Waal, W. (2011). They wrote on wood: The case for a hieroglyphic scribal tradition on wooden writing boards in Hittite Anatolia. Anatolian Studies, 61, 21–34. http://dx.doi.org/10.1017/S0066154600008760Cited by6
Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
Cessford, Craig. (2013). Different times, different materials and different purposes: Writing on objects at the Grand Arcade site in Cambridge. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 289–317). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.o
Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020
Waal, Willemijn. (2017). How to read the signs: The use of symbol, marking and pictographs in Bronze Age Anatolia. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 111–129). Firenze: Firenze University Press.
Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020Cited by3
Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
Waal, Willemijn. (2017). How to read the signs: The use of symbol, marking and pictographs in Bronze Age Anatolia. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 111–129). Firenze: Firenze University Press.
Waal, Willemijn. (2017). How to read the signs: The use of symbol, marking and pictographs in Bronze Age Anatolia. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 111–129). Firenze: Firenze University Press.
Waal, Willemijn. (2018). On the “Phoenician letters”: The case for an early transmission of the Greek alphabet from an archaeological, epigraphic and linguistic perspective. Aegean Studies, 1, 83–125.Cited by3
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Elti di Rodeano, Sveva. (2021). Scripts in contact: Transmission of the first alphabets. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 223–239). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-rode
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Waal, Willemijn. (2020). Mother or sister? Rethinking the origins of the Greek alphabet and its relation to the other ‘western’ alphabets. In Philip J. Boyes, & Philippa M. Steele (Eds.), Understanding relations between scripts II: Early alphabets (Contexts of and Relations between Early Writing Systems (CREWS) 1) (pp. 109–124). Oxbow; Philadelpia: Oxbow Books.Cited by5
Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
Elti di Rodeano, Sveva. (2021). Scripts in contact: Transmission of the first alphabets. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 223–239). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-rode
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
Waal, Willemijn. (2018). On the “Phoenician letters”: The case for an early transmission of the Greek alphabet from an archaeological, epigraphic and linguistic perspective. Aegean Studies, 1, 83–125.
Wachendorff, Irmi. (2021). Typographetics of urban spaces. The indication of discourse types and genres through letterforms and their materiality in multilingual urban spaces. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 361–415). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-wach
Wachter, Rudolf. (1989). Zur Vorgeschichte des griechischen Alphabets. Kadmos, 28, 19–78.Cited by11
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Brekle, Herbert E. (1994b). Die Buchstabenformen westlicher Alphabetschriften in ihrer historischen Entwicklung [The development of letter forms in western alphabets]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 171–204). Berlin; New York: De Gruyter. https://doi.org/10.1515/9783110111293.1.2.171
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Lehmann, Reinhard G. (2012). 27–30–22–26 – How many letters needs an alphabet? The case of Semitic. In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 11–52). Leiden; Boston: Brill.
Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
Rösler, Wolfgang. (1994). Die griechische Schriftkultur der Antike [The Greek literate culture of antiquity] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 511–517). Berlin; New York: De Gruyter.
Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
Steele, Philippa M. (Ed.). (2013). Syllabic writing on Cyprus and its context (Cambridge Classical Studies). Cambridge: Cambridge University Press.
Swiggers, Pierre. (1996b). Transmission of the Phoenician script to the West. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 261–270). New York; Oxford: Oxford University Press.
Waal, Willemijn. (2018). On the “Phoenician letters”: The case for an early transmission of the Greek alphabet from an archaeological, epigraphic and linguistic perspective. Aegean Studies, 1, 83–125.
Wachter, R. (1991). Abbreviated writing. Kadmos, 30(1), 49–80.Cited by5
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
Thomas, Rosalind. (2009b). Writing, reading, public and private “literacies”: Functional literacy and democratic literacy in Greece. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 13–45). Oxford: Oxford University Press.
Werner, Shirley. (2009). Literacy studies in classics: The last twenty years. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 333–382). Oxford: Oxford University Press.
Wade-Woolley, L. (1999). First language influences on second language word reading: All roads lead to Rome. Language Learning, 49(3), 447–471. https://doi.org/10.1111/0023-8333.00096Cited by6
Bassetti, Benedetta. (2006). Orthographic input and phonological representations in learners of Chinese as a foreign language [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 95–114.
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.
Hart, Lesley, & Perfetti, Charles. (2008). Learning words in Zekkish: Implications for understanding lexical representation. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 107–128). New York; London. Lawrence Erlbaum Associates.
Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
Wang, Min, Anderson, Alida, Cheng, Chenxi, Park, Yoonjung, & Thomson, Jennifer. (2008). General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual children. Reading and Writing, 21(6), 627–644. https://doi.org/10.1007/s11145-007-9081-y
Yamashita, Junko. (2018). Orthographic and phonological processing in L2-English word recognition: Longitudinal observations from Grade 9 to 11 in EFL learners in Japan. 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. 267–292). Amsterdam: John Benjamins.
Wade-Woolley, Lesly, & Geva, Esther. (1999). Processing inflected morphology in second language word recognition: Russian-speakers and English-speakers read Hebrew [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 321–343.Cited by3
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.
Geva, Esther, & Siegel, Linda S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 1–30. https://doi.org/10.1023/A:1008017710115
Jackson, Nancy Ewald, Chen, Huanwen, Goldsberry, Lonie, Kim, Ahyoung, & Vanderwerff, Carla. (1999). Effects of variations in orthographic information on Asian and American readers' English text reading [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 345–379.
Wade-Woolley, Lesly, & Geva, Esther. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 295–311. https://doi.org/10.1207/S1532799XSSR0404_3Cited by12
Koda, Keiko. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second-language reading development. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (311–334). Clevedon; Buffalo; Toronto: Multilingual Matters.
Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
Koda, Keiko, & 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.
Laurent, Angélique, & Martinot, Clara. (2010). Bilingualism and phonological awareness: The case of bilingual (French–Occitan) children [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 435–452. https://doi.org/10.1007/s11145-009-9209-3
Leikin, Mark, Share, David L., & Schwartz, Mila. (2005). Difficulties in L2 Hebrew reading in Russian-speaking second graders. Reading and Writing, 18(59, 455–472. https://doi.org/10.1007/s11145-005-8919-4
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Ramirez, Gloria, Chen, Xi, Geva, Esther, & Kiefer, Heidi. (2010). Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 337–358. https://doi.org/10.1007/s11145-009-9203-9
Raynolds, Laura B., & Uhry, Joanna K. (2010). The invented spellings of non-Spanish phonemes by Spanish–English bilingual and English monolingual kindergarteners. Reading and Writing, 23(5), 495–513. https://doi.org/10.1007/s11145-009-9169-7
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
Russak, Susie, amp; Saiegh-Haddad, Elinor. (2011). Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 427–442. https://doi.org/10.1007/s11145-010-9235-1
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Schwartz, Mila, Geva, Esther, Share, David L., & Leikin, Mark. (2007). Learning to read in English as third language: The cross-linguistic transfer of phonological processing skills. Written Language & Literacy, 10(1), 25–52.
Wade-Woolley, Lesly, & Siegel, Linda S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 387–406.Cited by7
Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19(8), 873–905. https://doi.org/10.1007/s11145-006-9014-1
Geva, Esther. (2014). Introduction: The cross-language transfer journey – a guide to the perplexed [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 1–15. https://doi.org/10.1075/wll.17.1.01gev
Joshi, R. Malatesha, Høien, Torleiv, Feng, Xiwu, Chengappa, Rajni, & Boulware-Gooden, Regina. (2006). Learning to spell by ear any by eye: A cross-linguistic comparison. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 569–577). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Lesaux, Nonie K., Lipka, Orly, & Siegel, Linda S. (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 99–131. https://doi.org/10.1007/s11145-005-4713-6
Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
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
Wade-Woolley, Lesly, & Geva, Esther. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 295–311. https://doi.org/10.1207/S1532799XSSR0404_3
Wadsworth, Sally J., Knopik, Valerie S., & DeFries, J. C. (2000). Reading disability in boys and girls: No evidence for a differential genetic etiology. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 133–145.Cited by3
Hawke, Jesse L., Wadsworth, Sally J., Olson, Richard K., & DeFries, John C. (2007). Etiology of reading difficulties as a function of gender and severity [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 13–25. https://doi.org/10.1007/s11145-006-9016-z
Olson, Richard K. (2006). Genetics?? and environmental influences on the development of reading and related cognitive skills. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 693–707). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Wadsworth, S. J., Olson, R. K., Pennington, B. F., & DeFries, J. C. (2000). Differential genetic etiology of reading disability as a function of IQ. Journal of Learning Disabilities, 33(2), 192–199.Cited by7
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Barr, Cathy L., & Couto, Jillian M. (2008). Molecular genetics of reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 255–281). New York; London. Lawrence Erlbaum Associates.
Boada, Richard, Willcutt, Erik G., Tunick, Rachel A., Chhabildas, Nomita A., Olson, Richard K., DeFries, John C., & Pennington, Bruce F. (2002). A twin study of the etiology of high reading ability. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 683–707.
Little, Callie W., Wang, Frances, & Hart, Sara A. (2016). Behavioral and molecular genetic influences on reading-related outcomes. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 14–32). London; New York: Routledge.
Olson, Richard K. (2006). Genetics?? and environmental influences on the development of reading and related cognitive skills. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 693–707). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Olson, Richard K. (2008). Genetic and environmental influences on word-reading skills. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 233–253). New York; London. Lawrence Erlbaum Associates.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Wagner, D. A. (1993). Literacy, culture and development: Becoming literate in Morocco. Cambridge: Cambridge University Press.Cited by14
Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
Bird, Steven. (2001). Orthography and identity in Cameroon. Written Language & Literacy, 4(2), 131–162. https://doi.org/10.1075/wll.4.2.02bir [Reprinted in SIL Notes on Literacy, 26(1-2), 3–44]
Edwards, Viv. (2009). Learning to be literate: Multilingual perspectives. Bristol; Buffalo; Toronto: Multilingual Matters.
Gregory, Eve. (1999). Myths of illiteracy: Childhood memories of reading in London's East End. Written Language & Literacy, 2(1), 89–111.
Haeri, Niloofar. (2009). The elephant in the room: Language and literacy in the Arab world. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 418–430). Cambridge: Cambridge University Press.
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
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.
Mehlem, Ulrich. (2007). The graphematic representation of prepositional phrases in experimental writing of Tarifit Berber by Moroccan students in Germany and Morocco [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 195–218.
Myhill, John. (2014). The effect of diglossia on literacy in Arabic and other languages. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 197–223). Dordrecht: Springer.
Öney, Banu, & Durgunoğlu, Aydin Yücesan. (2005). Research and theory informing instruction in adult literacy. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 127–147). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Street, Brian. (2009). Ethnography of writing and reading. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 329–345). Cambridge: Cambridge University Press.
Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
Thonhauser, Ingo. (2003). “Written language but easily to use!”: Perceptions of continuity and discontinuity between written/oral modes in the Lebanese context of biliteracy and diglossia. Written Language & Literacy, 6(1), 93–110.
Zhang, Juan, & McBride-Chang, Catherine. (2011). Diversity in Chinese literacy acquisition [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 87–102. https://doi.org/10.1093/wsr/wsr011
Wagner, Daniel A. (2005). Literacy and new technologies: Ten principles for assisting the poor. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 211–225). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Wagner, Daniel A. (2009). New technologies for adult literacy and international development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 548–565). Cambridge: Cambridge University Press.Cited by1
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.
Wagner, Daniel A. (Ed.). (1987). The future of literacy in a changing world. Oxford: Pergamon Press.Cited by6
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Fordham, Paul E. (1994). The promotion of literacy in the “third world”. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 779–790). Berlin; New York: De Gruyter.
Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
Hornberger, Nancy H. (1994). Oral and literate cultures. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 424–431). Berlin; New York: De Gruyter.
Johnson, Merieta. (1994). Literacy movements in Central and South America and in the Carribean. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 824–834). Berlin; New York: De Gruyter.
McCarthy, Suzanne. (1995). The Cree syllabary and the writing system riddle: A paradigm in crisis. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 59–75). Dordrecht; Boston; London: Kluwer Academic Publishers.
Wagner, D. A., Spratt, J. E., & Ezzaki, A. (1989). Does learning to read in a second language always put the child at a disadvantage? Counterevidence from Morocco. Applied Psycholinguistics, 10, 31–48.Cited by5
Abu-Rabia, Salim, & Siegel, Linda S. (2003). Reading skills in three orthographies: The case of trilingual Arabic-Hebrew-English-speaking Arab children. Reading and Writing: An Interdisciplinary Journal, 16(7), 611–634.
Biesterfeldt, H. H. (1996). Lese- und Schreibunterricht im arabischen Sprachraum [The teaching of reading and writing in the Arabic-speaking world]. 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. 1299–1309). Berlin; New York: De Gruyter.
Lundberg, Ingvar. (1999). Learning to read in Scandinavia. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 157–172). Cambridge: Cambridge University Press.
Myhill, John. (2014). The effect of diglossia on literacy in Arabic and other languages. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 197–223). Dordrecht: Springer.
Ramirez, Gloria, Chen, Xi, Geva, Esther, & Kiefer, Heidi. (2010). Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 337–358. https://doi.org/10.1007/s11145-009-9203-9
Wagner, Daniel A., Venezky, Richard L., & Street, Brian V. (Eds.). (1999). Literacy: An international handbook. Boulder, CO: Westview Press.Cited by6
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Kurvers, Jeanne. (2015). Emerging literacy in adult second-language learners: A synthesis of research findings in the Netherlands [Special issue: Adolescents and adults who develop literacy for the first time in L2, edited by Martha Young-Scholten]. Writing Systems Research, 7(1), 58–78. https://doi.org/10.1080/17586801.2014.943149
Olson, David R. (2009a). A theory of reading/writing: From literacy to literature. Writing Systems Research, 1(1), 51–64. https://doi.org/10.1093/wsr/wsp005
Olson, David R., & Torrance, Nancy. (2009). Preface. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. xiii-xxi). Cambridge: Cambridge University Press.
Wagner, Daniel A. (2005). Literacy and new technologies: Ten principles for assisting the poor. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 211–225). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Wagner, Daniel A. (2009). New technologies for adult literacy and international development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 548–565). Cambridge: Cambridge University Press.
Wagner, Esther-Miriam. (2013). Challenges of multiglossia: Scribes and the emergence of substandard Judaeo-Arabic registers. In Esther-Miriam Wagner, Ben Outhwaite, & Bettina Beinhoff (Eds.), Scribes as agents of language change (Studies in Language Change 10) (pp. 261–275). Boston; Berlin: De Gruyter.Cited by3
Bondarev, Dmitry. (2019). Introduction: Orthographic polyphony in Arabic script. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 1–37). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-001
Wagner, Esther-Miriam. (2019b). Script-switching between Hebrew and Arabic scripts in documents from the Cairo Genizah [Special issue: Writing in my own script: Allographic and garshunographic systems in late antiquity—Part 1]. Intellectual History of the Islamicate World, 7(2-3), 351–380. https://doi.org/10.1163/2212943X-00702007
Wagner, Esther-Miriam. (2019b). Writing Judaeo-Arabic. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 73–92). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-003
Wagner, Esther-Miriam. (2019b). Script-switching between Hebrew and Arabic scripts in documents from the Cairo Genizah [Special issue: Writing in my own script: Allographic and garshunographic systems in late antiquity—Part 1]. Intellectual History of the Islamicate World, 7(2-3), 351–380. https://doi.org/10.1163/2212943X-00702007
Wagner, Esther-Miriam. (2019b). Writing Judaeo-Arabic. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 73–92). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-003
Wagner, Esther-Miriam, Outhwaite, Ben, & Beinhoff, Bettina. (2013). Scribes and language change. In Esther-Miriam Wagner, Ben Outhwaite, & Bettina Beinhoff (Eds.), Scribes as agents of language change (Studies in Language Change 10) (pp. 3–18). Boston; Berlin: De Gruyter.Cited by3
Bondarev, Dmitry. (2019). Introduction: Orthographic polyphony in Arabic script. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 1–37). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-001
Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
Wagner, Esther-Miriam. (2019b). Writing Judaeo-Arabic. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 73–92). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-003
Wagner, Esther-Miriam, Outhwaite, Ben, & Beinhoff, Bettina (Eds.). (2013). Scribes as agents of language change (Studies in Language Change 10). Boston; Berlin: De Gruyter.Cited by1
Bondarev, Dmitry. (2019). Introduction: Orthographic polyphony in Arabic script. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 1–37). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-001
Wagner, Ricarda. (2019). Tablets and the poetics of the premodern post-it. In Ricarda Wagner, Christine Neufeld, Ludger Lieb (Eds.), Writing beyond pen and parchment: Inscribed objects in medieval European literature (Materiale Textkulturen 30) (pp. 239–253). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110645446-013
Wagner, Ricarda, Neufeld, Christine, & Lieb, Ludger (Eds.). (2019). Writing beyond pen and parchment: Inscribed objects in medieval European literature (Materiale Textkulturen 30). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110645446
Wagner, R. K. (1988). Causal relations between the development of phonological processing abilities and the acquisition of reading skills: A meta-analysis. Merrill Palmer Quarterly, 34, 261–279.Cited by5
Abu-Rabia, Salim, & Siegel, Linda S. (2003). Reading skills in three orthographies: The case of trilingual Arabic-Hebrew-English-speaking Arab children. Reading and Writing: An Interdisciplinary Journal, 16(7), 611–634.
Blair, Rebecca, & Savage, Robert. (2006). Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers. Reading and Writing, 19(9), 991–1016. https://doi.org/10.1007/s11145-006-9027-9
Meyler, Ann, & Breznitz, Zvia. (1998). Developmental associations between verbal and visual short-term memory and the acquisition of decoding skill. Reading and Writing: An Interdisciplinary Journal, 10(6), 519–540.
Piasta, Shayne B., & Wagner, Richard K. (2008). Dyslexia: Identification and classification. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 309–326). New York; London. Lawrence Erlbaum Associates.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Wagner, Richard K. (2020). Modeling relations between reading and writing. 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. 77–82). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_5
Wagner, R. K., & Barker, T. A. (1994). The development of orthographic processing ability. In V. W. Berninger (Ed.), The variety of orthographic knowledge 1: Theoretical and developmental issues (pp. 243–276). Dordrecht, The Netherlands: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-017-3492-9_8Cited by10
Aaron, P. G., Joshi, R. M., Ayotollah, Mahboobeh, Ellsberry, Annie, Henderson, Janet, & Lindsey, Kim. (1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89–127.
Castles, Anne, & Nation, Kate. (2006). How does orthographic learning happen? In Sally Andrews (Ed.), From ink marks to ideas: Challenges and controversies about word recognition and reading (pp. 151–179). Hove; New York: Psychology Press. https://doi.org/10.4324/9780203841211
Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
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
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Torgesen, Joseph K., Wagner, Richard K., Rashotte, Carol A., Burgess, Stephen, & Hecht, Stephen. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. https://doi.org/10.1207/s1532799xssr0102_4
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.Cited by1
Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
Wagner. Richard K., Puranik, Cynthia S., Foorman, Barbara, Foster, Elizabeth, Wilson, Laura Gehron, Tschinkel, Erika, & Kantor, Patricia Thatcher. (2011). Modeling the development of written language [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 203–220. https://doi.org/10.1007/s11145-010-9266-7Cited by7
Ahmed, Yusra, & Wagner, Richard K. (2020). A “simple” illustration of a joint model of reading and writing using meta-analytic structural equation modeling (MASEM). In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 55–75). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_4
Alves, Rui A., Leal, José Paulo, & Limpo, Teresa. (2019). Using HandSpy to study writing in real time: A comparison between low- and high-quality texts in grade 2. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_004
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.
Kim, Young-Suk Grace. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading-writing relations. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 11–34). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_2
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.
Tong, Xiuhong, Mo, Jianhong, Shu, Hua, Zhang, Yuping, Chan, Shingfong, & McBride-Chang, Catherine. (2014). Understanding Chinese children's complex writing: Global ratings and lower-level mechanical errors. Writing Systems Research, 6(2), 215–229. https://doi.org/10.1080/17586801.2013.873707
Wood, Clare, Kemp, Nenagh, & Plester, Beverley. (2013). Text messaging and literacy - The evidence (Routledge Psychology in Education). London; New York: Routledge.
Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192Cited by110
Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
Arciuli, Joanne, & Simpson, Ian C. (2011). Not all letters are created equal: Exploring letter name knowledge through spelling in school children and adults. Writing Systems Research, 3(2), 153–165. https://doi.org/10.1093/wsr/wsr001
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
Bekebrede, Judith, van der Leij, Aryan, & Share, David L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing, 22(2), 133–165. https://doi.org/10.1007/s11145-007-9105-7
Boada, Richard, Willcutt, Erik G., Tunick, Rachel A., Chhabildas, Nomita A., Olson, Richard K., DeFries, John C., & Pennington, Bruce F. (2002). A twin study of the etiology of high reading ability. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 683–707.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Bryant, Peter, Nunes, Terezinha, & Bindman, Miriam. (2000). The relations between children's linguistic awareness and spelling: The case of the apostrophe [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 253–276. https://doi.org/10.1023/A:1008152501105
Burgess, Stephen R. (2002). The influence of speech perception, oral language ability, the home literacy environment, and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 709–737.
Burnham, Denis. (2003). Language specific speech perception and the onset of reading. Reading and Writing: An Interdisciplinary Journal, 16(6), 573–609.
Cain, Kate, Compton, Donald L., & Parrila, Rauno K. (2017c). Introduction to reading comprehension. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 237–238). Amsterdam; Philadelphia: John Benjamins.
Cain, Kate, Oakhill, Jane, & Bryant, Peter. (2000b). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 31–56. https://doi.org/10.1023/A:1008051414854
Castles, Anne, & Nation, Kate. (2006). How does orthographic learning happen? In Sally Andrews (Ed.), From ink marks to ideas: Challenges and controversies about word recognition and reading (pp. 151–179). Hove; New York: Psychology Press. https://doi.org/10.4324/9780203841211
Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
Cho, Jeung-Ryeul, McBride-Chang, Catherine, & Park, Soon-Gil. (2008). Phonological awareness and morphological awareness: Differential associations to regular and irregular word recognition in early Korean Hangul readers. Reading and Writing, 21(3), 255–274. https://doi.org/10.1007/s11145-007-9072-z
Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
Compton, Donald L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219–259.
Conners, Frances A. (2009). Attentional control and the Simple View of reading. Reading and Writing, 22(5), 591–613. https://doi.org/10.1007/s11145-008-9126-x
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Cormier, P., & Dea, S. (1997). Distinctive patterns of relationship of phonological awareness and working memory with reading development. Reading and Writing: An Interdisciplinary Journal, 9(3), 193–206.
Cormier, Pierre, & Kelson, Suzanne. (2000). The roles of phonological and syntactic awareness in the use of plural morphemes among children in French immersion [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 267–293.
Cupples, Linda, & Iacono, Teresa. (2002). The efficacy of ‘whole word’ versus ‘analytic’ reading instruction for children with Down syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 549–574.
Curtin, Suzanne, Manis, Franklin R., & Seidenberg, Mark. S. (2001). Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 515–547. https://doi.org/10.1023/a:1011122219046
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Dixon, Maureen, Stuart, Morag, & Masterson, Jackie. (2002). The relationship between phonological awareness and the development of orthographic representations. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 295–316.
Dufva, Mia, Niemi, Pekka, & Voeten, Marinus J. M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 91–117.
Duncan, Lynne G., & Johnson, Rhona S. (1999). How does phonological awareness relate to nonword reading skill amongst poor readers? Reading and Writing: An Interdisciplinary Journal, 11(5/6), 405–439.
Durgunoğlu, Aydin Yücesan, & Öney, Banu. (1999). A cross-linguistic comparison of phonological awareness and word recognition [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 281–299.
Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Elbeheri, Gad, & Everatt, John. (2007). Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic. Reading and Writing, 20(3), 273–294. https://doi.org/10.1007/s11145-006-9031-0
Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
Everatt, John, Ocampo, Dina, Veii, Kazuvire, Nenopoulou, Styliani, Smythe, Ian, al Mannai, Haya, & Elbeheri, Gad. (2010). Dyslexia in biscriptal readers. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 221–245). Hove; New York. Psychology Press.
Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
Groth, Katarina, Lachmann, Thomas, Riecker, Axel, Muthmann, Irene, & Steinbrink, Claudia. (2011). Developmental dyslexics show deficits in the processing of temporal auditory information in German vowel length discrimination. Reading and Writing, 24(3), 285–303. https://doi.org/10.1007/s11145-009-9213-7
Habib, Sandy, & Kurzon, Dennis. (2008). The systematization and typology of the instant messaging writing system used by young Israeli Arabs. Written Language & Literacy, 11(1), 35–48. https://doi.org/10.1075/wll.11.1.04hab
Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
Harris, Margaret, & Gianouli, Vicky. (1999). Learning to read and spell in Greek: the importance of letter knowledge and morphological awareness. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 51–70). Cambridge: Cambridge University Press.
Hecht, Steven A., Burgess, Stephen R., Torgesen, Joseph K., Wagner, Richard K., & Rashotte, Carol A. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 99–127.
Hecht, Steven A., & Greenfield, Daryl B. (2002). Explaining the predictive accuracy of teacher judgments of their students' reading achievement: The role of gender, classroom behavior, and emergent literacy skills in a longitudinal sample of children exposed to poverty. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 789–809.
Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
Holopainen, Leena, Ahonen, Timo, Tolvanen, Asko, & Lyytinen, Heikki. (2000). Two alternative ways to model the relation between reading accuracy and phonological awareness at preschool age. Scientific Studies of Reading, 4(2), 77–100.
Homer, Bruce D. (2009). Literacy and metalinguistic development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 487–500). Cambridge: Cambridge University Press.
Hudson, Roxanne F., Torgesen, Joseph K., Lane, Holly B., & Turner, Stephen J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483–507. https://doi.org/10.1007/s11145-010-9283-6
Jarmulowicz, Linda, Hay, Sarah E., Taran, Valentina L., & Ethington, Corinna A. (2008). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, 21(3), 275–297. https://doi.org/10.1007/s11145-007-9073-y
Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
Jiménez, Juan E., García de la Cadena, Claudia, Siegel, Linda S., O'Shanahan, Isabel, García, Eduardo, & Rodríguez, Cristina. (2011). Gender ratio and cognitive profiles in dyslexia: A cross-national study. Reading and Writing, 24(7), 729–747. https://doi.org/10.1007/s11145-009-9222-6
Johnston, Rhona S., & Watson, Joyce E. (2004). Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing: An Interdisciplinary Journal, 17(4), 327–357.
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Khoury-Metanis, Afnan, Asadi, Ibrahim A., & Khateb, Asaid. (2018). The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children. Writing Systems Research, 10(2), 95–110. https://doi.org/10.1080/17586801.2018.1540375
Ko, Hwawei, & Tzeng, Ovid J. L. (2000). The role of phonological awareness in a phonetically opaque script [Special issue: Literacy and writing systems in Asia, edited Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachu]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 119–132.
Kroese, Judith M., Hynd, George W., Knight, Deborah F., Hiemenz, Jennifer R., & Hall, Josh. (2000). Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 105–131.
Laing, Emma. (2002). Investigating reading development in atypical populations: The case of Williams syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 575–587.
