. (2000). Phonological and surface profiles of reading difficulties among very low birth weight children: Converging evidence for the developmental lag hypothesis. Scientific Studies of Reading, 4(3), 197–217.
    • Schiff, Rachel, Raveh, Michal, & Kahta, Shani. (2008). The developing mental lexicon: Evidence from morphological priming of irregular Hebrew forms. Reading and Writing, 21(7), 719–743. https://doi.org/10.1007/s11145-007-9088-4
    • Schmalz, Xenia, Marinus, Eva, Coltheart, Max, & Castles, Anne. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review, 22, 1614–1629. https://doi.org/10.3758/s13423-015-0835-2
    • Schoonbaert, Sofie, & Grainger, Jonathan. (2004). Letter position coding in printed word perception: Effects of repeated and transposed letters [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19, 333–367. https://doi.org/10.1080/01690960344000198 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 12–42). Hove: Psychological Press]
    • Seidenberg, Mark S. (2007). Connectionist models of reading. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 235–250). Oxford: Oxford University Press.
    • Seidenberg, Mark S., & 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.
    • Seymour, Philip H. K. (2006). Theoretical framework for beginning reading in different orthographies. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 441–462). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
    • Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
    • Simos, Panagiotis G., Billingsley-Marshall, Rebecca, Sarkari, Shirin, & Papanicolaou, Andrew C. (2008). Single-word reading: Perspectives from magnetic source imaging. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 211–232). New York; London. Lawrence Erlbaum Associates.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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.
    • Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
    • 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.
    • Taft, Marcus. (2015). The nature of lexical representation in visual word recognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 99–113). New York: Oxford University Press.
    • Thompson, G. Brian, & Johnston, Rhona S. (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
    • Tiwari, Shivani, Nair, Remya, & Krishnan, Gopee. (2011). A preliminary investigation of akshara knowledge in the Malayalam alphasyllabary: Extension of Nag's (2007) study. Writing Systems Research, 3(2), 145–151. https://doi.org/10.1093/wsr/wsr013
    • 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.
    • van den Bosch, Antal. (2006). Spelling space: A computational test bed for phonological and morphological changes in Dutch spelling [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 25–44.
    • Van Heuven, Walter J. B. (2005). Bilingual interactive activation models of word recognition in a second language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (260–288). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Verhoeven, Ludo, Baayen, R. Harald, & Schreuder, Robert. (2004). Orthographic constraints and frequency effects in complex word identification [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 49–59.
    • Verhoeven, Ludo, & Carlisle, Joanne F. (2006). Introduction to the special issue: Morphology in word identification and word spelling [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 643–650. https://doi.org/10.1007/s11145-006-9010-5
    • Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
    • Verhoeven, Ludo, Schreuder, Robert, & Haarman, Vera. (2006). Prefix identification in the reading of Dutch bisyllabic words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 651–668. https://doi.org/10.1007/s11145-005-1912-0
    • 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.
    • 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
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
    • Williams, Clay, & Bever, Thomas. (2010). Chinese character decoding: A semantic bias? Reading and Writing, 23(5), 589–605. https://doi.org/10.1007/s11145-010-9228-0
    • Woollams, Anna M. (2015). What does acquired dyslexia tell us about reading in the mind and brain? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 149–164). New York: Oxford University Press.
    • 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]
    • 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.
    • Zevin, Jason D. (2019). Modeling developmental dyslexia across languages and writing systems. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 372–390). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.017
    • 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.
    • Ziegler, Johannes C., Perry, Conrad, & Zorzi, Marco. (2019). Modeling the variability of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 350–371). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.016
  • Plaut, D. C., & Shallice, T. (1993). Deep dyslexia: A case study of connectionist neuropsychology. Cognitive Neuropsychology, 10, 377–500. Cited by8
    • Andrews, Sally. (2006b). All about words: A lexicalist perspective on reading. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 318–347). Hove; New York: Psychology Press.
    • Carreiras, Manuel, Armstrong, Blair C., Perea, Manuel, & Frost, Ram. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18(2), 90-98. https://doi.org/10.1016/j.tics.2013.11.005
    • 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.
    • 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.
    • Woollams, Anna M. (2015). What does acquired dyslexia tell us about reading in the mind and brain? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 149–164). New York: Oxford University Press.
  • Plaza, M., & Cohen, H. (2003). The interaction between phonological processing, syntactic awareness, and naming speed in the reading and spelling performance of first-grade children. Brain and Cognition, 53(2), 287–292. https://doi.org/10.1016/S0278-2626(03)00128-3 Cited by8
    • Arfé, Barbara. (2020). A mature science of reading and spelling. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 235–240). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_15
    • 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.
    • Candan, Ecehan, Babür, Nalan, Haznedar, Belma, & Erçetin , Gülcan. (2020). Reading and spelling skills in transparent orthographies: Phonological encoding and rapid automatized naming in Turkish. 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. 185–201). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_12
    • Chen, Xi, Hao, Meiling, Geva, Esther, Zhu, Jin, & Shu, Hua. (2009). The role of compound awareness in Chinese children's vocabulary acquisition and character reading. Reading and Writing, 22(5), 615–631. https://doi.org/10.1007/s11145-008-9127-9
    • 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
    • Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
    • 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
    • Low, Pauline B., & Siegel, Linda S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 207–231.
  • Plaza, M., & Cohen, H. (2007). The contribution of phonological awareness and visual attention in early reading and spelling. Dyslexia, 13(1), 67–76. http://doi.org/10.1002/dys.330 Cited by7
    • Arfé, Barbara. (2020). A mature science of reading and spelling. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 235–240). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_15
    • Asadi, Ibrahim A., Ibrahim, Raphiq, & Khateb, Asaid. (2017). What contributes to spelling in Arabic? A cross-sectional study from first to sixth grade. Writing Systems Research, 9(1), 60–81. https://doi.org/10.1080/17586801.2016.1218748
    • Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
    • Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
    • Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
    • Lo, Jason Chor Ming, Ye, Yanyan, Tong, Xiuhong, McBride, Catherine, Ho, Connie Suk-han, & Waye, Mary Miu Yee. (2018). Delayed copying is uniquely related to dictation in bilingual Cantonese–English-speaking children in Hong Kong. Writing Systems Research, 10(1), 26–42. https://doi.org/10.1080/17586801.2018.1481902
    • Russak, Susie, amp; Saiegh-Haddad, Elinor. (2011). Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 427–442. https://doi.org/10.1007/s11145-010-9235-1
  • Plester, B., & Wood, C. (2009). Exploring relationships between traditional and new media literacies: British preteen texters at school. Journal of Computer Mediated Communication, 14(4), 1108–1129. https://doi.org/10.1111/j.1083-6101.2009.01483.x Cited by7
    • Baron, Naomi S., & Ling, Rich. (2011). Necessary smileys & useless periods: Redefining punctuation in electronically-mediated communication. Visible Language, 45(1/2), 45–67.
    • Grace, Abbie, & Kemp, Nenagh. (2015). Text messaging language: A comparison of undergraduates' naturalistic textism use in four consecutive cohorts. Writing Systems Research, 7(2), 220–234. https://doi.org/10.1080/17586801.2014.898575
    • Grace, Abbie, Kemp, Nenagh, Martin, Frances Heritage, & Parrila, Rauno. (2012). Undergraduates' use of text messaging language: Effects of country and collection method [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 167–184. https://doi.org/10.1080/17586801.2012.712875
    • Kemp, Nenagh. (2010). Texting versus txtng: Reading and writing text messages, and links with other linguistic skills. Writing Systems Research, 2(1), 53–71. https://doi.org/10.1093/wsr/wsq002
    • Seargeant, Philip. (2019). The emoji revolution: How technology is shaping the future of communication. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108677387
    • 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.
    • Wood, Clare, Kemp, Nenagh, & Plester, Beverley. (2013). Text messaging and literacy - The evidence (Routledge Psychology in Education). London; New York: Routledge.
  • Plester, B., Wood, C., & Bell, V. (2008). Txt msg n school literacy: Does texting and knowledge of text abbreviations adversely affect children's literacy attainment? Literacy, 42(3), 137–144. https://doi.org/10.1111/j.1741-4369.2008.00489.x Cited by7
    • Grace, Abbie, Kemp, Nenagh, Martin, Frances Heritage, & Parrila, Rauno. (2012). Undergraduates' use of text messaging language: Effects of country and collection method [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 167–184. https://doi.org/10.1080/17586801.2012.712875
    • Kemp, Nenagh. (2010). Texting versus txtng: Reading and writing text messages, and links with other linguistic skills. Writing Systems Research, 2(1), 53–71. https://doi.org/10.1093/wsr/wsq002
    • 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
    • Seargeant, Philip. (2019). The emoji revolution: How technology is shaping the future of communication. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108677387
    • 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.
    • Verheijen, Lieke. (2018). Orthographic principles in computer-mediated communication: The SUPER-functions of textisms and their interaction with age and medium [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 111–145. https://doi.org/10.1075/wll.00012.ver
    • Wood, Clare, Kemp, Nenagh, & Plester, Beverley. (2013). Text messaging and literacy - The evidence (Routledge Psychology in Education). London; New York: Routledge.
  • Plester, B., Wood, C., & Joshi, P. (2009). Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes. British Journal of Developmental Psychology, 27(1), 145–161. https://doi.org/10.1348/026151008X320507 Cited by9
    • Grace, Abbie, & Kemp, Nenagh. (2015). Text messaging language: A comparison of undergraduates' naturalistic textism use in four consecutive cohorts. Writing Systems Research, 7(2), 220–234. https://doi.org/10.1080/17586801.2014.898575
    • Grace, Abbie, Kemp, Nenagh, Martin, Frances Heritage, & Parrila, Rauno. (2012). Undergraduates' use of text messaging language: Effects of country and collection method [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 167–184. https://doi.org/10.1080/17586801.2012.712875
    • Kemp, Nenagh. (2010). Texting versus txtng: Reading and writing text messages, and links with other linguistic skills. Writing Systems Research, 2(1), 53–71. https://doi.org/10.1093/wsr/wsq002
    • Kemp, Nenagh. (2016). Children's first language acquisition of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 191–204). Oxon: Routledge.
    • Kemp, Nenagh, & Grace, Abbie. (2017). Txting across time: Undergraduates' use of ‘textese’ in seven consecutive first-year psychology cohorts. Writing Systems Research, 9(1), 82–98. https://doi.org/10.1080/17586801.2017.1285220
    • 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
    • Simoës-Perlant, Aurélie, Thibault, Marie-Pierre, Lanchantin, Tonia, Combes, Céline, Volckaert-Legrier, Olga, & Largy, Pierre. (2012). How adolescents with dyslexia dysorthographia use texting. Written Language & Literacy, 15(1), 65–79. https://doi.org/10.1075/wll.15.1.04sim
    • Verheijen, Lieke. (2018). Orthographic principles in computer-mediated communication: The SUPER-functions of textisms and their interaction with age and medium [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 111–145. https://doi.org/10.1075/wll.00012.ver
    • Wood, Clare, Kemp, Nenagh, & Plester, Beverley. (2013). Text messaging and literacy - The evidence (Routledge Psychology in Education). London; New York: Routledge.
  • 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.
  • Pogarell, Reiner. (1994). Schriftlichkeit und Technik [Writing and technology]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 628–635). Berlin; New York: De Gruyter.
  • Pohl, John M. D. (1994). Mexican codices, maps, and lienzos as social contracts. In Elizabeth Hill Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 137–160). Durham, NC: Duke University Press. Cited by1
    • Hamann, Byron. (2004). Seeing and the Mixtec screenfolds. Visible Language, 38(1), 67–124.
  • Polak, Frank H. (2015). Oral substratum, language usage, and thematic flow in the Abraham-Jacob narrative. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 217–238). Atlanta, GA: SBL Press.
  • Poldrack, R. A., Wagner, A. D., Prull, M. W., Desmond, J. E., Glover, G. H., & Gabrieli, J. D. E. (1999). Functional specialization for semantic and phonological processing in the left inferior prefrontal cortex. NeuroImage, 10(1), 15–35. http://dx.doi.org/10.1006/nimg.1999.0441 Cited by6
    • Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Grigorenko, Elena L. (2008). Four “nons” of the brain–genes connection. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 283–308). New York; London. Lawrence Erlbaum Associates.
    • 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
    • Matthews, Paul M., Fu, Shimin, Chen, Yi-Ping, & Iversen, Susan. (2002). Functional magnetic resonance imaging: A promising tool for defining the organization of Chinese language in the brain. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 61–77). Hong Kong: Hong Kong University Press.
    • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
  • Poleg, Eyal. (2020). Memory, performance, and change: The Psalms’ layout in late medieval and early modern Bibles. In Bradford A. Anderson (Ed.), From scrolls to scrolling: Sacred texts, materiality, and dynamic media cultures (Judaism, Christianity, and Islam – Tension, Transmission, Transformation 12) (pp. 120–151). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110634440-007
  • 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.
  • Pollatsek, A., Bolozky, S., Well, A. D., & Rayner, K. (1981). Asymmetries in the perceptual span for Israeli readers. Brain and Language, 14(1), 174–180. https://doi.org/10.1016/0093-934X(81)90073-0 Cited by21
    • Brysbaert, Marc, Cai, Qing, & Van der Haegen, Lise. (2012). Brain asymmetry and visual word recognition: Do we have a split fovea? In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 139–158). London: Psychology Press.
    • Chen, Hsuan-Chih, & Tang, Chi-Kong. (1998). The effective visual field in reading Chinese [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 245–254. [Also pulished in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages. Dordrecht: Kluwer Academic Publishers]
    • 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.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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, 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, & Liu, Weimin. (1997). The range of effective vision during the reading of Chinese sentences. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 243–265). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • 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.
    • Kolinsky, Régine. (2015). How learning to read influences language and cognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 377–393). New York: Oxford University Press.
    • 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
    • Pollatsek, Alexander, Raney, Gary E., Lagasse, Linda, & Rayner, Keith. (1993). The use of information below fixation in reading and in visual search. Canadian Journal of Experimental Psychology, 47, 179–200. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 51–72). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, Pollatsek, Alexander, 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
    • Roschke, Kristy, & Radach, Ralph. (2016). Perception, reading, and digital media. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 33–52). London; New York: Routledge.
    • 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]
    • Schotter, Elizabeth R., & Rayner, Keith. (2015). The work of the eyes during reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 44–59). New York: Oxford University Press.
    • Shillcock, Richard. (2007). Eye movements and visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 89–105). Oxford: Oxford University Press.
    • Slattery, Timothy J. (2016). Eye movements: From psycholinguistics to font design. In Mary C. Dyson & Ching Y. Suen (Eds.), Digital fonts and reading Series on Computer Processing of Languages 1) (pp. 54–78). Singapore: World Scientific Publishing.
    • 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.
  • 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. Cited by4
    • Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
    • Bouwhuis, Don G. (1979). Word knowledge and letter recognition as determinants of word recognition. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 269–281). New York; London: Plenum Press.
    • Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
  • Pollatsek, A., & Hyönä, J. (2005). The role of semantic transparency in the processing of Finnish compound words. Language and Cognitive Processes, 20, 261–290. Cited by6
    • 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]
    • 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
  • 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. Cited by1
    • 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, A., Hyönä, J., & Bertram, R. (2000). The role of morphological constituents in reading Finnish compound words. Journal of Experimental Psychology: Human Perception and Performance, 26, 820–833. https://doi.org/10.1037/0096-1523.26.2.820 Cited by9
    • Beyersmann, Elisabeth, Kezilas, Yvette, Coltheart, Max, Castles, Anne, Ziegler, Johannes C., Taft, Marcus, & Grainger, Jonathan. (2018). Taking the book from the bookshelf: Masked constituent priming effects from compound words and nonwords. Journal of Cognition, 1(1): 10, 1–13. https://doi.org/10.5334/joc.11
    • 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]
    • 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
  • 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. Cited by1
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
  • Pollatsek, A., Lesch, M., Morris, R. K., & Rayner, K. (1992). Phonological codes are used in integrating information across saccades in word identification and reading. Journal of Experimental Psychology: Human Perception and Performance, 18,148–162. Cited by25
    • 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]
    • 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.
    • Binder, Katherine, & Borecki, Caren. (2008). The use of phonological, orthographic, and contextual information during reading: A comparison of adults who are learning to read and skilled adult readers. Reading and Writing, 21(8), 843–858. https://doi.org/10.1007/s11145-007-9099-1
    • Clifton, Charles, Jr. (2015). The roles of phonology in silent reading: A selective review. In Lyn Frazier & Edward Gibson (Eds.), Explicit and implicit prosody in sentence processing: Studies in honor of Janet Dean Fodor (Studies in Theoretical Psycholinguistics 46) (pp. 161–176). Cham: Springer. https://doi.org/10.1007/978-3–319-12961-7_9
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • 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.
    • 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]
    • 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.
    • Inhoff, Albrecht, & Liu, Weimin. (1997). The range of effective vision during the reading of Chinese sentences. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 243–265). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • 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.
    • Jones, Manon Wyn, Kelly, M. Louise, & Corley, Martin. (2007). Adult dyslexic readers do not demonstrate regularity effects in sentence processing: Evidence from eye-movements. Reading and Writing, 20(9), 933–943. https://doi.org/10.1007/s11145-007-9060-3
    • Matsunaga, Sachiko. (2002b). Early phonological activation in reading kanji: An eye-tracking study. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 157–171). Hong Kong: Hong Kong University Press.
    • Morita, Aiko, & Tamaoka, Katsuo. (2002). Phonological involvement in the processing of Japanese at the lexical and sentence levels. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 633–651.
    • 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. (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, 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
    • 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.
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
  • Pollatsek, A., Perea, M., & Binder, K. (1999). The effects of neighborhood size in reading and lexical decision. Journal of Experimental Psychology: Human Perception and Performance, 25, 1142–1158. 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.
    • 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.
    • Joyce, Terry, & Ohta, Nobuo. (2002). Constituent morpheme frequency data for two-kanji compound words. Tsukuba Psychological Research, 24, 111–141.
    • 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. (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]
    • 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
  • Pollatsek, Alexander, Raney, Gary E., Lagasse, Linda, & Rayner, Keith. (1993). The use of information below fixation in reading and in visual search. Canadian Journal of Experimental Psychology, 47, 179–200. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 51–72). Mahwah, NJ; Hove: Lawrence Erlbaum Associates] Cited by6
    • Minkoff, Scott R. B., & Raney, Gary E. (2000). Letter-detection errors in the word the: Word frequency versus syntactic structure. Scientific Studies of Reading, 4(1), 55–76.
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Rayner, Keith, 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
    • 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.
  • Pollatsek, A., & Rayner, K. (1982). Eye movement control in reading: The role of word boundaries. Journal of Experimental Psychology: Human Perception and Performance, 8, 817–833. https://doi.org/10.1037/0096-1523.8.6.817 Cited by9
    • Inhoff, Albrecht W., & Rayner, Keith. (1996). Das Blickverhalten beim Lesen [Eye movements during reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 942–957). Berlin; New York: De Gruyter.
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Ren, Gui-Qin, & Yang, Yufang. (2010). Syntactic boundaries and comma placement during silent reading of Chinese text: Evidence from eye movements. Journal of Research in Reading, 33(2), 168–177. https://doi.org/10.1111/j.1467-9817.2009.01406.x
    • 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.
    • 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
    • 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.
    • Yao, Yun. (2011). Interword spacing effects on reading Mandarin Chinese as a second language [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 23–40. doi 10.1093/wsr/wsr009
  • Pollatsek, A., Rayner, K., & Balota, D. A. (1986). Inferences about eye movement control from the perceptual span in reading. Perception and Psychophysics, 40, 123–130. Cited by9
    • 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.
    • 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.
    • Inhoff, Albrecht W., & Rayner, Keith. (1996). Das Blickverhalten beim Lesen [Eye movements during reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 942–957). Berlin; New York: De Gruyter.
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • 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.
  • Pollatsek, A., Reichle, E. D., & Rayner, K. (2006). Tests of the E-Z Reader model: Exploring the interface between cognition and eye-movement control. Cognitive Psychology, 52, 1–56. Cited by8
    • Li, Xingshan, Zang, Chuanli, Liversedge, Simon P., & Pollatsek, Alexander. (2015). The role of words in Chinese reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 232–244). New York: Oxford University Press.
    • Pollatsek, Alexander. (2015). The role of sound in silent reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 185–201). New York: Oxford University Press.
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Rayner, Keith, Reichle, Erik D., & Pollatsek, Alexander. (2006). Cognitive processes in reading: The E-Z Reader model of eyemovement control. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 122–148). Hove; New York: Psychology Press.
    • Reichle, Erik D., & Sheridan, Heather. (2015). E-Z reader: An overview of the model and two recent applications. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 277–290). New York: Oxford University Press.
    • 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
  • Pollatsek, A., Tan, L.-H., & Rayner, K. (2000). The role of phonological codes in integrating information across saccadic eye movements in Chinese character identification. Journal of Experimental Psychology: Human Perception and Peiformance, 26, 607–633. https://doi.org/10.1037/0096-1523.26.2.607 Cited by12
    • Clifton, Charles, Jr. (2015). The roles of phonology in silent reading: A selective review. In Lyn Frazier & Edward Gibson (Eds.), Explicit and implicit prosody in sentence processing: Studies in honor of Janet Dean Fodor (Studies in Theoretical Psycholinguistics 46) (pp. 161–176). Cham: Springer. https://doi.org/10.1007/978-3–319-12961-7_9
    • 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.
    • 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.
    • Leong, Che-Kan. (2002a). ‘Cognitive conjunction’ analysis of processing Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 1–31). Hong Kong: Hong Kong University Press.
    • 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.
    • Pollatsek, Alexander. (2015). The role of sound in silent reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 185–201). New York: Oxford University Press.
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, Pollatsek, Alexander, 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
    • 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]
    • 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.
    • Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
  • Pollatsek, Alexander, & Treiman, Rebecca. (2015). The Oxford handbook of reading: Setting the stage. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 3–9). New York: Oxford University Press.
  • Pollatsek, Alexander, & Treiman, Rebecca (Eds.). (2015). The Oxford handbook of reading. New York: Oxford University Press.
  • Pollatsek, A., Well, A. D., & Schindler, R. M. (1975). Familiarity affects visual processing of words. Journal of Experimental Psychology: Human Perception and Peiformance, 1, 328–338. Cited by4
    • Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
    • 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, & 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.
  • Pollo, T. C., Kessler, B., & Treiman, R. (2005). Vowels, syllables, and letter names: Differences between young children's spelling in English and Portuguese. Journal of Experimental Child Psychology, 92, 161–181. https://doi.org/10.1016/j.jecp.2005.01.006 Cited by7
    • Cardoso-Martins, Cláudia, & Corrêa, Marcela Fulanete. (2010). The role of letter name knowledge in early spelling development: Evidence from Brazilian Portuguese. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 31–42). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_3
    • Deacon, S. Hélène, & Sparks, Erin. (2015). Children's spelling development: Theories and evidence. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 311–325). New York: Oxford University Press.
    • Pollo, Tatiana Cury, Treiman, Rebecca, & Kessler, Brett. (2008). Three perspectives on spelling development. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 175–189). New York; London. Lawrence Erlbaum Associates.
    • Sandbank, Ana. (2016). Writing as a domain of knowledge for both children and researchers. 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. 109–124). Cham: Springer.
    • Silva, Cristina, Almeida, Tiago, & Alves Martins, Margarida. (2010) Letter names and sounds: Their implications for the phonetisation process. Reading and Writing, 23(2), 147–172. https://doi.org/10.1007/s11145-008-9157-3
    • 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.
  • Pollo, T. C., Kessler, B., & Treiman, R. (2009). Statistical patterns in children's early writing. Journal of Experimental Child Psychology, 104, 410–426. https://doi.org/10.1016/j.jecp.2009.07.003 Cited by9
    • Deacon, S. Hélène, & Sparks, Erin. (2015). Children's spelling development: Theories and evidence. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 311–325). New York: Oxford University Press.
    • Kemp, Nenagh. (2016). Children's first language acquisition of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 191–204). Oxon: Routledge.
    • McBride, Catherine. (2017). Early literacy across languages. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 55–74). Amsterdam; Philadelphia: John Benjamins.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Treiman, Rebecca. (2018). Statistical learning and spelling. Language, Speech, and Hearing Services in Schools, 49, 644–652. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0122
    • Treiman, Rebecca, & 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.
    • 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
  • Pollo, Tatiana Cury, Treiman, Rebecca, & Kessler, Brett. (2008). Three perspectives on spelling development. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 175–189). New York; London. Lawrence Erlbaum Associates.
