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    • 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
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    • Ravid, Dorit, & Bar-On, Amalia. (2005). Manipulating written Hebrew roots across development: The interface of semantic, phonological and orthographic factors [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 231–256. https://doi.org/10.1007/s11145-005-1802-5
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    • Ravid, Dorit, & Schiff, Rachel. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing, 19(8), 789–818. https://doi.org/10.1007/s11145-006-9004-3
    • 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
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    • 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
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    • Ravid, Dorit. (2006a). Hebrew orthography and literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 339–364). Mahwah, NJ; London: Lawrence Erlbaum Associates.
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    • 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.
    • 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.
    • Ravid, Dorit, & Schiff, Rachel. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing, 19(8), 789–818. https://doi.org/10.1007/s11145-006-9004-3
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    • Mazur-Palandre, Audrey. (2015). Overcoming preferred argument structure in written French: Development, modality, text type. Written Language & Literacy, 18(1), 25–55. https://doi.org/10.1075/wll.18.1.02maz
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    • Ravid, Dorit, Shalom, Tsila, Dattner, Elitzur, Katzenberger, Irit, & Sha'shoua, Guy. (2016). Top-down measures in 7th grade writing: The effects of genre and SES. 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. 345–359). Cham: Springer.
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    • Mazur-Palandre, Audrey. (2015). Overcoming preferred argument structure in written French: Development, modality, text type. Written Language & Literacy, 18(1), 25–55. https://doi.org/10.1075/wll.18.1.02maz
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    • Ravid, Dorit, & Chen-Djemal, Yehudit. (2015). Spoken and written narration in Hebrew: A case study. Written Language & Literacy, 18(1), 56–81. https://doi.org/10.1075/wll.18.1.03rav
    • Ravid, Dorit, Shalom, Tsila, Dattner, Elitzur, Katzenberger, Irit, & Sha'shoua, Guy. (2016). Top-down measures in 7th grade writing: The effects of genre and SES. 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. 345–359). Cham: Springer.
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    • 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. & 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
    • 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
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    • Ravid, Dorit. (2006a). Hebrew orthography and literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 339–364). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Ravid, Dorit, & Schiff, Rachel. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing, 19(8), 789–818. https://doi.org/10.1007/s11145-006-9004-3
    • 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.
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    • 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.
    • Berman, Ruth A. (2016). Linguistic literacy and later language development. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 181–200). Cham: Springer.
    • Berman, Ruth A., & Nir, Bracha. (2010). The lexicon in writing-speech-differentiation: Developmental perspectives [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 183–205. https://doi.org/10.1075/wll.13.2.01ber
    • Berman, Ruth A., & Ravid, Dorit. (2009). Becoming a literate language user: Oral and written text construction across adolescence. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 92–111). Cambridge: Cambridge University Press.
    • Brandes, Gilad, & Ravid, Dorit. (2019). The development of adverbial clause functions in Hebrew narrative and expository writing across adolescence. Written Language & Literacy, 22(1), 130–158. https://doi.org/10.1075/wll.00022.bra
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    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 271–285). Cham: Springer.
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    • Ravid, Dorit, & Chen-Djemal, Yehudit. (2015). Spoken and written narration in Hebrew: A case study. Written Language & Literacy, 18(1), 56–81. https://doi.org/10.1075/wll.18.1.03rav
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    • Ravid, Dorit, Shalom, Tsila, Dattner, Elitzur, Katzenberger, Irit, & Sha'shoua, Guy. (2016). Top-down measures in 7th grade writing: The effects of genre and SES. 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. 345–359). Cham: Springer.
  • Ravid, D., & Berman, R. A. (2009). Developing linguistic register across text types: The case of Modern Hebrew. Pragmatics and Cognition, 17, 108–145. Cited by10
    • 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.
    • Berman, Ruth A. (2016). Linguistic literacy and later language development. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 181–200). Cham: Springer.