Lau, Lily H.-S., & Rickard Liow, Susan J. (2005). Phonological awareness and spelling skill development in bilingual biscriptal children. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (357–371). Clevedon; Buffalo; Toronto: Multilingual Matters.
Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
Leong, Che Kan. (1995). Orthographic and psycholinguistic considerations in developing literacy in Chinese. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 163–183). Dordrecht; Boston; London: Kluwer Academic Publishers.
Leong, Che Kan, Cheng, Pui Wan, & Tan, Li Hai. (2005). The role of sensitivity to rhymes, phonemes and tones in reading English and Chinese pseudowords. Reading and Writing, 18(1), 1–26. https://doi.org/10.1007/s11145-004-3357-2
Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
Lonigan, Christopher J., Farver, JoAnn M., Phillips, Beth M., & Clancy-Menchetti, Jeanine. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305–337. https://doi.org/10.1007/s11145-009-9214-6
Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
Lyster, Solveig-Alma Halaas. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 261–294. https://doi.org/10.1023/A:1015272516220
Mann, Virginia A., & Balise, Raymond R. (1994). Predicting reading ability from the “invented” spellings of kindergarten children. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 37–57). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Mann, Virginia, & Wimmer, Heinz. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 653–682.
Meyler, Ann, & Breznitz, Zvia. (1998). Developmental associations between verbal and visual short-term memory and the acquisition of decoding skill. Reading and Writing: An Interdisciplinary Journal, 10(6), 519–540.
Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
Noack, Christina. (2009). Can secondary pupils train decoding skills?: An empirical study on phonological reading errors. Written Language & Literacy, 12(1), 97–115. https://doi.org/10.1075/wll.12.1.05noa
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Pennington, Bruce F., Cardoso-Martins, Cláudia, Green, Phyllis A., & Lefly, Dianne L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 707–755.
Piasta, Shayne B., & Wagner, Richard K. (2008). Dyslexia: Identification and classification. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 309–326). New York; London. Lawrence Erlbaum Associates.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
Rickard Liow, Susan. (1999). Reading skill development in bilingual Singaporean children. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 196–213). Cambridge: Cambridge University Press.
Rickard Liow, Susan J., & Lee, Lay Choo. (2004). Metalinguistic awareness and semi-syllabic scripts: Children's spelling errors in Malay [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 7–26.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Saiegh-Haddad, E., & Elouty, Arige. (2018). Inflectional and derivational morphological awareness in Arabic-speaking High versus Low EFL literacy students. Written Language & Literacy, 21(2), 147–168. https://doi.org/10.1075/wll.00013.sai
Saiegh-Haddad, 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
Saiegh-Haddad, Elinor, Kogan, Nadya, & Walters, Joel. (2010). Universal and language-specific constraints on phonemic awareness: Evidence from Russian–Hebrew bilingual children. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 359–384. https://doi.org/10.1007/s11145-009-9204-8
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Scheerer-Neumann, Gerheid. (1996b). Störungen des Erwerbs der Schriftlichkeit bei alphabetischen Schriftsystemen [Disorders in written language acquisition]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1329–1351). Berlin; New York: De Gruyter.
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. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Share, David L. (2004a). Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology, 88, 213–233. https://doi.org/10.1016/j.jecp.2004.03.005
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., Jorm, Anthony F., MacLean, Rod, & Matthews, Russell. (2002). Temporal processing and reading disability [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 151–178.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
Sprugevica, Ieva, Paunina, Ingrida, & Høien, Torleiv. (2006). Early phonological skill as a predictor of reading acquisition in Latvian. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 291–301). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Sucena, Ana, Castro, São Luís, & Seymour, Philip. (2009). Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 791–810. https://doi.org/10.1007/s11145-008-9156-4
Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
Treutlein, Anke, Zöller, Isabelle, Roos, Jeanette, & Schöler, Hermann. (2008). Effects of phonological awareness training on reading achievement [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 147–166. https://doi.org/10.1075/wll.11.2.03tre
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.
Wade-Woolley, Lesly, & Geva, Esther. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 295–311. https://doi.org/10.1207/S1532799XSSR0404_3
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Walton, Partrick D., Bowden, Michael E., Kurtz, Shelly L., & Angus, Mary. (2001). Evaluation of a rime-based reading program with Shuswap and Heiltsuk First Nations prereaders. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 229–264.
Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
Welcome, Suzanne E., Chiarello, Christine, Halderman, Laura K., & Leonard, Christiana M. (2009). Lexical processing skill in college-age resilient readers. Reading and Writing, 22(3), 353–371. https://doi.org/10.1007/s11145-008-9120-3
Wentink, Hanneke W. M. J., Van Bon, Wim H. J., & Schreuder, Robert. (1997). Training of poor readers' phonological decoding skills: Evidence for syllable-bound processing. Reading and Writing: An Interdisciplinary Journal, 9(3), 163–192.
Wesseling, Ralph, & Reitsma, Pieter. (2000). The transient role of explicit phonological recoding for reading acquisition. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 313–336.
Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A. (1993). Development of young children's phonological processing abilities. Journal of Educational Psychology, 85(1), 83–103. https://doi.org/10.1037/0022-0663.85.1.83Cited by28
Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Burgess, Stephen R. (2002). The influence of speech perception, oral language ability, the home literacy environment, and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 709–737.
Burnham, Denis. (2003). Language specific speech perception and the onset of reading. Reading and Writing: An Interdisciplinary Journal, 16(6), 573–609.
Cain, Kate, Compton, Donald L., & Parrila, Rauno K. (2017c). Introduction to reading comprehension. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 237–238). Amsterdam; Philadelphia: John Benjamins.
Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
Cormier, P., & Dea, S. (1997). Distinctive patterns of relationship of phonological awareness and working memory with reading development. Reading and Writing: An Interdisciplinary Journal, 9(3), 193–206.
Cormier, Pierre, & Kelson, Suzanne. (2000). The roles of phonological and syntactic awareness in the use of plural morphemes among children in French immersion [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 267–293.
Cunningham, Anne E., Perry, Kathryn E., & Stanovich, Keith E. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 549–568. https://doi.org/10.1023/A:1011100226798
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Dufva, Mia, Niemi, Pekka, & Voeten, Marinus J. M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 91–117.
Engen, Liv, & Høien, Torleiv. (2002). Phonological skills and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 613–631.
Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Hudson, Roxanne F., Torgesen, Joseph K., Lane, Holly B., & Turner, Stephen J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483–507. https://doi.org/10.1007/s11145-010-9283-6
Johnston, Timothy C., & Kirby, John R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19(4), 339–361. https://doi.org/10.1007/s11145-005-4644-2
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
O'Connor, Rollanda E., & Padeliadu, Susana. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 159–182.
Sadeghi, Amir, Everatt, John, & McNeill, Brigid. (2016). A simple model of Persian reading. Writing Systems Research, 8(1), 44–63. https://doi.org/10.1080/17586801.2014.1003768
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
Torgesen, Joseph K., Wagner, Richard K., Rashotte, Carol A., Burgess, Stephen, & Hecht, Stephen. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. https://doi.org/10.1207/s1532799xssr0102_4
Verhoeven, Ludo. (2000). Components in early second language reading and spelling [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 313–330. https://doi.org/10.1207/S1532799XSSR0404_4
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Wagner. Richard K., Puranik, Cynthia S., Foorman, Barbara, Foster, Elizabeth, Wilson, Laura Gehron, Tschinkel, Erika, & Kantor, Patricia Thatcher. (2011). Modeling the development of written language [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 203–220. https://doi.org/10.1007/s11145-010-9266-7
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73–87. https://doi.org/10.1037/0012-1649.30.1.73Cited by60
Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
Booth, James R., Perfetti, Charles A., MacWhinney, Brian, & Hunt, Sean B. (2000). The association of rapid temporal perception with orthographic and phonological processing in children and adults with reading impairment. Scientific Studies of Reading, 4(2), 101–132.
Bowers, Patricia G., & Newby-Clark, Elissa. (2002). The role of naming speed within a model of reading acquisition [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 109–126.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Burgess, Stephen R. (2002). The influence of speech perception, oral language ability, the home literacy environment, and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 709–737.
Burnham, Denis. (2003). Language specific speech perception and the onset of reading. Reading and Writing: An Interdisciplinary Journal, 16(6), 573–609.
Cain, Kate, Compton, Donald L., & Parrila, Rauno K. (2017c). Introduction to reading comprehension. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 237–238). Amsterdam; Philadelphia: John Benjamins.
Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
Chow, Bonnie Wing-Yin, McBride-Chang, Catherine, Cheung, Him. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
Cormier, P., & Dea, S. (1997). Distinctive patterns of relationship of phonological awareness and working memory with reading development. Reading and Writing: An Interdisciplinary Journal, 9(3), 193–206.
Cormier, Pierre, & Kelson, Suzanne. (2000). The roles of phonological and syntactic awareness in the use of plural morphemes among children in French immersion [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 267–293.
Cunningham, Anne E., Perry, Kathryn E., & Stanovich, Keith E. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 549–568. https://doi.org/10.1023/A:1011100226798
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Dufva, Mia, Niemi, Pekka, & Voeten, Marinus J. M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 91–117.
Duncan, Lynne G., Castro, São Luís, Defior, Sylvia, Seymour, Philip H. K., Baillie, Sheila, Leybaert, Jacqueline, Mousty, Philippe, Genard, Nathalie, Sarris, Menelaos, Porpodas, Costas D., Lund, Rannveig, Sigurðsson, Baldur, Þráinsdóttir, Anna S., Sucena, Ana, & Serrano, Francisca. (2013). Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies. Cognition, 127, 398–419. http://doi.org/10.1016/j.cognition.2013.02.009
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Foorman, Barbara R., Chen, Dung-Tsa, Carlson, Coleen, Moats, Louisa, Francis, David J., & Fletcher, Jack M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing: An Interdisciplinary Journal, 16(4), 289–324.
Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
Geva, Esther, & Siegel, Linda S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 1–30. https://doi.org/10.1023/A:1008017710115
Hecht, Steven A., Burgess, Stephen R., Torgesen, Joseph K., Wagner, Richard K., & Rashotte, Carol A. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 99–127.
Holopainen, Leena, Ahonen, Timo, Tolvanen, Asko, & Lyytinen, Heikki. (2000). Two alternative ways to model the relation between reading accuracy and phonological awareness at preschool age. Scientific Studies of Reading, 4(2), 77–100.
Hudson, Roxanne F., Torgesen, Joseph K., Lane, Holly B., & Turner, Stephen J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483–507. https://doi.org/10.1007/s11145-010-9283-6
Jacobson, Christer, & Lundberg, Ingvar. (2000). Early prediction of individual growth in reading. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 273–296.
Kang, Jennifer Yusun. (2012). Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–431. https://doi.org/10.1007/s11145-010-9277-4
Kim, Young-Suk. (2009b). The foundation of literacy skills in Korean: The relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills. Reading and Writing, 22(8), 907–931. https://doi.org/10.1007/s11145-008-9131-0
Ko, Hwawei, & Tzeng, Ovid J. L. (2000). The role of phonological awareness in a phonetically opaque script [Special issue: Literacy and writing systems in Asia, edited Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachu]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 119–132.
Lau, Lily H.-S., & Rickard Liow, Susan J. (2005). Phonological awareness and spelling skill development in bilingual biscriptal children. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (357–371). Clevedon; Buffalo; Toronto: Multilingual Matters.
Laurent, Angélique, & Martinot, Clara. (2010). Bilingualism and phonological awareness: The case of bilingual (French–Occitan) children [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 435–452. https://doi.org/10.1007/s11145-009-9209-3
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
Lonigan, Christopher J., Farver, JoAnn M., Phillips, Beth M., & Clancy-Menchetti, Jeanine. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305–337. https://doi.org/10.1007/s11145-009-9214-6
Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
Mann, Virginia, & Wimmer, Heinz. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 653–682.
Manolitsis, George, & Tafa, Eufimia. (2011). Letter-name letter-sound and phonological awareness: Evidence from Greek-speaking kindergarten children. Reading and Writing, 24(1), 27–53. doi10.1007/s11145-009-9200-z
Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
Nergård-Nilssen, T. (2006). Word-decoding deficits in Norwegian: The impact of psycholinguistic marker effects. Reading and Writing, 19(3), 265–290. https://doi.org/10.1007/s11145-005-5468-9
O'Connor, Rollanda E., & Padeliadu, Susana. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 159–182.
Piasta, Shayne B., Purpura, David J., & Wagner, Richard K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6), 607–626. https://doi.org/10.1007/s11145-009-9174-x
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Seigneuric, Alix, & Ehrlich, Marie-France. (2005). Contribution of working memory capacity to children's reading comprehension: A longitudinal investigation. Reading and Writing, 18(7/9), 617–656. https://doi.org/10.1007/s11145-005-2038-0
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
Sprugevica, Ieva, Paunina, Ingrida, & Høien, Torleiv. (2006). Early phonological skill as a predictor of reading acquisition in Latvian. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 291–301). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Stavans, Anat, Seroussi, Batia, Rigbi, Amihai, & Zadunaisky-Ehrlich, Sara. (2020). The contribution of reading abilities to the writing quality of expository text structure in Hebrew speaking elementary school children. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 123–145). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_8
Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
Thompson, G. Brian, & Johnston, Rhona S. (2000). Are nonword and other phonological deficits indicative of a failed reading process? Reading and Writing: An Interdisciplinary Journal, 12(1/2), 63–97.
Torgesen, Joseph K., Wagner, Richard K., Rashotte, Carol A., Burgess, Stephen, & Hecht, Stephen. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. https://doi.org/10.1207/s1532799xssr0102_4
Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Wagner. Richard K., Puranik, Cynthia S., Foorman, Barbara, Foster, Elizabeth, Wilson, Laura Gehron, Tschinkel, Erika, & Kantor, Patricia Thatcher. (2011). Modeling the development of written language [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 203–220. https://doi.org/10.1007/s11145-010-9266-7
Walley, Amanda C., Metsala, Jamie L., & Garlock, Victoria M. (2003). Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 5–20. https://doi.org/10.1023/A:1021789804977
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing (CTOPP). Austin, TX: Pro-Ed.Cited by53
Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
Berninger, Virginia W., Winn, William D., Stock, Patricia, Abbott, Robert D., Eschen, Kate, Lin, Shin-Ju (Cindy), Garcia, Noelia, Anderson-Youngstrom, Marci, Murphy, Heather, Lovitt, Dan, Trivedi, Pamala, Jones, Janine, Amtmann, Dagmar, & Nagy, William. (2008). Tier 3 specialized writing instruction for students with dyslexia [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 95–129. https://doi.org/10.1007/s11145-007-9066-x
Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., & Olson, Richard K. (2007). Longitudinal twin study of early literacy development: Preschool through Grade 1 [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 77–102. https://doi.org/10.1007/s11145-006-9019-9
Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
Foorman, Barbara R., Chen, Dung-Tsa, Carlson, Coleen, Moats, Louisa, Francis, David J., & Fletcher, Jack M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing: An Interdisciplinary Journal, 16(4), 289–324.
Fuchs, Douglas, Compton, Donald L., Fuchs, Lynn S., Bryant, Joan, & Davis, G. Nicole. (2008). Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 413–436. https://doi.org/10.1007/s11145-007-9083-9
Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
Gilliver, Megan Louise, & Byrne, Brian. (2009). What's in a name? Preschoolers' noun learning performance in relation to their risk for reading disability [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 637–659. https://doi.org/10.1007/s11145-008-9155-5
Goodman, Ilana, Libenson, Amanda, & Wade-Woolley, Lesly. (2010). Sensitivity to linguistic stress, phonological awareness and early reading ability in preschoolers. Journal of Research in Reading, 33(2), 113–127. https://doi.org/10.1111/j.1467-9817.2009.01423.x
Hipfner-Boucher, Kathleen, Lam, Katie, & Chen, Xi. (2014). The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 116–138. https://doi.org/10.1075/wll.17.1.06hip
Hooper, Stephen R., Costa, Lara-Jeane, McBee, Matthew, Anderson, Kathleen L., Yerby, Donna C., Knuth, Sean B., & Childress, Amy. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x
Hudson, Roxanne F., Torgesen, Joseph K., Lane, Holly B., & Turner, Stephen J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483–507. https://doi.org/10.1007/s11145-010-9283-6
Jarmulowicz, Linda, Hay, Sarah E., Taran, Valentina L., & Ethington, Corinna A. (2008). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, 21(3), 275–297. https://doi.org/10.1007/s11145-007-9073-y
Kang, Jennifer Yusun. (2012). Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–431. https://doi.org/10.1007/s11145-010-9277-4
Katzir, Tami, Christodoulou, Joanna A., & Chang, Bernard. (2016). The neurobiological basis of reading fluency. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 11–23). Springer. https://doi.org/10.1007/978-3-319-30478-6_2
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Katzir, Tami, Lesaux, Nonie K., & Kim, Young-Suk. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261–276. https://doi.org/10.1007/s11145-007-9112-8
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Kim, Young-Suk. (2009a). Crosslinguistic influence on phonological awareness for Korean–English bilingual children [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 843–861. https://doi.org/10.1007/s11145-008-9132-z
Kim, Young-Suk. (2009b). The foundation of literacy skills in Korean: The relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills. Reading and Writing, 22(8), 907–931. https://doi.org/10.1007/s11145-008-9131-0
Kirby, John R., Deacon, S. Hélène, Bowers, Peter N., Izenberg, Leah, Wade-Woolley, Lesly, & Parrila, Rauno. (2012). Children's morphological awareness and reading ability. Reading and Writing, 25(2), 389–410. https://doi.org/10.1007/s11145-010-9276-5
Kruk, Richard S., & Bergman, Krista. (2013). The reciprocal relations between morphological processes and reading. Journal of Experimental Child Psychology, 114, 10–34. https://doi.org/10.1016/j.jecp.2012.09.014
Landry, Susan H., Swank, Paul R., Anthony, Jason L., & Assel, Michael A. (2011). An experimental study evaluating professional development activities within a state funded pre-kindergarten program. Reading and Writing, 24(8), 971–1010. https://doi.org/10.1007/s11145-010-9243-1
Lonigan, Christopher J., Farver, JoAnn M., Phillips, Beth M., & Clancy-Menchetti, Jeanine. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305–337. https://doi.org/10.1007/s11145-009-9214-6
Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
Nag, Sonali, & Snowling, Margaret J. (2011a). Cognitive profiles of poor readers of Kannada [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 657–676. https://doi.org/10.1007/s11145-010-9258-7
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2012). Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing, 25(2), 537–567. https://doi.org/10.1007/s11145-010-9285-4
Pae, Hye K., Kim, Sun-A, & Luo, Xiao (Peter). (2018). Constituent processing or gestalt processing?: How native Korean speakers read mutilated words in English. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 427–446). Amsterdam: John Benjamins.
Pae, Hye K., Kim, Sun-A, Mano, Quintino R., & Wang, Min. (2018). Crosslinguistic influences of script format: L1-derived syllabification in reading L2 English among native Korean readers. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 353–372). Amsterdam: John Benjamins.
Petrill, Stephen A., Deater-Deckard, Kirby, Thompson, Lee Ann, Schatschneider, Chris, Dethorne, Laura S., & Vendenbergh, David J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 127–146. https://doi.org/10.1007/s11145-006-9021-2
Pierce, Margaret E., Katzir, Tami, Wolf, Maryanne, & Noam, Gil G. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing, 20(9), 885–907. https://doi.org/10.1007/s11145-007-9058-x
Puranik, Cynthia S., Lomdardino, Linda J., & Altmann, Lori J. (2007). Writing through retellings: An exploratory study of language-impaired and dyslexic populations. Reading and Writing, 20(3), 251–272. https://doi.org/10.1007/s11145-006-9030-1
Ramirez, Gloria, Chen, Xi, Geva, Esther, & Kiefer, Heidi. (2010). Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 337–358. https://doi.org/10.1007/s11145-009-9203-9
Ritchey, Kristen D. (2008). The building blocks of writing: Learning to write letters and spell words [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 27–47. https://doi.org/10.1007/s11145-007-9063-0
Roncoli, Silvia, & Masterson, Jackie. (2016). ‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study. Writing Systems Research, 8(2), 143–166. https://doi.org/10.1080/17586801.2016.1159539
Samuelsson, Stefan, Olson, Richard, Wadsworth, Sally, Corley, Robin, DeFries, John C., Willcutt, Erik, Hulslander, Jacqueline, & Byrne, Brian. (2007). Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 51–75. https://doi.org/10.1007/s11145-006-9018-x
Sénéchal, Monique, Ouellette, Gene, Pagan, Stephanie, & Lever, Rosemary. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25(4), 917–934. https://doi.org/10.1007/s11145-011-9310-2
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Tahan, Sandy, Cline, Tony, & Messaoud-Galusi, Souhila. (2011). The relationship between language dominance and pre-reading skills in young bilingual children in Egypt [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1061–1087. https://doi.org/10.1007/s11145-011-9301-3
Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
Vadasy, Patricia F., & Sanders, Elizabeth A. (2008). Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing, 21(9), 929–963. https://doi.org/10.1007/s11145-008-9119-9
Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, & Schatschneider, Christopher. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Walker, Joanne, & Hauerwas, Laura Boynton. (2006). Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs. Reading and Writing, 19(8), 819–843. https://doi.org/10.1007/s11145-006-9006-1
Willcutt, Erik G, Betjemann, Rebecca S., Wadsworth, Sally J., Samuelsson, Stefan, Corley, Robin, DeFries, John C., Byrne, Brian, Pennington, Bruce F., & Olson, Richard K. (2007). Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 103–125. https://doi.org/10.1007/s11145-006-9020-3
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33(3), 468–479. https://doi.org/10.1037/0012-1649.33.3.468Cited by51
Albuquerque, Cristina P. (2012). Rapid naming contributions to reading and writing acquisition of European Portuguese. Reading and Writing, 25(4), 775–797. https://doi.org/10.1007/s11145-011-9299-6
Anthony, Jason L., Williams, Jeffrey M., Aghara, Rachel G., Dunkelberger, Martha, Novak, Barbara, & Mukherjee, Anuja Divatia. (2010). Assessment of individual differences in phonological representation. Reading and Writing, 23(8), 969–994. https://doi.org/10.1007/s11145-009-9185-7
Babayiğit, Selma, & Stainthorp, Rhona. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. https://doi.org/10.1007/s11145-009-9173-y
Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
Burgess, Stephen R. (2002). The influence of speech perception, oral language ability, the home literacy environment, and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 709–737.
Compton, Donald L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219–259.
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Cormier, Pierre, & Kelson, Suzanne. (2000). The roles of phonological and syntactic awareness in the use of plural morphemes among children in French immersion [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 267–293.
Cunningham, Anne E., Perry, Kathryn E., & Stanovich, Keith E. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 549–568. https://doi.org/10.1023/A:1011100226798
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Dufva, Mia, Niemi, Pekka, & Voeten, Marinus J. M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 91–117.
Elbro, Carsten, & de Jong, Peter F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 169–189). Amsterdam; Philadelphia: John Benjamins.
Eme, Elsa, & Golder, Caroline. (2005). Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way? Reading and Writing, 18(2), 157–188. https://doi.org/10.1007/s11145-004-6409-8
Foorman, Barbara R., Chen, Dung-Tsa, Carlson, Coleen, Moats, Louisa, Francis, David J., & Fletcher, Jack M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing: An Interdisciplinary Journal, 16(4), 289–324.
Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Hecht, Steven A., Burgess, Stephen R., Torgesen, Joseph K., Wagner, Richard K., & Rashotte, Carol A. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 99–127.
Hecht, Steven A., & Greenfield, Daryl B. (2002). Explaining the predictive accuracy of teacher judgments of their students' reading achievement: The role of gender, classroom behavior, and emergent literacy skills in a longitudinal sample of children exposed to poverty. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 789–809.
Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
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
Kang, Jennifer Yusun. (2012). Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–431. https://doi.org/10.1007/s11145-010-9277-4
Korat, Ofra, Klein, Pnina, & Segal-Drori, Ora. (2007). Maternal mediation in book reading, home literacy environment, and children's emergent literacy: A comparison between two social groups. Reading and Writing, 20(4), 361–398. https://doi.org/10.1007/s11145-006-9034-x
Lefrançois, Pascale, & Armand, Françoise. (2003). The role of phonological and syntactic awareness in second-language reading: The case of Spanish-speaking learners of French. Reading and Writing: An Interdisciplinary Journal, 16(3), 219–246.
Levin, Iris. (2010). The role of Hebrew letter names in early literacy: The case of multi-phonemic acrophonic names. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 55–81). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_5
Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
Lonigan, Christopher J., Farver, JoAnn M., Phillips, Beth M., & Clancy-Menchetti, Jeanine. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305–337. https://doi.org/10.1007/s11145-009-9214-6
Mann, Virginia, & Wimmer, Heinz. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 653–682.
Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
Monaghan, Josephine, & Ellis, Andrew W. (2002a). Age of acquisition and the completeness of phonological representations. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 759–788.
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
O'Connor, Rollanda E., & Padeliadu, Susana. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 159–182.
Pennington, Bruce F., Cardoso-Martins, Cláudia, Green, Phyllis A., & Lefly, Dianne L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 707–755.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Rolla San Francisco, Andrea, Mo, Elaine, Carlo, María, August, Diane, & Snow, Catherine. (2006). The influences of language of literacy instruction and vocabulary on the spelling of Spanish–English bilinguals. Reading and Writing, 19(6), 627–642. https://doi.org/10.1007/s11145-006-9012-3
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
Torgesen, Joseph K., Wagner, Richard K., Rashotte, Carol A., Burgess, Stephen, & Hecht, Stephen. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. https://doi.org/10.1207/s1532799xssr0102_4
van den Broek, Paul, & Kendeou, Panayiota. (2017). Development of reading comprehension: Change and continuity in the ability to construct coherent representations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 283–305). Amsterdam; Philadelphia: John Benjamins.
Verhoeven, Ludo, Reitsma, Pieter, & Siegel, Linda S. (2011). Cognitive and linguistic factors in reading acquisition [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 387–394. https://doi.org/10.1007/s11145-010-9232-4
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
Yamashita, Junko. (2018). Orthographic and phonological processing in L2-English word recognition: Longitudinal observations from Grade 9 to 11 in EFL learners in Japan. 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. 267–292). Amsterdam: John Benjamins.
Zadeh, Zohreh Yaghoub, Farnia, Fataneh, & Geva, Esther. (2012). Toward modeling reading comprehension and reading fluency in English language learners. Reading and Writing, 25(1), 163–187. https://doi.org/10.1007/s11145-010-9252-0
Wainer, Howard. (1980). Making newspaper graphs fit to print. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 125–142). New York; London: Plenum Press.
Wald, Robert F. (2000). Temporal deixis in Colonial Cliontal and Maya hieroglyphic narrative [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 123–153.Cited by3
Boot, Erik. (2010c). Maya writing: Synonyms and homonyms, polyvalency and polysemy. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 253–279). Leiden; Boston: Brill.
Bricker, Victoria R. (2000b). Aspect, deixis, and voice: Commentary on papers by Wild and Lacadena [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 181–188.
Lacadena, Alfonso (2000). Antipassive constructions in the Maya glyphic texts [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 155–180.