  • Pollock, S. (2006). The language of the gods in the world of men: Sanskrit, culture, and power in premodern India. Berkeley: University of California Press. Cited by7
    • 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., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Handel, Zev. (2019). Sinography: The borrowing and adaptation of the Chinese script (Language, Writing and Literary Culture in the Sinographic Cosmopolis 1). Leiden; Boston: Brill. https://doi.org/10.1163/9789004352223
    • Kornicki, Peter Francis. (2018). Languages, scripts, and Chinese texts in East Asia. Oxford: Oxford University Press. https://doi.org/10.1093/oso/9780198797821.001
    • Phan, John D. (2014). Rebooting the vernacular in seventeenth-century Vietnam. In Benjamin A. Elman (Ed.), Rethinking East Asian languages, vernaculars, and literacies, 1000–1919 (Sinica Leidensia 115) (pp. 97–128). Leiden; Boston: Brill. https://doi.org/10.1163/9789004279278_005
    • Shang, Wei. (2014). Writing and speech: Rethinking the issue of vernaculars in early modern China. In Benjamin A. Elman (Ed.), Rethinking East Asian languages, vernaculars, and literacies, 1000–1919 (Sinica Leidensia 115) (pp. 254–301). Leiden; Boston: Brill. https://doi.org/10.1163/9789004279278_011
  • Pollock, Susan. (2016). From clay to stone: Material practices and writing in third millennium Mesopotamia. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 277–291). Berlin; Boston: Walter de Gruyter. Cited by1
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
  • Pontecorvo, Clotilde. (1997). Introduction. Studying writing and writing acquisition today: An interdisciplinary view. In Clotilde Pontecorvo (Ed.), Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6) (pp. xv-xxxi). Amsterdam; Philadelpha: John Benjamins.
  • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins. Cited by1
    • 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.
  • Pontecorvo, Clotilde, & Rossi, Franca. (2015). What have we learned about the transition phases to the syllabic and alphabetic systems? In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 176–191). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Pope, Maurice. (1975). The story of decipherment: From Egyptian hieroglyphics to Linear B. London: Thames & Hudson: New York: Charles Scribner's Sons. [1999, Revised edition, The story of decipherment: From Egyptian hieroglyphs to Maya script. London; New York: Thames & Hudson] Cited by20
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Daniels, Peter T. (1996d). Methods of decipherment. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 141–159). New York; Oxford: Oxford University Press.
    • Daniels, Peter T. (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. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Daniels, Peter T. (2020). The decipherment of ancient Near Eastern languages. In Rebecca Hasselbach-Andee (Ed.), A companion to ancient Near Eastern languages (pp. 3–25). Hoboken: John Wiley & Sons.
    • Davies, W. V. (1987). Egyptian hieroglyphs (Reading the past). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1990, In J. T. Hooker (Ed.), Reading the past: Ancient writing from cuneiform to the alphabet (pp. 75–135). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Drucker, Johanna. (1995). The alphabetic labyrinth: The letters in history and imagination. London: Thames & Hudson.
    • 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.
    • Galanakis, Yannis. (2017). Discovering writing in Bronze Age Greece. In Yannis Galanakis, Anastasia Christophilopoulou & James Grime (Eds.), Codebreakers and groundbreakers (pp. 1–14). Cambridge: The Fitzwilliam Museum.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • 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
    • Meltzer, Edmund S. (1994). Hieratic is beautiful: Ancient Egyptian calligraphy revisited. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 293–301). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • 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.
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Segert, Stanislav. (1983). Decipherment of forgotten writing systems: Two different approaches. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 131–156). Berlin; New York; Amsterdam: Mouton Publishers.
    • Segert, Stanislav. (1994). Decipherment. 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. 416–423). Berlin; New York: De Gruyter.
    • Sproat, Richard, & Gutkin, Alexander. (2021). The taxonomy of writing systems: How to measure how logographic a system is. Computational Linguistics, 47(3), 477–528. https://doi.org/10.1162/coli_a_00409
  • Pope, Maurice. (1999). The story of decipherment: From Egyptian hieroglyphs to Maya script. London; New York: Thames & Hudson. [1975, First edition, The story of decipherment: From Egyptian hieroglyphics to Linear B. London: Thames & Hudson: New York: Charles Scribner's Sons] Cited by13
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Daniels, Peter T. (2020). The decipherment of ancient Near Eastern languages. In Rebecca Hasselbach-Andee (Ed.), A companion to ancient Near Eastern languages (pp. 3–25). Hoboken: John Wiley & Sons.
    • Farmer, Steve, Sproat, Richard, & Witzel, Michael. (2004). The collapse of the Indus-script thesis: The myth of a literate Harappan civilization. Electronic Journal of Vedic Studies, 11(2), 19–57. http://dx.doi.org/10.11588/ejvs.2004.2.620
    • Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
    • Melka, Tomi S. (2013). On a “kinetic”-like sequence in rongorongo tablet “Mamari”. Writing Systems Research, 5(1), 54–72. https://doi.org/10.1080/17586801.2012.742005
    • Melka, Tomi S., & Schoch, Robert M. (2021). A case in point: Communication with unknown intelligence/s. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 513–559). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-melk
    • 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.
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
    • Sproat, Richard. (2010). Language, technology, and society. Oxford: Oxford University Press.
    • Sproat, Richard, & Gutkin, Alexander. (2021). The taxonomy of writing systems: How to measure how logographic a system is. Computational Linguistics, 47(3), 477–528. https://doi.org/10.1162/coli_a_00409
  • Porpodas, C. D. (1989). The phonological factor in reading and spelling of Greek. In P. G. Aaron & R. M. Joshi (Eds.), Reading and writing disorders in different orthographic systems (pp. 177-190). Dordrecht: Kluwer. Cited by5
    • Aidinis, Athanasios, & Nunes, Terezinha. (2001). The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 145–177.
    • Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • 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
    • 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.
    • Shen, Helen H., & Bear, Donald R. (2000). Development of orthographic skills in Chinese children. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 197–236.
  • Porpodas, C. D. (1999). Patterns of phonological and memory processing in beginning readers and spellers of Greek. Journal of Learning Disabilities, 32, 406–416. https://doi.org/10.1177/002221949903200506 Cited by17
    • 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.
    • Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
    • Ellis, Nick C., Miwa, Natsume, Stavropoulou, Katerina, Hoxhallari, Lorenc, Van Daal, Victor H.P., Polyzoe, Nicoletta, Tsipa, Maria-Louisa, & Petalas, Michalis. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438–468. https://doi.org/10.1598/RRQ.39.4.5
    • Goswami, Usha. (2006). Orthography, phonology, and reading development: A cross-linguistics perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 463–480). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Goswami, Usha. (2008). Phonological representations for reading acquisition across languages. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 65–84). New York; London. Lawrence Erlbaum Associates.
    • Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
    • Goswami, Usha. (2010). A psycholinguistic grain size view of reading acquisition across languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 23–42). Hove; New York. Psychology Press.
    • 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
    • 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
    • McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
    • Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
    • 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
    • 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
    • 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.
    • Protopapas, Athanassios. (2017). Learning to read Greek. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 181–210). Cambridge: Cambridge University Press.
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • 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. 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
    • Ahlberg, Aija Katriina, Eklund, Kenneth, Otieno, Suzanne C. S. A., & Nieminen, Lea. (2019). From abugida to alphabet in Konso, Ethiopia: The interplay between script and phonological awareness. Written Language & Literacy, 22(1), 1–32. https://doi.org/10.1075/wll.00018.ahl
    • Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-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
  • Porter, D. (2001). Ideographia: The Chinese cipher in early modern Europe. Stanford: Stanford University Press. Cited by5
    • Hamann, Byron. (2004). Seeing and the Mixtec screenfolds. Visible Language, 38(1), 67–124.
    • Lurie, David B. (2006). Language, writing, and disciplinarity in the critique of the “Ideographic Myth”: Some proleptical remarks. Language & Communication, 26, 250–269. https://doi.org/10.1016/j.langcom.2006.02.015
    • McDonald, Edward. (2016). The “ideograph” and the 漢字 hànzì: A cross-cultural concept with two mutually invisible faces. Translation and Interpreting Studies, 13(2), 271–292. https://doi.org/10.1075/tis.00016.mcd
    • O'Neill, Timothy Michael. (2016). Ideography and Chinese language theory: A history (Welten Ostasiens - Worlds of East Asia - Mondes de l'Extrême Orient 26). Berlin: De Gruyter Mouton.
    • Unger, J. Marshall. (2004). Ideogram: Chinese characters and the myth of disembodied meaning. Honolulu: University of Hawai‘i Press.
  • Poser, William J. (1992). The structural typology of phonological writing. In Annual Meeting Handbook of 66th Annual Meeting of the Linguistic Society of America. Linguistic Society of America. Cited by13
    • 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
    • Daniels, Peter T. (1998). [Book review: D. Gary Miller, (1994), Ancient scripts and phonological knowledge]. Written Language & Literacy, 1(1), 141–147.
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Gnanadesikan, Amalia E. (2011). Syllables and syllabaries: What writing systems tell us about syllable structure. In Charles Cairns & Eric Raimy (Eds.), Handbook of the syllable (Brill's Handbooks in Linguistics 1) (pp. 395–414). Leiden: Brill. https://doi.org/10.1163/ej.9789004187405.i-464.118
    • Gnanadesikan, Amalia E. (2012). Maldivian Thaana, Japanese kana, and the representation of moras in writing [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 91–102. https://doi.org/10.1080/17586801.2012.693459
    • Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
    • Honda, Keisuke. (2007). Kana digraphs and morae: A structural analysis. Written Language & Literacy, 10(1), 65–82.
    • Honda, Keisuke. (2009). Homographic kanji, their ambiguity and the effectiveness of okurigana as a device for disambiguation [Special issue: Writing systems and linguistic structure, edited by Sang-Oak Lee]. Written Language & Literacy, 12(2), 213–236. https://doi.org/10.1075/wll.12.2.06hon
    • 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.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Sproat, Richard. (1998). [Book review: Peter T. Daniels & William Bright (Eds.), (1996), The world's writing systems]. Written Language & Literacy, 1(1), 129–137.
    • Tenny, Carol. (2016). A linguist looks at AAC: Language representation systems for augmentative and alternative communication, compared with writing systems and natural language. Writing Systems Research, 8(1), 84–119. https://doi.org/10.1080/17586801.2014.959459
  • Poskiparta, E., Niemi, P., & Lepola, J. (1994). Diagnostiset Testit 1: Lukeminen ja kirjoittaminen [Diagnostic tests 1: Reading and writing]. Turku: Center for Learning Research, University of Turku. Cited by5
    • Dufva, Mia, Niemi, Pekka, & Voeten, Marinus J. M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 91–117.
    • Hintikka, Sini, Aro, Mikko, & Lyytinen, Heikki. (2005). Computerized training of the correspondences between phonological and orthographic units [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 155–178.
    • Hirvonen, Riikka, Georgiou, George K., Lerkkanen, Marja-Kristiina, Aunola, Kaisa, & Nurmi, Jari-Erik. (2010). Task-focused behaviour and literacy development: A reciprocal relationship. Journal of Research in Reading, 33(3), 302–319. https://doi.org/10.1111/j.1467-9817.2009.01415.x
    • Holopainen, Leena, Ahonen, Timo, Tolvanen, Asko, & Lyytinen, Heikki. (2000). Two alternative ways to model the relation between reading accuracy and phonological awareness at preschool age. Scientific Studies of Reading, 4(2), 77–100.
    • Silvén, Maarit, & Rubinov, Evgenia. (2010). Language and preliteracy skills in bilinguals and monolinguals at preschool age: Effects of exposure to richly inflected speech from birth. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 385–414. https://doi.org/10.1007/s11145-009-9206-6
  • Posnansky, C. J., & Rayner, K. (1977). Visual-feature and response components in a picture-word interference task with beginning and skilled readers. Journal of Experimental Child Psychology, 24, 440–460. 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.
    • 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.
    • Weekes, Brendan, Davies, Robert, & Chen, May Jane. (2002). Picture-word interference effects on naming in Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 101–127). Hong Kong: Hong Kong University Press.
  • Posner, M. I., & Carr, T. H. (1992). Lexical access and the brain: Anatomical constraints on cognitive models of word recognition. American Journal of Psychology, 105, 1–26. Cited by5
    • 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.
    • 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]
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
    • 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
  • Posner, Michael I., Lewis, Joe L., & Conrad, Carol. (1972). Component processes in reading: A performance analysis. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 159–192). Cambridge, MA; London: The MIT Press. Cited by1
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Posner, M. I., & Snyder, C. R. R. (1975). Attention and cognitive control. In R. Solso (Ed.), Information processing and cognition: The Loyola Symposium (pp. 55–85). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by12
    • Andrews, Sally, & Bond, Rachel. (2009). Lexical expertise and reading skill: Bottom-up and top-down processing of lexical ambiguity [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 687–711. https://doi.org/10.1007/s11145-008-9137-7
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Buchanan, Lori, & Besner, Derek. (1993). Reading aloud: Evidence for the use of whole word nonsemantic pathway. Canadian Journal of Experimental Psychology, 47, 133–152. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 5–24). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
    • Frederiksen, John R. (1981). Sources of process interactions in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 361–386). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Smith, Philip T. (1996). Research methods in the psychology of reading. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 932–942). Berlin; New York: De Gruyter.