    • Berman, Ruth, Nayditz, Ronit, & Ravid, Dorit. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14(2), 161–187. https://doi.org/10.1075/wll.14.2.01ber
    • Berman, Ruth A., & Nir, Bracha. (2010). The lexicon in writing-speech-differentiation: Developmental perspectives [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 183–205. https://doi.org/10.1075/wll.13.2.01ber
    • 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
    • Laks, Lior, & Berman, Ruth A. (2014). A new look at diglossia: Modality-driven distinctions between spoken and written narratives in Jordanian Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 241–254). Dordrecht: Springer.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Ravid, Dorit, & Chen-Djemal, Yehudit. (2015). Spoken and written narration in Hebrew: A case study. Written Language & Literacy, 18(1), 56–81. https://doi.org/10.1075/wll.18.1.03rav
    • Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
    • Ravid, Dorit, Shalom, Tsila, Dattner, Elitzur, Katzenberger, Irit, & Sha'shoua, Guy. (2016). Top-down measures in 7th grade writing: The effects of genre and SES. 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. 345–359). Cham: Springer.
  • Ravid, Dorit, & Berman, Ruth A. (2010). Developing noun phrase complexity across adolescence: A text-embedded analysis. First Language, 30, 1–29. https://doi.org/10.1177/0142723709350531 Cited by11
    • Beers, Scott F., & Nagy, William E. (2011). Writing development in four genres from grades three to seven: Syntactic complexity and genre differentiation [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 183–202. https://doi.org/10.1007/s11145-010-9264-9
    • Berman, Ruth A. (2016). Linguistic literacy and later language development. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 181–200). Cham: Springer.
    • Berman, Ruth, Nayditz, Ronit, & Ravid, Dorit. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14(2), 161–187. https://doi.org/10.1075/wll.14.2.01ber
    • Berman, Ruth A., & Ravid, Dorit. (2009). Becoming a literate language user: Oral and written text construction across adolescence. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 92–111). Cambridge: Cambridge University Press.
    • Brandes, Gilad, & Ravid, Dorit. (2019). The development of adverbial clause functions in Hebrew narrative and expository writing across adolescence. Written Language & Literacy, 22(1), 130–158. https://doi.org/10.1075/wll.00022.bra
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    • Ravid, Dorit, & Chen-Djemal, Yehudit. (2015). Spoken and written narration in Hebrew: A case study. Written Language & Literacy, 18(1), 56–81. https://doi.org/10.1075/wll.18.1.03rav
    • Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
    • Ravid, Dorit, Shalom, Tsila, Dattner, Elitzur, Katzenberger, Irit, & Sha'shoua, Guy. (2016). Top-down measures in 7th grade writing: The effects of genre and SES. 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. 345–359). Cham: Springer.
  • Ravid, Dorit, & Chen-Djemal, Yehudit. (2015). Spoken and written narration in Hebrew: A case study. Written Language & Literacy, 18(1), 56–81. https://doi.org/10.1075/wll.18.1.03rav Cited by1
    • Brandes, Gilad, & Ravid, Dorit. (2019). The development of adverbial clause functions in Hebrew narrative and expository writing across adolescence. Written Language & Literacy, 22(1), 130–158. https://doi.org/10.1075/wll.00022.bra
  • Ravid, Dorit, & 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. Cited by4
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  • 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. Cited by4
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    • Leikin, Mark, Schwartz, Mila, & Share, David L. (2010). General and specific benefits of bi-literate bilingualism: A Russian–Hebrew study of beginning literacy [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 269–292. https://doi.org/10.1007/s11145-009-9210-x
    • Levin, Iris, Aram, Dorit, Tolchinsky, Liliana, & McBride, Catherine. (2013). Maternal mediation of writing and children's early spelling and reading: The Semitic abjad versus the European alphabet [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 134–155. https://doi.org/10.1080/17586801.2013.797335
    • Ravid, Dorit. (2006a). Hebrew orthography and literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 339–364). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Ravid, Dorit, & Bar-On, Amalia. (2005). Manipulating written Hebrew roots across development: The interface of semantic, phonological and orthographic factors [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 231–256. https://doi.org/10.1007/s11145-005-1802-5
    • 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.
    • Ravid, Dorit, & Schiff, Rachel. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing, 19(8), 789–818. https://doi.org/10.1007/s11145-006-9004-3
    • 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
    • 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.