Wali, Aamir, Sproat, Richard, Padakannaya, Prakash, & Bhuvaneshwari B. (2009). Model for phonemic awareness in readers of Indian script [Special issue: Writing systems and linguistic structure, edited by Sang-Oak Lee]. Written Language & Literacy, 12(2), 161–169. https://doi.org/10.1075/wll.12.2.02walCited by7
Ahlberg, Aija Katriina. (2020). How abugida readers learn alphabetic literacy skills: The role of phonological awareness in the transfer process in the Konso language, Southwest Ethiopia (JYU Dissertations 237). Jyväskylä: University of Jyväskylä. http://urn.fi/URN:ISBN:978-951-39-8188-4
Ahlberg, Aija Katriina, Eklund, Kenneth, Otieno, Suzanne C. S. A., & Nieminen, Lea. (2019). From abugida to alphabet in Konso, Ethiopia: The interplay between script and phonological awareness. Written Language & Literacy, 22(1), 1–32. https://doi.org/10.1075/wll.00018.ahl
Fedorova, Liudmila L. (2012). The development of structural characteristics of Brahmi script in derivative writing systems. Written Language & Literacy, 15(1). 1–25. https://doi.org/10.1075/wll.15.1.01fed
Kandhadai, Padmapriya, & Sproat, Richard. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2(2), 105–116. https://doi.org/10.1093/wsr/wsq009
Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Walker, C. B. F. (1987). Cuneiform (Reading the past 3). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1989, Second edition; 1990, In J. T. Hooker (Ed.) Reading the past. Ancient writing from cuneiform to the alphabet (pp. 15–74). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]Cited by16
Cooper, Jerrold S. (1996). Sumerian and Akkadian. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 37–57). New York; Oxford: Oxford University Press.
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
Danesi, Marcel. (2017). The semiotics of emoji: The rise of visual language in the age of the internet (Bloomsbury Advances in Semiotics). London, New York: Bloomsbury Academic.
Daniels, Peter T. (2017a). The writing systems of Indo-European. In Jared Klein, Brian Joseph, & Matthias Fritz (Eds.) in cooperation with Mark Wenthe, Handbook of comparative and historical Indo-European linguistics (Handbooks of Linguistics and Communication Science 41.1) (pp. 26–61). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110261288-00
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Finkel, Irving. (2010). Strange byways in cuneiform writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 9–25). Leiden; Boston: Brill.
Gaur, Albertine. (1995). Scripts and writing systems: A historical perspective. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 19–30). Dordrecht; Boston; London: Kluwer Academic Publishers.
Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
Ikeda, Jun, & Yamada, Shigeo. (2017). The worldapos;s oldest writing in Mesopotamia and the Japanese writing system. In Akira Tsuneki, Shigeo Yamada, & Ken-ichiro Hisada (Eds.), Ancient West Asian civilization: Geoenvironment and society in the Pre-Islamic Middle East (pp. 157–163). Singapore: Springer. https://doi.org/10.1007/978-981-10-0554-1_11
Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
The Unicode Consortium. (1991). The Unicode Standard: Version 1.0. Reading, MA: Addison-Wesley. [1996, Version 2.0; 2003, Version, 4.0.0; 2005, Version 5.0; 2011, Version 6.0.0; 2016, Version 9.0.0; 2018, Version 11.0.0]
Watt, W. C. (1994d). Curves as angles. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 215–246). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Walker, C. B. F. (1989). Cuneiform (Second edition) (Reading the past 3). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1987, First edition; 1990, In J. T. Hooker (Ed.) Reading the past. Ancient writing from cuneiform to the alphabet (pp. 15–74). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]Cited by17
Cooper, Jerrold S. (1996). Sumerian and Akkadian. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 37–57). New York; Oxford: Oxford University Press.
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Danesi, Marcel. (2017). The semiotics of emoji: The rise of visual language in the age of the internet (Bloomsbury Advances in Semiotics). London, New York: Bloomsbury Academic.
Daniels, Peter T. (2017a). The writing systems of Indo-European. In Jared Klein, Brian Joseph, & Matthias Fritz (Eds.) in cooperation with Mark Wenthe, Handbook of comparative and historical Indo-European linguistics (Handbooks of Linguistics and Communication Science 41.1) (pp. 26–61). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110261288-00
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Finkel, Irving. (2010). Strange byways in cuneiform writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 9–25). Leiden; Boston: Brill.
Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
Gaur, Albertine. (1984). A history of writing. London: British Library. [1987, Second edition; 1992, Third revised edition, London: British Library; New York: Abbeville Press]
Gaur, Albertine. (1995). Scripts and writing systems: A historical perspective. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 19–30). Dordrecht; Boston; London: Kluwer Academic Publishers.
Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
Ikeda, Jun, & Yamada, Shigeo. (2017). The worldapos;s oldest writing in Mesopotamia and the Japanese writing system. In Akira Tsuneki, Shigeo Yamada, & Ken-ichiro Hisada (Eds.), Ancient West Asian civilization: Geoenvironment and society in the Pre-Islamic Middle East (pp. 157–163). Singapore: Springer. https://doi.org/10.1007/978-981-10-0554-1_11
Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
Robinson, Andrew. (1995). The story of writing: Alphabets, hieroglyphs & pictograms. London: Thames & Hudson. [2007, Revised edition]
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
The Unicode Consortium. (1991). The Unicode Standard: Version 1.0. Reading, MA: Addison-Wesley. [1996, Version 2.0; 2003, Version, 4.0.0; 2005, Version 5.0; 2011, Version 6.0.0; 2016, Version 9.0.0; 2018, Version 11.0.0]
Watt, W. C. (1994d). Curves as angles. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 215–246). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Walker, C. B. F. (1990). Cuneiform. In J. T. Hooker (Ed.) Reading the past. Ancient writing from cuneiform to the alphabet (pp. 15–74). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1987, First edition, Cuneiform. (Reading the past 3). London: The British Museum Press: Berkeley; Los Angeles: University of California Press; 1989, Second edition]Cited by3
Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
Powell, Barry B. (2009). Writing: Theory and history of the technology of civilization. Chichester: Wiley-Blackwell.
Robinson, Andrew. (2009b). Writing and script: A very short introduction (Very Short Introductions). Oxford: Oxford University Press.
Walker, Joanne, & Hauerwas, Laura Boynton. (2006). Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs. Reading and Writing, 19(8), 819–843. https://doi.org/10.1007/s11145-006-9006-1Cited by3
Deacon, S. Hélène, & Sparks, Erin. (2015). Children's spelling development: Theories and evidence. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 311–325). New York: Oxford University Press.
Garcia, Noelia P., Abbott, Robert D., & Berninger, Virginia W. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language & Literacy, 13(1), 61–98. https://doi.org/10.1075/wll.13.1.03gar
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
Walker, Willard. (1969). Notes on native writing systems and the design of native literacy programs. Anthropological Linguistics, 11(5), 148–166.Cited by10
Berry, Jack. (1977). ‘The making of alphabets’ revisited. In Joshua A. Fishman, (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 3–16). The Hague; Paris: Mouton.
Daniels, Peter T. (1992b). The syllabic origin of writing and the segmental origin of the alphabet. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 83–110). Amsterdam; Philadelphia: John Benjamins.
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
McCarthy, Suzanne. (1995). The Cree syllabary and the writing system riddle: A paradigm in crisis. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 59–75). Dordrecht; Boston; London: Kluwer Academic Publishers.
Scancarelli, Janine. (1992). Aspiration and Cherokee orthographies. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 135–152). Amsterdam, Philadelphia: John Benjamins.
Sebba, Mark. (2007). Spelling and society: The culture and politics of orthography around the world. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9780511486739
Share, David L. (2014). Alphabetism in reading science. Frontiers in Psychology, 5(752). https://doi.org/10.3389/fpsyg.2014.00752
Tauli, Valter. (1977). Speech and spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 17–35). The Hague; Paris: Mouton.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Venezky, Richard L. (1977). Principles for the design of practical writing systems. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 37–54). The Hague; Paris: Mouton.
Walker, Willard. (1981). Native American writing systems. In Charles A. Ferguson & Shirley Brice Heath (Eds.), Language in the USA (pp. 145–174). Cambridge: Cambridge University Press.Cited by12
Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
Burnaby, Barbara. (1998). Literacy in Athapaskan languages in the Northwest Territories, Canada: For what purposes? Written Language & Literacy, 1(1), 63–102.
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Daniels, Peter T. (1992b). The syllabic origin of writing and the segmental origin of the alphabet. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 83–110). Amsterdam; Philadelphia: John Benjamins.
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Scancarelli, Janine. (1992). Aspiration and Cherokee orthographies. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 135–152). Amsterdam, Philadelphia: John Benjamins.
Scancarelli, Janine. (1996). Cherokee writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 587–592). New York; Oxford: Oxford University Press.
Smalley, William A. (1994a). Codification by means of foreign systems. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 697–708). Berlin; New York: De Gruyter.
Smalley, William A. (1994b). Native creation of writing systems. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 708–720). Berlin; New York: De Gruyter.
Unseth, Peter. (2016a). The international impact of Sequoyah's Cherokee syllabary. Written Language & Literacy, 19(1), 75–93. https://doi.org/10.1075/wll.19.1.03uns
Unseth, Peter. (2016b). The syllabary used by the Kickapoo in Mexico. Written Language & Literacy, 19(2), 246–256. doi 10.1075/wll.19.2.05uns
Walker, Willard B. (1996). Native writing systems. In Ives Goddard (Ed.), The handbook of North American Indians, Volume 17: Languages (pp. 158–184). Washington, DC: The Smithsonian Institution.Cited by5
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Monaghan, John. (2008). Revelatory scripts, ‘the unlettered genius’, and the appearance and disappearance of writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 323–334). London: Equinox Publishing.
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Unseth, Peter. (2016a). The international impact of Sequoyah's Cherokee syllabary. Written Language & Literacy, 19(1), 75–93. https://doi.org/10.1075/wll.19.1.03uns
Unseth, Peter. (2016b). The syllabary used by the Kickapoo in Mexico. Written Language & Literacy, 19(2), 246–256. doi 10.1075/wll.19.2.05uns
Walker, Willard, & Sarbaugh, James. (1993). The early history of the Cherokee syllabary. Ethnohistory, 40(1), 70–94.Cited by8
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
de Voogt, Alex. (2012). Invention and borrowing in the development and dispersal of writing systems. In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 1–10). Leiden; Boston: Brill.
Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
Scancarelli, Janine. (1996). Cherokee writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 587–592). New York; Oxford: Oxford University Press.
Unseth, Peter. (2016a). The international impact of Sequoyah's Cherokee syllabary. Written Language & Literacy, 19(1), 75–93. https://doi.org/10.1075/wll.19.1.03uns
Wallace, Rex. (1989). The origins and development of the Latin alphabet. In Wayne M. Senner (Ed.), The origins of writing (pp. 121–135). Lincoln, NE: University of Nebraska Press.Cited by5
Houston, Stephen. (1994). Literacy among the Pre-Columbian Maya: A comparative perspective. In Elizabeth H. Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 27–49). Durham, NC: Duke University Press.
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
Wallach, M. A. (1963). Perceptual recognition of approximations to English in relation to spelling achievement. Journal of Education Psychology, 54, 57–62.Cited by5
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Peng, Dan-ling, Li, Yan-ping, & Yang, Hui 1997). Orthographic processing in the Identification of Chinese characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 85–108). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Venezky, Richard L. (1979). Orthographic regularities in English words. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 283–293). New York; London: Plenum Press.
Venezky, Richard L. (1995). How English is read: Grapheme-phoneme regularity and orthographic structure in word recognition. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 111–129). Dordrecht; Boston; London: Kluwer Academic Publishers.
Waller, Robert H. W. (1979). Typographic access structures for educational texts. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 175–187). New York; London: Plenum Press.Cited by2
Pugh, A. K. (1979). Styles and strategies in silent reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 431–443). New York; London: Plenum Press.
Wright, Patricia. (1980). Textual literacy: An outline sketch of psychological research on reading and writing. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 517–535). New York; London: Plenum Press.
Waller, Robert H. W. (1980). Graphic aspects of complex texts: Typography as macro-punctuation. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 241–253). New York; London: Plenum Press.Cited by1
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Waller, Robert. (2007). Comparing typefaces for airport signs. Information Design Journal, 15(1), 1–15.Cited by2
Beier, Sofie. (2016). Designing legible fonts for distance reading. In Mary C. Dyson & Ching Y. Suen (Eds.), Digital fonts and reading (Series on Computer Processing of Languages 1) (pp. 79–93). Singapore: World Scientific Publishing.
Beier, Sofie, & Oderkerk, Chiron. (2019). The effect of age and font on reading ability, Visible Language, 53(3), 50–69.
Walley, A. C. (1993). The role of vocabulary development in children's spoken word recognition and segmentation ability. Developmental Review, 13(3), 286–350.Cited by15
Duncan, Lynne G. (2010). Phonological development from a cross-linguistic perspective. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 43–68). Hove; New York. Psychology Press.
Duncan, Lynne G., Castro, São Luís, Defior, Sylvia, Seymour, Philip H. K., Baillie, Sheila, Leybaert, Jacqueline, Mousty, Philippe, Genard, Nathalie, Sarris, Menelaos, Porpodas, Costas D., Lund, Rannveig, Sigurðsson, Baldur, Þráinsdóttir, Anna S., Sucena, Ana, & Serrano, Francisca. (2013). Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies. Cognition, 127, 398–419. http://doi.org/10.1016/j.cognition.2013.02.009
Foy, Judith G., & Mann, Virginia A. (2012). Speech production deficits in early readers: Predictors of risk. Reading and Writing, 25(4), 799–830. https://doi.org/10.1007/s11145-011-9300-4
Goswami, Usha. (2008). Phonological representations for reading acquisition across languages. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 65–84). New York; London. Lawrence Erlbaum Associates.
Gupta, Ashum. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 79–99. https://doi.org/10.1023/B:READ.0000013823.56357.8b
Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
Mann, Virginia, & Wimmer, Heinz. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 653–682.
Monaghan, Josephine, & Ellis, Andrew W. (2002a). Age of acquisition and the completeness of phonological representations. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 759–788.
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.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Smith, Susan Lambrecht. (2009). Early phonological and lexical markers of reading disabilities. Reading and Writing, 22(1), 25–40. https://doi.org/10.1007/s11145-007-9101-y
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Walley, Amanda C., Metsala, Jamie L., & Garlock, Victoria M. (2003). Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 5–20. https://doi.org/10.1023/A:1021789804977
Walley, Amanda C., Metsala, Jamie L., & Garlock, Victoria M. (2003). Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 5–20. https://doi.org/10.1023/A:1021789804977Cited by15
Foy, Judith G., & Mann, Virginia A. (2012). Speech production deficits in early readers: Predictors of risk. Reading and Writing, 25(4), 799–830. https://doi.org/10.1007/s11145-011-9300-4
Hipfner-Boucher, Kathleen, Lam, Katie, & Chen, Xi. (2014). The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 116–138. https://doi.org/10.1075/wll.17.1.06hip
Karemaker, Arjette M., Pitchford, Nicola J., & O'Malley, Claire. (2010). Does whole-word multimedia software support literacy acquisition? Reading and Writing, 23(1), 31–51. https://doi.org/10.1007/s11145-008-9148-4
Kim, Young-Suk. (2009a). Crosslinguistic influence on phonological awareness for Korean–English bilingual children [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 843–861. https://doi.org/10.1007/s11145-008-9132-z
Kim, Young-Suk. (2009c). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing, 22(1), 57–84. https://doi.org/10.1007/s11145-007-9103-9
Kim, Young-Suk, & Pallante, Daniel. (2012). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing, 25(1), 1–22. https://doi.org/10.1007/s11145-010-9244-0
Kim, Young-Suk, & Petscher, Yaacov. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 635–656. https://doi.org/10.1007/s11145-010-9240-4
Ouellette, Gene, & Beers, Ashley. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23(2), 189–208. https://doi.org/10.1007/s11145-008-9159-1
Raynolds, Laura B., & Uhry, Joanna K. (2010). The invented spellings of non-Spanish phonemes by Spanish–English bilingual and English monolingual kindergarteners. Reading and Writing, 23(5), 495–513. https://doi.org/10.1007/s11145-009-9169-7
Russak, Susie, amp; Saiegh-Haddad, Elinor. (2011). Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 427–442. https://doi.org/10.1007/s11145-010-9235-1
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
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
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Smith, Susan Lambrecht. (2009). Early phonological and lexical markers of reading disabilities. Reading and Writing, 22(1), 25–40. https://doi.org/10.1007/s11145-007-9101-y
Yuan, Han, Segers, Eliane, & Verhoeven, Ludo. (2020). Factors affecting L2 phonological awareness in Chinese-Dutch preschoolers. Written Language & Literacy, 23(1), 109–128. https://doi.org/10.1075/wll.00035.yua
Wallot, Sebastian, & Grabowski, Joachim. (2019). A tutorial introduction to recurrence quantification analysis (RQA) for keystroke logging data. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 163–189). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_009Cited by4
Aldridge, Michelle, & Fontaine, Lise. (2019). Using keystroke logging to capture the impact of cognitive complexity and typing fluency on written language production. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 285–305). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_014
Alves, Rui A., Leal, José Paulo, & Limpo, Teresa. (2019). Using HandSpy to study writing in real time: A comparison between low- and high-quality texts in grade 2. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_004
Bécotte-Boutin, Hélène-Sarah, Caporossi, Gilles, Hertz, Alain, & Leblay, Christophe. (2019). Writing and rewriting: The coloured numerical visualization of keystroke logging. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 96–124). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_006
Strömqvist, Sven. (2019). Coda. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 366–374). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_018
Walsh, D. J., Price, G. G., & Gillingham, M. G. (1988). The critical but transitory importance of letter naming. Reading Research Quarterly, 23, 108–122.Cited by10
Aaron, P. G., Joshi, R. M., Ayotollah, Mahboobeh, Ellsberry, Annie, Henderson, Janet, & Lindsey, Kim. (1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89–127.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Invemizzi, Marcia A. (1992). The vowel and what follows: A phonological frame of orthographic analysis. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 105–136). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Wesseling, Ralph, & Reitsma, Pieter. (2000). The transient role of explicit phonological recoding for reading acquisition. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 313–336.
Walter, Stephen L. (1994). Mother tongue literacy - the work of the S. I. L. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 798–802). Berlin; New York: De Gruyter.
Walters, Keith. (1994). Writing and education. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 638–645). Berlin; New York: De Gruyter.
Walton, Partrick D., Bowden, Michael E., Kurtz, Shelly L., & Angus, Mary. (2001). Evaluation of a rime-based reading program with Shuswap and Heiltsuk First Nations prereaders. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 229–264.
Wanat, S. F. (1976). Language behind the eye: Some findings, speculations, and research strategies. In R. A. Monty & J. W. Senders (Eds.), Eye movements and psychological processes. Hillsdale, NJ: Erlbaum.Cited by3
Levy-Schoen, Ariane, & O'Regan, Kevin. (1979). The control of eye movements in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 New York; London: Plenum Press.
McConkie, George W. (1979). On the role and control of eye movements in reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 37–48). New York; London: Plenum Press.
Rayner, Keith. (1979b). Eye movements in reading: Eye guidance and integration. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 61–75). New York; London: Plenum Press.
Wang, Feng, Tsai, Yaching, & Wang, William S.-Y. (2009). Chinese literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 386–417). Cambridge: Cambridge University Press.Cited by3
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.
Wang, Shaomei. (2012a). Chinese writing reform: A socio-psycholinguistic perspective. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 45–67). New York; London: Routledge.
Wang, Shaomei. (2012b). The taxonomy of Chinese reading miscues. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 158–189). New York; London: Routledge.
Wang, Haicheng. (2013). Inscriptions from Zhongshan: Chinese texts and the archaeology of agency. In Joshua Englehardt (Ed.), Agency in ancient writing (pp. 209–230). Boulder, CO: University Press of Colorado.
Wang, Haicheng. (2021). Buried and camouflaged writing in early China. In John Bodel & Stephen Houston (Eds.), The hidden language of graphic signs: Cryptic writing and meaningful marks (pp. 19–40). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505.004
Wang, Hsiao-Lan Sharon, Huss, Martina, Hämäläinen, Jarmo A., & Goswami, Usha. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25(2), 509–536. https://doi.org/10.1007/s11145-010-9284-5
Wang, Hsiu-Feng. (2016). Effects of interword spacing on Chinese children's reading abilities. In Mary C. Dyson & Ching Y. Suen (Eds.), Digital fonts and reading (Series on Computer Processing of Languages 1) (pp. 94–108). Singapore: World Scientific Publishing.
Wang, Hui, He, Xuanzi, & Legge, Gordon E. (2014). Effect of pattern complexity on the visual span for Chinese and alphabet characters. Journal of Vision, 14(8):6, 1–17. https://doi.org/10.1167/14.8.6.
Wang, Judy Huei-Yu, & Guthrie, John T. (2002). Differences in Cliinese character identification between skilled and less skilled young readers. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 263–283). Hong Kong: Hong Kong University Press.Cited by1
Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Wang, Min, Anderson, Alida, Cheng, Chenxi, Park, Yoonjung, & Thomson, Jennifer. (2008). General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual children. Reading and Writing, 21(6), 627–644. https://doi.org/10.1007/s11145-007-9081-yCited by2
Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
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
Wang, M., Cheng, C., & Chen, S.-W. (2006). Contribution of morphological awareness to Chinese-English biliteracy acquisition. Journal of Educational Psychology, 98(3), 542–553. https://doi.org/10.1037/0022-0663.98.3.542Cited by16
Bae, Han Suk, Joshi, R. Malatesha, & Pae, Hye K. (2018). Looking ahead: Theoretical, methodological, and pedagogical implications. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 447–458). Amsterdam: John Benjamins.
Chen, Xi, Hao, Meiling, Geva, Esther, Zhu, Jin, & Shu, Hua. (2009). The role of compound awareness in Chinese children's vocabulary acquisition and character reading. Reading and Writing, 22(5), 615–631. https://doi.org/10.1007/s11145-008-9127-9
Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
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
Hipfner-Boucher, Kathleen, Lam, Katie, & Chen, Xi. (2014). The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 116–138. https://doi.org/10.1075/wll.17.1.06hip
Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Ramirez, Gloria, Chen, Xi, Geva, Esther, & Kiefer, Heidi. (2010). Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 337–358. https://doi.org/10.1007/s11145-009-9203-9
Saiegh-Haddad, E., & Elouty, Arige. (2018). Inflectional and derivational morphological awareness in Arabic-speaking High versus Low EFL literacy students. Written Language & Literacy, 21(2), 147–168. https://doi.org/10.1075/wll.00013.sai
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
Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
Zhang, Jie, Anderson, Richard C., Li, Hong, Dong, Qiong, Wu, Xinchun, & Zhang, Yan. (2010). Cross-language transfer of insight into the structure of compound words [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 311–336. https://doi.org/10.1007/s11145-009-9205-7
Wang, Min, Cho, Jeung-Ryeul, & Li, Chuchu. (2017). Learning to read Korean. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 82–103). Cambridge: Cambridge University Press.
Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.Cited by11
Allaith, Zainab A., & Joshi, R. Malatesha. (2011). Spelling performance of English consonants among students whose first language is Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1089–1110. https://doi.org/10.1007/s11145-010-9294-3
Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19(8), 873–905. https://doi.org/10.1007/s11145-006-9014-1
Geva, Esther. (2014). Introduction: The cross-language transfer journey – a guide to the perplexed [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 1–15. https://doi.org/10.1075/wll.17.1.01gev
Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
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
Raynolds, Laura B., & Uhry, Joanna K. (2010). The invented spellings of non-Spanish phonemes by Spanish–English bilingual and English monolingual kindergarteners. Reading and Writing, 23(5), 495–513. https://doi.org/10.1007/s11145-009-9169-7
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Schwartz, Mila, Geva, Esther, Share, David L., & Leikin, Mark. (2007). Learning to read in English as third language: The cross-linguistic transfer of phonological processing skills. Written Language & Literacy, 10(1), 25–52.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sun-Alperin, M. Kendra, & Wang, Min. (2011). Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2. Reading and Writing, 24(5), 591–614. https://doi.org/10.1007/s11145-009-9221-7
Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
Wang, M., & Geva, E. (2003b). Spelling performance of Chinese children using English as a second language: Lexical and visual-orthographic processes. Applied Psycholinguistics, 24(1), 1–25. https://doi.org/10.1017/S0142716403000018Cited by16
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.
Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19(8), 873–905. https://doi.org/10.1007/s11145-006-9014-1
Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
Joshi, R. Malatesha, Høien, Torleiv, Feng, Xiwu, Chengappa, Rajni, & Boulware-Gooden, Regina. (2006). Learning to spell by ear any by eye: A cross-linguistic comparison. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 569–577). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Kumar, Uttam, Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, Joshi, R. Malatesha, & Singh, Nandini C. (2010). Reading different orthographies: An fMRI study of phrase reading in Hindi–English bilinguals. Reading and Writing, 23(2), 239–255. https://doi.org/10.1007/s11145-009-9176-8
Lau, Lily H.-S., & Rickard Liow, Susan J. (2005). Phonological awareness and spelling skill development in bilingual biscriptal children. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (357–371). Clevedon; Buffalo; Toronto: Multilingual Matters.
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
Lo, Jason Chor Ming, Ye, Yanyan, Tong, Xiuhong, McBride, Catherine, Ho, Connie Suk-han, & Waye, Mary Miu Yee. (2018). Delayed copying is uniquely related to dictation in bilingual Cantonese–English-speaking children in Hong Kong. Writing Systems Research, 10(1), 26–42. https://doi.org/10.1080/17586801.2018.1481902
Nakamura, Pooja, Joshi, R. Malatesha, & Ji, Xuejun Ryan. (2019). Biliteracy spelling acquisition in akshara and English. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 103–117). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_6
Raynolds, Laura B., & Uhry, Joanna K. (2010). The invented spellings of non-Spanish phonemes by Spanish–English bilingual and English monolingual kindergarteners. Reading and Writing, 23(5), 495–513. https://doi.org/10.1007/s11145-009-9169-7
Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
Schwartz, Mila, Share, David L., Leikin, Mark, & Kozminsky, Ely. (2008). On the benefits of bi-literacy: Just a head start in reading or specific orthographic insights? Reading and Writing, 21(9), 905–927. https://doi.org/10.1007/s11145-007-9097-3
Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Zhang, Juan, & McBride-Chang, Catherine. (2011). Diversity in Chinese literacy acquisition [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 87–102. https://doi.org/10.1093/wsr/wsr011
Wang, M., Ko, I. Y., & Choi, J. (2009). The importance of morphological awareness in Korean-English biliteracy acquisition. Contemporary Educational Psychology, 34, 132–142. https://doi.org/10.1016/j.cedpsych.2008.12.002Cited by6
Bae, Han Suk, Joshi, R. Malatesha, & Pae, Hye K. (2018). Looking ahead: Theoretical, methodological, and pedagogical implications. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 447–458). Amsterdam: John Benjamins.
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.
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
Wang, Min, Cho, Jeung-Ryeul, & Li, Chuchu. (2017). Learning to read Korean. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 82–103). Cambridge: Cambridge University Press.