    • Stanovich, Keith E. (1981a). Attentional and automatic context effects in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 241–267). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • 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]
    • 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.
    • 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.
  • Pospeschill, Markus. (1996). Schreiben mit dem Computer [Writing with a computer]. 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. 1068–1074). Berlin; New York: De Gruyter.
  • Possehl, Gregory L. (1996). Indus age: The writing system. Philadelphia: University of Pennsylvania Press. Cited by4
    • Bright, William. (1998b). [Book review: Gregory L. Possehl, (1996), Indus age: The writing system]. Written Language & Literacy, 1(2), 272–275.
    • Farmer, Steve, Sproat, Richard, & Witzel, Michael. (2004). The collapse of the Indus-script thesis: The myth of a literate Harappan civilization. Electronic Journal of Vedic Studies, 11(2), 19–57. http://dx.doi.org/10.11588/ejvs.2004.2.620
    • Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
  • Post, Yolanda V., & Carreker, Suzanne. (2002). Orthographic similarity and phonological transparency in spelling. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 317–340.
  • Postgate, J. N. (2013). Bronze Age bureaucracy. Writing and the practice of government in Assyria. Cambridge: Cambridge University Press. Cited by6
    • 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.
    • Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
    • Tsouparopoulou, Christina. (2016). Deconstructing textuality, reconstructing materiality. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 257–275). 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
  • Postgate, N., Wang, T., & Wilkinson, T. (1995). The evidence for early writing: Utilitarian or ceremonial? Antiquity, 69, 459–480. http://doi.org/10.1017/S0003598X00081874 Cited by17
    • Bennet, John. (2013). Epilogue. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 335–342). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.q
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Chrisomalis, Stephen. (2009). The origins and co-evolution of literacy and numeracy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 59–74). Cambridge, England: Cambridge University Press.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Farmer, Steve, Sproat, Richard, & Witzel, Michael. (2004). The collapse of the Indus-script thesis: The myth of a literate Harappan civilization. Electronic Journal of Vedic Studies, 11(2), 19–57. http://dx.doi.org/10.11588/ejvs.2004.2.620
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
    • Houston, Stephen, Baines, John, & Cooper, Jerrold. (2003). Last writing: Script obsolescence in Egypt, Mesopotamia, and Mesoamerica. Comparative Studies in Society and History, 45(3), 430–479. http://dx.doi.org/10.1017/S0010417503000227
    • Maiocchi, Massimo. (2019). Writing in early Mesopotamia: The historical interplay of technology, cognition, and environment. In Alan C. Love & William Wimsatt (Eds.). Beyond the meme: Development and structure in cultural evolution (Minnesota Studies in the Philosophy of Science 22) (pp. 395–424). Minneapolis, MN: University of Minnesota Press. https://www.jstor.org/stable/10.5749/j.ctvnp0krm.13
    • Piquette, Kathryn E. (2018a). An archaeology of art and writing: Early Egyptian labels in context. Cologne: Modern Academic Publishing. https://doi.org/10.16994/bak
    • Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
    • 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]
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
    • 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.
    • Whittaker, Helène. (2013). The function and meaning of writing in the Prehistoric Aegean: Some reflections on the social and symbolic significance of writing from a material perspective. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 105–121). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.f
    • Woods, Christopher. (2010a). Introduction. Visible language: The earliest writing systems. in Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 15–25). Chicago, IL: The Oriental Institute of the University of Chicago.
  • Potts, G. R., Keenan, J. M., & Golding, J. M. (1988). Assessing the occurrence of elaborative inferences: Lexical decision versus naming. Journal of Memory and Language, 27, 399–415. Cited by4
    • Bowyer-Crane, Claudine, & Snowling, Margaret J. (2010). Turning frogs into princes: Can children make inferences from fairy tales? Reading and Writing, 23(1), 19–29. https://doi.org/10.1007/s11145-008-9147-5
    • 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.
    • 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.
    • Singer, Murray. (1995). Causal bridging inferences: Validating consistent and inconsistent sequences. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 212–231). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
  • Powell, B. B. (1988). The Dipylon Oinochoe and the spread of literacy in eighth-century Athens. Kadmos, 27(1): 65–86. Cited by5
    • 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.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • 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.
    • 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.
  • Powell, Barry B. (1991). Homer and the origin of the Greek alphabet. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511552700 Cited by26
    • Bennet, John. (2013). Epilogue. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 335–342). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.q
    • Boyes, Philip J., & Steele, Philippa M. (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.
    • Davidson, Andrew. (2019). Writing: The re-construction of language. Language Sciences, 72, 134–149. https://doi.org/ 10.1016/j.langsci.2018.09.004
    • Drucker, Johanna. (1995). The alphabetic labyrinth: The letters in history and imagination. London: Thames & Hudson.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Karagianni, Angeliki. (2015). Linear B administration: The communicative aspects of written media and the organisation of the Mycenaean bureaucracy. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 25–60). Berlin; Boston: Walter de Gruyter.
    • 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.
    • Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • Quack, Joachim Friedrich. (2012). Old wine in new wineskins? How to write classical Egyptian rituals in more modern writing systems. In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 219–243). Leiden; Boston: Brill.
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
    • Sampson, Geoffrey. (2018). From phonemic spelling to distinctive spelling [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 3–25. https://doi.org/10.1075/wll.00008.sam
    • Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
    • 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.
    • 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 (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.
    • Tonietti, Maria Vittoria. (2015). The Assyrian model: Les syllabaires d'Ebla (2350 av. J.-C.) et les abjads du IIe millénaire av. J.-C. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 49–72). Newcastle upon Tyne: Cambridge Scholars Publishing.
    • 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.
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Powell, B. B. (2002). Writing and the origins of Greek literature. Cambridge: Cambridge University Press. Cited by5
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Olson, David R. (2009c). Why literacy matters, then and now. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 385–403). Oxford: Oxford University Press.
    • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
    • Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
    • 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.
  • Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell. Cited by20
    • Allen, Laura K., & McNamara, Danielle S. (2016). The role of language development in the successful comprehension of texts. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 87–99). London; New York: Routledge.
    • Bennet, John. (2013). Epilogue. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 335–342). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.q
    • Bennet, John. (2017a). Final reflections. 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. 247–253). Firenze: Firenze University Press.
    • Bodel, John, & Houston, Stephen (Eds.). (2021). The hidden language of graphic signs: Cryptic writing and meaningful marks. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Clayton, Ewan. (2013). The golden thread: The story of writing. London: Atlantic Books; Berkeley, CA: Counterpoint.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • 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
    • Karagianni, Angeliki. (2015). Linear B administration: The communicative aspects of written media and the organisation of the Mycenaean bureaucracy. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 25–60). Berlin; Boston: Walter de Gruyter.
    • 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.
    • Lyons, Martyn, & Marquilhas, Rita (Eds.). (2017). Approaches to the history of written culture: A world inscribed (New Directions in Book History). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54136-5
    • Melka, Tomi S. (2013). On a “kinetic”-like sequence in rongorongo tablet “Mamari”. Writing Systems Research, 5(1), 54–72. https://doi.org/10.1080/17586801.2012.742005
    • Moran, Steven, & Cysouw, Michael. (2018). The Unicode cookbook for linguists: Managing writing systems using orthography profiles (Translation and Multilingual Natural Language Processing 10). Berlin: Language Science Press.
    • Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
    • 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.
    • Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
    • Sauer, Kristina, & Sürenhagen, Dietrich. (2016). Zählmarken, Zeichenträger und Siegelpraxis: Einige Bemerkungen zu vor- und frühschriftlichen Verwaltungshilfen in frühsumerischer Zeit. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 11–46). Berlin; Boston: Walter de Gruyter.
    • Sproat, Richard. (2017). A computational model of the discovery of writing. Written Language & Literacy, 20(2), 194-226. https://doi.org/10.1075/wll.00004.spr
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Powell, D., Stainthorp, R., Stuart, M., Garwood, H., & Quinlan, P. (2007). An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98(1), 46–68. Cited by5
    • 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
    • Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
    • Katzir, Tami, Christodoulou, Joanna A., & Chang, Bernard. (2016). The neurobiological basis of reading fluency. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 11–23). Springer. https://doi.org/10.1007/978-3-319-30478-6_2
    • Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
    • Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
  • Powell, Marvin A. (1981). Three problems in the history of Cuneiform writing: Origins, direction of script, literacy. Visible Language, 15(4), 419–440. Cited by24
    • Aronoff, Mark. (1994). Spelling as culture. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 67–86). Dordrecht: Kluwer Academic Publishers.
    • Boltz, William G. (1994). The origin and early development of the Chinese writing system (American Oriental Series 78). New Haven, CT: American Oriental Society. [2003, reprinted with corrections]
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • 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.
    • Goody, Jack. (1986). The logic of writing and the organization of society (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • Green, M. W. (1989). Early cuneiform. In Wayne M. Senner (Ed.), The origins of writing (pp. 43–57). Lincoln, NE: University of Nebraska Press.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • 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.
    • Krebernik, Manfred, & Nissen, Hans J. (1994). Die sumerisch-akkadische Keilschrift [Sumerian-Accadic cuneiform scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 274–288). Berlin; New York: De Gruyter.
    • McCarthy, Suzanne. (1995). The Cree syllabary and the writing system riddle: A paradigm in crisis. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 59–75). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
    • 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
    • Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
    • Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
    • Sampson, Geoffrey. (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]
    • 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.
    • 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.
  • Powlison, Paul S. (1968). Bases for formulating an efficient orthography. The Bible Translator, 19(2), 74–91. Cited by7
    • Bird, Steven. (1999a). Strategies for representing tone in African writing systems. Written Language & Literacy, 2(1), 1–44. https://doi.org/10.1075/wll.2.1.02bir
    • Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949
    • Nedashkivska, Alla. (2006). Orthographic innovations and variations in contemporary Ukrainian. Written Language & Literacy, 9(2), 265–281.
    • Roberts, David. (2009). Visual crowding and the tone orthography of African languages. Written Language & Literacy, 12(1), 140–155. https://doi.org/10.1075/wll.12.1.07rob
    • 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
    • Roberts, David, Boyd, Ginger, Merz, Johannes, & Vydrin, Valentin. (2020). Quantifying written ambiguities in tone languages: A comparative study of Elip, Mbelime and Eastern Dan. Language Documentation and Conservation, 14, 108-138. http://hdl.handle.net/10125/24915
    • Roberts, David, & Walter, Stephen L. (2016). Writing morphophonology, reading lexical tone: Linguistic and experimental evidence in favour of morphographic spelling in Kabiye (Togo). Writing Systems Research, 8(2), 167–186. https://doi.org/10.1080/17586801.2016.1174655
  • Pozdniakov, Konstantin. (2012). About “short” names of letters. In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 69–82). Leiden; Boston: Brill.
  • Prager, Christian M. (2021). Visual dimensions of Maya hieroglyphic writing: Meanings beyond the surface. In Philip J. Boyes, Philippa M. Steele, & Natalia Elvira Astoreca (Eds.), The social and cultural contexts of historic writing practices (pp. 102–124). Oxford; Philadelphia: Oxbow Books.
  • Prakash, P., & Joshi, R. Malatesha. (1995). Orthography and reading in Kannada: A Dravidian language. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 95–108). Dordrecht; Boston; London: Kluwer Academic Publishers. Cited by7
    • Chengappa, Shyamala, Bhat, Sapna, & Padakannaya, Prakash. (2004). Reading and writing skills in multilingual/multiliterate aphasics: Two case studies [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 121–135.
    • 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
    • Kumar, Uttam, Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, Joshi, R. Malatesha, & Singh, Nandini C. (2010). Reading different orthographies: An fMRI study of phrase reading in Hindi–English bilinguals. Reading and Writing, 23(2), 239–255. https://doi.org/10.1007/s11145-009-9176-8
    • Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
    • Padakannaya, Prakash, Pandey, Aparna, Saligram, Deepthi, & Rao, Shruthi Ranga. (2016). Visual-orthographic complexity of Akshara and eye movements in reading: A study in Kannada alphasyllabary. Writing Systems Research, 8(1), 32–43. https://doi.org/10.1080/17586801.2015.1071235
    • Ramanujan, Keerthi, & Weekes, Brendan S. (2019). What is an akshara? In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 43–52). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_3
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
  • Prakash, P., Rekha, D., Nigam, R., &Karanth, P. (1993). Phonological awareness, orthography and literacy. In R. Scholes (Ed.), Literacy: Linguistic and cognitive perspectives (pp. 55–70). Hillsdale, NJ: Lawrence Erlbaum Associates. Cited by23
    • 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
    • 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.