  • Ravid, Dorit, & Levie, Ronit. (2010). Adjectives in the development of text production: Lexical, morphological and syntactic analyses. First Language, 30, 27–55. https://doi.org/10.1177/0142723709350529 Cited by8
    • Berman, Ruth, Nayditz, Ronit, & Ravid, Dorit. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14(2), 161–187. https://doi.org/10.1075/wll.14.2.01ber
    • Berman, Ruth A., & Nir, Bracha. (2010). The lexicon in writing-speech-differentiation: Developmental perspectives [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 183–205. https://doi.org/10.1075/wll.13.2.01ber
    • Berman, Ruth A., & Ravid, Dorit. (2009). Becoming a literate language user: Oral and written text construction across adolescence. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 92–111). Cambridge: Cambridge University Press.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Ravid, Dorit, & Chen-Djemal, Yehudit. (2015). Spoken and written narration in Hebrew: A case study. Written Language & Literacy, 18(1), 56–81. https://doi.org/10.1075/wll.18.1.03rav
    • Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
    • Ravid, Dorit, Shalom, Tsila, Dattner, Elitzur, Katzenberger, Irit, & Sha'shoua, Guy. (2016). Top-down measures in 7th grade writing: The effects of genre and SES. 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. 345–359). Cham: Springer.
    • Salas, Naymé, Llauradó, Anna, Castillo, Cristina, Taulé, Mariona, & Martí, M. Antònia. (2016). Linguistic correlates of text quality from childhood to adulthood. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 307–326). Cham: Springer.
  • Ravid, D., & Malenky, D. (2001). Awareness of linear and nonlinear morphology in Hebrew: A developmental study. First Language, 21, 25–56. https://doi.org/10.1177/014272370102106102 Cited by12
    • 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
    • Geva, Esther, & Shafman, Dana. (2010). Rudiments of inflectional morphology skills in emergent English–Hebrew biliterates. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 191–204). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_14
    • Ravid, Dorit. (2006a). Hebrew orthography and literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 339–364). Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Ravid, Dorit, & Bar-On, Amalia. (2005). Manipulating written Hebrew roots across development: The interface of semantic, phonological and orthographic factors [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 231–256. https://doi.org/10.1007/s11145-005-1802-5
    • 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.
    • 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.
    • Ravid, Dorit, & Schiff, Rachel. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing, 19(8), 789–818. https://doi.org/10.1007/s11145-006-9004-3
    • 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, E., & Geva, Esther. (2008). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-x
    • Schiff, Rachel. (2003). The effects of morphology and word length on the reading of Hebrew nominals. Reading and Writing: An Interdisciplinary Journal, 16(4), 263–287.
    • 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
    • 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
  • Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
  • Ravid, D., & Schiff, R. (2004). Learning to represent vowels in written Hebrew: Different factors across development. First Language, 24, 185–208. Cited by6
    • 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.
    • Geva, Esther, & Shafman, Dana. (2010). Rudiments of inflectional morphology skills in emergent English–Hebrew biliterates. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 191–204). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_14
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Ravid, Dorit, & Bar-On, Amalia. (2005). Manipulating written Hebrew roots across development: The interface of semantic, phonological and orthographic factors [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 231–256. https://doi.org/10.1007/s11145-005-1802-5
    • 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.
    • Saiegh-Haddad, E., & Geva, Esther. (2008). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-x
  • Ravid, Dorit, & Schiff, Rachel. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing, 19(8), 789–818. https://doi.org/10.1007/s11145-006-9004-3 Cited by6
    • 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
    • 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
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    • 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]
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    • McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT 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, 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.
    • 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.
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    • 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.
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    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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.
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    • Albrengues, Claire, Lavigne, Frédéric, Aguilar, Carlos, Castet, Eric, & Vitu, Françoise. (2019). Linguistic processes do not beat visuo-motor constraints, but they modulate where the eyes move regardless of word boundaries: Evidence against top-down word-based eyemovement control during reading. PLOS ONE, 14(7), e0219666. https://doi.org/10.1371/journal.pone.0219666
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  • Rayner, Keith, Reichle, Erik D., & Pollatsek, Alexander. (2006). Cognitive processes in reading: The E-Z Reader model of eyemovement control. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 122–148). Hove; New York: Psychology Press.
  • Rayner, K., Reichle, E. D., Stroud, M. J., Williams, C. C., & Pollatsek, A. (2006). The effect of word frequency, word predictability, and font difficulty on the eye movements of young and older readers. Psychology and Aging, 21(3): 448–465. https://doi.org/10.1037/0882-7974.21.3.448 Cited by6
    • Albrengues, Claire, Lavigne, Frédéric, Aguilar, Carlos, Castet, Eric, & Vitu, Françoise. (2019). Linguistic processes do not beat visuo-motor constraints, but they modulate where the eyes move regardless of word boundaries: Evidence against top-down word-based eyemovement control during reading. PLOS ONE, 14(7), e0219666. https://doi.org/10.1371/journal.pone.0219666
    • Beier, Sofie, & Oderkerk, Chiron. (2019). The effect of age and font on reading ability, Visible Language, 53(3), 50–69.