Wang, M., & Koda, K. (2005). Commonalities and differences in word identification skills among learners of English as a second language. Language Learning, 55(1), 71–98. https://doi.org/10.1111/j.1467-9922.2007.00416.xCited by6
Crosson, Amy C., & Lesaux, Nonie K. (2010). Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers' text-reading fluency in English. Reading and Writing, 23(5), 475–494. https://doi.org/10.1007/s11145-009-9168-8
Koda, Keiko. (2013). Second language reading, scripts, and orthographies. In Carol A. Chapelle (Ed.), The encyclopedia of applied linguistics. Blackwell. https://doi.org/10.1002/9781405198431.wbeal1053
Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Woore, Robert. (2014). Beginner learners' progress in decoding L2 French: Transfer effects in typologically similar L1-L2 writing systems. Writing Systems Research, 6(2), 167–189. https://doi.org/10.1080/17586801.2013.838536
Yamashita, Junko. (2018). Orthographic and phonological processing in L2-English word recognition: Longitudinal observations from Grade 9 to 11 in EFL learners in Japan. 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. 267–292). Amsterdam: John Benjamins.
Wang, M., Koda, K., & Perfetti, C. A. (2003). Alphabetic and nonalphabetic L1 effects in English word identification: A comparison of Korean and Chinese English L2 learners. Cognition, 87(2), 129–149. http://doi.org/10.1016/s0010-0277(02)00232-9Cited by20
Cao, Fan. (2018). Brain mechanisms of Chinese word reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 137–162). Amsterdam: John Benjamins.
Cheng, Hui-wen. (2012). Book review: K. Koda & A. M. Zehler (Eds.), (2008), Learning to read across languages: Cross-linguistic relationships in first- and second-language literacy development]. Reading and Writing, 25(2), 611–617. https://doi.org/10.1007/s11145-010-9280-9
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.
Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
Jeong, Junghye, Katz, Leonard, & Lee, Yang. (2018). The two-dimensional orthography of phonology and morphology in differentiating Korean and Chinese. Writing Systems Research, 10(2), 73–81. https://doi.org/10.1080/17586801.2018.1519482
Kandhadai, Padmapriya, & Sproat, Richard. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2(2), 105–116. https://doi.org/10.1093/wsr/wsq009
Kim, Say Young, & Wang, Min. (2018). Neural mechanisms of reading in Korean L1 and related L2 reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 411–426). Amsterdam: John Benjamins.
Koda, Keiko. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second-language reading development. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (311–334). Clevedon; Buffalo; Toronto: Multilingual Matters.
Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
Koda, Keiko. (2013). Second language reading, scripts, and orthographies. In Carol A. Chapelle (Ed.), The encyclopedia of applied linguistics. Blackwell. https://doi.org/10.1002/9781405198431.wbeal1053
Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
Lo, Jason Chor Ming, Ye, Yanyan, Tong, Xiuhong, McBride, Catherine, Ho, Connie Suk-han, & Waye, Mary Miu Yee. (2018). Delayed copying is uniquely related to dictation in bilingual Cantonese–English-speaking children in Hong Kong. Writing Systems Research, 10(1), 26–42. https://doi.org/10.1080/17586801.2018.1481902
Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
Pae, Hye K. (2011). Is Korean a syllabic alphabet or an alphabetic syllabary? Writing Systems Research, 3(2), 103–115. https://doi.org/10.1093/wsr/wsr002
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
Schwartz, Mila, Share, David L., Leikin, Mark, & Kozminsky, Ely. (2008). On the benefits of bi-literacy: Just a head start in reading or specific orthographic insights? Reading and Writing, 21(9), 905–927. https://doi.org/10.1007/s11145-007-9097-3
Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
Yamashita, Junko. (2018). Orthographic and phonological processing in L2-English word recognition: Longitudinal observations from Grade 9 to 11 in EFL learners in Japan. 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. 267–292). Amsterdam: John Benjamins.
Wang, Min, Lin, Candise Y., & Gao, Wei. (2010). Bilingual compound processing: The effects of constituent frequency and semantic transparency. Writing Systems Research, 2(2), 117–137. https://doi.org/10.1093/wsr/wsq012Cited by2
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.
Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
Wang, M., Park, Y., & Lee, K. R. (2006). Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology, 98(1), 148–158. https://doi.org/10.1037/0022-0663.98.1.148Cited by9
Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
Commissaire, Eva, Pasquarella, Adrian, Chen, Xi, & Deacon, S. Hélène. (2014). The development of orthographic processing skills in children in early French immersion programs [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 16–39. https://doi.org/10.1075/wll.17.1.02com
Kim, Young-Suk. (2009a). Crosslinguistic influence on phonological awareness for Korean–English bilingual children [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 843–861. https://doi.org/10.1007/s11145-008-9132-z
Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
Sun-Alperin, M. Kendra, & Wang, Min. (2011). Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2. Reading and Writing, 24(5), 591–614. https://doi.org/10.1007/s11145-009-9221-7
Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
Wang, Min, Anderson, Alida, Cheng, Chenxi, Park, Yoonjung, & Thomson, Jennifer. (2008). General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual children. Reading and Writing, 21(6), 627–644. https://doi.org/10.1007/s11145-007-9081-y
Wang, M., Perfetti, C. A., & Liu, Y. (2003). Alphabetic readers quickly acquire orthographic structure in learning to read Chinese. Scientific Studies of Reading, 7(2), 183–208.Cited by9
Cheng, Hui-wen. (2012). Book review: K. Koda & A. M. Zehler (Eds.), (2008), Learning to read across languages: Cross-linguistic relationships in first- and second-language literacy development]. Reading and Writing, 25(2), 611–617. https://doi.org/10.1007/s11145-010-9280-9
Koda, Keiko. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second-language reading development. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (311–334). Clevedon; Buffalo; Toronto: Multilingual Matters.
Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
Koda, Keiko. (2013). Second language reading, scripts, and orthographies. In Carol A. Chapelle (Ed.), The encyclopedia of applied linguistics. Blackwell. https://doi.org/10.1002/9781405198431.wbeal1053
Luo, Yang C., Chen, Xi., Deacon, S. Hélène, & Li, Hong. (2011). Development of Chinese orthographic processing: A cross-cultural perspective [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 69–86. https://doi.org/10.1093/wsr/wsr008
Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Yang, Juan. (2018). What makes learning Chinese characters difficult? The voice of students from English secondary schools. Journal of Chinese Writing Systems, 2(1), 35–41. https://doi.org/10.1177/2513850217748501
Wang, M., Perfetti, C. A., & Liu, Y. (2005). Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97(1), 67–88. https://doi.org/10.1016/j.cognition.2004.10.001Cited by23
Cao, Fan. (2018). Brain mechanisms of Chinese word reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 137–162). Amsterdam: John Benjamins.
Chen, Xi, & Pasquarella, Adrian. (2017). Learning to read Chinese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 31–56). Cambridge: Cambridge University Press.
Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
Geva, Esther. (2014). Introduction: The cross-language transfer journey – a guide to the perplexed [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 1–15. https://doi.org/10.1075/wll.17.1.01gev
Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
Koda, Keiko. (2013). Second language reading, scripts, and orthographies. In Carol A. Chapelle (Ed.), The encyclopedia of applied linguistics. Blackwell. https://doi.org/10.1002/9781405198431.wbeal1053
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.
Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
McBride-Chang, Catherine, Lin, Dan, Liu, Phil D., Aram, Dorit, Levin, Iris, Cho, Jeung-Ryeul, Shu, Hua, & Zhang, Yuping. (2012). The ABC's of Chinese: Maternal mediation of Pinyin for Chinese children's early literacy skills. Reading and Writing, 25(1), 283–300. https://doi.org/10.1007/s11145-010-9270-y
Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
Netten, Andrea, Droop, Mienke, & Verhoeven, Ludo. (2011). Predictors of reading literacy for first and second language learners [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 413–425. https://doi.org/10.1007/s11145-010-9234-2
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
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
Sun-Alperin, M. Kendra, & Wang, Min. (2011). Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2. Reading and Writing, 24(5), 591–614. https://doi.org/10.1007/s11145-009-9221-7
Tong, Xiuli, & McBride-Chang, Catherine. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 293–310. https://doi.org/10.1007/s11145-009-9211-9
Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
Wang, Min, Anderson, Alida, Cheng, Chenxi, Park, Yoonjung, & Thomson, Jennifer. (2008). General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual children. Reading and Writing, 21(6), 627–644. https://doi.org/10.1007/s11145-007-9081-y
Yin, Li, Li, Wenling, Chen, Xi, Anderson, Richard C., Zhang, Jie, & Shu, Hua. (2011). The role of tone awareness and pinyin knowledge in Chinese reading [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 59–68. https://doi.org/10.1093/wsr/wsr010
Wang, Min, & Verhoeven, Ludo. (2015). Introduction to this special issue: Reading morphologically complex words in a second language [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 129–132. https://doi.org/10.1080/17586801.2014.988109
Wang, M., Yang, C., & Cheng, C. (2009). The contributions of phonology, orthography, and morphology in Chinese-English biliteracy acquisition. Applied Psycholinguistics, 30(2), 291–314. https://doi.org/10.1017/S0142716409090122Cited by10
Hipfner-Boucher, Kathleen, Lam, Katie, & Chen, Xi. (2014). The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 116–138. https://doi.org/10.1075/wll.17.1.06hip
Hipfner-Boucher, Kathleen, Lam, Katie, Chen, Xi, & Deacon, S. Hélène. (2015). Exploring the effects of word features on French immersion children's ability to deconstruct morphologically complex words [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 157–168. https://doi.org/10.1080/17586801.2014.943645
Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
Koh, Poh Wee, Chen, Xi, & Gottardo, Alexandra. (2018). How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 73–98). Amsterdam: John Benjamins.
Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
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
Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
Wang, Shaomei. (2012a). Chinese writing reform: A socio-psycholinguistic perspective. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 45–67). New York; London: Routledge.
Wang, Shaomei. (2012b). The taxonomy of Chinese reading miscues. In Ken Goodman, Shaomei Wang, Mieko Shimizu Iventosch, & Yetta Goodman (Eds.), Reading in Asian languages: Making sense of written texts in Chinese, Japanese, and Korean (pp. 158–189). New York; London: Routledge.
Wang, Sixiang. (2014). The sounds of our country: Interpreters, linguistic knowledge, and the politics of language in Early Chosŏn Korea. In Benjamin A. Elman (Ed.), Rethinking East Asian languages, vernaculars, and literacies, 1000–1919 (Sinica Leidensia 115) (pp. 58–95). Leiden; Boston: Brill. https://doi.org/10.1163/9789004279278_004Cited by1
Kornicki, Peter Francis. (2018). Languages, scripts, and Chinese texts in East Asia. Oxford: Oxford University Press. https://doi.org/10.1093/oso/9780198797821.001
Wang, W. S.-Y. (1973). The Chinese language. Scientific American, 228, 50–60.Cited by17
Coulmas, Florian. (1983). Writing and literacy in China. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 239–253). Berlin; New York; Amsterdam: Mouton Publishers.
Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Hoosain, Rumjahn. (2002). Speed of getting at the phonology and meaning of Chinese words. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 130-142). Hong Kong: Hong Kong University Press.
Leong, Che Kan. (1995). Orthographic and psycholinguistic considerations in developing literacy in Chinese. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 163–183). Dordrecht; Boston; London: Kluwer Academic Publishers.
Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
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.
Wang, Feng, Tsai, Yaching, & Wang, William S.-Y. (2009). Chinese literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 386–417). Cambridge: Cambridge University Press.
Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
Yamada, Jun, & Takashima, Hiroomi. (2001). The semantic effect on retrieval of radicals in logographic characters. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 179–194.
Wang, W. S.-Y. (1981). Language structure and optimal orthography. In O. J. L. Tzeng & H. Singer (Eds.), Perception of print: Reading research in experimental psychology (pp. 223–236). Hillsdale, NJ: Lawrence Erlbaum.Cited by17
Carello, Claudia, & Turvey, M. T., Lukatela, Georgije. (1992). Can theories of word recognition remain stubbornly nonphonological? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 211–226). Amsterdam; London; New York; Tokyo: North-Holland.
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
Flaherty, Mary. (1997). The role of abstract visual memory in the learning of kanji reading. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 389–399). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
Hue, Chih-Wei. (1992). Recognition processes in character naming. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 93–107). Amsterdam; London; New York; Tokyo: North-Holland.
Kess, Joseph F. (2005). On the history, use, and structure of Japanese kanji. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 1–15). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
Liberman, Alvin M. (1992). The relation of speech to reading and writing. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 167–178). Amsterdam; London; New York; Tokyo: North-Holland.
Mattingly, Ignatius G. (1992). Linguistic awareness and orthographic form. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 11–26). Amsterdam; London; New York; Tokyo: North-Holland.
Mattingly, Ignatius G., & Hsiao, Pailing. (1997). Constituent superiority in Chinese. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 207–218). Sha Tin, N. T., Hong Kong: The Chinese University Press.
McCarthy, Suzanne. (1995). The Cree syllabary and the writing system riddle: A paradigm in crisis. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 59–75). Dordrecht; Boston; London: Kluwer Academic Publishers.
Patel, Purushottam G. (1995). Brahmi scripts, Orthographic units and reading acquisition. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 265–275). Dordrecht; Boston; London: Kluwer Academic Publishers.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
Wang, Feng, Tsai, Yaching, & Wang, William S.-Y. (2009). Chinese literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 386–417). Cambridge: Cambridge University Press.
Wang, William S.-Y. (1998). [Book review: William W. Chiang, (1995), “We two know the script; we have become good friends”: Linguistic and social aspects of the women's script literacy in southern Hunan, China]. Written Language & Literacy, 1(2), 280–282.
Wang, Xuan. (2018). Fangyan and the linguistic landscapes of authenticity: Normativity and innovativity of writing in globalizing China. In Constanze Weth & Kasper Juffermans (Eds.), Tyranny of writing: Ideologies of the written word (Bloomsbury advances in sociolinguistics) (pp. 165–182). London: Bloomsbury Publishing.
Wang, Yifan. (2019). What are we calling “Latin script”? Name and reality in the grammatological terminology. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 91–109). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-wangCited by1
Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
Wanzek, Jeanne, Wexler, Jade, Vaughn, Sharon, & Ciullo, Stephen. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing, 23(8), 889–912. https://doi.org/10.1007/s11145-009-9179-5Cited by1
Ho, Connie Suk-Han, Wong, Yau-Kai, Yeung, Pui-Sze, Chan, David Wai-ock, Chung, Kevin Kien-Hoa, Lo, Sau-Ching, & Luan, Hui. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/10.1007/s11145-011-9303-1
Warkentin, Germaine. (2017). Reading the ‘Cheyenne letter’: Towards a typology of inscription beyond the alphabet. In Martyn Lyons & Rita Marquilhas (Eds.), Approaches to the history of written culture: A world inscribed (New Directions in Book History) (pp. 139–161). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54136-5_8
Warren, R. M. (1971). Identification times for phonemic components of graded complexity and for spelling of speech. Perception and Psychophysics, 9, 345–349.Cited by4
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Massaro, Dominic W. (1979b). Reading and listening (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 331–354). New York; London: Plenum Press.
Warren, T., & McConnell, K. (2007). Investigating effects of selectional restriction violations and plausibility violation severity on eye-movements in reading. Psychonomic Bulletin & Review, 14, 770–775.Cited by5
Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Reichle, Erik D., & Sheridan, Heather. (2015). E-Z reader: An overview of the model and two recent applications. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 277–290). New York: Oxford University Press.
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.
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.
Warren-Rothlin, Andy. (2014). West African scripts and Arabic-script orthographies in socio-political context. In Meikal Mumin & Kess Versteegh (Eds.), The Arabic script in Africa: Studies in the use of a writing system (Studies in Semitic Languages and Linguistics 71) (pp. 261–289). Leiden; Boston: Brill.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
Warrington, E. K., & Shallice, T. (1980). Word-form dyslexia. Brain, 103, 99–112.Cited by5
Andrews, Sally. (2006b). All about words: A lexicalist perspective on reading. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 318–347). Hove; New York: Psychology Press.
Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
Nazir, Tatjana A., & Huckauf, Anke. (2008). The visual skill “reading”. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 25–42). New York; London. Lawrence Erlbaum Associates.
Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
Simos, Panagiotis G., Billingsley-Marshall, Rebecca, Sarkari, Shirin, & Papanicolaou, Andrew C. (2008). Single-word reading: Perspectives from magnetic source imaging. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 211–232). New York; London. Lawrence Erlbaum Associates.
Waters, G. S., Bruck, M., & Malus-Abramowitz, M. (1988). The role of linguistic and visual information in spelling: A developmental study. Journal of Experimental Child Psychology, 45, 400–421.Cited by7
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Parkard, Jerome, Chen, Xi, Li, Wenling, Wu, Xinchun, Gaffney, Janet S., Li, Hong, & Anderson, Richard C. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing, 19(5), 457–487. https://doi.org/10.1007/s11145-006-9003-4
Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
Porpodas, Costas D. (2006). Literacy acquisition in Greek: Research review of the role of phonological and cognitive factors. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 189–199). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
Varnhagen, Connie K., McCallum, Michelle, & Burstow, Meridith. (1997). Is children's spelling naturally stage-like? [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 451–481. https://doi.org/10.1023/A:1007903330463
Waters, G. S., Bruck, M., & Seidenberg, M. (1985). Do children use similar processes to read and spell words? Journal of Experimental Psychology, 39, 511–530. https://doi.org/10.1016/0022-0965(85)90054-2Cited by16
Abrams, Lise, Trunk, Dunja L., & White, Katherine K. (2008). Visual and auditory priming influences the production of low-frequency spellings. Reading and Writing, 21(7), 745–762. https://doi.org/10.1007/s11145-007-9090-x
Allyn, Frances A., & Burt, Jennifer S. (1998). Pinch my wig or winch my pig: Spelling, spoonerisms and other language skills. Reading and Writing: An Interdisciplinary Journal, 10(1), 51–74.
Correa, Jane, & Dockrell, Julie E. (2007). Unconventional word segmentation in Brazilian children's early text production. Reading and Writing, 20(8), 815–831. https://doi.org/10.1007/s11145-006-9049-3
Cossu, Giuseppe. (1999a). The acquisition of Italian orthography. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 10–33). Cambridge: Cambridge University Press.
Curtin, Suzanne, Manis, Franklin R., & Seidenberg, Mark. S. (2001). Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 515–547. https://doi.org/10.1023/a:1011122219046
Kay, Janice. (1996). Psychological aspects of spelling. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1074–1094). Berlin; New York: De Gruyter.
Kwong, Tru E., Desjarlais, Malinda, & Duffy, Megan L. (2015). Aer yuo looking cloesly? Even good spellers are impacted by partial cue reading. Written Language & Literacy, 18(1), 82–103. https://doi.org/10.1075/wll.18.1.04kwo
Loizidou-Ieridou, Nataly, Masterson, Jackie, & Hanley, J. Richard. (2010). Spelling development in 6–11-year-old Greek-speaking Cypriot children. Journal of Research in Reading, 33(3), 247–262. https://doi.org/10.1111/j.1467-9817.2009.01411.x
López, Mercedes Rodrigo, & González, Juan E. Jiménez. (2000). IQ vs phonological recoding skill in explaining differences between poor readers and normal readers in word recognition: Evidence from a naming task. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 129–142.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
Wade-Woolley, Lesly, & Siegel, Linda S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 387–406.
Weekes, Brendan S., Castles, Anne E., & Davis, Robert A. (2006). Effects of consistency and age of acquisition on reading and spelling among developing readers. Reading and Writing, 19(2), 133–169. https://doi.org/10.1007/s11145-005-2032-6
Yamada, Jun. (1995). Asymmetries between reading and writing for Japanese children. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 215–230). Dordrecht; Boston; London: Kluwer Academic Publishers.
Yang, Hui, & Peng, Dan-ling. (1997). The learning and naming of Chinese characters of elementary school children. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 323–346). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Waters, G. S., & Doehring, D. G. (1990). Reading acquisition in congenitally deaf children who communicate orally: Insights from an analysis of component reading, language, and memory skills. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 323–373). San Diego, CA: Academic Press.Cited by4
Daigle, Daniel, & Armand, Françoise. (2008). Phonological sensitivity in severely and profoundly deaf readers of French. Reading and Writing, 21(7), 699–717. https://doi.org/10.1007/s11145-007-9087-5
Nottbusch, Guido, Grimm, Angela, Weingarten, Rüdiger, & Will, Udo. (2005). Syllabic structures in typing: Evidence from deaf writers. Reading and Writing, 18(6), 497–526. https://doi.org/10.1007/s11145-005-3178-y
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Tractenberg, Rochelle E. (2001). Exploring a new silent test of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 195–228.
Waters, G. S., & Seidenberg, M. S. (1985). Spelling-sound effects in reading: Time course and decision criteria. Memory & Cognition, 13(6), 557–572.Cited by26
Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
Besner, Derek, & Smith, Marilyn Chapnik. (1992). Basic processes in reading: Is the orthographic depth hypothesis sinking? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 45–66). Amsterdam; London; New York; Tokyo: North-Holland.
Buchanan, Lori, & Besner, Derek. (1993). Reading aloud: Evidence for the use of whole word nonsemantic pathway. Canadian Journal of Experimental Psychology, 47, 133–152. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 5–24). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
Colombo, Lucia, & Tabossi, Patrizia. (1992). Strategies and stress assignment: Evidence from a shallow orthography. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 319–340). Amsterdam; London; New York; Tokyo: North-Holland.
Gijsel, Martine A. R., van Bon, Wim H. J., & Bosman, Anna M. T. (2004). Assessing reading skills by means of paper-and-pencil lexical decision: Issues of reliability, repetition, and word-pseudoword ratio. Reading and Writing: An Interdisciplinary Journal, 17(5), 517–536.
Gottardo, Alexandra, Chiappe, Penny, Siegel, Linda S., & Stanovich, Keith E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 465–487.
Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
Hoosain, Rumjahn. (2002). Speed of getting at the phonology and meaning of Chinese words. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 130-142). Hong Kong: Hong Kong University Press.
Lervåg, Arne, & Bråten, Ivar. (2002). Effects of memory load on word recognition: Are there dual-routers in Norway? Reading and Writing: An Interdisciplinary Journal, 15(3/4), 233–259.
Lin, Angel Mei-yi, & Akamatsu, Nobuhiko. (1997). The learnability and psychological processing of reading in Chinese and reading in English. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 369–387). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Liu, In-Mao. (1997). The issue of prelexical phonology in the reading of Chinese characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 65–75). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Massaro, Dominic W., & Jesse, Alexandra. (2005). The magic of reading: Too many influences for quick and easy explanations. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 37–61). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Pollatsek, Alexander, & Lesch, Mary. (1996). The perception of words and letters. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 957–971). Berlin; New York: De Gruyter.
Seidenberg, M. S. (1992a). Beyond orthographic depth: Equitable division of labor. In R. Frost & K. Katz (Eds.), Orthography; phonology, morphology, and meaning (Advances in Psychology 94) (pp. 85–118). Amsterdam: North-Holland.
Seidenberg, Mark S., & McClelland, James L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. https://doi.org/10.1037/0033-295X.96.4.523
Seidenberg, Mark S., & Plaut, David C. (2006). Progress in understanding word reading: Data fitting versus theory building. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 25–49). Hove; New York: Psychology Press.
Smith, Philip T. (1996). Research methods in the psychology of reading. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 932–942). Berlin; New York: De Gruyter.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Tamaoka, Katsuo, & Hatsuzuka, Makiko. (1998). The effects of morphological semantics on the processing of Japanese two-kanji compound words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 293–322. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 139–168). Dordrecht: Kluwer Academic Publishers]
Taylor, M. Martin. (1988). The bilateral cooperative model of reading. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 322–361). Berlin; Heidelberg: Springer.
Venezky, Richard L. (2004). In search of the perfect orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 139–163. https://doi.org/10.1075/wll.7.2.02ven
Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.
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
Wu, Jei-Tun, & Liu, In-Mao. (1997). Phonological activation in pronouncing characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 47–64). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Wydell, Taeko Nakayama. (1998). What matters in kanji word naming: Consistency, regularity, or On/Kun-reading difference? [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 359–373. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 205–219). Dordrecht: Kluwer Academic Publishers]
Waters, G. S., Seidenberg, M. S., & Bruck, M. (1984). Children's and adults' use of spelling-sound information in three reading tasks. Memory & Cognition, 12, 293–305.Cited by11
Barca, Laura, Ellis, Andrew W., & Burani, Cristina. (2007). Context-sensitive rules and word naming in Italian children. Reading and Writing, 20(5), 495–509. https://doi.org/10.1007/s11145-006-9040-z
Hue, Chih-Wei. (1992). Recognition processes in character naming. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 93–107). Amsterdam; London; New York; Tokyo: North-Holland.
Pollatsek, Alexander, & Lesch, Mary. (1996). The perception of words and letters. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 957–971). Berlin; New York: De Gruyter.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Taylor, M. Martin. (1988). The bilateral cooperative model of reading. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 322–361). Berlin; Heidelberg: Springer.
Thompson, G. Brian, & Johnston, Rhona S. (2000). Are nonword and other phonological deficits indicative of a failed reading process? Reading and Writing: An Interdisciplinary Journal, 12(1/2), 63–97.
Weekes, Brendan S., Castles, Anne E., & Davis, Robert A. (2006). Effects of consistency and age of acquisition on reading and spelling among developing readers. Reading and Writing, 19(2), 133–169. https://doi.org/10.1007/s11145-005-2032-6
Wu, Jei-Tun, & Liu, In-Mao. (1997). Phonological activation in pronouncing characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 47–64). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Watt, I. (1957). The rise of the novel: Studies in Defoe, Richardson, and Fielding. Berkeley, CA: University of California Press.Cited by6
Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
Baron, Naomi S. (2015). Words onscreen: The fate of reading in a digital world. Oxford: Oxford University Press.
Eisenstein, Elizabeth L. (2011). Divine art, infernal machine: The reception of printing in the West from first impressions to the sense of an ending (Material Texts). Philadelphia, PE; Oxford: University of Pennsylvania Press.
Larsson, Lisbeth. (2009). Reading as a woman, being read as a woman. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 242–252). Cambridge: Cambridge University Press.
Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
Ong, Walter J. (1982). Orality and literacy. The technologizing of the word (New Accents). London; New York: Methuen. [1986, Oralità e scrittura. Le tecnologie della parola. Bologna: Il Mulino; 1987, Oralität und Literalität. Die Technologisierung des Wortes. Opladen; 2002, Second edition, London; New York: Routledge; 2012, 30th anniversary edition (with additional chapters by John Hartley), London; New York: Routledge]
Watt, W. C. (1975). What is the proper characterization of the alphabet? I: Desiderata. Visible Language, 9, 293–327.Cited by6
Jameson, Kimberly. (1994). Empirical methods for evaluating generative semiotic models: An application to the Roman majuscules. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 247–291). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Primus, Beatrice. (2004). A featural analysis of the Modern Roman Alphabet [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 235–274. https://doi.org/10.1075/wll.7.2.06pri
Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, William C. (1988a). Canons of alphabetic change. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 122–152). Berlin; Heidelberg: Springer.
Watt, W. C. (1994d). Curves as angles. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 215–246). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, W. C. (1980). What is the proper characterization of the alphabet? II: Composition. Ars Semeiotica, 3, 3–46.Cited by8
Jameson, Kimberly. (1994). Empirical methods for evaluating generative semiotic models: An application to the Roman majuscules. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 247–291). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Myers, James. (2021). Levels of structure within Chinese character constituents. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 645–681). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-myer
Primus, Beatrice. (2004). A featural analysis of the Modern Roman Alphabet [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 235–274. https://doi.org/10.1075/wll.7.2.06pri
Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, William C. (1988a). Canons of alphabetic change. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 122–152). Berlin; Heidelberg: Springer.