    • 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)]
    • Kandhadai, Padmapriya, & Sproat, Richard. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2(2), 105–116. https://doi.org/10.1093/wsr/wsq009
    • Karanth, Prathibha. (2006). The Kagunita of Kannada - Learning to read and write an Indian alphasyllabary. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 389–404). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
    • Nag, Sonali. (2014a). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster [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), 105–119. https://doi.org/10.1080/17586801.2013.855621
    • Nag, Sonali. (2014b). Alphabetism and the science of reading: From the perspective of the akshara languages [General commentary article]. Frontiers in Psycholology, 5:866. https://doi.org/10.3389/fpsyg.2014.00866
    • Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
    • Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
    • Padakannaya, Prakash, Pandey, Aparna, Saligram, Deepthi, & Rao, Shruthi Ranga. (2016). Visual-orthographic complexity of Akshara and eye movements in reading: A study in Kannada alphasyllabary. Writing Systems Research, 8(1), 32–43. https://doi.org/10.1080/17586801.2015.1071235
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Ramachandra, Vijayachandra, & Karanth, Prathibha. (2007). The role of literacy in the conceptualization of words: Data from Kannada-speaking children and non-literate adults. Reading and Writing, 20(3), 173–199. https://doi.org/10.1007/s11145-006-9000-7
    • Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
    • Rickard Liow, Susan J., & Lee, Lay Choo. (2004). Metalinguistic awareness and semi-syllabic scripts: Children's spelling errors in Malay [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 7–26.
    • 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
    • Sproat, Richard. (2003). A formal computational analysis of Indic scripts. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 9–40). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
    • Sproat, Richard. (2006). Brahmi-derived scripts, script layout, and segmental awareness [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 45–65. https://doi.org/10.1075/wll.9.1.05spr
    • Swank, Heidi. (2008). It all hinges on the vowels: Reconsidering the alphasyllabary classification. Written Language & Literacy, 11(1), 73–89. https://doi.org/10.1075/wll.11.1.06swa
    • Vasanta, Duggirala. (2004). Processing phonological information in a semi-syllabic script: Developmental data from Telugu [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 59–78. https://doi.org/10.1023/B:READ.0000013830.55257.3a
    • Wijayathilake. M. A. D. K., & Parrila. R. (2014). Predictors of word reading skills in good and struggling readers in Sinhala [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 120–131. https://doi.org/10.1080/17586801.2013.846844
    • Wijayathilake, Marasinghe A. D. K., & Parrila, Rauno. (2019). Reading and writing Sinhala. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 195–216). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_11
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Pratt, A. C., & Brady, S. (1988). Relation of phonological awareness to reading disability in children and adults. Journal of Educational Psychology, 80, 319–323. Cited by8
    • 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.
    • Binder, Katherine, & Borecki, Caren. (2008). The use of phonological, orthographic, and contextual information during reading: A comparison of adults who are learning to read and skilled adult readers. Reading and Writing, 21(8), 843–858. https://doi.org/10.1007/s11145-007-9099-1
    • 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.
    • Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
    • Samuelsson, Stefan, Gustavsson, Ann, Herkner, Birgitta, & Lundberg, Ingvar. (2000). Is the frequency of dyslexic problems among prison inmates higher than in a normal population? Reading and Writing: An Interdisciplinary Journal, 13(3/4), 297–312.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Wade-Woolley, Lesly, & Siegel, Linda S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 387–406.
    • Welcome, Suzanne E., Chiarello, Christine, Halderman, Laura K., & Leonard, Christiana M. (2009). Lexical processing skill in college-age resilient readers. Reading and Writing, 22(3), 353–371. https://doi.org/10.1007/s11145-008-9120-3
  • Prem, Hanns J. (1973). A tentative classification of non-Maya inscriptions in Mesoamerica. Indiana, 1, 29–58. Cited by5
    • 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.
    • 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
    • Prem, Hanns J., & Riese, Berthold. (1983). Autochthonous American writing systems: The Aztec and Maya examples. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 167–186). Berlin; New York; Amsterdam: Mouton Publishers.
  • Prem, Hanns J., & Riese, Berthold. (1983). Autochthonous American writing systems: The Aztec and Maya examples. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 167–186). Berlin; New York; Amsterdam: Mouton Publishers. Cited by7
    • Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • 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
    • Segert, Stanislav. (1994). Decipherment. 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. 416–423). Berlin; New York: De Gruyter.
  • Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B. Mosenthal, D. Pearson & R. Barr (Eds.), Handbook of reading research: Volume 3 (pp. 545–561). Mahwah, NJ: Lawrence Erlbaum Associates. Cited by5
    • Andreassen, Rune, & Bråten, Ivar. (2010). Examining the prediction of reading comprehension on different multiple-choice tests. Journal of Research in Reading, 33(3), 263–283. https://doi.org/10.1111/j.1467-9817.2009.01413.x
    • Brandão, Ana Carolina Perrusi, & Oakhill, Jane. (2005). “How do you know this answer?” – Children's use of text data and general knowledge in story comprehension. Reading and Writing, 18(7/9), 687–713. https://doi.org/10.1007/s11145-005-5600-x
    • 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
    • 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
    • Taboada, Ana, Tonks, Stephen M., Wigfield, Allan, & Guthrie, John T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85–106. https://doi.org/10.1007/s11145-008-9133-y
  • Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Mahwah, NJ: Lawrence Erlbaum Associates. Cited by8
    • Andreassen, Rune, & Bråten, Ivar. (2010). Examining the prediction of reading comprehension on different multiple-choice tests. Journal of Research in Reading, 33(3), 263–283. https://doi.org/10.1111/j.1467-9817.2009.01413.x
    • Baylor, Amy L., & McCormick, Christine B. (2003). Thematic awareness and recall of information from text. Reading and Writing: An Interdisciplinary Journal, 16(3), 247–258.
    • Brandão, Ana Carolina Perrusi, & Oakhill, Jane. (2005). “How do you know this answer?” – Children's use of text data and general knowledge in story comprehension. Reading and Writing, 18(7/9), 687–713. https://doi.org/10.1007/s11145-005-5600-x
    • Bråten, Ivar, & Strømsø, Helge I. (2003). A longitudinal think-aloud study of spontaneous strategic processing during the reading of multiple expository texts. Reading and Writing: An Interdisciplinary Journal, 16(3), 195–218.
    • Lau, Kit-ling, & Chan, David W. (2007). The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students. Reading and Writing, 20(8), 833–857. https://doi.org/10.1007/s11145-006-9047-5
    • Mateos, Mar, Martín, Elena, Villalón, Ruth, & Luna, María. (2008). Reading and writing to learn in secondary education: Online processing activity and written products in summarizing and synthesizing tasks. Reading and Writing, 21(7), 675–697. https://doi.org/10.1007/s11145-007-9086-6
    • Norman, Rebecca R. (2012). Reading the graphics: What is the relationship between graphical reading processes and student comprehension? Reading and Writing, 25(3), 739–774. https://doi.org/10.1007/s11145-011-9298-7
    • Sabatini, John. (2005). What does it mean to comprehend or construct meaning in multimedia environments: Thoughts on cognitive and assessment construct development. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 149–172). Mahwah, NJ; London: Lawrence Erlbaum Associates.
  • Pressley, Michael, Yokoi, Linda, Rankin, Joan, Wharton-McDonald, Ruth & Mistretta, Jennifer. (1997). A survey of the instructional practices of grade 5 teachers nominated as effective in promoting literacy. Scientific Studies of Reading, 1(2), 145–160. https://doi.org/10.1207/s1532799xssr0102_3
  • Presutti, Stefano. (2021a). The interdependence between speech and writing. Towards a greater awareness. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 83–101). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-prea
  • Presutti, Stefano. (2021b). Graphemic complexity for the new Romance phonemes in Italian. Some reflections. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 755–773). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-preb
  • Price, C. J., & Devlin, J. T. (2003). The myth of the visual word form area. Neuroimage, 19, 473–481. Cited by6
    • Carreiras, Manuel, Armstrong, Blair C., Perea, Manuel, & Frost, Ram. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18(2), 90-98. https://doi.org/10.1016/j.tics.2013.11.005
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
    • Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Price, C. J., & Devlin, J. T. (2011). The interactive account of ventral occipitotemporal contributions to reading. Trends in Cognitive Sciences, 15(6), 246–253. https://doi.org/10.1016/j.tics.2011.04.001 Cited by5
    • Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
    • Carreiras, Manuel, Armstrong, Blair C., Perea, Manuel, & Frost, Ram. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18(2), 90-98. https://doi.org/10.1016/j.tics.2013.11.005
    • Clifton, Charles, Jr. (2015). The roles of phonology in silent reading: A selective review. In Lyn Frazier & Edward Gibson (Eds.), Explicit and implicit prosody in sentence processing: Studies in honor of Janet Dean Fodor (Studies in Theoretical Psycholinguistics 46) (pp. 161–176). Cham: Springer. https://doi.org/10.1007/978-3–319-12961-7_9
    • 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
    • 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)]
  • Price, C. J., Gorno-Tempini, M. L., Graham, K. S., Biggio, N., Mechelli, A., Patterson, K., & Noppeney, U. (2003). Normal and pathological reading: Converging data from lesion and imaging studies. NeuroImage, 20, 30–41. Cited by5
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
    • 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.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Price, Cathy J., & McCrory, Eamon. (2005). Functional brain imaging studies of skilled reading and developmental dyslexia. In Margaret J. Snowling & Charles Hulme (Eds.), The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology) (pp. 473–496). Oxford: Blackwell Publishing. Cited by2
    • Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
    • Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
  • Price, C. J., Moore, C. J., & Frackowiak, R. S. J. (1996). The effect of varying stimulus rate and duration on brain activity during reading. NeuroImage, 3(1), 40–52. Cited by3
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Cossu, Giuseppe. (1999b). Biological constraints on literacy acquisition. Reading and Writing: An Interdisciplinary Journal, 11(3), 213–237.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Price, C. J., Wise, R. J. S., & Frackowiak, R. S. J. (1996). Demonstrating the implicit processing of visually presented words and pseudowords. Cerebral Cortex, 6(1), 62–70. Cited by6
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Grigorenko, Elena L. (2008). Four “nons” of the brain–genes connection. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 283–308). New York; London. Lawrence Erlbaum Associates.
    • Maurer, Urs, & McCandliss, Bruce D. (2008). The development of visual expertise for words: The contribution of electrophysiology. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 43–63). New York; London. Lawrence Erlbaum Associates.
    • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Price, Leah. (2004). Reading: The state of the discipline. Book History, 7, 303–320. Cited by1
    • Baron, Naomi S. (2015). Words onscreen: The fate of reading in a digital world. Oxford: Oxford University Press.
  • Priebe, Sarah J., Keenan, Janice M., & Miller, Amanda C. (2012). How prior knowledge affects word identification and comprehension. Reading and Writing, 25(1), 131–149. https://doi.org/10.1007/s11145-010-9260-0
  • Priese, Karl-Heinz. (1973). Zur Entstehung der meroitischen Schrift. In Fritz Hintze (Ed.), Meroitica 1 (1. Internationale Tagung für meroitistische Forschungen in Berlin 1971) (pp. 273–306). Berlin: Akademie-Verlag. Cited by6
    • Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
    • Millet, N. B. (1996). The Meroitic script. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 84–86). New York; Oxford: Oxford University Press.
    • Rilly, Claude. (2008). The last traces of Meroitic? A tentative scenario for the disappearance of the Meroitic script. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 183–205). London: Equinox Publishing.
    • Rilly, Claude. (2010). Reducing polyvalency in writing systems: From Egyptian to Meroitic. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 221–234). Leiden; Boston: Brill.
    • 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.
    • Schenkel, Wolfgang. (1994). Die ägyptische Hieroglyphenschrift und ihre Weiterentwicklungen [Egyptian hieroglyphs and their development]. 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. 289–297). Berlin; New York: De Gruyter.
  • Prillwitz, Siegmund. (1996). Fingeralphabete, Manualsysteme and Gebärdensprachschriften [Hand alphabets]. 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. 1623–1629). 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]
  • Primus, B. (1993). Sprachnorm und Sprachregularität: Das Komma im Deutschen. Deutsche Sprache, 21, 244–263. Cited by7
    • Bredel, Ursula. (2010b). Strukturfunktionale und erwerbstheoretische Aspekte des Interpunktionssystems am Beispiel des Ausrufezeichens. 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. 259–275). Berlin; New York: Walter de Gruyter.
