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    • Aparici, Melina, Rosado, Elisa, & Perera, Joan. (2016). Later development of relative clauses across discourse genres and modalities of production. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 201–225). Cham: Springer.
    • Berman, Ruth A. (2016). Linguistic literacy and later language development. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 181–200). Cham: Springer.
    • Berman, Ruth, Nayditz, Ronit, & Ravid, Dorit. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14(2), 161–187. https://doi.org/10.1075/wll.14.2.01ber
    • Berman, Ruth A., & 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.
    • Kaplan, Dafna. (2013). Development of reading comprehension from middle childhood to adolescence: Distributional and qualitative analyses of two genres. Written Language & Literacy, 16(2), 208–240. https://doi.org/10.1075/wlL16.2.04kap
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 271–285). Cham: Springer.
    • 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.
    • Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
    • Reilly, Judy, & Polse, Lara. (2016). Perspectives on spoken and written language: Evidence from English speaking children. 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. 125–140). 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.
    • Seroussi, Batia. (2016). Tribute to Liliana. 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. ix-xi). Cham: Springer.
    • Tolchinsky, Liliana. (2009). The configuration of literacy as a domain of knowledge. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 468–486). Cambridge: Cambridge University Press.
    • Tolchinsky, Liliana, Martí, Maria Antònia, & Llaurado, Anna. (2010). The growth of the written lexicon in Catalan: From childhood to adolescence [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 206–235. https://doi.org/10.1075/wll.13.2.02tol
  • Tolchinsky, Liliana. (2009). The configuration of literacy as a domain of knowledge. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 468–486). Cambridge: Cambridge University Press. Cited by4
    • Dockrell, Julie E., & Connelly, Vincent. (2016). The relationships between oral and written sentence generation in English speaking children: The role of language and literacy skills. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 161–177). Cham: Springer.
    • 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.
    • 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.
    • 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.
  • Tolchinsky, Liliana. (2010). Becoming literate in a foreign language. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 177–190). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_13
  • Tolchinsky, Liliana. (2020). Text writing at the core of literacy discourse. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 163–168). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_10
  • Tolchinsky, Liliana, Johansson, Victoria, & Zamora, Anita. (2002). Text openings and closings in writing and speech: Autonomy and differentiation [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 219–253. Cited by12
    • 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, Ragnarsdóttir, Hrafnhildur, & Strömqvist, Sven. (2002). Discourse stance: Written and spoken language. [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 255–289.
    • Berman, Ruth A., & Ravid, Dorit. (2009). Becoming a literate language user: Oral and written text construction across adolescence. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 92–111). Cambridge: Cambridge University Press.
    • Berman, Ruth A., & Verhoeven, Ludo. (2002). Cross-linguistic perspectives on the development of text-production abilities: Speech and writing [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 1), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(1), 1–43. https://doi.org/10.1075/wll.5.1.02ber
    • 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
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 271–285). Cham: Springer.
    • Perera, Joan, Aparici, Melina, Rosado, Elisa, & Salas, Naymé. (2016). Introduction to written and spoken language development across the lifespan. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 1–13). Cham: Springer.
    • Ragnarsdóttir, Hrafnhildur, Aparici, Melina, Cahana-Amitay, Dalia, van Hell, Janet, & Viguié, Anne. (2002). Verbal structure and content in written discourse: Expository and narrative texts [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 1), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(1), 95–126.
    • 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.
    • Reilly, Judy, & Polse, Lara. (2016). Perspectives on spoken and written language: Evidence from English speaking children. 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. 125–140). Cham: Springer.
    • Reilly, Judy S., Baruch, Elisheva, Jisa, Harriet, & Berman, Ruth A. (2002). Propositional attitudes in written and spoken language [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 183–218.
  • Tolchinsky, Liliana, Martí, Maria Antònia, & Llaurado, Anna. (2010). The growth of the written lexicon in Catalan: From childhood to adolescence [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 206–235. https://doi.org/10.1075/wll.13.2.02tol Cited by1
    • 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
  • Tolchinsky, Liliana, & Rosado, Elisa. (2005). The effect of literacy, text type and modality on the use of grammatical means for agency alternation in Spanish. Journal of Pragmatics, 37, 209–237. Cited by9
    • 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 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.
    • Jisa, Harriet, & Tolchinsky, Liliana. (2009). Developing a depersonalized stance through linguistic means in typologically different languages: Written expository discourse. Written Language & Literacy, 12(1), 1–25. https://doi.org/10.1075/wll.12.1.01jis
    • Kaplan, Dafna. (2013). Development of reading comprehension from middle childhood to adolescence: Distributional and qualitative analyses of two genres. Written Language & Literacy, 16(2), 208–240. https://doi.org/10.1075/wlL16.2.04kap
    • Nir, Bracha, & Katzenberger, Irit. (2016). Categories of referential content in expository discussions of conflict. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 271–285). Cham: Springer.
    • 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.
    • 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
  • Tolchinsky, Liliana, & Teberosky, Ana. (1997). Explicit word segmentation and writing in Hebrew and Spanish. In Clotilde Pontecorvo (Ed.), Writing development. An interdisciplinary view (Studies in Written Language and Literacy 6) (pp. 77–97). Amsterdam; Philadelpha: John Benjamins. Cited by4
    • 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.