Watt, W. C. (1994c). Part II. Writing systems: Introduction. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 89–114). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, W. C. (1994d). Curves as angles. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 215–246). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, W. C. (1981). What is the proper characterization of the alphabet? III: Appearance. Ars Semeiotica, 4, 269–313.Cited by6
Jameson, Kimberly. (1994). Empirical methods for evaluating generative semiotic models: An application to the Roman majuscules. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 247–291). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Primus, Beatrice. (2004). A featural analysis of the Modern Roman Alphabet [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 235–274. https://doi.org/10.1075/wll.7.2.06pri
Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, William C. (1988a). Canons of alphabetic change. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 122–152). Berlin; Heidelberg: Springer.
Watt, W. C. (1994d). Curves as angles. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 215–246). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, W. C. (1983). Grade der Systemhaftigkeit. Zur Homogenität der Alphabetschrift [Degrees of systematicity: On the homogeneity of the alphabetic script]. Zeitschrift für Semiotik, 5, 371–399.Cited by8
Brekle, Herbert E. (1994b). Die Buchstabenformen westlicher Alphabetschriften in ihrer historischen Entwicklung [The development of letter forms in western alphabets]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 171–204). Berlin; New York: De Gruyter. https://doi.org/10.1515/9783110111293.1.2.171
Brekle, Herbert E. (1994c). Some thoughts on a histoico-genetic theory of the lettershapes of our alphabet. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 129–139). Dordrecht, The Netherlands: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-015-8285-8_8
Chang, Li-Yun, Chen, Yen-Chi, & Perfetti, Charles A. (2018). GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages. Behavior Research Methods, 50(1), 427–449. https://doi.org/10.3758/s13428-017-0881-y
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Primus, Beatrice. (2004). A featural analysis of the Modern Roman Alphabet [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 235–274. https://doi.org/10.1075/wll.7.2.06pri
Treiman, Rebecca, & Kessler, Brett. (2011). Similarities among the shapes of writing and their effects on learning [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 39–57. https://doi.org/10.1075/wll.14.1.03tre [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 41–59). Amsterdam: John Benjamins]
Watt, W. C. (1994d). Curves as angles. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 215–246). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Wiebelt, Alexandra. (2004). Do symmetrical letter pairs affect readability? A cross-linguistic examination of writing systems with specific reference to the runes [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 275–303. https://doi.org/10.1075/wll.7.2.07wie
Watt, W. C. (1987). The Byblos matrix. Journal of Near Eastern Studies, 46, 1–14.Cited by4
Daniels, Peter T. (1998). [Book review: D. Gary Miller, (1994), Ancient scripts and phonological knowledge]. Written Language & Literacy, 1(1), 141–147.
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
Watt, William C. (1988a). Canons of alphabetic change. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 122–152). Berlin; Heidelberg: Springer.
Watt, William C. (1988a). Canons of alphabetic change. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 122–152). Berlin; Heidelberg: Springer.Cited by3
Brekle, Herbert E. (1994b). Die Buchstabenformen westlicher Alphabetschriften in ihrer historischen Entwicklung [The development of letter forms in western alphabets]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 171–204). Berlin; New York: De Gruyter. https://doi.org/10.1515/9783110111293.1.2.171
Brekle, Herbert E. (1994c). Some thoughts on a histoico-genetic theory of the lettershapes of our alphabet. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 129–139). Dordrecht, The Netherlands: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-015-8285-8_8
Watt, W. C. (1994d). Curves as angles. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 215–246). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, W. C. (1988b). What is the proper characterization of the alphabet? Part 4: Union. Semiotica, 70, 199–241.Cited by10
Brekle, Herbert E. (1994b). Die Buchstabenformen westlicher Alphabetschriften in ihrer historischen Entwicklung [The development of letter forms in western alphabets]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 171–204). Berlin; New York: De Gruyter. https://doi.org/10.1515/9783110111293.1.2.171
Brekle, Herbert E. (1994c). Some thoughts on a histoico-genetic theory of the lettershapes of our alphabet. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 129–139). Dordrecht, The Netherlands: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-015-8285-8_8
Jameson, Kimberly. (1994). Empirical methods for evaluating generative semiotic models: An application to the Roman majuscules. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 247–291). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Primus, Beatrice. (2004). A featural analysis of the Modern Roman Alphabet [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 235–274. https://doi.org/10.1075/wll.7.2.06pri
Primus, Beatrice, & Neef, Martin. (2004). Introduction: From letter to sound: New perspectives on writing systems [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 133–138.
Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Song, Hye Jeong, & Wiese, Richard. (2010). Resistance to complexity interacting with visual shape—German and Korean orthography. Writing Systems Research, 2(2) 87–103. https://doi.org/10.1093/wsr/wsq010
Watt, William C. (1988a). Canons of alphabetic change. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 122–152). Berlin; Heidelberg: Springer.
Watt, W. C. (1994d). Curves as angles. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 215–246). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Wiebelt, Alexandra. (2004). Do symmetrical letter pairs affect readability? A cross-linguistic examination of writing systems with specific reference to the runes [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 275–303. https://doi.org/10.1075/wll.7.2.07wie
Watt, W. C. (1989). The Ras Shamra matrix. Semiotica, 74, 61–108.Cited by7
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Daniels, Peter T. (1998). [Book review: D. Gary Miller, (1994), Ancient scripts and phonological knowledge]. Written Language & Literacy, 1(1), 141–147.
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Günther, Hartmut. (1996b). Schrift als Zahlen- und Ordnungssystem - alphabetisches Sortieren [Writing as a numbering and ordering system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1568–1583). Berlin; New York: De Gruyter.
Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
Watt, W. C. (1994c). Part II. Writing systems: Introduction. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 89–114). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, W. C. (1994). Part III. The scribal tract: Introduction. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 337–346). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, W. C. (1994a). Foreword. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. vii-xiii). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, W. C. (1994b). Part I. Reading, writing and the difference: Introduction. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 3–10). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, W. C. (1994c). Part II. Writing systems: Introduction. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 89–114). Dordrecht, The Netherlands: Kluwer Academic Publishers.Cited by1
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Watt, W. C. (1994d). Curves as angles. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 215–246). Dordrecht, The Netherlands: Kluwer Academic Publishers.Cited by4
Chang, Li-Yun, Chen, Yen-Chi, & Perfetti, Charles A. (2018). GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages. Behavior Research Methods, 50(1), 427–449. https://doi.org/10.3758/s13428-017-0881-y
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Jee, Hana, Tamariz, Monica, & Shillcock, Richard. (2021). Quantifying sound-graphic systematicity: Application to multiple phonographic orthographies. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 905–925). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-jeeh
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Watt, W. C. (1994). Part III. The scribal tract: Introduction. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 337–346). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Watt, W. C. (Ed.). (1994). Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6). Dordrecht, The Netherlands: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-015-8285-8Cited by3
Jee, Hana, Tamariz, Monica, & Shillcock, Richard. (2021). Quantifying sound-graphic systematicity: Application to multiple phonographic orthographies. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 905–925). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-jeeh
Melka, Tomi S. (2013). On a “kinetic”-like sequence in rongorongo tablet “Mamari”. Writing Systems Research, 5(1), 54–72. https://doi.org/10.1080/17586801.2012.742005
Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
Watts, L., & Nisbet. J. (1974). Legibility in children's books: A review of research. Windsor: National Foundation for Educational Research.Cited by4
Reynolds, Linda, Walker, Sue, & Duncan, Alison. (2006). Children's responses to line spacing in early reading books or ‘holes to tell which line you're on’. Visible Language, 40(3), 246–267.
Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
Twyman, Michael. (1979). A schema for the study of graphic language (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 117–150). New York; London: Plenum Press.
Wauters, Loes N., Van Bon, Wim H. J., & Tellings, Agnes E. J. M. (2006). Reading comprehension of Dutch deaf children [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 49–76. https://doi.org/10.1007/s11145-004-5894-0Cited by2
Coppens, Karien M., Tellings, Agnes, Verhoeven, Ludo, & Schreuder, Robert. (2011). Depth of reading vocabulary in hearing and hearing-impaired children [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 463–477. https://doi.org/10.1007/s11145-010-9237-z
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
Weber, R. M. (1970a). A linguistic analysis of first-grade reading errors. Reading Research Quarterly, 5(3), 427–451. https://doi.org/10.2307/747079Cited by9
Danielsson, Kristina. (2001). Beginning readers' sensitivity to different linguistic levels: An error and correction analysis at the lexical, syntactic, and semantic levels. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 395–421.
Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Frith, Uta. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301–330). Hove; Hillsdale, NJ: Lawrence Erlbaum Associates.
Frith, Uta. (1986b). Psychologische Aspekte des orthographischen Wissens: Entwicklung und Entwicklungsstörung [Psychological aspects of orthographic skills : Development and disorder]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 218–233). Berlin; New York: Walter de Gruyter.
Perfetti, Charles A., & Roth, Steven F. (1981). Some of the interactive processes in reading and their role in reading skill. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 269–297). Hillsdale, NJ: Lawrence Erlbaum Associates.
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
Shankweiler, Donald, & Liberman, Isabelle Y. (1972). Misreading: A search for causes. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 293–317). Cambridge, MA; London: The MIT Press.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Van Orden, Guy C., Stone, Gregory O., Garlington, Karen L., Markson, Lori R., Pinnt, Greta Sue, Simonfy, Cynthia M., & Brichetto, Tony. (1992). “Assembled” phonology and reading: A case study in how theoretical perspective shapes empirical investigation. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 249–292). Amsterdam; London; New York; Tokyo: North-Holland.
Weber, R. M. (1970b). First graders' use of grammatical context in reading. In H. Levin & J. Williams (Eds.), Basic studies on reading (pp. 147–163). New York: Basic Books.Cited by6
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Gibson, Eleanor J. (1972). Reading for some purpose: Keynote address. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 3–19). Cambridge, MA; London: The MIT Press.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Roberts, David, & Walter, Stephen L. (Eds.). (2021). Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Weber, Rose-Marie. (2005). Phonological variation and spelling. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 21–36). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Webster, P. E. (1994). Linguistic factors in reading disability: A model for assessing children who are without overt language impairment. Child Language Teaching and Therapy, 10(3), 259–281.Cited by3
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
Ravid, Dorit. (2001). Learning to spell in Hebrew: Phonological and morphological factors. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 459–485. https://doi.org/10.1023/A:1011192806656
Wechsler, D. (1974a). Manual for the Wechsler Intelligence Scale for Children - Revised. San Antonio, TX: Psychological Corporation.Cited by13
Boada, Richard, Willcutt, Erik G., Tunick, Rachel A., Chhabildas, Nomita A., Olson, Richard K., DeFries, John C., & Pennington, Bruce F. (2002). A twin study of the etiology of high reading ability. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 683–707.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Cormier, Pierre, & Kelson, Suzanne. (2000). The roles of phonological and syntactic awareness in the use of plural morphemes among children in French immersion [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 267–293.
Hawke, Jesse L., Wadsworth, Sally J., Olson, Richard K., & DeFries, John C. (2007). Etiology of reading difficulties as a function of gender and severity [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 13–25. https://doi.org/10.1007/s11145-006-9016-z
López, Mercedes Rodrigo, & González, Juan E. Jiménez. (2000). IQ vs phonological recoding skill in explaining differences between poor readers and normal readers in word recognition: Evidence from a naming task. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 129–142.
Mahony, Diana, Singson, Maria, & Mann, Virgina. (2000). Reading ability and sensitivity to morphological relations [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading ability and sensitivity to morphological relations, 12(3), 191–218.
Olson, Richard K. (2008). Genetic and environmental influences on word-reading skills. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 233–253). New York; London. Lawrence Erlbaum Associates.
Olson, Richard, & Datta, Helen. (2002). Visual-temporal processing in reading-disabled and normal twins [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 127–149.
Orsolini, Margherita, Fanari, Rachele, Cerracchio, Sara, & Famiglietti, Luisa. (2009). Phonological and lexical reading in Italian children with dyslexia. Reading and Writing, 22(8), 933–954. https://doi.org/10.1007/s11145-008-9134-x
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Singson, Maria, Mahony, Diana, & Mann, Virginia. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 219–252. https://doi.org/10.1023/A:1008196330239
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Wadsworth, Sally J., Knopik, Valerie S., & DeFries, J. C. (2000). Reading disability in boys and girls: No evidence for a differential genetic etiology. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 133–145.
Wechsler, D. (1974b). Wechsler Intelligence Scale for Children - Revised. San Antonio, TX: Psychological Corporation.Cited by15
Abu-Rabia, Salim, & Taha, Haitham. (2004). Reading and spelling error analysis of native Arabic dyslexic readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 651–689. https://doi.org/10.1007/s11145-004-2657-x
Abu-Rabia, Salim, & Taha, Haitham. (2006b). Reading in Arabic orthography: Characteristics, research findings, and assessment. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 321–338). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Bonifacci, Paola, Candria, Lucia, & Contento, Silvana. (2008). Reading and writing: What is the relationship with anxiety and depression? Reading and Writing, 21(6), 609–625. https://doi.org/10.1007/s11145-007-9078-6
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Cormier, P., & Dea, S. (1997). Distinctive patterns of relationship of phonological awareness and working memory with reading development. Reading and Writing: An Interdisciplinary Journal, 9(3), 193–206.
Floyd, Randy G., Bergeron, Renee, & Alfonso, Vincent C. (2006). Cattell-Horn-Carroll cognitive ability profiles of poor comprehenders. Reading and Writing, 19(5), 427–456. https://doi.org/10.1007/s11145-006-9002-5
Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
Holopainen, Leena, Ahonen, Timo, Tolvanen, Asko, & Lyytinen, Heikki. (2000). Two alternative ways to model the relation between reading accuracy and phonological awareness at preschool age. Scientific Studies of Reading, 4(2), 77–100.
McDougall, Siné J. P., & Donohoe, Rachael. (2002). Reading ability and memory span: Long-term memory contributions to span for good and poor readers. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 359–387.
Pennington, Bruce F., Cardoso-Martins, Cláudia, Green, Phyllis A., & Lefly, Dianne L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 707–755.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
Thompson, G. Brian, & Johnston, Rhona S. (2000). Are nonword and other phonological deficits indicative of a failed reading process? Reading and Writing: An Interdisciplinary Journal, 12(1/2), 63–97.
Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
Wechsler, D. (1981a). Examiner's Manual: Weschsler Adult Intelligence Scale - Revised. San Antonio, TX: Psychological Corporation.Cited by3
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Hawke, Jesse L., Wadsworth, Sally J., Olson, Richard K., & DeFries, John C. (2007). Etiology of reading difficulties as a function of gender and severity [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 13–25. https://doi.org/10.1007/s11145-006-9016-z
Wadsworth, Sally J., Knopik, Valerie S., & DeFries, J. C. (2000). Reading disability in boys and girls: No evidence for a differential genetic etiology. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 133–145.
Wechsler, D. (1981b). Weschsler Adult Intelligence Scale - Revised. San Antonio, TX: Psychological Corporation.Cited by4
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Lesaux, Nonie K., Pearson, M. Rufina, & Siegel, Linda S. (2006). The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 21–48. https://doi.org/10.1007/s11145-005-4714-5
Stringer, Ron, & Stanovich, Keith E. (2000). The connection between reaction time and variation in reading ability: Unravelling covariance relationships with cognitive ability and phonological sensitivity. Scientific Studies of Reading, 4(1), 41–53.
Tractenberg, Rochelle E. (2001). Exploring a new silent test of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 195–228.
Wechsler, D. (1989a). Manual for the Wechsler Preschool and Primary Scale of Intelligence - Revised. San Antonio, TX: Psychological Corporation.Cited by4
Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., & Olson, Richard K. (2007). Longitudinal twin study of early literacy development: Preschool through Grade 1 [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 77–102. https://doi.org/10.1007/s11145-006-9019-9
Samuelsson, Stefan, Olson, Richard, Wadsworth, Sally, Corley, Robin, DeFries, John C., Willcutt, Erik, Hulslander, Jacqueline, & Byrne, Brian. (2007). Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 51–75. https://doi.org/10.1007/s11145-006-9018-x
Sénéchal, Monique, Ouellette, Gene, Pagan, Stephanie, & Lever, Rosemary. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25(4), 917–934. https://doi.org/10.1007/s11145-011-9310-2
Willcutt, Erik G, Betjemann, Rebecca S., Wadsworth, Sally J., Samuelsson, Stefan, Corley, Robin, DeFries, John C., Byrne, Brian, Pennington, Bruce F., & Olson, Richard K. (2007). Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 103–125. https://doi.org/10.1007/s11145-006-9020-3
Wechsler, D. (1989b). Wechsler Preschool and Primary Scale of Intelligence - Revised. San Antonio, TX: Psychological Corporation.Cited by2
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Lyytinen, Heikki, Aro, Mikko, Holopainen, Leena, Leiwo, Matti, Lyytinen, Paula, & Tolvanen, Asko. (2006). Children's language development and reading acquisition in a highly transparent orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 47–62). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Wechsler, D. (1991a). Manual for the Wechsler Intelligence Scale for Children - Third edition (WISC-III). San Antonio, TX: Psychological Corporation.Cited by4
Goswami, Usha, Gerson, Danielle, & Astruc, Luisa. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23(8), 995–1019. https://doi.org/10.1007/s11145-009-9186-6
Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
Priebe, Sarah J., Keenan, Janice M., & Miller, Amanda C. (2012). How prior knowledge affects word identification and comprehension. Reading and Writing, 25(1), 131–149. https://doi.org/10.1007/s11145-010-9260-0
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Wechsler, D. (1991b). Wechsler Intelligence Scale for Children - Third edition (WISC-III). San Antonio, TX: Psychological Corporation.Cited by34
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
Booth, James R., Perfetti, Charles A., MacWhinney, Brian, & Hunt, Sean B. (2000). The association of rapid temporal perception with orthographic and phonological processing in children and adults with reading impairment. Scientific Studies of Reading, 4(2), 101–132.
Botting, N., Simkin, Z., & Conti-Ramsden, G. (2006). Associated reading skills in children with a history of Specific Language Impairment (SLI) [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 77–98. https://doi.org/10.1007/s11145-005-4322-4
Bowyer-Crane, Claudine, & Snowling, Margaret J. (2010). Turning frogs into princes: Can children make inferences from fairy tales? Reading and Writing, 23(1), 19–29. https://doi.org/10.1007/s11145-008-9147-5
Cain, Kate, Oakhill, Jane, & Bryant, Peter. (2000b). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 31–56. https://doi.org/10.1023/A:1008051414854
Cardoso-Martins, Cláudia, & da Silva, Juliane Ribeiro. (2010). Cognitive and language correlates of hyperlexia: Evidence from children with autism spectrum disorders. Reading and Writing, 23(2), 129–145. https://doi.org/10.1007/s11145-008-9154-6
Conners, Frances A. (2009). Attentional control and the Simple View of reading. Reading and Writing, 22(5), 591–613. https://doi.org/10.1007/s11145-008-9126-x
Curtin, Suzanne, Manis, Franklin R., & Seidenberg, Mark. S. (2001). Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 515–547. https://doi.org/10.1023/a:1011122219046
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Dale, Philip S., Harlaar, Nicole, & Plomin, Robert. (2005). Telephone testing and teacher assessment of reading skills in 7-year-olds: I. Substantial correspondence for a sample of 5544 children and for extremes. Reading and Writing, 18(5), 385–400. https://doi.org/10.1007/s11145-004-8130-z
Fesel, Sabine S., Segers, Eliane, de Leeuw, Linda, & Verhoeven, Ludo. (2016). Strategy training and mind-mapping facilitates children's hypertext comprehension. Written Language & Literacy, 19(2), 131–156. https://doi.org/10.1075/wll.19.2.01fes
Foy, Judith G., & Mann, Virginia A. (2012). Speech production deficits in early readers: Predictors of risk. Reading and Writing, 25(4), 799–830. https://doi.org/10.1007/s11145-011-9300-4
Garcia, Noelia P., Abbott, Robert D., & Berninger, Virginia W. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language & Literacy, 13(1), 61–98. https://doi.org/10.1075/wll.13.1.03gar
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
Geva, Esther, & Siegel, Linda S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 1–30. https://doi.org/10.1023/A:1008017710115
Henning, Caroline, McIntosh, Beth, Arnott, Wendy, & Dodd, Barbara. (2010). Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: The impact on language and literacy. Journal of Research in Reading, 33(3), 231–246. https://doi.org/10.1111/j.1467-9817.2009.01410.x
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Katzir, Tami, Lesaux, Nonie K., & Kim, Young-Suk. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261–276. https://doi.org/10.1007/s11145-007-9112-8
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Kroese, Judith M., Hynd, George W., Knight, Deborah F., Hiemenz, Jennifer R., & Hall, Josh. (2000). Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 105–131.
Lewis, Barbara A., Freebairn, Lisa A., & Taylor, H. Gerry. (2002). Correlates of spelling abilities in children with early speech sound disorders. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 389–407.
Miller, Paul. (2004b). The word decoding strategies of Hebrew readers with and without hearing impairments: Some insight from an associative learning task [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 823–845.
Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
Muter, Valerie, & Snowling, Margaret. (1997). Grammar and phonology predict spelling in middle childhood [Special issue: Spelling, editied by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 407–425.
Papadopoulos, Timothy C., Georgiou, George K., & Apostolou, Theodosia. (2020). The role of distal and proximal cognitive processes in literacy skills in Greek. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 171–184). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_11
Post, Yolanda V., & Carreker, Suzanne. (2002). Orthographic similarity and phonological transparency in spelling. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 317–340.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sparks, Richard L. (2001). Phonemic awareness and reading skill in hyperlexic children: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 333–360.
Sparks, Richard L. (2004). Orthographic awareness, phonemic awareness, syntactic processing, and working memory skill in hyperlexic children. Reading and Writing: An Interdisciplinary Journal, 17(4), 359–386.
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Svensson, Idor, Lundberg, Ingvar, & Jacobson, Christer. (2003). The nature of reading difficulties among inmates in juvenile institutions. Reading and Writing: An Interdisciplinary Journal, 16(7), 667–691.
Thomson, Jennifer M., & Goswami, Usha. (2010). Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading and Writing, 23(5), 453–473. https://doi.org/10.1007/s11145-009-9167-9
Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, & Schatschneider, Christopher. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2
Wechsler, D. (1992). Wechsler Individual Achievement Test (WIAT). San Antonio, TX: Psychological Corporation.Cited by6
Bernstein, Stuart E. (2009). Phonology, decoding, and lexical compensation in vowel spelling errors made by children with dyslexia. Reading and Writing, 22(3), 307–331. https://doi.org/10.1007/s11145-008-9116-z
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Floyd, Randy G., Bergeron, Renee, & Alfonso, Vincent C. (2006). Cattell-Horn-Carroll cognitive ability profiles of poor comprehenders. Reading and Writing, 19(5), 427–456. https://doi.org/10.1007/s11145-006-9002-5
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
McCutchen, Deborah, Green, Laura, Abbott, Robert D., & Sanders, Elizabeth A. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 401–423. https://doi.org/10.1007/s11145-009-9163-0
Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, & Schatschneider, Christopher. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2
Wechsler, D. (1999). Wechsler Abbreviated Scale of Intelligence (WASI). San Antonio, TX: Psychological Corporation.Cited by6
Fuchs, Douglas, Compton, Donald L., Fuchs, Lynn S., Bryant, Joan, & Davis, G. Nicole. (2008). Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 413–436. https://doi.org/10.1007/s11145-007-9083-9
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Kruk, Richard S., & Bergman, Krista. (2013). The reciprocal relations between morphological processes and reading. Journal of Experimental Child Psychology, 114, 10–34. https://doi.org/10.1016/j.jecp.2012.09.014
Olinghouse, Natalie G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 3–26. https://doi.org/10.1007/s11145-007-9062-1
Welcome, Suzanne E., Chiarello, Christine, Halderman, Laura K., & Leonard, Christiana M. (2009). Lexical processing skill in college-age resilient readers. Reading and Writing, 22(3), 353–371. https://doi.org/10.1007/s11145-008-9120-3
Wood, Clare, Kemp, Nenagh, & Plester, Beverley. (2013). Text messaging and literacy - The evidence (Routledge Psychology in Education). London; New York: Routledge.
Wedekind, Klaus. (1994). Alphabetisierung und Literalität in Äthiopien [Literacy movements and literacy in Ethiopia]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 814–824). Berlin; New York: De Gruyter.
Weekes, B. S. (1997). Differential effects of number of letters on word and nonword naming latency. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 50A(2), 439–456.Cited by18
Balota, David A., & Yap, Melvin J. (2006). Attentional control and the flexible lexical processor: Explorations of the magic moment of word recognition. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 229–258). Hove; New York: Psychology Press.
Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
Baluch, Bahman. (2006). Perian orthography and its relation to literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 365–376). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Bijeljac-Babic, Ranka, Millogo, Victor, Farioli, Fernand, & Grainger, Jonathan. (2004). A developmental investigation of word length effects in reading using a new on-line word identification paradigm. Reading and Writing: An Interdisciplinary Journal, 17(4), 411–431.
Davies, Robert A. I., & Cuetos, Fernando. (2010). Reading acquisition and dyslexia in Spanish. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 155–180). Hove; New York. Psychology Press.
Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
Karanth, Prathibha, Mathew, Anu, & Kurien, Priya. (2004). Orthography and reading speed: Data from native readers of Kannada [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 101–120.
Paizi, Despina, Zoccolotti, Pierluigi, & Burani, Cristina. (2010). Lexical reading in Italian developmental dyslexic readers. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 181–198). Hove; New York. Psychology Press.
Rastle, Kathleen, & Coltheart, Max. (2006). Is there serial processing in the reading system; and are there local representations? In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 3–24). Hove; New York: Psychology Press.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
Su, Yi-Fen, & Samuels, S. Jay. (2010). Developmental changes in character-complexity and word-length effects when reading Chinese script. Reading and Writing, 23(9), 1085–1108. https://doi.org/10.1007/s11145-009-9197-3
Tamaoka, Katsuo, & Hatsuzuka, Makiko. (1998). The effects of morphological semantics on the processing of Japanese two-kanji compound words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 293–322. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 139–168). Dordrecht: Kluwer Academic Publishers]
Woollams, Anna M. (2015). What does acquired dyslexia tell us about reading in the mind and brain? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 149–164). New York: Oxford University Press.
Yap, Melvin J., & Balota, David A. (2015). Visual word recognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 26–43). New York: Oxford University Press.
Zoccolotti, Pierluigi, De Luca, Maria, Di Filippo, Gloria, Judica, Anna, & Martelli, Marialuisa. (2009). Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22(9), 1053–1079. https://doi.org/10.1007/s11145-008-9144-8
Weekes, Brendan S. (2010). Lexical retrieval in alphabetic and non-alphabetic scripts: Evidence from brain imaging. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 273–289). Hove; New York. Psychology Press.
Weekes, Brendan S., Castles, Anne E., & Davis, Robert A. (2006). Effects of consistency and age of acquisition on reading and spelling among developing readers. Reading and Writing, 19(2), 133–169. https://doi.org/10.1007/s11145-005-2032-6Cited by1
Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]Cited by3
Chikamatsu, Nobuko. (2005). L2 Japanese kanji memory and retrieval: An experiment on the tip-of-the-pen (TOP) phenomenon. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 71–96). Clevedon; Buffalo; Toronto: Multilingual Matters.
Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
Weekes, Brendan, Chen, May Jane, & Yu, Bo-lin. (1997). Repetition priming effects of Chinese characters and pseudocharacters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 171–186). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Weekes, B., & Coltheart, M. (1996). Surface dyslexia and surface dysgraphia: Treatment studies and their theoretical implications. Cognitive Neuropsychology, 13, 277–315.Cited by5
Friedmann, Naama, & Haddad-Hanna, Manar. (2014). Types of Developmental Dyslexia in Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 119–151). Dordrecht: Springer.
Rahbari, Noriyeh, & Sénéchal, Monique. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing, 22(5), 511–530. https://doi.org/10.1007/s11145-008-9122-1
Roncoli, Silvia, & Masterson, Jackie. (2016). ‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study. Writing Systems Research, 8(2), 143–166. https://doi.org/10.1080/17586801.2016.1159539
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Woollams, Anna M. (2015). What does acquired dyslexia tell us about reading in the mind and brain? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 149–164). New York: Oxford University Press.
Weekes, Brendan, Davies, Robert, & Chen, May Jane. (2002). Picture-word interference effects on naming in Chinese. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 101–127). Hong Kong: Hong Kong University Press.Cited by1
Weekes, Brendan S. (2010). Lexical retrieval in alphabetic and non-alphabetic scripts: Evidence from brain imaging. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 273–289). Hove; New York. Psychology Press.
Wei, Li, & Hua, Zhu. (2021). Soft power struggles: A diasporic perspective on the competing ideologies and innovative practices regarding the Chinese writing system. Journal of Sociolinguistics, 25, 737–753. https://doi.org/10.1111/josl.12535
Weingarten, Judith. (2017). When one equals one: The Minoan roundel. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 100–108). Firenze: Firenze University Press.
Weingarten, Rüdiger. (1989). Die Verkabelung der Sprache. Grenzen der Technisierung von Kommunikation. Frankfurt.Cited by4
Antos, Gerd. (1996). Die Produktion schriftlicher Texte [The production of written texts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1527–1535). Berlin; New York: De Gruyter.
Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
Weingarten, Rüdiger. (1994a). Datenbanken [Data bases] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 158–170). Berlin; New York: De Gruyter.
Weingarten, Rüdiger. (1994b). Perspektiven der Schriftkultur [Perspectives of literate culture] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 573–586). Berlin; New York: De Gruyter.
Weingarten, Rüdiger. (1994a). Datenbanken [Data bases] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 158–170). Berlin; New York: De Gruyter.
Weingarten, Rüdiger. (1994b). Perspektiven der Schriftkultur [Perspectives of literate culture] In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 573–586). Berlin; New York: De Gruyter.
Weingarten, Ruediger. (2005). Subsyllabic units in written word production. Written Language & Literacy, 8(1), 43–61.Cited by1
Vilageliu, Olga Soler, & Kandel, Sonia. (2012). A longitudinal study of handwriting skills in pre-schoolers: The acquisition of syllable oriented programming strategies. Reading and Writing, 25(1), 151–162. https://doi.org/10.1007/s11145-010-9251-1
Weingarten, Rüdiger. (2011). Comparative graphematics [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 12–38. https://doi.org/10.1075/wll.14.1.02wei [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 13–39). Amsterdam: John Benjamins]Cited by11
Dürscheid, Christa, & Meletis, Dimitrios. (2019). Emojis: A grapholinguistic approach. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 167–183). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-duer
Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
Gnanadesikan, Amalia E. (2021). S
Joyce, Terry. (2016). Writing systems and scripts. In Andrea Rocci & Louis de Saussure (Eds.), Verbal communication (Handbooks of Communication Science 3) (pp. 287–308). Berlin; Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110255478-016
Joyce, Terry, & Masuda, Hisashi. (2019). On the notions of graphematic representation and orthography from the perspective of the Japanese writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 247–279. https://doi.org/10.1075/wll.00028.joy
Meletis, Dimitrios. (2018). What is natural in writing? Prolegomena to a Natural Grapholinguistics [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 52–88. https://doi.org/10.1075/wll.00010.mel
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
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
Neef, Martin. (2012b). Graphematics as part of a modular theory of phonographic writing systems. Writing Systems Research, 4(2), 214–228. https://doi.org/10.1080/17586801.2012.706658
Neef, Martin. (2015). Writing systems as modular objects: Proposals for theory design in grapholinguistics. Open Linguistics, 1, 708–721. https://doi.org/10.1515/opli-2015-0026
Sproat, Richard. (2016). English among the writing systems of the world. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 27–40). Oxon: Routledge.
Weingarten, Rüdiger. (2013). Comparative graphematics. In Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 13–39). Amsterdam: John Benjamins. [2011, Originally published, [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 12–38. https://doi.org/10.1075/wll.14.1.02wei]Cited by2
Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Weingarten, R., Nottbusch, G., & Will, U. (2004). Morphemes, syllables, and graphemes in written word production. In T. Pechmann & C. Habel (Eds.), Multidisciplinary approaches to language production (pp. 529–572). Berlin: Mouton de Gruyter.Cited by8
Ballier, Nicolas, Pacquetet, Erin, & Arnold, Taylor. (2019). Investigating keylogs as time-stamped graphemes. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 353–365). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-ball
Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
Nottbusch, Guido. (2010). Grammatical planning, execution, and control in written sentence production [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 777–801. https://doi.org/10.1007/s11145-009-9188-4
Nottbusch, Guido, Grimm, Angela, Weingarten, Rüdiger, & Will, Udo. (2005). Syllabic structures in typing: Evidence from deaf writers. Reading and Writing, 18(6), 497–526. https://doi.org/10.1007/s11145-005-3178-y
Sahel, Said, Nottbusch, Guido, Grimm, Angela, & Weingarten, Rüdiger. (2008). Written production of German compounds: Effects of lexical frequency and semantic transparency. Written Language & Literacy, 11(2), 211–227. https://doi.org/10.1075/wll.11.2.06sah
Vilageliu, Olga Soler, & Kandel, Sonia. (2012). A longitudinal study of handwriting skills in pre-schoolers: The acquisition of syllable oriented programming strategies. Reading and Writing, 25(1), 151–162. https://doi.org/10.1007/s11145-010-9251-1
Weingarten, Ruediger. (2005). Subsyllabic units in written word production. Written Language & Literacy, 8(1), 43–61.
Will, Udo, Nottbusch, Guido, & Weingarten, Rüdiger. (2006). Linguistic units in word typing: Effects of word presentation modes and typing delay [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 153–176. https://doi.org/10.1075/wll.9.1.10wil
Weisenfeld, Gennifer. (2011). Japanese typographic design and the art of letterforms. In Jerome Silbergeld, Dora C. Y. Ching, Judith G. Smith, & Alfreda Murck (Eds.), Bridges to heaven: Essays on East Asian Art in honor of Professor Wen C. fong. Volume 1 (pp. 827–848). Princeton, NJ: P. Y. & Kinmay W. Tang Center for East Asian Art, Department of Art and Archaeology, Princeton University, in association with Princeton University Press.
Weiss, Silvana, Grabner, Roland H., Kargl, Reinhard, Purgstaller, Christian, & Fink, Andreas. (2010). Behavioral and neurophysiological effects of morphological awareness training on spelling and reading. Reading and Writing, 23(6), 645–671. https://doi.org/10.1007/s11145-009-9177-7Cited by1
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
Weitzel, Jürgen. (1994). Schriftlichkeit und Recht [Writing and law]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 610–619). Berlin; New York: De Gruyter.
Welch, Anthony. (1980). Islamic calligraphy: Meaning and symbol. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 157–176). New York; London: Plenum Press.
Welcome, Suzanne E., Chiarello, Christine, Halderman, Laura K., & Leonard, Christiana M. (2009). Lexical processing skill in college-age resilient readers. Reading and Writing, 22(3), 353–371. https://doi.org/10.1007/s11145-008-9120-3
Wellisch, Hans H. (1978). The conversion of scripts: Its nature, history and utilization. New York: Wiley.Cited by10
Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
Eira, Christina. (1998). Authority and discourse: Towards a model for orthography selection. Written Language & Literacy, 1(2), 171–224. https://doi.org/10.1075/wll.1.2.03eir
Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
Gaur, Albertine. (1984). A history of writing. London: British Library. [1987, Second edition; 1992, Third revised edition, London: British Library; New York: Abbeville Press]
Gaur, Albertine. (1995). Scripts and writing systems: A historical perspective. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 19–30). Dordrecht; Boston; London: Kluwer Academic Publishers.
Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
Kurzon, Dennis. (2013). Diacritics and the Perso-Arabic script [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 234–243, https://doi.org/10.1080/17586801.2013.799451
Mountford, John. (1996). A functional classification. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 627–632). New York; Oxford: Oxford University Press.
Senner, Wayne M. (1989). Theories and myths on the origins of writing: A historical overview. In Wayne M. Senner (Ed.), The origins of writing (pp. 1–26). Lincoln, NE: University of Nebraska Press.
Zikmund, Hans. (1996). Transliteration [Transliteration]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1591–1604). Berlin; New York: De Gruyter.
Wells, G. (1985). Preschool literacy-related activities and success in school. In D. R. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language and learning: The nature and consequences of reading and writing (pp. 229–255). Cambridge: Cambridge University Press.Cited by10
Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
Cook-Gumperz, Jenny (Ed.). (2006). The social construction of literacy (Second edition) (Studies in Interactional Sociolinguistics 25). Cambridge: Cambridge University Press. [1986, First edition]
Dahlgren Sandberg, Annika. (1998). Reading and spelling among nonvocal children with cerebral palsy: Influence of home and school literacy environment. Reading and Writing: An Interdisciplinary Journal, 10(1), 23–50.
Gregory, Eve. (1999). Myths of illiteracy: Childhood memories of reading in London's East End. Written Language & Literacy, 2(1), 89–111.
Korat, Ofra, Aram, Dorit, Hassunha-Arafat, Safieh, Iraki, Himat Hag-Yehiya, & Saiegh-Haddad, Elinor. (2014). Mother-child literacy activities and early literacy in the Israeli Arab family. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 323–347). Dordrecht: Springer.
Korat, Ofra, Klein, Pnina, & Segal-Drori, Ora. (2007). Maternal mediation in book reading, home literacy environment, and children's emergent literacy: A comparison between two social groups. Reading and Writing, 20(4), 361–398. https://doi.org/10.1007/s11145-006-9034-x
Nicholson, Thomas, & Ng, Lian Giok. (2006). The case for teaching phonemic awareness and simple phonics to preschoolers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 637–648). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Roy-Charland, Annie, Saint-Aubin, Jean, & Evans, Mary Ann. (2007). Eye movements in shared book reading with children from kindergarten to Grade 4. Reading and Writing, 20(9), 909–931. https://doi.org/10.1007/s11145-007-9059-9
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
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Wells, Gordon. (1986). Styles of interaction and opportunities for learning. In Asher Cashdan (Ed.), Literacy: Teaching and learning language skills (pp. 17–31). Oxford: Basil Blackwell.
Wells, Gordon. (2006). The language experience of children at home and at school. In Jenny Cook-Gumperz (Ed.), The social construction of literacy (Second edition) (Studies in Interactional Sociolinguistics 25) (pp. 76–109). Cambridge: Cambridge University Press.
Wells, J. C. (1982). Accents of English (3 Volumes). Cambridge: Cambridge University Press. [Volume 1: An introduction; Volume 2: The British Isles; Volume 3: Beyond the British Isles]Cited by19
Bann, Jennifer, & Corbett, John. (2016). The spelling of Scots: Tradition, adaptation and reform. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 293–313). Oxon: Routledge.
Cahill, Lynne, Tiberius, Carole, & Herring, Jon. (2013). PolyOrth: Orthography, phonology and morphology in inheritance lexicons. Written Language & Literacy, 16(2), 146–185. https://doi.org/10.1075/wlI.16.2.02cah
Cook, Vivian. (2016). Background to the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 5–23). Oxon: Routledge.
Daniels, Peter T. (1996h). English. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 651–655). New York; Oxford: Oxford University Press.
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Hickey, Raymond. (2016). Irish English and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 315–329). Oxon: Routledge.
Kruse, Jesper. (2016). Accent variation reflected in the standard writing system of English. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 175–187). Oxon: Routledge.
Neijt, Anneke. (2002). The interfaces of writing and grammar. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 11–34). Tübingen: Max Niemeyer Verlag.
Picone, Michael D. (2016). Eye dialect and pronunciation respelling in the USA. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 331–346). Oxon: Routledge.
Roca, Iggy. (2016). Phonology and English spelling. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 65–91). Oxon: Routledge.
Ryan, Des. (2011). Grammaphonology: A new theory of English spelling. Skase Journal of Theoretical Linguistics, 8(2), 2–30.
Ryan, Des. (2016b). Linguists' descriptions of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 41–64). Oxon: Routledge.
Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
Sebba, Mark. (2007). Spelling and society: The culture and politics of orthography around the world. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9780511486739
Sebba, Mark. (2012c). Writing switching in British Creole. In Mark Sebba, Shahrzad Mahootian, & Carla Jonsson (Eds.), Language mixing and code-switching in writing: Approaches to mixed-language written discourse (Routledge Critical Studies in Multilingualism 2) (pp. 89–105). New York; London: Routledge.
Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
Sproat, Richard. (2002). The consistency of the orthographically relevant level in Dutch. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 35–45). Tübingen: Max Niemeyer Verlag.
The Unicode Consortium. (1991). The Unicode Standard: Version 1.0. Reading, MA: Addison-Wesley. [1996, Version 2.0; 2003, Version, 4.0.0; 2005, Version 5.0; 2011, Version 6.0.0; 2016, Version 9.0.0; 2018, Version 11.0.0]
Wells, J. C. (2001). Orthographic diacritics and multilingual computing. Language Problems and Language Planning, 24(3), 249–272. https://doi.org/10.1075/lplp.24.3.04welCited by5
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Kurzon, Dennis. (2008). A brief note on diacritics. Written Language & Literacy, 11(1), 90–94. https://doi.org/10.1075/wll.11.1.07kur
Kurzon, Dennis. (2013). Diacritics and the Perso-Arabic script [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 234–243, https://doi.org/10.1080/17586801.2013.799451
Ryan, Des. (2015). Google doodles: Evidence of how graphemes' colour, shape, size and position can interact to make writing multidimensional. Writing Systems Research, 7(1), 79–96. https://doi.org/10.1080/17586801.2014.912578
Sturm, Jessica L. (2012). Meaning and orthography in L2 French [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 47–60. https://doi.org/10.1080/17586801.2011.635950
Welsch, J. G., Sullivan, A., & Justice, L. M. (2003). That's my letter!: What preschoolers' name writing representations tell us about emergent literacy knowledge. Journal of Literacy Research, 35(2), 757–776.Cited by7
Ahmed, Yusra, & Wagner, Richard K. (2020). A “simple” illustration of a joint model of reading and writing using meta-analytic structural equation modeling (MASEM). In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 55–75). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_4
Both-de Vries, Anna C., & Bus, Adriana G. (2010b). The proper name as starting point for basic reading skills. Reading and Writing, 23(2), 173–187. https://doi.org/10.1007/s11145-008-9158-2
Both-de Vries, Anna C., & Bus, Adriana G. (2010a). It's all in the name. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 3–15). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_1
Gonzalez, Jorge E., Goetz, Ernest T., Hall, Robert J., Payne, Tara, Taylor, Aaron B., Kim, Minjung, & McCormick, Anita S. (2011). An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills. Reading and Writing, 24(3), 253–284. https://doi.org/10.1007/s11145-009-9212-8
Leyva, Diana, Hopson, Sarah, & Nichols, Ashley. (2012). Reading a note, reading a mind: children's notating skills and understanding of mind. Reading and Writing, 25(3), 701–716. https://doi.org/10.1007/s11145-011-9296-9
Molfese, Victoria J., Beswick, Jennifer L., Jacobi-Vessels, Jill L., Armstrong, Natalie E., Culver, Brittany L., White, Jamie M., Ferguson, Melissa C., Rudasill, Kathleen Moritz, & Molfese, Dennis L. (2011). Evidence of alphabetic knowledge in writing: Connections to letter and word identification skills in preschool and kindergarten [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 133–150. https://doi.org/10.1007/s11145-010-9265-8
Robins, Sarah, & Treiman, Rebecca. (2010). Learning about writing begins informally. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 17–29). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_2
Wengelin, Â. (2006). Examining pauses in writing: Theory, methods and empirical data. In K. P. H. Sullivan & E. Lindgren (Eds.), Computer keystroke logging and writing: Methods and applications (pp. 107–130). Amsterdam: Elsevier.Cited by8
Aldridge, Michelle, & Fontaine, Lise. (2019). Using keystroke logging to capture the impact of cognitive complexity and typing fluency on written language production. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 285–305). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_014
Alves, Rui A., Leal, José Paulo, & Limpo, Teresa. (2019). Using HandSpy to study writing in real time: A comparison between low- and high-quality texts in grade 2. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_004
Chukharev-Hudilainen, Evgeny. (2019). Empowering automated writing evaluation with keystroke logging. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 125–142). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_007
Johansson, Roger, Wengelin, Åsa, Johansson, Victoria, & Holmqvist, Kenneth. (2010). Looking at the keyboard or the monitor: Relationship with text production processes. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 835–851. https://doi.org/10.1007/s11145-009-9189-3
Leblay, Christophe, & Caporossi, Gilles. (2015). A graph theory approach to online writing data visualization. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 171–181). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.09leb
Leijten,Mariëlle, Van Waes, Luuk, & Van Horenbeeck, Eric. (2015). Analyzing writing process data: A linguistic perspective. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 277–302). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.14lei
Leijten, Mariëlle, Van Horenbeeck, Eric, & Van Waes, Luuk Van. (2019). Analysing keystroke logging data from a linguistic perspective. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 71–95). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_005
Wengelin, Åsa, Frid, Johan, Johansson, Roger, & Johansson, Victoria. (2019). Combining keystroke logging with other methods: Towards an experimental environment for writing process research. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_003
Wengelin, Åsa, Frid, Johan, Johansson, Roger, & Johansson, Victoria. (2019). Combining keystroke logging with other methods: Towards an experimental environment for writing process research. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_003Cited by5
Alves, Rui A., Leal, José Paulo, & Limpo, Teresa. (2019). Using HandSpy to study writing in real time: A comparison between low- and high-quality texts in grade 2. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_004
Galbraith, David, & Baaijen, Veerle M. (2019). Aligning keystrokes with cognitive processes in writing. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 306–325). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_015
Hoang, Ha. (2019). Metaphorical language in second language learners’ texts: Additional baggage of the writing journey? In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 236–257). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_012
Strömqvist, Sven. (2019). Coda. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 366–374). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_018
Wallot, Sebastian, & Grabowski, Joachim. (2019). A tutorial introduction to recurrence quantification analysis (RQA) for keystroke logging data. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 163–189). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_009
Wengelin, Åsa, Leijten, Mariëlle, & Van Waes, Luuk. (2010). Studying reading during writing: New perspectives in research [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 735–742. https://doi.org/10.1007/s11145-009-9187-5
Wengelin, Â., Torrance, M., Holmqvist, K., Simpson, S., Galbraith, D., Johansson, V., & Johansson, R. (2009). Combined eyetracking and keystroke-logging methods for studying cognitive processes in text production. Behavior Research Methods, 41(2), 337–351. https://doi.org/10.3758/BRM.41.2.337Cited by9
Bécotte-Boutin, Hélène-Sarah, Caporossi, Gilles, Hertz, Alain, & Leblay, Christophe. (2019). Writing and rewriting: The coloured numerical visualization of keystroke logging. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 96–124). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_006
Hoang, Ha. (2019). Metaphorical language in second language learners’ texts: Additional baggage of the writing journey? In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 236–257). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_012
Johansson, Roger, Wengelin, Åsa, Johansson, Victoria, & Holmqvist, Kenneth. (2010). Looking at the keyboard or the monitor: Relationship with text production processes. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 835–851. https://doi.org/10.1007/s11145-009-9189-3
Leijten,Mariëlle, Van Waes, Luuk, & Van Horenbeeck, Eric. (2015). Analyzing writing process data: A linguistic perspective. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 277–302). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.14lei
Lindgren, Eva, Knospe, Yvonne, & Sullivan, Kirk P. H. (2019). Researching writing with observational logging tools from 2006 to the present. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 1–29). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_002
Nottbusch, Guido. (2010). Grammatical planning, execution, and control in written sentence production [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 777–801. https://doi.org/10.1007/s11145-009-9188-4
Van Waes. Luuk, Leijten, Mariëlle, & Quinlan, Thomas. (2010). Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 803–834. https://doi.org/10.1007/s11145-009-9190-x
Wengelin, Åsa, Frid, Johan, Johansson, Roger, & Johansson, Victoria. (2019). Combining keystroke logging with other methods: Towards an experimental environment for writing process research. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_003
Wengelin, Åsa, Leijten, Mariëlle, & Van Waes, Luuk. (2010). Studying reading during writing: New perspectives in research [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 735–742. https://doi.org/10.1007/s11145-009-9187-5
Wentink, Hanneke W. M. J., Van Bon, Wim H. J., & Schreuder, Robert. (1997). Training of poor readers' phonological decoding skills: Evidence for syllable-bound processing. Reading and Writing: An Interdisciplinary Journal, 9(3), 163–192.Cited by1
Berends, Inez E., & Reitsma, Pieter. (2006). Remediation of fluency: Word specific or generalised training effects? Reading and Writing, 19(3), 221–234. https://doi.org/10.1007/s11145-005-5259-3
Werker, J. F., & Tees, R. C. (1987). Speech perception in severely disabled and average reading children. Canadian Journal of Psychology, 41, 48–61.Cited by12
Booth, James R., Perfetti, Charles A., MacWhinney, Brian, & Hunt, Sean B. (2000). The association of rapid temporal perception with orthographic and phonological processing in children and adults with reading impairment. Scientific Studies of Reading, 4(2), 101–132.
Burgess, Stephen R. (2002). The influence of speech perception, oral language ability, the home literacy environment, and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 709–737.
Burnham, Denis. (2003). Language specific speech perception and the onset of reading. Reading and Writing: An Interdisciplinary Journal, 16(6), 573–609.
Foy, Judith G., & Mann, Virginia A. (2012). Speech production deficits in early readers: Predictors of risk. Reading and Writing, 25(4), 799–830. https://doi.org/10.1007/s11145-011-9300-4
Friesen, Deanna C., & Joanisse, Marc F. (2012). Homophone effects in deaf readers: Evidence from lexical decision. Reading and Writing, 25(2), 375–388. https://doi.org/10.1007/s11145-010-9275-6
Mody, Maria. (2003). Phonological basis in reading disability: A review and analysis of the evidence [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 21–39.
Russak, Susie, amp; Saiegh-Haddad, Elinor. (2011). Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 427–442. https://doi.org/10.1007/s11145-010-9235-1
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Serniclaes, Willy. (2006). Allophonic perception in developmental dyslexia: Origin, reliability and implications of the categorical perception deficit [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 135–152.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Sprenger-Charolles, Liliane, & Béchennec, Danielle. (2004). Variability and invariance in learning alphabetic orthographies: From linguistic description to psycholinguistic processing [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 9–33.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Wermbter, Katja. (2013). [Book review: Mark Sebba, Shahrzad Mahootian, & Carla Jonsson (Eds.), (2012), Language mixing and code-switching in writing: Approaches to mixed-language written discourse]. Written Language & Literacy, 16(2), 273–278. https://doi.org/10.1075/wll.16.2.06wer
Werner, Shirley. (2009). Literacy studies in classics: The last twenty years. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 333–382). Oxford: Oxford University Press.Cited by3
Hartmann, Benjamin. (2018). Schreiben im Dienste des Staates. Prolegomena zu einer Kulturgeschichte der römischen scribae. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 351–360). Berlin, Boston: Walter de Gruyter.
Kolb, Anne. (2018). Literacy in ancient everyday life – Problems and results. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 1–10). Berlin, Boston: Walter de Gruyter.
Sarri, Antonia. (2018). Material aspects of letter writing in the Graeco-Roman world: 500 BC-AD 300 (Materiale Textkulturen 12). Berlin; Boston: Walter de Gruyter.
Wershler-Henry, D. (2005). The iron whim: A fragmented history of typewriting. Ithaca, NY: Cornell University Press.Cited by6
Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
Houston, Keith. (2013). Shady characters: The secret life of punctuation, symbols and other typographical marks. New York: W. W. Norton & Company.
Kirschenbaum, Matthew G. (2016). Track changes: A literary history of word processing. Cambridge, MA: Belknap Press.
Lyons, Martyn, & Marquilhas, Rita (Eds.). (2017). Approaches to the history of written culture: A world inscribed (New Directions in Book History). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54136-5
Mullaney, Thomas S. (2017). The Chinese typewriter: A history. Cambridge, MA: The MIT Press.
Sproat, Richard. (2010). Language, technology, and society. Oxford: Oxford University Press.
Wesseling, Ralph, & Reitsma, Pieter. (2000). The transient role of explicit phonological recoding for reading acquisition. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 313–336.Cited by5
Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
Landerl, Karin. (2006). Reading acquisition in different orthographies: Evidence from direct comparisons. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 513–530). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
West, A. J. (2021). Why did people in medieval Java use so many different script variants? In Philip J. Boyes, Philippa M. Steele, & Natalia Elvira Astoreca (Eds.), The social and cultural contexts of historic writing practices (pp. 185–207). Oxford; Philadelphia: Oxbow Books.
West, R. F., & Stanovich, K. E. (1978). Automatic contextual facilitation in readers of three ages. Child Development, 49, 717–727.Cited by14
Abu-Rabia, Salim. (1997b). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers. Reading and Writing: An Interdisciplinary Journal, 9(1), 65–78.
Abu-Rabia, Salim. (1998). Reading Arabic texts: Effects of text type, reader type and vowelization. Reading and Writing: An Interdisciplinary Journal, 10(2), 105–119. https://doi.org/10.1023/A:1007906222227
Abu-Rabia, Salim. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 39–59. https://doi.org/10.1023/A:1008147606320
Binder, Katherine, & Borecki, Caren. (2008). The use of phonological, orthographic, and contextual information during reading: A comparison of adults who are learning to read and skilled adult readers. Reading and Writing, 21(8), 843–858. https://doi.org/10.1007/s11145-007-9099-1
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Levy, Betty Ann. (1981). Interactive processing during reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 1–35). Hillsdale, NJ: Lawrence Erlbaum Associates.
Perfetti, Charles A., & Roth, Steven F. (1981). Some of the interactive processes in reading and their role in reading skill. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 269–297). Hillsdale, NJ: Lawrence Erlbaum Associates.
Priebe, Sarah J., Keenan, Janice M., & Miller, Amanda C. (2012). How prior knowledge affects word identification and comprehension. Reading and Writing, 25(1), 131–149. https://doi.org/10.1007/s11145-010-9260-0
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Simpson, Greg B., & Kang, Hyewon. (2004). Syllable processing in alphabetic Korean [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 137–151. https://doi.org/10.1023/B:READ.0000013808.65933.a1
Stanovich, Keith E. (1981a). Attentional and automatic context effects in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 241–267). Hillsdale, NJ: Lawrence Erlbaum Associates.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Underwood, Geoffrey, & Underwood, Jean. (1986). Cognitive processes in reading and spelling. In Asher Cashdan (Ed.), Literacy: Teaching and learning language skills (pp. 32–60). Oxford: Basil Blackwell.