    • Eisenberg, Peter. (1996b). Das deutsche Schriftsystem [The German 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. 1451–1455). Berlin; New York: De Gruyter.
    • Kirchhoff, Frank, & Primus, Beatrice. (2014). The architecture of punctuation systems: A historical case study of the comma in German [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 195–224. https://doi.org/10.1075/wll.17.2.02kir
    • 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.
    • Primus, Beatrice. (2007). The typological and historical variation of punctuation systems: Comma constraints [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 103–128.
    • 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
    • Schäfer, Roland, & Sayatz, Ulrike. (2016). Punctuation and syntactic structure in obwohl and weil clauses in nonstandard written German. Written Language & Literacy, 19(2), 212–245. https://doi.org/10.1075/wll.19.2.04sch
  • Primus, Beatrice. (2000). Suprasegmentale Graphematik und Phonologie: Die Dehnungszeichen im Deutschen. Linguistische Berichte, 181, 9–34. Cited by9
    • Evertz, Martin. (2016). Minimal graphematic words in English and German: Lexical evidence for a theory of graphematic feet. Written Language & Literacy, 19(2), 189–211. https://doi.org/10.1075/wll.19.2.03eve
    • Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
    • Geilfuß-Wolfgang, Jochen. (2002). Optimal hyphenation. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 115–130). Tübingen: Max Niemeyer Verlag.
    • Johnson, Sally. (2005). Spelling trouble? Language, ideology and the reform of German orthography. Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.1017/s004740450707025x
    • Primus, Beatrice. (2010). Strukturelle Grundlagen des deutschen Schriftsystems. In Ursula Bredel, Astrid Müller & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 9–45). Berlin; New York: Walter de Gruyter; .Tübingen: Niemeyer. https://doi.org/10.1515/9783110232257.9
    • Schmidt, Karsten. (2014). Morphophonographic regularities in German: The graphematic syllable boundary. A non-linear graphematic approach [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 253–281. doi 10.1075/wll.17.2.04sch
    • Song, Hye Jeong, & Wiese, Richard. (2010). Resistance to complexity interacting with visual shape—German and Korean orthography. Writing Systems Research, 2(2) 87–103. https://doi.org/10.1093/wsr/wsq010
    • Voeste, Anja. (2015). Proficiency and efficiency: Why German spelling changed in Early Modern times [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 248–259. doi 10.1075/wll.18.2.04voe
    • Wiese, Richard. (2004). How to optimize orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 305–331. https://doi.org/10.1075/wll.7.2.08wie
  • Primus, Beatrice. (2003). Zum Silbenbegriff in der Schrift-, Laut- und Gebärdensprache - Versuch einer mediumübergreifenden Fundierung [On the notion of ‘syllable’ in written, spoken and signed language - An attempt towards a medium independent foundation]. Zeitschrift für Sprachwissenschaft, 23, 3–55. https://doi.org/10.1515/zfsw.2003.22.1.3 Cited by17
    • Berg, Kristian. (2012). Identifying graphematic units: Vowel and consonant letters. Written Language & Literacy, 15(1), 26–45. https://doi.org/10.1075/wll.15.1.02ber
    • Berg, Kristian, Buchmann, Franziska, Dybiec, Katharina, & Fuhrhop, Nanna. (2014). Morphological spellings in English [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 282–307. doi 10.1075/wll.17.2.05ber
    • Bredel, Ursula. (2002). The dash in German. In Martin Neef, Anneke Neijt, & Richard Sproat, (Eds.), The relation of writing to spoken language (Linguistische Arbeiten, 460) (pp. 131–146). Tübingen: Max Niemeyer Verlag.
    • Evertz, Martin. (2016). Minimal graphematic words in English and German: Lexical evidence for a theory of graphematic feet. Written Language & Literacy, 19(2), 189–211. https://doi.org/10.1075/wll.19.2.03eve
    • Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
    • Evertz, Martin. (2019). The history of the graphematic foot in English and German. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 27–40). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-ever
    • Evertz, Martin, & Primus, Beatrice. (2013). The graphematic foot in English and German. Writing Systems Research, 5(1), 1–23. https://doi.org/10.1080/17586801.2013.765356
    • 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
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Neef, Martin. (2004). The relation of vowel letters to phonological syllables in English and German [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(1), 205–234.
    • Neef, Martin. (2012a). Boundaries in written representations: The potential beginning of words in German [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 209–225. https://doi.org/10.1075/wll.15.2.05nee
    • 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
    • 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
    • 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
    • Schmidt, Karsten. (2014). Morphophonographic regularities in German: The graphematic syllable boundary. A non-linear graphematic approach [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 253–281. doi 10.1075/wll.17.2.04sch
    • Song, Hye Jeong, & Wiese, Richard. (2010). Resistance to complexity interacting with visual shape—German and Korean orthography. Writing Systems Research, 2(2) 87–103. https://doi.org/10.1093/wsr/wsq010
    • 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
  • 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 Cited by20
    • 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
    • Berg, Kristian. (2010). [Book review: Ursula Bredel, (2008), Die Interpunktion des Deutschen. Ein kompositionelles System zur Online-Steuerung des Lesens [German punctuation. A compositional system for directing online readership]]. Written Language & Literacy, 13(2), 290–293. https://doi.org/10.1075/wll.13.2.09ber
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • Diller, Anthony. (2017). Early Thai orthography: Innovative tone-marking or recent hoax? Written Language & Literacy, 20(2), 227–251. https://doi.org/10.1075/wll.00005.dil
    • Evertz, Martin. (2016). Minimal graphematic words in English and German: Lexical evidence for a theory of graphematic feet. Written Language & Literacy, 19(2), 189–211. https://doi.org/10.1075/wll.19.2.03eve
    • Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
    • Evertz, Martin, & Primus, Beatrice. (2013). The graphematic foot in English and German. Writing Systems Research, 5(1), 1–23. https://doi.org/10.1080/17586801.2013.765356
    • Evertz, Martin, & Primus, Beatrice. (2017). Rhythmic constraints in handwriting: A review of Pagliarini et al. (2017). Written Language & Literacy, 20(2), 252–258. https://doi.org/10.1075/wll.00006.eve
    • Fuhrhop, Nanna, Buchmann, Franziska, & Berg, Kristian. (2011). The length hierarchy and the graphematic syllable: Evidence from German and English. Written Language & Literacy, 14(2), 275–292. https://doi.org/10.1075/wll.14.2.05fuh
    • Grainger, Jonathan, & Hannagan, Thomas. (2014). What is special about orthographic processing? [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 225–252. doi 10.1075/wll.17.2.03gra
    • Lee, Sang-Oak (2009b). The Korean alphabet: An optimal featural system with graphical ingenuity [Special issue: Writing systems and linguistic structure, edited by Sang-Oak Lee]. Written Language & Literacy, 12(2), 202–212. https://doi.org/10.1075/wll.12.2.05lee
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Myers, James. (2021). Levels of structure within Chinese character constituents. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 645–681). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-myer
    • Neef, Martin. (2012a). Boundaries in written representations: The potential beginning of words in German [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 209–225. https://doi.org/10.1075/wll.15.2.05nee
    • 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
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
    • Schmidt, Karsten. (2014). Morphophonographic regularities in German: The graphematic syllable boundary. A non-linear graphematic approach [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 253–281. doi 10.1075/wll.17.2.04sch
    • Song, Hye Jeong, & Wiese, Richard. (2010). Resistance to complexity interacting with visual shape—German and Korean orthography. Writing Systems Research, 2(2) 87–103. https://doi.org/10.1093/wsr/wsq010
    • Treiman, Rebecca, & Kessler, Brett. (2011). Similarities among the shapes of writing and their effects on learning [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 39–57. https://doi.org/10.1075/wll.14.1.03tre [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 41–59). Amsterdam: John Benjamins]
  • Primus, B. (2006). Buchstabenkomponenten und ihre Grammatik [Components of letters and their grammar]. In U. Bredel & H. Günther (Eds.), Orthographietheorie und Rechtschreibunterricht [Theory of orthography and spelling instruction] (Linguistische Arbeiten 509) (pp. 5–43). Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110921199.5 Cited by6
    • Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
    • Fuhrhop, Nanna, Buchmann, Franziska, & Berg, Kristian. (2011). The length hierarchy and the graphematic syllable: Evidence from German and English. Written Language & Literacy, 14(2), 275–292. https://doi.org/10.1075/wll.14.2.05fuh
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Meletis, Dimitrios. (2020). Types of allography. Open Linguistics, 6, 249–266. https://doi.org/10.1515/opli-2020-0006
    • 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
    • Schmidt, Karsten. (2014). Morphophonographic regularities in German: The graphematic syllable boundary. A non-linear graphematic approach [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 253–281. doi 10.1075/wll.17.2.04sch
  • Primus, Beatrice. (2007). The typological and historical variation of punctuation systems: Comma constraints [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 103–128. Cited by3
    • Kirchhoff, Frank, & Primus, Beatrice. (2014). The architecture of punctuation systems: A historical case study of the comma in German [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 195–224. https://doi.org/10.1075/wll.17.2.02kir
    • 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.
    • 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
  • Primus, Beatrice. (2008). [Book review: Anja Voeste, (2008), Orthographie und Innovation. Die Segmentierung des Wortes im 16. Jahrhundert]. Written Language & Literacy, 11(2), 237–240. https://doi.org/10.1075/wll.11.2.09pri
  • 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 Cited by12
    • Berg, Kristian, Buchmann, Franziska, Dybiec, Katharina, & Fuhrhop, Nanna. (2014). Morphological spellings in English [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 282–307. doi 10.1075/wll.17.2.05ber
    • Evertz, Martin. (2016). Minimal graphematic words in English and German: Lexical evidence for a theory of graphematic feet. Written Language & Literacy, 19(2), 189–211. https://doi.org/10.1075/wll.19.2.03eve
    • Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
    • Evertz, Martin. (2019). The history of the graphematic foot in English and German. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 27–40). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-ever
    • Evertz, Martin, & Primus, Beatrice. (2013). The graphematic foot in English and German. Writing Systems Research, 5(1), 1–23. https://doi.org/10.1080/17586801.2013.765356
    • 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
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Meletis, Dimitrios. (2020). Types of allography. Open Linguistics, 6, 249–266. https://doi.org/10.1515/opli-2020-0006
    • Ryan, Des. (2016b). Linguists' descriptions of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 41–64). Oxon: Routledge.
    • Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
    • Schäfer, Roland, & Sayatz, Ulrike. (2016). Punctuation and syntactic structure in obwohl and weil clauses in nonstandard written German. Written Language & Literacy, 19(2), 212–245. https://doi.org/10.1075/wll.19.2.04sch
    • Schmidt, Karsten. (2014). Morphophonographic regularities in German: The graphematic syllable boundary. A non-linear graphematic approach [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 253–281. doi 10.1075/wll.17.2.04sch
  • Primus, Beatrice, & Neef, Martin. (2004). Introduction: From letter to sound: New perspectives on writing systems [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 133–138. Cited by2
    • Bunčić, Daniel. (2012). The standardization of Polish orthography in the 16th century. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 219–254). Berlin; Boston: De Gruyter Mouton.
    • 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
  • Prince, A., & Smolensky, P. (1993). Optimality theory: Constraint interaction in generative grammar [Rutgers Centre for Cognitive Science, Technical Report 2]. New Brunswick, NJ: Rutgers University. Cited by12
    • 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
    • Dutta, Hemanga. (2019). Assamese orthography: An introduction and some applications for literacy development. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 181–194). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_10
    • Evertz, Martin. (2016). Minimal graphematic words in English and German: Lexical evidence for a theory of graphematic feet. Written Language & Literacy, 19(2), 189–211. https://doi.org/10.1075/wll.19.2.03eve
    • Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
    • Evertz-Rittich, Martin. (2021). What is a written word? And if so, how many? In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 25–45). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-ever
    • Geilfuß-Wolfgang, Jochen. (2002). Optimal hyphenation. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 115–130). Tübingen: Max Niemeyer Verlag.
    • Pandey, Pramod. (2003). Phonetic and phonological bases of Hindi orthography. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 41–61). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
    • Pandey, Pramod. (2007). Phonology-orthography interface in Devanāgarī for Hindi [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 145–162.
    • Roca, Iggy. (2016). Phonology and English spelling. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 65–91). Oxon: Routledge.
    • Song, Hye Jeong, & Wiese, Richard. (2010). Resistance to complexity interacting with visual shape—German and Korean orthography. Writing Systems Research, 2(2) 87–103. https://doi.org/10.1093/wsr/wsq010
    • Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
    • Wiese, Richard. (2004). How to optimize orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 305–331. https://doi.org/10.1075/wll.7.2.08wie
  • Prinsloo, M., & Breier, M. (Eds). (1996). The social uses of literacy: Theory and practice in contemporary South Africa. Amsterdam: John Benjamins. Cited by6
    • Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
    • Blommaert, Jan. (2008). Grassroots literacy: Writing, identity and voice in Central Africa (Literacies). London; New York: Routledge.