    • 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]
    • 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.
  • 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
  • Rayner, K., & Sereno, S. C. (1994). Eye movements in reading: Psycholinguistic studies. In M. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 57–82). New York: Academic Press. Cited by4
    • 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.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • 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.
  • Rayner, K., Sereno, S. C., Lesch, M. E., & Pollatsek, A. (1995). Phonological codes are automatically activated during reading: Evidence from an eye movement priming paradigm. Psychological Science, 6, 26–32. https://doi.org/10.1111/j.1467-9280.1995.tb00300.x Cited by13
    • 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]
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    • 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
    • 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.
    • 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.
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    • 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]
    • 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.
    • 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]
  • Rayner, K., Sereno, S. C., Morris, R. K., Schmauder, A. R., & Clifton, C. (1989). Eye movements and on-line language comprehension processes. Language and Cognitive Processes, 4, 21–49. Cited by6
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, & Pollatsek, Alexander. (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.
    • 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.
  • Rayner, K., Sereno, S. C., & Raney, G. E. (1996). Eye movement control in reading: A comparison of two types of models. Journal of Experimental Psychology: Human Perception and Performance, 22(5), 1188–1200. https://doi.org/10.1037//0096-1523.22.5.1188 Cited by17
    • Albrengues, Claire, Lavigne, Frédéric, Aguilar, Carlos, Castet, Eric, & Vitu, Françoise. (2019). Linguistic processes do not beat visuo-motor constraints, but they modulate where the eyes move regardless of word boundaries: Evidence against top-down word-based eyemovement control during reading. PLOS ONE, 14(7), e0219666. https://doi.org/10.1371/journal.pone.0219666
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    • 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.
    • Hermena, Ehab W., Bouamama, Sana, Liversedge, Simon P., & Drieghe, Denis. (2021). Does diacritics-based lexical disambiguation modulate word frequency, length, and predictability effects? An eye-movements investigation of processing Arabic diacritics. PLoS ONE, 16(11), e0259987. https://doi.org/10.1371/journal.pone.0259987
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    • 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.
    • Reingold, Eyal M., Sheridan, Heather, & Reichle, Erik D. (2015). Direct lexical and nonlexical control of fixation duration in reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 261–276). New York: Oxford University Press.
    • Schotter, Elizabeth R., & Rayner, Keith. (2012). Eye movements and word recognition during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 73–101). London: Psychology Press.
    • Schotter, Elizabeth R., & Rayner, Keith. (2015). The work of the eyes during reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 44–59). New York: Oxford University Press.
    • 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.
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  • Rayner, K., Slowiaczek, M. L., Clifton, C., & Bertera, J. H. (1983). Latency of sequential eye movements: Implications for reading. Journal of Experimental Psychology: Human Perception and Performance, 9, 912–922. Cited by7
    • Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Rayner, Keith, Reichle, Erik D., & Pollatsek, Alexander. (2006). Cognitive processes in reading: The E-Z Reader model of eyemovement control. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 122–148). Hove; New York: Psychology Press.
    • Rayner, Keith, Schotter, Elizabeth R., Masson, Michael E. J., Potter, Mary C., & Treiman, Rebecca. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest, 17(1), 4–34. doi10.1177/1529100615623267
    • Reingold, Eyal M., Sheridan, Heather, & Reichle, Erik D. (2015). Direct lexical and nonlexical control of fixation duration in reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 261–276). New York: Oxford University Press.
    • 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.
    • 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
  • Rayner, K., Warren, T., Juhasz, B. J., & Liversedge, S. P. (2004). The effects of plausibility on eye movements in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 1290–1301. Cited by10
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    • 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.
    • 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.
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    • Staub, Adrian. (2015). Reading sentences: Syntactic parsing and semantic interpretation. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 202–216). New York: Oxford University Press.
    • 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
  • Rayner, K., & Well, A. D. (1996). Effects of contextual constraint on eye movements in reading: A further examination. Psychonomic Bulletin & Review, 3, 504–509. https://doi.org/10.3758/BF03214555 Cited by14
    • 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.