Wang, Judy Huei-Yu, & Guthrie, John T. (2002). Differences in Cliinese character identification between skilled and less skilled young readers. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 263–283). Hong Kong: Hong Kong University Press.
West, R. F., Stanovich, K. E., & Mitchell, H. R. (1993). Reading in the real world and its correlates. Reading Research Quarterly, 28(1), 34–50.Cited by4
Dahlgren Sandberg, Annika. (1998). Reading and spelling among nonvocal children with cerebral palsy: Influence of home and school literacy environment. Reading and Writing: An Interdisciplinary Journal, 10(1), 23–50.
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Stone, Deborah B., Fisher, Sylvia K., & Eliot, John. (1999). Adults' prior exposure to print as a predictor of the legibility of text on paper and laptop computer. Reading and Writing: An Interdisciplinary Journal, 11(1), 1–28. https://doi.org/10.1023/A:1007993603998
Weth, Constanze, Böhm, Manuela, & Bunčić, Daniel. (2020). Literacies in contact: Forms, functions, and practices [Special issue: Literacies in contact, edited by Constanze Weth & Manuela Böhm, in collaboration Daniel Bunčić]. Written Language & Literacy, 23(2), 133–153. https://doi.org/10.1075/wll.00037.wet
Weth, Constanze, & Bunčić, Daniel. (2020). Foreign schriftdenken in ausbau languages: Luxembourgish and Rusyn orthographies in multiple language contact [Special issue: Literacies in contact, edited by Constanze Weth & Manuela Böhm, in collaboration Daniel Bunčić]. Written Language & Literacy, 23(2), 289–312. https://doi.org/10.1075/wll.00045.wet
Weth, Constanze, & Juffermans, Kasper. (2018a). Preface. In Constanze Weth & Kasper Juffermans (Eds.), Tyranny of writing: Ideologies of the written word (Bloomsbury Advances in Sociolinguistics) (pp. vi-viii). London: Bloomsbury Publishing.
Weth, Constanze, & Juffermans, Kasper. (2018b). Introduction: The tyranny of writing in language and society. In Constanze Weth & Kasper Juffermans (Eds.), Tyranny of writing: Ideologies of the written word (Bloomsbury Advances in Sociolinguistics) (pp. 1–17). London: Bloomsbury Publishing.Cited by2
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Weth, Constanze, & Bunčić, Daniel. (2020). Foreign schriftdenken in ausbau languages: Luxembourgish and Rusyn orthographies in multiple language contact [Special issue: Literacies in contact, edited by Constanze Weth & Manuela Böhm, in collaboration Daniel Bunčić]. Written Language & Literacy, 23(2), 289–312. https://doi.org/10.1075/wll.00045.wet
Weth, Constanze, & Juffermans, Kasper (Eds.). (2018). Tyranny of writing: Ideologies of the written word (Bloomsbury advances in sociolinguistics). London: Bloomsbury Publishing.Cited by2
Bondarev, Dmitry. (2019). Introduction: Orthographic polyphony in Arabic script. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 1–37). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-001
Wei, Li, & Hua, Zhu. (2021). Soft power struggles: A diasporic perspective on the competing ideologies and innovative practices regarding the Chinese writing system. Journal of Sociolinguistics, 25, 737–753. https://doi.org/10.1111/josl.12535
Weth, Constanze, Ugen, Sonja, Fayol, Michel, & Bîlici, Natalia. (2021). Spelling patterns of plural marking and learning trajectories in French taught as a foreign language. Written Language & Literacy, 24(1), 81–109. https://doi.org/10.1075/wll.00048.wet
Wexler, Jade, Vaughn, Sharon, Edmonds, Meaghan, & Reutebuch, Colleen Klein. (2008). A synthesis of fluency interventions for secondary struggling readers [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 317–347. https://doi.org/10.1007/s11145-007-9085-7
Whaley, C. P. (1978). Word-nonword classification time. Journal of Verbal Learning and Verbal Behavior, 17, 143–154.Cited by8
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.
Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
Davis, Colin J. (2012). The orthographic similarity of printed words. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 185–206). London: Psychology Press.
Dronjic, Vedran. (2011). Mandarin Chinese compounds, their representation, and processing in the visual modality [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 5–21. https://doi.org/10.1093/wsr/wsr005
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Yap, Melvin J., & Balota, David A. (2015). Visual word recognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 26–43). New York: Oxford University Press.
Wheat, K. L., Cornelissen, P. L., Frost, S. J., & Hansen, P. C. (2010). During visual word recognition, phonology is accessed within 100 ms and may be mediated by a speed production code: Evidence from magnetoencephalography. Journal of Neuroscience, 30(15), 5229–5233. https://doi.org/10.1523/JNEUROSCI.4448-09.2010Cited by6
Ashby, Jane. (2016). Why does prosody accompany fluency? Re-conceptualizing the role of phonology in reading. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 65–89). Springer. https://doi.org/10.1007/978-3-319-30478-6_5
Carreiras, Manuel, Armstrong, Blair C., Perea, Manuel, & Frost, Ram. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18(2), 90-98. https://doi.org/10.1016/j.tics.2013.11.005
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.
Ma, Fengyang, Ai, Haiyang, & Guo, Taomei. (2018). Semantic and lexical processing of words across two languages in Chinese-English bilinguals. 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. 163–176). Amsterdam: John Benjamins.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
Wheatley, Julian K. (1996). Burmese writing. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 450–456). New York; Oxford: Oxford University Press.Cited by3
Daniels, Peter T. (2019). Indic scripts: History, typology, study. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 11–42). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_2
Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Wheeler, D. D. (1970). Processes in word recognition. Cognitive Psychology, 1, 59–85.Cited by28
Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
Brewer, William F. (1972). Is reading a letter-by-letter process? In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 359–365). Cambridge, MA; London: The MIT Press.
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Grainger, Jonathan & Dufau, Stéphane. (2012). The front end of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 159–184). London: Psychology Press.
Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
Günther, Hartmut. (1996a). Historisch-systematischer Aufriß der psychologischen Leseforschung [Historical outline of psychological research on reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 918–831). Berlin; New York: De Gruyter.
Henderson, Edmund H. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 1–30). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Henderson, Leslie. (1980). Wholistic models of feature analysis in word recognition: A critical examination. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 207–218). New York; London: Plenum Press.
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Li, Xingshan, Zang, Chuanli, Liversedge, Simon P., & Pollatsek, Alexander. (2015). The role of words in Chinese reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 232–244). New York: Oxford University Press.
Lyddy, Fiona, & Roche-Dwyer, Catherine. (2008). A bilingual word superiority effect in Irish speakers. Written Language & Literacy, 11(1), 1–14. https://doi.org/10.1075/wll.11.1.02lyd
Mattingly, Ignatius G., & Hsiao, Pailing. (1997). Constituent superiority in Chinese. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 207–218). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Pollatsek, Alexander, & Lesch, Mary. (1996). The perception of words and letters. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 957–971). Berlin; New York: De Gruyter.
Posner, Michael I., Lewis, Joe L., & Conrad, Carol. (1972). Component processes in reading: A performance analysis. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 159–192). Cambridge, MA; London: The MIT Press.
Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Rayner, Keith, Schotter, Elizabeth R., Masson, Michael E. J., Potter, Mary C., & Treiman, Rebecca. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest, 17(1), 4–34. doi10.1177/1529100615623267
Schotter, Elizabeth R., & Rayner, Keith. (2012). Eye movements and word recognition during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 73–101). London: Psychology Press.
Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Treurniet, William C. (1980). Spacing of characters on a television display. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 365–374). New York; London: Plenum Press.
Venezky, Richard L. (2004). In search of the perfect orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 139–163. https://doi.org/10.1075/wll.7.2.02ven
Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Yap, Melvin J., & Balota, David A. (2015). Visual word recognition. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 26–43). New York: Oxford University Press.
Yap, Melvin J., & Rickard Liow, Susan J. (2016). Processing the written word. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 453–469). Oxon: Routledge.
Whisenant, Jessica. (2015). Let the stones speak! Document production by Iron Age West Semitic scribal institutions and the question of biblical sources. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 133–160). Atlanta, GA: SBL Press.
White, Peter. (2009). Bookshops in the literary culture of Rome. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 268–287). Oxford: 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/10.1037/0096-1523.34.1.205Cited by7
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
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.
Norris, Dennis. (2013). Models of visual word recognition. Trends in Cognitive Sciences, 17(10), 517–524. https://doi.org/10.1016/j.tics.2013.08.003
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
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.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winskel, Heather, & Perea, Manuel. (2014). Can parafoveal-on-foveal effects be obtained when reading an unspaced alphasyllabic script (Thai)? [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 94–104. https://doi.org/10.1080/17586801.2013.843440
White, S. J., Johnson, R. L., Liversedge, S. P., & Rayner, K. (2008). Eye movements when reading transposed text: The importance of word-beginning letters. Journal of Experimental Psychology: Human Perception and Performance, 34(5), 1261–1276. https://doi.org/10.1037/0096-1523.34.5.1261Cited by8
Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
McCausland, Sinéad, Kingston, Justé, & Lyddy, Fiona. (2015). Processing costs when reading short message service shortcuts: An eye-tracking study. Writing Systems Research, 7(1), 97–107. https://doi.org/10.1080/17586801.2014.943150
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Perea, Manuel. (2015). Neighborhoods effects in visual word recognition and reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 76–87). New York: Oxford University Press.
Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
Taft, Marcus, Xu, Joe, & Li, Sonny. (2017). Letter coding in visual word recognition: The impact of embedded words. Journal of Memory and Language, 92, 14–25. https://doi.org/10.1016/j.jml.2016.05.002
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
White S. J., & Liversedge S. P. (2004). Orthographic familiarity influences initial eye fixation positions in reading. European Journal of Cognitive Psychology, 16(1–2), 52–78. https://doi.org/10.1080/09541440340000204Cited by7
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
Heister, Julian, Würzner, Kay-Michael, & Kliegl, Reinhold. (2012). Analysing large datasets of eye movements during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 102–130). London: Psychology Press.
Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
Rayner, Keith, 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.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
White, Sarah J. (2008). Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223. https://doi.org/10.1037/0096-1523.34.1.205
Winskel, Heather, & Perea, Manuel. (2014). Can parafoveal-on-foveal effects be obtained when reading an unspaced alphasyllabic script (Thai)? [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 94–104. https://doi.org/10.1080/17586801.2013.843440
White, S. J., Rayner, K., & Liversedge, S. P. (2005a). Eye movements and the modulation of parafoveal processing by foveal processing difficulty: A re-examination. Psychonomic Bulletin & Review, 12, 891–896.Cited by8
Cutter, Michael G., Drieghe, Denis, & Liversedge, Simon P. (2015). How is information integrated across fixations in reading? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 245–260). New York: Oxford University Press.
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.
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.
White, Sarah J. (2008). Eye movement control during reading: Effects of word frequency and orthographic familiarity. Journal of Experimental Psychology: Human Perception and Performance, 34(1), 205–223. https://doi.org/10.1037/0096-1523.34.1.205
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winskel, Heather, & Perea, Manuel. (2014). Can parafoveal-on-foveal effects be obtained when reading an unspaced alphasyllabic script (Thai)? [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 94–104. https://doi.org/10.1080/17586801.2013.843440
White, S. J., Rayner, K., & Liversedge, S.P. (2005b). The influence of parafoveal word length and contextual constraints on fixation durations and word skipping in reading. Psychonomic Bulletin and Review, 12, 466–471. https://doi.org/10.3758/bf03193789Cited by6
Hermena, Ehab W., Bouamama, Sana, Liversedge, Simon P., & Drieghe, Denis. (2021). Does diacritics-based lexical disambiguation modulate word frequency, length, and predictability effects? An eye-movements investigation of processing Arabic diacritics. PLoS ONE, 16(11), e0259987. https://doi.org/10.1371/journal.pone.0259987
Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Schotter, Elizabeth R., & Rayner, Keith. (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.
White, Sheida. (2011). The cognitive and linguistic demands of everyday, functional literacy tasks: With application to an over-the-counter drug label. Written Language & Literacy, 14(2), 224–250. https://doi.org/10.1075/wll.14.2.03whi
White, T. G., Graves, M. S., & Slater, W. H. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning. Journal of Educational Psychology, 82(2), 281–290. http://dx.doi.org/10.1037/0022–0663.82.2.281.Cited by5
Berman, Ruth, Nayditz, Ronit, & Ravid, Dorit. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14(2), 161–187. https://doi.org/10.1075/wll.14.2.01ber
Bowers, Peter N., & Kirby, John R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23(5), 515–537. https://doi.org/10.1007/s11145-009-9172-z
Chang, Li-Yun, & Perfetti, Charles A. (2018). Visual factors in writing system variation: Measurement and implications for reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 49–72). Amsterdam: John Benjamins.
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Zevin, Jason D. (2019). Modeling developmental dyslexia across languages and writing systems. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 372–390). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.017
White, T. G., Power, M. A., & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24(3), 283–304.Cited by5
Ku, Yu-Min, & Anderson, Richard C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16(5), 399–422. https://doi.org/10.1023/A:1024227231216
McBride-Chang, C., Cheung, H., Chow, B. W.-Y., Chow, C. S.-L., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2) [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 695–716. https://doi.org/10.1007/s11145-005-5742-x
Parel, Rolande. (2004). The impact of lexical inferencing strategies on second language reading proficiency. Reading and Writing: An Interdisciplinary Journal, 17(6), 847–873.
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
Zhang, Jie, Anderson, Richard C., Li, Hong, Dong, Qiong, Wu, Xinchun, & Zhang, Yan. (2010). Cross-language transfer of insight into the structure of compound words [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 311–336. https://doi.org/10.1007/s11145-009-9205-7
Whitehead, David. (2003). [Book review: Mark Sadoski & Allan Paivio, (2001), Imagery and text: A dual coding theory of reading and writing]. Reading and Writing: An Interdisciplinary Journal, 16(3), 259–262.
Whitehouse, Ruth D. (2013a). Epilogue: Agency and writing. In Joshua Englehardt (Ed.), Agency in ancient writing (pp. 249–255). Boulder, CO: University Press of Colorado.Cited by3
Piquette, Kathryn E., & Whitehouse, Ruth D. (2013). Introduction: Developing an approach to writing as material practice. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 1–13). London: Ubiquity Press. https://doi.org/10.5334/bai.a
Pollock, Susan. (2016). From clay to stone: Material practices and writing in third millennium Mesopotamia. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 277–291). Berlin; Boston: Walter de Gruyter.
Zinn, Katharina. (2018). Literacy in pharaonic Egypt: Orality and literacy between agency and memory. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 67–97). Berlin, Boston: Walter de Gruyter.
Whitehouse, Ruth D. (2013b). ‘Tombstones’ in the North Italian Iron Age: Careless writers or athletic readers? In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 271–288). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.n
Whitehurst, G. J., Arnold, D. H., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in daycare and home for children from low-income families. Developmental Psychology, 30(5), 679–689.Cited by9
Aram, Dorit. (2006). Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination. Reading and Writing, 19(5), 489–515. https://doi.org/10.1007/s11145-006-9005-2
Farran, Lama K., Bingham, Gary E., & Matthews, Mona W. (2014). Environmental contributions to language and literacy outcomes in bilingual English-Arabic children in the U.S. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 351–379). Dordrecht: Springer.
Korat, Ofra, Klein, Pnina, & Segal-Drori, Ora. (2007). Maternal mediation in book reading, home literacy environment, and children's emergent literacy: A comparison between two social groups. Reading and Writing, 20(4), 361–398. https://doi.org/10.1007/s11145-006-9034-x
Lonigan, Christopher J., Farver, JoAnn M., Phillips, Beth M., & Clancy-Menchetti, Jeanine. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305–337. https://doi.org/10.1007/s11145-009-9214-6
Morrison, Frederick J., Connor, Carol MacDonald, & Hindman, Annemarie. (2010). Early schooling and growth of literacy in the transition to school. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 153–164). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_11
Nicholson, Thomas, & Ng, Lian Giok. (2006). The case for teaching phonemic awareness and simple phonics to preschoolers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 637–648). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Sénéchal, Monique. (2010). Reading books to young children: What it does and does not do. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 111–122). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_8
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Whitehurst, G. J., Epstein, J. N., Angell, A. C., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542–555.Cited by10
Assel, Michael Andrew, Landry, Susan H., Swank, Paul R., & Gunnewig, Susan. (2007). An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten. Reading and Writing, 20(5), 463–494. https://doi.org/10.1007/s11145-006-9039-5
Chow, Bonnie Wing-Yin, McBride-Chang, Catherine, Cheung, Him. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
Cunningham, Anne, Zibulsky, Jamie, & Callahan, Mia D. (2009). Starting small: Building preschool teacher knowledge that supports early literacy development [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 487–510. https://doi.org/10.1007/s11145-009-9164-z
Henning, Caroline, McIntosh, Beth, Arnott, Wendy, & Dodd, Barbara. (2010). Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: The impact on language and literacy. Journal of Research in Reading, 33(3), 231–246. https://doi.org/10.1111/j.1467-9817.2009.01410.x
Kim, Young-Suk. (2009c). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing, 22(1), 57–84. https://doi.org/10.1007/s11145-007-9103-9
Lyster, Solveig-Alma Halaas. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 261–294. https://doi.org/10.1023/A:1015272516220
McBride-Chang, Catherine, Chow, Yvonne Y. Y., & Tong, Xiuli. (2010). Early literacy at home: General environmental factors and specific parent input. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 97–109). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_7
Morrison, Frederick J., Connor, Carol MacDonald, & Hindman, Annemarie. (2010). Early schooling and growth of literacy in the transition to school. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 153–164). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_11
Nicholson, Thomas, & Ng, Lian Giok. (2006). The case for teaching phonemic awareness and simple phonics to preschoolers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 637–648). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D.,Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552–559.Cited by8
Chow, Bonnie Wing-Yin, McBride-Chang, Catherine, Cheung, Him. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
Connor, Carol McDonald, & Weston, Jennifer L. (2016). Introduction to the cognitive development of reading. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 1–13). London; New York: Routledge.
Dufva, Mia, Niemi, Pekka, & Voeten, Marinus J. M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 91–117.
Levin, Iris, & Aram, Dorit. (2012). Mother-child joint writing and storybook reading and their effects on children's literacy: An intervention study. Reading and Writing, 25(1), 217–249. https://doi.org/10.1007/s11145-010-9254-y
Lonigan, Christopher J., Farver, JoAnn M., Phillips, Beth M., & Clancy-Menchetti, Jeanine. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305–337. https://doi.org/10.1007/s11145-009-9214-6
McBride-Chang, Catherine, Chow, Yvonne Y. Y., & Tong, Xiuli. (2010). Early literacy at home: General environmental factors and specific parent input. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 97–109). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_7
Montano, Zorash, & Hindman, Annemarie. (2016). Parenting influences on children's cognitive development. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 120–136). London; New York: Routledge.
Skibbe, Lori E., Moody, Amelia J., Justice, Laura M., & McGinty, Anita S. (2010). Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment. Reading and Writing, 23(1), 53–71. https://doi.org/10.1007/s11145-008-9149-3
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 68(3), 848–872. https://doi.org/10.1111/j.1467‑8624.1998.tb06247.xCited by31
Al Otaiba, Stephanie, Lake, Vickie E., Greulich, Luana, Folsom, Jessica S. & Guidry, Lisa. (2012). Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing, 25(1), 109–129. https://doi.org/10.1007/s11145-010-9250-2
Aram, Dorit, Korat, Ofra, & Levin, Iris. (2006). Maternal mediation in a young child's writing activity: A sociocultural perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 709–733). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Assel, Michael Andrew, Landry, Susan H., Swank, Paul R., & Gunnewig, Susan. (2007). An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten. Reading and Writing, 20(5), 463–494. https://doi.org/10.1007/s11145-006-9039-5
Chow, Bonnie Wing-Yin, McBride-Chang, Catherine, Cheung, Him. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
Farran, Lama K., Bingham, Gary E., & Matthews, Mona W. (2014). Environmental contributions to language and literacy outcomes in bilingual English-Arabic children in the U.S. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 351–379). Dordrecht: Springer.
Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Gong, Zhiyu, & Levy, Betty Ann. (2009). Four year old children's acquisition of print knowledge during electronic storybook reading. Reading and Writing, 22(8), 889–905. https://doi.org/10.1007/s11145-008-9130-1
Gonzalez, Jorge E., Goetz, Ernest T., Hall, Robert J., Payne, Tara, Taylor, Aaron B., Kim, Minjung, & McCormick, Anita S. (2011). An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills. Reading and Writing, 24(3), 253–284. https://doi.org/10.1007/s11145-009-9212-8
Homer, Bruce D. (2009). Literacy and metalinguistic development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 487–500). Cambridge: Cambridge University Press.
Kim, Young-Suk. (2009b). The foundation of literacy skills in Korean: The relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills. Reading and Writing, 22(8), 907–931. https://doi.org/10.1007/s11145-008-9131-0
Kim, Young-Suk. (2009c). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing, 22(1), 57–84. https://doi.org/10.1007/s11145-007-9103-9
Kim, Young-Suk, & Petscher, Yaacov. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 635–656. https://doi.org/10.1007/s11145-010-9240-4
Landry, Susan H., Swank, Paul R., Anthony, Jason L., & Assel, Michael A. (2011). An experimental study evaluating professional development activities within a state funded pre-kindergarten program. Reading and Writing, 24(8), 971–1010. https://doi.org/10.1007/s11145-010-9243-1
Lonigan, Christopher J., Farver, JoAnn M., Phillips, Beth M., & Clancy-Menchetti, Jeanine. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305–337. https://doi.org/10.1007/s11145-009-9214-6
Lundberg, Ingvar, Larsman, Pernilla, & Strid, Anna. (2012). Development of phonological awareness during the preschool year: The influence of gender and socio-economic status. Reading and Writing, 25(2), 305–320. https://doi.org/10.1007/s11145-010-9269-4
McBride-Chang, Catherine, Chow, Yvonne Y. Y., & Tong, Xiuli. (2010). Early literacy at home: General environmental factors and specific parent input. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 97–109). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_7
Piasta, Shayne B., Purpura, David J., & Wagner, Richard K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6), 607–626. https://doi.org/10.1007/s11145-009-9174-x
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
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Samuelsson, Stefan, Olson, Richard, Wadsworth, Sally, Corley, Robin, DeFries, John C., Willcutt, Erik, Hulslander, Jacqueline, & Byrne, Brian. (2007). Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 51–75. https://doi.org/10.1007/s11145-006-9018-x
Schwarz, Mila, & Shaul, Shelley. (2018). Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities. Written Language & Literacy, 21(2), 238–268. https://doi.org/10.1075/wll.00016.sch
Segal-Drori, Ora, Korat, Ofra, Shamir, Adina, & Klein, Pnina S. (2010). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading and Writing, 23(8), 913–930. https://doi.org/10.1007/s11145-009-9182-x
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
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
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
Vadasy, Patricia F., & Sanders, Elizabeth A. (2008). Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing, 21(9), 929–963. https://doi.org/10.1007/s11145-008-9119-9
van den Broek, Paul, & Kendeou, Panayiota. (2017). Development of reading comprehension: Change and continuity in the ability to construct coherent representations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 283–305). Amsterdam; Philadelphia: John Benjamins.
Veneziano, Edy. (2016). The development of narrative discourse in French by 5 to 10 years old children: Some insights from a conversational interaction method. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 141–159). Cham: Springer.
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11–29). New York: Guilford Press.Cited by13
Cunningham, Anne, Zibulsky, Jamie, & Callahan, Mia D. (2009). Starting small: Building preschool teacher knowledge that supports early literacy development [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 487–510. https://doi.org/10.1007/s11145-009-9164-z
Kang, Jennifer Yusun. (2012). Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–431. https://doi.org/10.1007/s11145-010-9277-4
Korat, Ofra, Klein, Pnina, & Segal-Drori, Ora. (2007). Maternal mediation in book reading, home literacy environment, and children's emergent literacy: A comparison between two social groups. Reading and Writing, 20(4), 361–398. https://doi.org/10.1007/s11145-006-9034-x
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
Raynolds, Laura B., & Uhry, Joanna K. (2010). The invented spellings of non-Spanish phonemes by Spanish–English bilingual and English monolingual kindergarteners. Reading and Writing, 23(5), 495–513. https://doi.org/10.1007/s11145-009-9169-7
Reese, Elaine, Suggate, Sebastian, Long, Jennifer, & Schaughency, Elizabeth. (2010). Children's oral narrative and reading skills in the first 3 years of reading instruction. Reading and Writing, 23(6), 627–644. https://doi.org/10.1007/s11145-009-9175-9
Ryder, Janice F., Tunmer, William E., & Greaney, Keith T. (2008). Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 349–369.https://doi.org/10.1007/s11145-007-9080-z
Sénéchal, Monique. (2010). Reading books to young children: What it does and does not do. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 111–122). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_8
Shamir, Adina, Korat, Ofra, & Fellah, Renat. (2012). Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: Can e-books help? Reading and Writing, 25(1), 45–69. https://doi.org/10.1007/s11145-010-9245-z
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Spear-Swerling, Louise, Brucker, Pamela O., & Alfano, Michael P. (2010). Relationships between sixth-graders' reading comprehension and two different measures of print exposure. Reading and Writing, 23(1), 73–96. https://doi.org/10.1007/s11145-008-9152-8
Vadasy, Patricia F., & Sanders, Elizabeth A. (2008). Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing, 21(9), 929–963. https://doi.org/10.1007/s11145-008-9119-9
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Whitehurst, G. J., Zevenbergen, A. A., Crone, D. A., Schultz, M. D., Velting, O. N., & Fischel, J. E. (1999). Outcomes of an emergent literacy intervention from Head Start through second grade. Journal of Educational Psychology, 91, 261–272. https://doi.org/10.1037/0022-0663.91.2.261Cited by6
Aram, Dorit. (2006). Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination. Reading and Writing, 19(5), 489–515. https://doi.org/10.1007/s11145-006-9005-2
Chow, Bonnie Wing-Yin, McBride-Chang, Catherine, Cheung, Him. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
McBride-Chang, Catherine, Chow, Yvonne Y. Y., & Tong, Xiuli. (2010). Early literacy at home: General environmental factors and specific parent input. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 97–109). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_7
Segal-Drori, Ora, Korat, Ofra, Shamir, Adina, & Klein, Pnina S. (2010). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading and Writing, 23(8), 913–930. https://doi.org/10.1007/s11145-009-9182-x
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Whiteman, Marcia F. (Ed.). (1981). Writing: The nature development and teaching of written communication: Volume 1. Variation in writing. Hillsdale, NJ: Lawrence Erlbaum.Cited by6
Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
Linell, Per. (1982). The written language bias in linguistics (Studies in Comrnunication 2). Linköping: Linköping University.
Molitor-Lübbert, Sylvie. (1996). Schreiben als mentaler und sprachlicher Prozeß [Writing as a mental and linguistic process]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1005–1027). Berlin; New York: De Gruyter.