    • Herbert, Pat, & Robinson, Clinton. (1999). Another language, another literacy? Evidence from Africa. Written Language & Literacy, 2(2), 247–266.
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Schneider, Cindy. (2016). Talking around the texts: Literacy in a multilingual Papua New Guinean community. Written Language & Literacy, 19(1), 1–34. https://doi.org/10.1075/wll.19.1.01sch
    • Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
  • Prinzmetal, W., Treiman, R., & Rho, S. H. (1986). How to see a reading unit. Journal of Memory & Language, 25, 461–475. 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]
    • 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.
    • Daigle, Daniel, & Armand, Françoise. (2008). Phonological sensitivity in severely and profoundly deaf readers of French. Reading and Writing, 21(7), 699–717. https://doi.org/10.1007/s11145-007-9087-5
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • Lambert, Eric, Kandel, Sonia, Fayol, Michel, & Espéret, Eric. (2008). The effect of the number of syllables on handwriting production. Reading and Writing, 21(9), 859–883. https://doi.org/10.1007/s11145-007-9095-5
    • Li, Hong, &Chen, Hsuan-Chih. (1997). Processing of radicals in Chinese character recognition. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 141–160). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • 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
    • Simpson, Greg B., & Kang, Hyewon. (2004). Syllable processing in alphabetic Korean [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 137–151. https://doi.org/10.1023/B:READ.0000013808.65933.a1
    • Wentink, Hanneke W. M. J., Van Bon, Wim H. J., & Schreuder, Robert. (1997). Training of poor readers' phonological decoding skills: Evidence for syllable-bound processing. Reading and Writing: An Interdisciplinary Journal, 9(3), 163–192.
  • Prior, P. (1998). Writing/Disciplinarity: A sociohistoric account of literate activity in the academy. Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9780203810651 Cited by5
    • Beaufort, Anne, & Iñesta, Anna. (2014). Author profiles: Awareness, competence, and skills. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 141–158). Berlin; Boston: De Gruyter Mouton.
    • Donahue, Christiane, & Lillis, Theresa. (2014). Models of writing and text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 55–78). Berlin; Boston: De Gruyter Mouton.
    • Lillis, Theresa. (2013). The sociolinguistics of writing (Edinburgh Sociolinguistics). Edinburgh: Edinburgh University Press.
    • Prior, Paul A. (2015). Writing, literate activity, semiotic remediation: A sociocultural approach. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 185–201). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.10pri
    • 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.
  • Prior, P. (2006). A sociocultural theory of writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), The handbook of writing research (pp. 54–66). New York: Guilford Press. https://doi.org/10.1111/j.1467-873x.2008.00423.x Cited by5
    • Cislaru, Georgeta. (2015). Writing(s) at the crossroads: The process-product interface. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 1–17). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.01cis
    • 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.
    • 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.
    • Prior, Paul A. (2015). Writing, literate activity, semiotic remediation: A sociocultural approach. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 185–201). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.10pri
    • 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
  • Prior, Paul A. (2015). Writing, literate activity, semiotic remediation: A sociocultural approach. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 185–201). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.10pri
  • 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. Cited by1
    • Prior, Paul A. (2015). Writing, literate activity, semiotic remediation: A sociocultural approach. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 185–201). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.10pri
  • Proctor, C. P., August, D., Carlo, M. S., & Snow, C. E. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159–169. https://doi.org/10.1037/0022-0663.98.1.159 Cited by10
    • Baker, Doris Luft, Park, Yonghan, & Baker, Scott K. (2012). The reading performance of English learners in grades 1-3: The role of initial status and growth on reading fluency in Spanish and English. Reading and Writing, 25(1), 251–281. https://doi.org/10.1007/s11145-010-9261-z
    • 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
    • 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
    • Kang, Jennifer Yusun. (2012). Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–431. https://doi.org/10.1007/s11145-010-9277-4
    • Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2012). Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing, 25(2), 537–567. https://doi.org/10.1007/s11145-010-9285-4
    • 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
    • Rydland, Veslemøy, Aukrust, Vibeke Grøver, & Fulland, Helene. (2012). How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms. Reading and Writing, 25(2), 465–482. https://doi.org/10.1007/s11145-010-9279-2
    • Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
    • Zaretsky, Elena. (2014). The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 139–164. https://doi.org/10.1075/wll.17.1.07zar
    • Zhang, Jie, Anderson, Richard C., Li, Hong, Dong, Qiong, Wu, Xinchun, & Zhang, Yan. (2010). Cross-language transfer of insight into the structure of compound words [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 311–336. https://doi.org/10.1007/s11145-009-9205-7
  • Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246–256. https://doi.org/10.1037/0022-0663.97.2.246 Cited by15
    • 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
    • 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
    • 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.
    • 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
    • Kang, Jennifer Yusun. (2012). Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–431. https://doi.org/10.1007/s11145-010-9277-4
    • Kieffer, Michael J., & Lesaux, Noneie K. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, 21(8), 783–804. https://doi.org/10.1007/s11145-007-9092-8
    • Kieffer, Michael J., & Lesaux, Noneie K. (2012). Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade. Reading and Writing, 25(2), 347–373. https://doi.org/10.1007/s11145-010-9272-9
    • Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
    • 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
    • Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
    • Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2012). Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing, 25(2), 537–567. https://doi.org/10.1007/s11145-010-9285-4
    • Proctor, C. Patrick, Dalton, Bridget, Uccelli, Paola, Biancarosa, Gina, Mo, Elaine, Snow, Catherine, & Neugebauer, Sabina. (2011). Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing, 24(5), 517–544. https://doi.org/10.1007/s11145-009-9218-2
    • Rydland, Veslemøy, Aukrust, Vibeke Grøver, & Fulland, Helene. (2012). How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms. Reading and Writing, 25(2), 465–482. https://doi.org/10.1007/s11145-010-9279-2
    • Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
    • 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
  • Proctor, C. Patrick, Dalton, Bridget, Uccelli, Paola, Biancarosa, Gina, Mo, Elaine, Snow, Catherine, & Neugebauer, Sabina. (2011). Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing, 24(5), 517–544. https://doi.org/10.1007/s11145-009-9218-2 Cited by1
    • Kieffer, Michael J., & Lesaux, Noneie K. (2012). Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade. Reading and Writing, 25(2), 347–373. https://doi.org/10.1007/s11145-010-9272-9
  • Proskouriakoff, Tatiana. (1960). Historical implications of a pattern of dates at Piedras Negras, Guatemala. American Antiquity, 25, 454–475. Cited by7
    • Daniels, Peter T. (1996d). Methods of decipherment. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 141–159). New York; Oxford: Oxford University Press.
    • 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.). (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.
    • Lounsbury, Floyd G. (1989). The ancient writing of Middle America. In Wayne M. Senner (Ed.), The origins of writing (pp. 203–237). Lincoln, NE: University of Nebraska 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.
    • 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]
    • Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
  • Proskurin, Sergey G. (2015). Semiotics and writing systems. Semiotica, 205, 261–276. https://doi.org/10.1515/sem-2015-0007
  • Protopapas, A. (2006). On the use and usefulness of stress diacritics in reading Greek. Reading and Writing, 19(2), 171–198. https://doi.org/10.1007/s11145-005-4023-z Cited by3
    • 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
    • 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
    • Protopapas, Athanassios. (2017). Learning to read Greek. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 181–210). Cambridge: Cambridge University Press.
  • Protopapas, Athanassios. (2017). Learning to read Greek. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 181–210). Cambridge: Cambridge University Press.
  • Protopapas, A., & Vlahou, E. L. (2009). A comparative quantitative analysis of Greek orthographic transparency. Behavior Research Methods, 41(4), 991–1008. https://doi.org/10.3758/Brm.41.4.991 Cited by6
    • Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
    • 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
    • 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]
    • 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
    • Protopapas, Athanassios. (2017). Learning to read Greek. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 181–210). Cambridge: Cambridge University Press.
    • 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
  • Puech, Émile. (1986). Origine de l'alphabet. Documents en alphabet linéare et cunéiforme du IIe millénaire. Revue Biblique, 93, 161–213. Cited by9
    • Goldwasser, Orly. (2015). The invention of the alphabet: On “lost papyri” and the Egyptian “alphabet”. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 124–141). Newcastle upon Tyne: Cambridge Scholars Publishing.
    • Healey, John F. (1990). The early alphabet (Reading the past). London: The British Museum Press: Berkeley; Los Angeles: University of California 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.
    • Lemarie, André. (2014a). A history of Northwest Semitic epigraphy. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 5–29). Winona Lake, IN: Eisenbrauns.
    • O'Connor, M. (1996a). Epigraphic Semitic scripts. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 88–107). New York; Oxford: Oxford University Press.
    • O'Connor, M. (1996c). The alphabet as a technology. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 787–794). New York; Oxford: Oxford University Press.
    • Puech, Emile. (2015). Aux sources de l'alphabet: De quelques anciens témoignages en écriture alphabétique. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 73–123). Newcastle upon Tyne: Cambridge Scholars Publishing.
    • Tropper, Josef. (1994). Die nordwestsemitischen Schriften [North-west Semitic 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. 297–306). Berlin; New York: De Gruyter.
    • Walker, C. B. F. (1987). Cuneiform (Reading the past 3). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1989, Second edition; 1990, In J. T. Hooker (Ed.) Reading the past. Ancient writing from cuneiform to the alphabet (pp. 15–74). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]
  • Puech, Emile. (2015). Aux sources de l'alphabet: De quelques anciens témoignages en écriture alphabétique. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 73–123). Newcastle upon Tyne: Cambridge Scholars Publishing. Cited by1
    • Koller, Aaron. (2018). The diffusion of the alphabet in the second millennium BCE: On the movements of scribal ideas from Egypt to the Levant, Mesopotamia, and Yemen. Journal of Ancient Egyptian Interconnections, 20, 1–14.
  • Pugh, A. K. (1975). The development of silent reading. In W. Latham (Ed.), The road to effective reading. London: Ward Lock. Cited by3
    • Pugh, A. K. (1979). Styles and strategies in silent reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 431–443). New York; London: Plenum Press.
    • Waller, Robert H. W. (1979). Typographic access structures for educational texts. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 175–187). New York; London: Plenum Press.
    • Waller, Robert H. W. (1980). Graphic aspects of complex texts: Typography as macro-punctuation. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 241–253). New York; London: Plenum Press.
  • Pugh, A. K. (1979). Styles and strategies in silent reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 431–443). New York; London: Plenum Press. Cited by1
    • Waller, Robert H. W. (1979). Typographic access structures for educational texts. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 175–187). New York; London: Plenum Press.
  • Pugh, K. R., Landi, N., Preston, J. L., Mencl, W. E., Austin, A. C., Sibley, D., Fulbright, R. K., Seidenberg, M. S., Grigorenko, E. L., Constable, R. T., Molfese, P., & Frost, S. J. (2013). The relationship between phonological and auditory processing and brain organization in beginning readers. Brain and Language, 125(2), 173–183. http://dx.doi.org/10.1016/j.bandl.2012.04.004 Cited by5
    • 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
    • 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
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
    • Verhoeven, Ludo. (2019). Developmental dyslexia in Dutch. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 73–95). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.004
    • 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
  • Pugh, K. R., Mencl, W. E., Jenner, A. R., Katz, L., Frost, S. J., Lee, J. R., Shaywitz, S. E., & Shaywitz, B. A. (2001). Functional neuroimaging studies of reading and reading disability (developmental dyslexia). Mental Retardation and Developmental Disabilities Research Reviews, 6(3), 207–213. https://doi.org/10.1002/1098-2779(2000)6:3<207::AID-MRDD8>3.0.CO;2-P Cited by9
    • 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.
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • 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.
    • 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
    • Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
    • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
    • 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]
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
  • Pugh, K. R., Mencl, W. E., Jenner, A. R., Katz, L., Frost, S. J., Lee J. R., Shaywitz, S. E., & Shaywitz, B. A. (2001). Neurobiological studies of reading and reading disability. Journal of Communication Disorders, 34(6), 479–492. https://doi.org/10.1016/S0021-9924(01)00060-0 Cited by9
    • Andrews, Sally. (2006b). All about words: A lexicalist perspective on reading. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 318–347). Hove; New York: Psychology Press.
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Grigorenko, Elena L. (2008). Four “nons” of the brain–genes connection. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 283–308). New York; London. Lawrence Erlbaum Associates.