    • Hermena, Ehab W., Bouamama, Sana, Liversedge, Simon P., & Drieghe, Denis. (2021). Does diacritics-based lexical disambiguation modulate word frequency, length, and predictability effects? An eye-movements investigation of processing Arabic diacritics. PLoS ONE, 16(11), e0259987. https://doi.org/10.1371/journal.pone.0259987
    • 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
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    • 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]
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    • Reingold, Eyal M., Sheridan, Heather, & Reichle, Erik D. (2015). Direct lexical and nonlexical control of fixation duration in reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 261–276). New York: Oxford University Press.
    • Schotter, Elizabeth R., & Rayner, Keith. (2012). Eye movements and word recognition during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 73–101). London: Psychology Press.
    • Schotter, Elizabeth R., & Rayner, Keith. (2015). The work of the eyes during reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 44–59). New York: Oxford University Press.
    • Schwartz, Ana I., & Van Hell, Janet G. (2012). Bilingual visual word recognition in sentence context. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 131–150). London: Psychology Press.
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    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • Staub, Adrian. (2015). Reading sentences: Syntactic parsing and semantic interpretation. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 202–216). New York: Oxford University Press.
  • Rayner, K., Well, A. D., & Pollatsek, A. (1980). Asymmetry of the effective visual field in reading. E004293, 27(6), 537–544. https://doi.org/10.3758/BF03198682 Cited by14
    • Beier, Sofie, & Oderkerk, Chiron. (2019). The effect of age and font on reading ability, Visible Language, 53(3), 50–69.
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    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • 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]
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    • 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]
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    • 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.
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  • Rayner, K., Well, A. D., Pollatsek, A., & Bertera, J. H. (1982). The availability of useful information to the right of fixation in reading. Perception & Psychophysics, 31(6), 537–550. https://doi.org/10.3758/BF03204186 Cited by18
    • 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]
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    • 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. (2010b). Hidden morpheme boundaries in Kabiye: A source of miscues in a toneless orthography. Writing Systems Research, 2(2), 139–153. https://doi.org/10.1093/wsr/wsq011
    • 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, 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. (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
    • 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
    • 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
  • Roberts, David. (2008b). The two Kabiye orthographies: A sociolinguistic and linguistic comparison. Written Language & Literacy, 11(1), 49–72. https://doi.org/10.1075/wll.11.1.05rob Cited by2
    • 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. (2015). Laying a foundation for tone orthography research and decision-making: The Kabiye homograph corpus. Scripta, 151–189.
  • Roberts, D. (2008c). Thirty years of tone orthography testing in West African languages (1977–2007). Journal of West African Languages, 35(1–2).199–242. Cited by7
    • 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. (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
    • 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
    • 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
    • Vitrano-Wilson, Seth. (2018). Tai Dam orthographies: Multigraphia, mismatching tones, and mutual borrowing of tone marking devices among three scripts. Written Language & Literacy, 21(2), 198–237. https://doi.org/10.1075/wll.00015.vit
  • 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 Cited by4
    • Neef, Martin. (2011). [Book review: John Baines, John Bennet & Stephen Houston (Eds.), (2008), The disappearance of writing systems: Perspectives on literacy and communication]. Written Language & Literacy, 14(1), 157–159. https://doi.org/10.1075/wll.14.1.08nee
    • 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. (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
  • 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 Cited by5
    • Roberts, David. (2010b). Hidden morpheme boundaries in Kabiye: A source of miscues in a toneless orthography. Writing Systems Research, 2(2), 139–153. https://doi.org/10.1093/wsr/wsq011
    • Roberts, David. (2015). Laying a foundation for tone orthography research and decision-making: The Kabiye homograph corpus. Scripta, 151–189.