    • 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.
    • Defior, Sylvia, & Serrano, Francisca. (2005). The initial development of spelling in Spanish: From global to analytical. Reading and Writing, 18(1), 81-98. https://doi.org/10.1007/s11145-004-5893-1
    • Vernon, Sofía A., Calderón, Gabriela, & Castro, Luis. (2004). The relationship between phonological awareness and writing in Spanish-speaking kindergartners [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 101–118.
  • Tolchinsky, Liliana, & Teberosky, Ana. (1998). The development of word segmentation and writing in two scripts. Cognitive Development, 13(1), 1–24. https://doi.org/10.1016/S0885-2014(98)90018-1 Cited by15
    • 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.
    • 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
    • Koda, Keiko, & Miller, Ryan T. (2018). Cross-linguistic interactions in L2 word meaning inference in English as a foreign language. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 293–312). Amsterdam: John Benjamins.
    • 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
    • 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.
    • 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.
    • Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
    • 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.
    • Shanya, Michal, Geva, Esther, & Melech-Feder, Liat. (2010). Emergent literacy in children of immigrants coming from a primarily oral literacy culture. Written Language & Literacy, 13(1), 24–60. https://doi.org/10.1075/wll.13.1.02sha
    • 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, & Levin, Iris. (1999). Learning to read and write in Hebrew. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 89–111). Cambridge: Cambridge University Press.
    • Tolchinsky, Liliana. (2009). The configuration of literacy as a domain of knowledge. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 468–486). Cambridge: Cambridge University Press.
    • Vernon, Sofía A. (2016). Syllabic processes in the initial stages of writing 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. 93–108). Cham: Springer.
  • Tolchinsky-Landsmann, L., & Karmiloff-Smith, A. (1992). Children's understanding of notations as domains of knowledge versus referential-communicative tools. Cognitive Development, 7, 287–300. https://doi.org/10.1016/0885-2014(92)90017-L Cited by6
    • 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.
    • Karmiloff-Smith, Annette. (2016). The human print-out facility: A tribute to Liliana Tolchinsky-Landsmann. 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. vii-ix). Cham: Springer.
    • Perera, Joan, Aparici, Melina, Rosado, Elisa, & Salas, Naymé. (2016). Introduction to written and spoken language development across the lifespan. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 1–13). Cham: Springer.
    • Stavans, Anat. (2015). Monolingual and multilingual discrimination of written sequences' readability. Writing Systems Research, 7(1), 108–127. https://doi.org/10.1080/17586801.2014.898574
    • Tolchinsky, Liliana. (2009). The configuration of literacy as a domain of knowledge. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 468–486). Cambridge: Cambridge University Press.
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Tolchinsky Landsmann, L., & Levin, I. (1985). Writing in preschoolers: An age-related analysis. Applied Psycholinguistics, 6, 319–339. https://doi.org/10.1017/S0142716400006238 Cited by14
    • Joshi, R. Malatesha. (2016). Writing and spelling development: Impact of Liliana Tolchinsky's research over 30 years. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 17–28). Cham: Springer.
    • Karmiloff-Smith, Annette. (2016). The human print-out facility: A tribute to Liliana Tolchinsky-Landsmann. 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. vii-ix). Cham: Springer.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • 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.
    • 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.
    • 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
    • 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.
    • Share, David, & Levin, Iris. (1999). Learning to read and write in Hebrew. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 89–111). Cambridge: Cambridge University Press.
    • Stavans, Anat. (2015). Monolingual and multilingual discrimination of written sequences' readability. Writing Systems Research, 7(1), 108–127. https://doi.org/10.1080/17586801.2014.898574
    • Tolchinsky, Liliana. (2009). The configuration of literacy as a domain of knowledge. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 468–486). Cambridge: Cambridge University Press.
    • Tolchinsky, Liliana. (2010). Becoming literate in a foreign language. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 177–190). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_13
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
    • 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
  • Tolchinsky-Landsmann, L., & Levin, I. (1987). Writing in four-to-six-year olds: Representation of semantic and phonetic similarities and differences. Journal of Child Language, 14, 127–144. Cited by8
    • Kurvers, Jeanne, Van Hout, Roeland, & Vallen, Ton. (2009). Print awareness of adult illiterates: A comparison with young pre-readers and low-educated adult readers. Reading and Writing, 22(8), 863–887. https://doi.org/10.1007/s11145-008-9129-7
    • Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
    • 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.
    • 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
    • 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.
    • Share, David, & Levin, Iris. (1999). Learning to read and write in Hebrew. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 89–111). Cambridge: Cambridge University Press.
    • Tolchinsky, Liliana. (2010). Becoming literate in a foreign language. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 177–190). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_13
    • Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
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  • Treiman, R., Kessler, B., & Pollo, T. C. (2006). Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian preschoolers. Applied Psycholinguistics, 27, 211–227. https://doi.org/10.1017/S0142716406060255 Cited by9
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    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
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    • 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.
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Compiled and edited by Terry Joyce. © April, 2022