    • 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.
    • Nagler, Telse, Lindberg, Sven, & Hasselhorn, Marcus. (2016). A fact retrieval account of the acceleration phenomenon. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 107–123). Springer. https://doi.org/10.1007/978-3-319-30478-6_7
    • Paulesu, Eraldo, Brunswick, Nicola, & Paganelli, Federica. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). Hove; New York. Psychology Press.
    • 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]
    • 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
    • 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.
  • Pugh, K. R, Mencl, W. E., Jenner, A. R., Lee, J. R., Katz, L., Frost, S. J, Shaywitz, S. E., & Shaywitz, B. A. (2001) Neuroimaging studies of reading development and reading disability. Learning Disabilities Research & Practice, 16(4), 240–249. https://doi.org/10.1111/0938-8982.00024 Cited by6
    • 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.
    • Andrews, Sally. (2015). Individual differences among skilled readers: The role of lexical quality. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 129–148). New York: Oxford University Press.
    • Andrews, Sally, & Bond, Rachel. (2009). Lexical expertise and reading skill: Bottom-up and top-down processing of lexical ambiguity [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 687–711. https://doi.org/10.1007/s11145-008-9137-7
    • Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
    • 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
    • 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]
  • Pugh, K. R., Mencl, W. E., Shaywitz, B. A., Shaywitz, S. E., Fulbright, R. K., Constable, R. T., Skudlarski, P., Marchione, K. E., Jenner, A. R., Fletcher, J. M., Liberman, A. M., Shankweiler, D. P., Katz, L., Lacadie, C., & Gore, J. C. (2000). The angular gyrus in developmental dyslexia: Task-specific differences in functional connectivity within posterior cortex. Psychological Science, 11(1), 51–56. http://dx.doi.org/10.1111/1467-9280.00214 Cited by6
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Facoetti, Andrea, Franceschini, Sandro, & Gori, Simone. (2019). Role of visual attention in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 307–326). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.014
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
    • Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
  • Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E., Constable, R. T., Skudlarski, P, Fulbright, R. K., Bronen, R. A., Shankweiler, D. P., Katz, L., Fletcher, J. M., & Gore, J. C. (1996). Cerebral organization of component processes in reading. Brain, 119(), 1221–1238. Cited by9
    • Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
    • 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.
    • Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
    • 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.
    • Grigorenko, Elena L. (2008). Four “nons” of the brain–genes connection. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 283–308). New York; London. Lawrence Erlbaum Associates.
    • Matthews, Paul M., Fu, Shimin, Chen, Yi-Ping, & Iversen, Susan. (2002). Functional magnetic resonance imaging: A promising tool for defining the organization of Chinese language in the brain. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 61–77). Hong Kong: Hong Kong 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]
    • Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
    • Simos, Panagiotis G., Billingsley-Marshall, Rebecca, Sarkari, Shirin, & Papanicolaou, Andrew C. (2008). Single-word reading: Perspectives from magnetic source imaging. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 211–232). New York; London. Lawrence Erlbaum Associates.
  • Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Fletcher, J. M., Skudlarski, P., Fulbright, R. K., Constable, R. T., Bronen, R. A., Lacadie, C., & Gore, J. C. (1997) Predicting reading performance from neuroimaging profiles: the cerebral basis of phonological effects in printed word identification. Journal of Experimental Psychology: Human Perception and Performance, 23, 299-318. Cited by6
    • Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
    • Katz, Leonard, & Frost, Stephen J. (2001). Phonology constrains the internal orthographic representation. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 297–332.
    • Matthews, Paul M., Fu, Shimin, Chen, Yi-Ping, & Iversen, Susan. (2002). Functional magnetic resonance imaging: A promising tool for defining the organization of Chinese language in the brain. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 61–77). Hong Kong: Hong Kong University Press.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Pulgram, E. (1951). Phoneme and grapheme: A parallel. Word, 7, 15–20. Cited by15
    • Berry, Jack. (1977). ‘The making of alphabets’ revisited. In Joshua A. Fishman, (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 3–16). The Hague; Paris: Mouton.
    • 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.
    • Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
    • Goody, Jack. (1977). The domestication of the savage mind (Themes in the Social Sciences). Cambridge: Cambridge University Press.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • 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.
    • Kurzon, Dennis. (2013). Diacritics and the Perso-Arabic script [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 234–243, https://doi.org/10.1080/17586801.2013.799451
    • Piirainen, lipo Tapani. (1986). Die Autonomie der Graphematik in historischer Sicht [The autonomy of graphemics from historical point of view]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 97–104). Berlin; New York: Walter de Gruyter.
    • Presutti, Stefano. (2021a). The interdependence between speech and writing. Towards a greater awareness. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 83–101). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-prea
    • 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.
    • Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
    • Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
    • Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
    • Venezky, Richard L. (1970c). The structure of English orthography (Janua Linguarum, Series Minor 82). The Hague; Paris: Mouton.
  • Pulgram, E. (1965). Graphic and phonic systems: Figurae and signs. Word, 21, 208–224. Cited by7
    • Berry, Jack. (1977). ‘The making of alphabets’ revisited. In Joshua A. Fishman, (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 3–16). The Hague; Paris: Mouton.
    • Goody, Jack. (1977). The domestication of the savage mind (Themes in the Social Sciences). Cambridge: Cambridge University Press.
    • Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
    • 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.
    • Tauli, Valter. (1977). Speech and spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 17–35). The Hague; Paris: Mouton.
    • Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
    • Venezky, Richard L. (1970c). The structure of English orthography (Janua Linguarum, Series Minor 82). The Hague; Paris: Mouton.
  • Pulgram, E. (1970). Syllabe, word, nexus, cursus (Janua Linguarum, Series Minor 81). The Hague: Mouton. Cited by5
    • Daniels, Peter T. (1992b). The syllabic origin of writing and the segmental origin of the alphabet. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 83–110). Amsterdam; Philadelphia: John Benjamins.
    • Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
    • 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
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
  • Pulgram, Ernst. (1976). The typologies of writing systems. In W. Haas (Ed.), Writing without letters (pp. 1–28). Manchester: Manchester University Press. Cited by13
    • 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.
    • Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
    • Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
    • Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
    • Haas, William. (1983). Determining the level of a script. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 15–29). Berlin; New York; Amsterdam: Mouton Publishers.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Kessler, Brett, & Treiman, Rebecca. (2015). Writing systems: Their properties and implications for reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 10–25). New York: Oxford University Press.
    • Ludwig, Otto. (1983b). Writing systems and written language. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 31–43). Berlin; New York; Amsterdam: Mouton Publishers.
    • Schoch, Robert M., & Melka, Tomi S. (2021). A “Sacred Amulet from Easter Island—1885/6—”: Analyzing enigmatic glyphic characters in the context of the rongorongo script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 847–903). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-scho
    • Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
    • Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
  • Pullum, G. K., & Ladusaw, W. A. (1986). Phonetic symbol guide. Chicago: University of Chicago Press. [1996, Second edition] Cited by3
    • Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
    • MacMahon, Michael K. C. (1996). Phonetic notation. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 821–846). New York; Oxford: Oxford University Press.
    • Moran, Steven, & Cysouw, Michael. (2018). The Unicode cookbook for linguists: Managing writing systems using orthography profiles (Translation and Multilingual Natural Language Processing 10). Berlin: Language Science Press.
  • Pullum, G. K., & Ladusaw, W. A. (1996). Phonetic symbol guide (Second edition). Chicago: University of Chicago Press. [1986, First edition] Cited by2
    • 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)]
    • 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]
  • Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppänen, P. H. T., Poikkeus, Anna-Maija., Tolvanen, A., Torppa, M., & Lyytinen, H. (2007). Very early phonological and language skill: estimating individual risk of reading disability. Child Psychology and Psychiatry, 48, 923–931. https://doi.org/10.1111/j.1469-7610.2007.01763.x Cited by8
    • Aro, Mikko. (2017). Learning to read Finnish. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 416-436). Cambridge: Cambridge University Press.
    • Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
    • Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
    • Norton, Elizabeth S., Gabrieli, John D. E., & Gaab, Nadine. (2019). Neural predictors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 253–276). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.012
    • 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
    • Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
    • Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
    • 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)]
  • 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 Cited by3
    • Hooper, Stephen R., Costa, Lara-Jeane, McBee, Matthew, Anderson, Kathleen L., Yerby, Donna C., Knuth, Sean B., & Childress, Amy. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x
    • 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
    • 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
  • Puranik, Cynthia S., & Lonigan, Christopher J. (2011). From scribbles to scrabble: Preschool children's developing knowledge of written language. Reading and Writing, 24(5), 567–589. https://doi.org/10.1007/s11145-009-9220-8 Cited by6
    • 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
    • Sandbank, Ana. (2016). Writing as a domain of knowledge for both children and researchers. 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. 109–124). Cham: Springer.
    • Schwarz, Mila, & Shaul, Shelley. (2018). Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities. Written Language & Literacy, 21(2), 238–268. https://doi.org/10.1075/wll.00016.sch
    • Stavans, Anat. (2015). Monolingual and multilingual discrimination of written sequences' readability. Writing Systems Research, 7(1), 108–127. https://doi.org/10.1080/17586801.2014.898574
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
    • Treiman, Rebecca, Mulqueeny, Kevin, & Kessler, Brett. (2015). Young children's knowledge about the spatial layout of writing. Writing Systems Research, 7(2), 235–244. https://doi.org/10.1080/17586801.2014.924386
  • Purcell, D. G., Stanovich, K. E., & Spector, A. (1978). Visual angle and the word superiority effect. Memory & Cognition, 7, 3–8. 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.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • 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.
  • Purcell-Gates, V. (1988). Lexical and syntactic knowledge of written narrative held by well-read-to kindergartners and second graders. Research in the Teaching of English, 22, 128–157. Cited by5
    • Beers, Scott F., & Nagy, William E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing, 22(2), 185–200. https://doi.org/10.1007/s11145-007-9107-5
    • Beers, Scott F., & Nagy, William E. (2011). Writing development in four genres from grades three to seven: Syntactic complexity and genre differentiation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 183–202. https://doi.org/10.1007/s11145-010-9264-9
    • Berninger, Virginia W., Nagy, William, & Beers, Scott. (2011). Child writers' construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 151–182. https://doi.org/10.1007/s11145-010-9262-y
    • Schiff, Rachel, & Korat, Ofra. (2006). Sociocultural factors in children's written narrative production. Written Language & Literacy, 9(2), 213–246.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Purushothama, G. (1990). Reading vowels in Kannada script. Journal of Learning Disabilities, 23, 198–200. https://doi.org/10.1177/002221949002300312 Cited by6
    • Gupta, Ashum. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 79–99. https://doi.org/10.1023/B:READ.0000013823.56357.8b
    • Mishra, Ramesh Kumar. (2019). Cross-modal processing of orthography-phonology interface in Hindi-English bilinguals. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 353–371). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_18
    • Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
    • Ravid, Dorit, & Haimowitz, Sarit. (2006). The vowel path: Learning about vowel representation in written Hebrew [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 67–93.
    • Schiff, Rachel, & Ravid, Dorit. (2004b). Vowel representation in written Hebrew: Phonological, orthographic and morphological contexts. Reading and Writing: An Interdisciplinary Journal, 17(3), 241–265. http://dx.doi.org/10.1023/B:READ.0000017668.48386.90
    • Vagh, Shaher Banu, & Nag, Sonali. (2019). The assessment of emergent and early literacy skills in the akshara languages. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 235–260). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_13
  • Purvis, K. L., & Tannock, R. (2000). Phonological processing, not inhibitory control, differentiates ADHD and reading disability. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 485–494. Cited by5
    • Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
    • Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
    • 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
    • Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
    • Verhoeven, Ludo, Reitsma, Pieter, & Siegel, Linda S. (2011). Cognitive and linguistic factors in reading acquisition [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 387–394. https://doi.org/10.1007/s11145-010-9232-4
  • Pye, Elizabeth. (2013). Writing conservation: The impact of text on conservation decisions and practice. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 319–333). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.p Cited by1
    • Tsouparopoulou, Christina. (2016). Deconstructing textuality, reconstructing materiality. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 257–275). Berlin; Boston: Walter de Gruyter.
  • Pynte, J., Kennedy, A., & Ducrot, S. (2004). The influence of parafoveal typographical errors in eye movements in reading. European Journal of Cognitive Psychology, 16, 178–202. Cited by5
    • 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.
    • 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.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • White, Sarah J. (2008). Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223. https://doi.org/10.1037/0096-1523.34.1.205
  • Pynte, Joël, & Noizet, Georges. (1980). Optimal segmentation for sentences displayed on a video screen. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 375–385). New York; London: Plenum Press. Cited by1
    • Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.