    • 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. (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
    • 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
  • Roberts, David. (2010b). Hidden morpheme boundaries in Kabiye: A source of miscues in a toneless orthography. Writing Systems Research, 2(2), 139–153. https://doi.org/10.1093/wsr/wsq011 Cited by3
    • 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
    • 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
  • 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] Cited by4
    • 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
    • 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. (2010b). Hidden morpheme boundaries in Kabiye: A source of miscues in a toneless orthography. Writing Systems Research, 2(2), 139–153. https://doi.org/10.1093/wsr/wsq011
    • 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
  • Roberts, David. (2013). A tone orthography typology. In Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 85–111). Amsterdam: John Benjamins. [2011, Originally published, [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] Cited by6
    • Cahill, Michael. (2019). Tone, orthographies, and phonological depth in African languages. In Samson Lotven, Silvina Bongiovanni, Phillip Weirich, Robert Botne & Samuel Gyasi Obeng (Eds.), African linguistics across the disciplines: Selected papers from the 48th Annual Conference on African Linguistics (pp. 103–123). Berlin: Language Science Press. https://doi.org/10.5281/zenodo.3520575
    • Roberts, David. (2014). [Book review: Meikal Mumin & Kees Versteegh (Eds.), (2014), The Arabic script in Africa: Studies in the use of a writing system]. Written Language & Literacy, 17(2), 308–314. doi 10.1075/wll.17.2.06rob
    • Roberts, David. (2015). Laying a foundation for tone orthography research and decision-making: The Kabiye homograph corpus. Scripta, 151–189.
    • Roberts, David, Basnight-Brown, Dana, & Vydrin, Valentin. (2019). Marking tone with punctuation: Orthography experimentation and reform in Eastern Dan (Côte d'Ivoire). In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 293–327). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-robe
    • 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
    • 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
  • Roberts, David. (2014). [Book review: Meikal Mumin & Kees Versteegh (Eds.), (2014), The Arabic script in Africa: Studies in the use of a writing system]. Written Language & Literacy, 17(2), 308–314. doi 10.1075/wll.17.2.06rob
  • Roberts, David. (2015). Laying a foundation for tone orthography research and decision-making: The Kabiye homograph corpus. Scripta, 151–189. Cited by1
    • 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. (2018). [Book review: Dyck, Carrie, Granadillo, Tania, Rice, Keren, & Labrada, Jorge Emilio Rosés, (2014), Dialogue on dialect standardization]. Writing Systems Research, 10(1), 68–71. https://doi.org/10.1080/17586801.2018.1491440
  • Roberts, David, Basnight-Brown, Dana, & Vydrin, Valentin. (2019). Marking tone with punctuation: Orthography experimentation and reform in Eastern Dan (Côte d'Ivoire). In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 293–327). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-robe Cited by2
    • 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. (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
  • 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 Cited by1
    • Roberts, David, & Walter, Stephen L. (Eds.). (2021). Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18
  • Roberts, David, Boyd, Ginger, & Reeder, JeDene. (2021c). Elip, Mmala and Yangben. In David Roberts & Stephen L. Walter (Eds.), Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18) (pp. 157–186). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18.09rob
  • Roberts, David, & Joyce, Terry. (2012). Introduction to special issue on ‘Units of Language – Units of Writing’: A key relationship for writing systems research [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 147–152. https://doi.org/10.1075/wll.15.2.01rob
  • Roberts, David, Merz, Johannes, & Reeder, JeDene. (2021a). Introduction. In David Roberts & Stephen L. Walter (Eds.), Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18) (pp. 3–23). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18.01rob
  • Roberts, David, Merz, Johannes, & Reeder, JeDene. (2021b). Mbelime. In David Roberts & Stephen L. Walter (Eds.), Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18) (pp. 61–83). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18.04rob
  • Roberts, David, & Reeder, JeDene. (2021a). Nateni. In David Roberts & Stephen L. Walter (Eds.), Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18) (pp. 43–59). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18.03rob
  • Roberts, David, & Reeder, JeDene. (2021b). Idaasha. In David Roberts & Stephen L. Walter (Eds.), Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18) (pp. 127–142). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18.07rob
  • Roberts, David, & Reeder, JeDene. (2021c). Ife. In David Roberts & Stephen L. Walter (Eds.), Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18) (pp. 143–156). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18.08rob
  • Roberts, David, Reeder, JeDene, & Vydrin, Valentin. (2021). Eastern Dan. In David Roberts & Stephen L. Walter (Eds.), Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18) (pp. 85–106). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18.05rob
  • Roberts, David, Reeder, JeDene, & Walter, Stephen L. (2021). Epilogue. In David Roberts & Stephen L. Walter (Eds.), Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18) (pp. 279–304). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18.16rob
  • Roberts, David, Reeder, JeDene, & Weathers, Andy. (2021). Tem. In David Roberts & Stephen L. Walter (Eds.), Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18) (pp. 27–42). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18.02rob
  • 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 Cited by4
    • Roberts, David. (2015). Laying a foundation for tone orthography research and decision-making: The Kabiye homograph corpus. Scripta, 151–189.
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Compiled and edited by Terry Joyce. © April, 2022