Pospeschill, Markus. (1996). Schreiben mit dem Computer [Writing with a computer]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1068–1074). Berlin; New York: De Gruyter.
Viollet, Catherine. (1994). Schriftlichkeit und Literatur [Writing and literature]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 658–672). Berlin; New York: De Gruyter.
Whitley, James. (2021). Why με? Personhood and agency in the earliest Greek inscriptions (800–550 BC). In Philip J. Boyes, Philippa M. Steele, & Natalia Elvira Astoreca (Eds.), The social and cultural contexts of historic writing practices (pp. 269–287). Oxford; Philadelphia: Oxbow Books.Cited by1
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Whitney, C. (2001). How the brain encodes the order of letters in a printed word: The SERIOL model and selective literature review. Psychonomic Bulletin and Review, 8(2), 221–243. https://doi.org/10.3758/BF03196158Cited by25
Adelman, James S. (2012b). Methodological issues with words. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 116–138). London: Psychology Press.
Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
Brysbaert, Marc, Cai, Qing, & Van der Haegen, Lise. (2012). Brain asymmetry and visual word recognition: Do we have a split fovea? In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 139–158). London: Psychology Press.
Carreiras, Manuel, & Grainger, Jonathan. (2004). Sublexical representations and the ‘front end’ of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 321–331. https://doi.org/10.1080/01690960344000288 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 1–10). Hove: Psychological Press]
Davis, Colin J. (2006). Orthographic input coding: A review of behavioural evidence and current models. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 180–206). Hove; New York: Psychology Press.
Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
Davis, Colin J. (2012). The orthographic similarity of printed words. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 185–206). London: Psychology Press.
Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
Frost, Ram. (2015). Cross-linguistic perspectives on letter-order processing: Empirical findings and theoretical considerations. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 88–98). New York: Oxford University Press.
Grainger, Jonathan & Dufau, Stéphane. (2012). The front end of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 159–184). London: Psychology Press.
Grainger, Jonathan, & Hannagan, Thomas. (2014). What is special about orthographic processing? [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 225–252. doi 10.1075/wll.17.2.03gra
Kinoshita, Sachiko. (2015). Visual word recognition in the Bayesian reader framework. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 63–75). New York: Oxford University Press.
Ktori, Maria, & Pitchford, Nicola J. (2010). Letter position encoding across deep and transparent orthographies. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 69–85). Hove; New York. Psychology Press.
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Perea, Manuel. (2015). Neighborhoods effects in visual word recognition and reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 76–87). New York: Oxford University Press.
Rastle, Kathleen. (2007). Visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 71–87). Oxford: Oxford University Press.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Schoonbaert, Sofie, & Grainger, Jonathan. (2004). Letter position coding in printed word perception: Effects of repeated and transposed letters [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19, 333–367. https://doi.org/10.1080/01690960344000198 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 12–42). Hove: Psychological Press]
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.
Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Taft, Marcus, Xu, Joe, & Li, Sonny. (2017). Letter coding in visual word recognition: The impact of embedded words. Journal of Memory and Language, 92, 14–25. https://doi.org/10.1016/j.jml.2016.05.002
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Yap, Melvin J., & Rickard Liow, Susan J. (2016). Processing the written word. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 453–469). Oxon: Routledge.
Whitney, C., & Cornelissen, P. (2008). SERIOL reading. Language and Cognitive Processes, 23(1), 143–164. http://dx.doi.org/10.1080/01690960701579771Cited by7
Beyersmann, Elisabeth, Kezilas, Yvette, Coltheart, Max, Castles, Anne, Ziegler, Johannes C., Taft, Marcus, & Grainger, Jonathan. (2018). Taking the book from the bookshelf: Masked constituent priming effects from compound words and nonwords. Journal of Cognition, 1(1): 10, 1–13. https://doi.org/10.5334/joc.11
Casaponsa, Aina, Carreiras, Manuel, & Duñabeitia, Jon Andoni. (2015). How do bilinguals identify the language of the words they read? Brain Research, 1624, 153–166. https://doi.org/10.1016/j.brainres.2015.07.035
Frost, Ram. (2015). Cross-linguistic perspectives on letter-order processing: Empirical findings and theoretical considerations. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 88–98). New York: Oxford University Press.
Grainger, Jonathan & Dufau, Stéphane. (2012). The front end of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 159–184). London: Psychology Press.
Norris, Dennis. (2013). Models of visual word recognition. Trends in Cognitive Sciences, 17(10), 517–524. https://doi.org/10.1016/j.tics.2013.08.003
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Taft, Marcus, Xu, Joe, & Li, Sonny. (2017). Letter coding in visual word recognition: The impact of embedded words. Journal of Memory and Language, 92, 14–25. https://doi.org/10.1016/j.jml.2016.05.002
Whitney, William Dwight. (1889). Sanskrit grammar (Second edition). Cambridge, MA: Harvard University Press.Cited by9
Bloomfield, Leonard. (1933). Language. New York; Chicago; San Francisco; Toronto: Holt, Rinehart & Winston. [1935, 1950, 1962, London: Allen & Unwin; 1984, Chicago: University of Chicago Press]
Bright, William. (1996a). The Devanagari script. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 384–390). New York; Oxford: Oxford University Press.
Daswani, Chander J. (1994). The sphere of Indian writing. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 451-472). Berlin; New York: De Gruyter.
Faber, Alice. (1992). Phonemic segmentation as epiphenomenon: Evidence from the history of alphabetic writing. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 111–134). Amsterdam; Philadelphia: John Benjamins.
LaFont, Robert. (1988). Relationships between speech and writing systems in ancient alphabets and syllabaries. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 92–105). Berlin; Heidelberg: Springer.
Rimzhim, Anurag, Katz, Leonard, & Fowler, Carol A. (2014). Brāhmī-derived orthographies are typologically Āksharik but functionally predominantly alphabetic [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 41–53. https://doi.org/10.1080/17586801.2013.855618
Salomon, Richard G. (2000). Typological observations on the Indic script group and its relationship to other alphasyllabaries [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj. B. Kachu]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 87–103.
Sthapit, Shishir Kumar. (2003). Nepali orthography: A descriptive analysis. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 62–91). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
Trager, George L. (1974). Writing and writing systems. In Thomas A. Sebeok (Ed.), Current trends in linguistics (Linguistics and Adjacent Arts and Sciences 12) (pp. 373–469). The Hague; Paris: Mouton.
Whittaker, Gordon. (1986). The Mexican names of three Venus Gods in the Dresden Codex. Mexicon, 8(3), 56–60.Cited by4
Boot, Erik. (2010b). Loanwords, “foreign words,” and foreign signs in Maya writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 129–177). Leiden; Boston: Brill.
Bricker, Victoria R. (2000a). Bilingualism in the Maya Codices and the Books of Chilam Balam [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 77–115.
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Vail, Gabrielle. (2000). Issues of language and ethnicity in the postclassic Maya Codices [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 37–75.
Whittaker, G. (1992). The Zapotec writing system. In V. R. Bricker (Ed.), Supplement to the handbook of middle American Indians, Volume Five: Epigraphy (pp. 5–20). Austin, TX: University of Texas Press.Cited by5
Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
Grube, Nikolai. (1994a). Mittelamerikanische Schriften [Central American scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 405–415). Berlin; New York: De Gruyter.
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Melka, Tomi S. (2013). On a “kinetic”-like sequence in rongorongo tablet “Mamari”. Writing Systems Research, 5(1), 54–72. https://doi.org/10.1080/17586801.2012.742005
Mikulska, Katarzyna. (2019b). The system of graphic communication in the Central Mexican divinatory codices from the functional perspective [translation by Jerome A. Offner]. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 41–92). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c002
Whittaker, G. (2009). The principles of Nahuatl writing. Göttinger Beiträge zur Sprachwissenschaft, 16, 47–81.Cited by6
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Mikulska, Katarzyna. (2019a). Introduction: Indigenous graphic communication systems: A theoretical approach [translation by Jerome A. Offner]. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 3–22). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c000b
Mikulska, Katarzyna. (2019b). The system of graphic communication in the Central Mexican divinatory codices from the functional perspective [translation by Jerome A. Offner]. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 41–92). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c002
Sproat, Richard. (2017). A computational model of the discovery of writing. Written Language & Literacy, 20(2), 194-226. https://doi.org/10.1075/wll.00004.spr
Szoblik, Katarzyna. (2019). Traces of orality in the Codex Xolotl. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 204–229). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c007
Whittaker, Gordon. (2019). Hieroglyphs of virtue and vice: On the interplay of writing and iconography. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 299–311). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c011
Whittaker, Gordon. (2011). Writing systems. In Patrick Colm Hogan (Ed.), The Cambridge encyclopedia of the language sciences (pp. 935–939). New York: Cambridge University Press.Cited by5
Baena Ramírez, Angélica. (2019). Sacrifice in the Codex Borgia: Examples from an inventory of phrases [translation by Jerome A. Offner]. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 123–153). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c004
Mikulska, Katarzyna. (2019a). Introduction: Indigenous graphic communication systems: A theoretical approach [translation by Jerome A. Offner]. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 3–22). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c000b
Offner, Jerome A. (2019b). What lies beneath: Generating Mesoamerican media surfaces. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 180–203). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c006
Osterkamp, Sven, & Schreiber, Gordian. (2021). Challenging the dichotomy between phonography and morphography: Transitions and gray areas. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 47–82). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-oste
Whittaker, Gordon. (2019). Hieroglyphs of virtue and vice: On the interplay of writing and iconography. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 299–311). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c011
Whittaker, Gordon. (2019). Hieroglyphs of virtue and vice: On the interplay of writing and iconography. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 299–311). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c011
Whittaker, Helène. (2013). The function and meaning of writing in the Prehistoric Aegean: Some reflections on the social and symbolic significance of writing from a material perspective. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 105–121). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.fCited by1
Schoep, Ilse. (2017). The role of non-written communication in Minoan administrative practices. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 81–97). Firenze: Firenze University Press.
Whorf, Benjamin Lee. (1941). Decipherment of the linguistic portion of the Maya hieroglyphs. Annual Report of the Smithsonian Institution, 479–502.Cited by5
Boltz, William G. (1994). The origin and early development of the Chinese writing system (American Oriental Series 78). New Haven, CT: American Oriental Society. [2003, reprinted with corrections]
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Gelb, Ignace J. (1952). A study of writing: The foundations of grammatology. Chicago: University of Chicago Press. [1958, German translation with revisions, Von der Keilschrift zum Alphabet: Grundlagen einer Schriftwissenschaft. Stuttgart: Kohlhammer; 1963, Second revised edition, Chicago & London: University of Chicago Press; 1973, French translation, Pour une théorie de l'écriture. Paris: Flammarion ]
Trager, George L. (1974). Writing and writing systems. In Thomas A. Sebeok (Ed.), Current trends in linguistics (Linguistics and Adjacent Arts and Sciences 12) (pp. 373–469). The Hague; Paris: Mouton.
Whorf, B. L. (1956). Language, thought and reality: Selected writings of Benjamin Lee Whorf (Edited by J. B. Carrol). Cambridge, MA: MIT Press.Cited by14
Au, Terry Kit-Fong. (1992). Cross-linguistic research in language and cognition: Methodological challenges. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 367–381). Amsterdam; London; New York; Tokyo: North-Holland.
Banga, Arina, Hanssen, Esther, Schreuder, Robert, & Neijt, Anneke. (2012). How subtle differences in orthography influence conceptual interpretation [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 185–208. https://doi.org/10.1075/wll.15.2.04ban
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
Goody, Jack. (1977). The domestication of the savage mind (Themes in the Social Sciences). Cambridge: Cambridge University Press.
Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
Lumsden, Charles J. (1988). Gene-culture coevolution: Culture and biology in Darwinian perspective. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 17–42). Berlin; Heidelberg: Springer.
O'Neill, Timothy Michael. (2016). Ideography and Chinese language theory: A history (Welten Ostasiens - Worlds of East Asia - Mondes de l'Extrême Orient 26). Berlin: De Gruyter Mouton.
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
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
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
Venezky, Richard L. (1979). Orthographic regularities in English words. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 283–293). New York; London: Plenum Press.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Wiebelt, Alexandra. (2004). Do symmetrical letter pairs affect readability? A cross-linguistic examination of writing systems with specific reference to the runes [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 275–303. https://doi.org/10.1075/wll.7.2.07wieCited by3
Meletis, Dimitrios. (2018). What is natural in writing? Prolegomena to a Natural Grapholinguistics [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 52–88. https://doi.org/10.1075/wll.00010.mel
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Neef, Martin. (2015). Writing systems as modular objects: Proposals for theory design in grapholinguistics. Open Linguistics, 1, 708–721. https://doi.org/10.1515/opli-2015-0026
Wiederholt, L., & Bryant, B. R. (1986). Gray Oral Reading Test – Revised. Austin, TX: PRO. [1992, Third edition; 2001, Fourth edition]Cited by2
Sparks, Richard L. (2001). Phonemic awareness and reading skill in hyperlexic children: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 333–360.
Sparks, Richard L. (2004). Orthographic awareness, phonemic awareness, syntactic processing, and working memory skill in hyperlexic children. Reading and Writing: An Interdisciplinary Journal, 17(4), 359–386.
Wiederholt, L., & Bryant, B. R. (1992). Gray Oral Reading Test (Third edition). Austin, TX: PRO. [1986, Revised edition; 2001, Fourth edition]Cited by8
Adlof, Suzanne M., Catts, Hugh W., & Little, Todd D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933–958. https://doi.org/10.1007/s11145-006-9024-z
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
Curtin, Suzanne, Manis, Franklin R., & Seidenberg, Mark. S. (2001). Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 515–547. https://doi.org/10.1023/a:1011122219046
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Pennington, Bruce F., Cardoso-Martins, Cláudia, Green, Phyllis A., & Lefly, Dianne L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 707–755.
Smith, Susan Lambrecht. (2009). Early phonological and lexical markers of reading disabilities. Reading and Writing, 22(1), 25–40. https://doi.org/10.1007/s11145-007-9101-y
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Wiederholt, L., & Bryant, B. R. (2001). Gray Oral Reading Test (Fourth edition). Austin, TX: PRO. [1986, Revised edition; 1992, Third edition]Cited by6
Friesen, Deanna C., & Joanisse, Marc F. (2012). Homophone effects in deaf readers: Evidence from lexical decision. Reading and Writing, 25(2), 375–388. https://doi.org/10.1007/s11145-010-9275-6
Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
Kirby, John R., Deacon, S. Hélène, Bowers, Peter N., Izenberg, Leah, Wade-Woolley, Lesly, & Parrila, Rauno. (2012). Children's morphological awareness and reading ability. Reading and Writing, 25(2), 389–410. https://doi.org/10.1007/s11145-010-9276-5
Pierce, Margaret E., Katzir, Tami, Wolf, Maryanne, & Noam, Gil G. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing, 20(9), 885–907. https://doi.org/10.1007/s11145-007-9058-x
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. (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
Wieger, Léon. (1915). Chinese characters: Their origin, etymology, history, classification and signification. A thorough study from Chinese documents (Translated by S. J. Davrout). New York: Paragon Reprint Corp. [1927, Second edition, China: Catholic Mission Press; 1965, Reprint, New York: Dover Publications]Cited by3
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
Wieger, Léon. (1927). Chinese characters: Their origin, etymology, history, classification and signification. A thorough study from Chinese documents (Second edition) (Translated by S. J. Davrout). China: Catholic Mission Press. [1915, First edition, New York: Paragon Reprint Corp.; 1965, Reprint, New York: Dover Publications]Cited by2
Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
Tranter, Nicolas. (2013). Logography and layering: A functional cross-linguistic analysis. Written Language & Literacy, 16(1), 1–31. https://doi.org/10.1075/wll.16.1.01tra
Wieger, Léon. (1965). Chinese characters: Their origin, etymology, history, classification and signification. A thorough study from Chinese documents (Reprint) (Translated by S. J. Davrout). New York: Dover Publications. . [1915, First edition, New York: Paragon Reprint Corp.; 1927, Second edition, China: Catholic Mission Press]Cited by9
DeFrancis, John. (1984a). The Chinese language: Fact and fantasy. Honolulu, HI: University of Hawai‘i Press. [2011, Die chinesische Sprache: Fakten und Mythen (Translated by Stephan Puhl). Nettetal: Steyler Verlag]
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Fairservis, Walter A. (1992). The Harappan civilization and its writing: A model for the decipherment of the Indus script. Leiden; New York; København; Köln: E. J. Brill.
Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
Sproat, Richard. (2017). A computational model of the discovery of writing. Written Language & Literacy, 20(2), 194-226. https://doi.org/10.1075/wll.00004.spr
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
Tranter, Nicolas. (2013). Logography and layering: A functional cross-linguistic analysis. Written Language & Literacy, 16(1), 1–31. https://doi.org/10.1075/wll.16.1.01tra
Wiese, R. (1987). Laut, Schrift und das Lexikon [Sound, writing, and the lexicon]. Deutsche Sprache [German Language], 15, 318–335.Cited by5
Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
Forster, Iris, Borgwald, Susanne R., & Neef, Martin. (2012). Form follows function: Interjections and onomatopoetica in comics [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 122–139. https://doi.org/10.1080/17586801.2012.751348
Neef, Martin. (2021). The written utterance as a core concept in grapholinguistics. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 1–24). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-neef
Nerius, Dieter. (1994). Orthographieentwicklung und Orthographiereform [Development and reform of orthography]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 720–739). Berlin; New York: De Gruyter.
Wiese, Richard. (1989). Schrift und Modularität der Grammatik. In Peter Eisenberg & Hartmut Günther (Eds.), Schriftsystem und Orthographie (pp. 321–339). Tübingen: Niemeyer.Cited by4
Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
Song, Hye Jeong, & Wiese, Richard. (2010). Resistance to complexity interacting with visual shape—German and Korean orthography. Writing Systems Research, 2(2) 87–103. https://doi.org/10.1093/wsr/wsq010
Sproat, Richard. (2002). The consistency of the orthographically relevant level in Dutch. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 35–45). Tübingen: Max Niemeyer Verlag.
Wiese, Richard. (2004). How to optimize orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 305–331. https://doi.org/10.1075/wll.7.2.08wie
Wiese, Richard. (1996). The phonology of German. Oxford: Oxford University Press. [2000, Second edition, https://doi.org/10.1017/s0022226702311915]Cited by10
Beyermann, Sandra. (2013). Orthographic cues to word stress in German: Word endings and number of final consonant letters. Written Language & Literacy, 16(1), 32–59. https://doi.org/10.1075/wll.16.1.02bey
Conrad, Markus, & Jacobs, Arthur M. (2004). Replicating syllable frequency effects in Spanish in German: One more challenge to computational models of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 369–390. https://doi.org/10.1080/01690960344000224 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 44–64). Hove: Psychological Press]
Fuhrhop, Nanna, Buchmann, Franziska, & Berg, Kristian. (2011). The length hierarchy and the graphematic syllable: Evidence from German and English. Written Language & Literacy, 14(2), 275–292. https://doi.org/10.1075/wll.14.2.05fuh
Groth, Katarina, Lachmann, Thomas, Riecker, Axel, Muthmann, Irene, & Steinbrink, Claudia. (2011). Developmental dyslexics show deficits in the processing of temporal auditory information in German vowel length discrimination. Reading and Writing, 24(3), 285–303. https://doi.org/10.1007/s11145-009-9213-7
Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Neef, Martin. (2012a). Boundaries in written representations: The potential beginning of words in German [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 209–225. https://doi.org/10.1075/wll.15.2.05nee
Primus, Beatrice. (2004). A featural analysis of the Modern Roman Alphabet [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 235–274. https://doi.org/10.1075/wll.7.2.06pri
Schmid, Stephan. (2005). Spelling and pronunciation in migrant children: The case of Italian-Swiss German bilinguals. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (184–211). Clevedon; Buffalo; Toronto: Multilingual Matters.
Schmidt, Karsten. (2014). Morphophonographic regularities in German: The graphematic syllable boundary. A non-linear graphematic approach [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 253–281. doi 10.1075/wll.17.2.04sch
Wiese, Richard. (2000). The phonology of German (Second edition). Oxford: Oxford University Press. https://doi.org/10.1017/s0022226702311915 [1996, First edition]Cited by9
Appelt, Annalen, Balestra, Miriam, & Neef, Martin. (2015). Orthographic constraints on the spelling of German a-sounds. Written Language & Literacy, 18(1), 153–174. https://doi.org/10.1075/wll.18.1.07app
Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
Evertz, Martin. (2019). The history of the graphematic foot in English and German. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 27–40). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-ever
Evertz, Martin, & Primus, Beatrice. (2013). The graphematic foot in English and German. Writing Systems Research, 5(1), 1–23. https://doi.org/10.1080/17586801.2013.765356
Neef, Martin. (2002). The reader's view: Sharpening in German. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 169–191). Tübingen: Max Niemeyer Verlag.
Primus, Beatrice. (2010). Strukturelle Grundlagen des deutschen Schriftsystems. In Ursula Bredel, Astrid Müller & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 9–45). Berlin; New York: Walter de Gruyter; .Tübingen: Niemeyer. https://doi.org/10.1515/9783110232257.9
Schmidt, Karsten. (2014). Morphophonographic regularities in German: The graphematic syllable boundary. A non-linear graphematic approach [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 253–281. doi 10.1075/wll.17.2.04sch
Song, Hye Jeong, & Wiese, Richard. (2010). Resistance to complexity interacting with visual shape—German and Korean orthography. Writing Systems Research, 2(2) 87–103. https://doi.org/10.1093/wsr/wsq010
Wiese, Richard. (2004). How to optimize orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 305–331. https://doi.org/10.1075/wll.7.2.08wie
Wiese, Richard. (2004). How to optimize orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 305–331. https://doi.org/10.1075/wll.7.2.08wieCited by9
Baroni, Antonio. (2013). Eye dialect and casual speech spelling: Orthographic variation in OT. Writing Systems Research, 5(1), 24–53. https://doi.org/10.1080/17586801.2013.808155
Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
Neef, Martin. (2012b). Graphematics as part of a modular theory of phonographic writing systems. Writing Systems Research, 4(2), 214–228. https://doi.org/10.1080/17586801.2012.706658
Nottbusch, Guido, & Segers, Eliane. (2007). Introduction: Constraints on spelling changes [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 83–87.
Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
Schroeder, Christoph. (2020). The advanced acquisition of orthography in heritage Turkish in Germany [Special issue: Literacies in contact, edited by Constanze Weth & Manuela Böhm, in collaboration Daniel Bunčić]. Written Language & Literacy, 23(2), 251–271. https://doi.org/10.1075/wll.00043.sch
Song, Hye Jeong, & Wiese, Richard. (2010). Resistance to complexity interacting with visual shape—German and Korean orthography. Writing Systems Research, 2(2) 87–103. https://doi.org/10.1093/wsr/wsq010
Symanczyk Joppe, Vilma. (2018). Optimal spaces and hyphens: A constraint-based analysis of compound word formation [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 89–110. https://doi.org/10.1075/wll.00011.sym
Weingarten, Rüdiger. (2011). Comparative graphematics [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 12–38. https://doi.org/10.1075/wll.14.1.02wei [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 13–39). Amsterdam: John Benjamins]
Wiesehöfer, Josef. (2018). Anmerkungen zu Literalität und Oralität im teispidisch-achaimenidischen Iran. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 99–111). Berlin, Boston: Walter de Gruyter.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's reading motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420–432.Cited by6
Andreassen, Rune, & Bråten, Ivar. (2010). Examining the prediction of reading comprehension on different multiple-choice tests. Journal of Research in Reading, 33(3), 263–283. https://doi.org/10.1111/j.1467-9817.2009.01413.x
Kim, James S., Samson, Jennifer F., Fitzgerald, Robert, & Hartry, Ardice. (2010). A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency. Reading and Writing, 23(9), 1109–1129. https://doi.org/10.1007/s11145-009-9198-2
Kim, Kyung Ja. (2011). Reading motivation in two languages: An examination of EFL college students in Korea. Reading and Writing, 24(8), 861–881. https://doi.org/10.1007/s11145-010-9229-z
Lin, Dan, Wong, Ka Ki, & McBride-Chang, Catherine. (2012). Reading motivation and reading comprehension in Chinese and English among bilingual students. Reading and Writing, 25(3), 717–737. https://doi.org/10.1007/s11145-011-9297-8
Netten, Andrea, Droop, Mienke, & Verhoeven, Ludo. (2011). Predictors of reading literacy for first and second language learners [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 413–425. https://doi.org/10.1007/s11145-010-9234-2
Taboada, Ana, Tonks, Stephen M., Wigfield, Allan, & Guthrie, John T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85–106. https://doi.org/10.1007/s11145-008-9133-y
Wiggen, Geirr. (1986). The role of the affective filter on the level of orthography. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 395–412). Berlin; New York: Walter de Gruyter.Cited by1
Sebba, Mark. (2007). Spelling and society: The culture and politics of orthography around the world. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9780511486739
Wiig, E. H., Semel, E. M., & Crouse, M. A. (1973). The use of English morphology by high-risk and learning disabled children. Journal of Learning Disabilities, 6(7), 457–465.Cited by5
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Egan, Joanne, & Pring, Linda. (2004). The processing of inflectional morphology: A comparison of children with and without dyslexia. Reading and Writing: An Interdisciplinary Journal, 17(6), 567–591. http://dx.doi.org/10.1023/B:READ.0000044433.30864.23
Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
Singson, Maria, Mahony, Diana, & Mann, Virginia. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 219–252. https://doi.org/10.1023/A:1008196330239
Terry, Nicole Patton. (2006). Relations between dialect variation, grammar, and early spelling skills. Reading and Writing, 19(9), 907–931. https://doi.org/10.1007/s11145-006-9023-0
Wijayathilake. M. A. D. K., & Parrila. R. (2014). Predictors of word reading skills in good and struggling readers in Sinhala [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 120–131. https://doi.org/10.1080/17586801.2013.846844Cited by9
Mathur, Chandrika, & Nag, Sonali. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 279–309). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_15
Nag, Sonali. (2014b). Alphabetism and the science of reading: From the perspective of the akshara languages [General commentary article]. Frontiers in Psycholology, 5:866. https://doi.org/10.3389/fpsyg.2014.00866
Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
Nag, Sonali, & Perfetti, Charles A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 1–9. https://doi.org/10.1080/17586801.2014.883787
Nesan, Mimisha, Sadeghi, Amir, & Everatt, John. (2019). Literacy acquisition in the Malayalam orthography: Cognitive/linguistic influences within a multilingual context. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 85–101). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_5
Sircar, Shruti, & Nag, Sonali. (2019). Spelling and reading words in Bengali: The role of distributed phonology. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 161–179). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_9
Vagh, Shaher Banu, & Nag, Sonali. (2019). The assessment of emergent and early literacy skills in the akshara languages. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 235–260). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_13
Wijayathilake, Marasinghe A. D. K., & Parrila, Rauno. (2019). Reading and writing Sinhala. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 195–216). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_11
Wijayathilake, Marasinghe A. D. K., & Parrila, Rauno. (2019). Reading and writing Sinhala. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 195–216). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_11
Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
Yule, Valerie, & Ishi, Yasuko. (2016). Spelling reform. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 413–427). Oxon: Routledge.
Wijk, Axel. (1966). Rules of pronunciation for the English language. Oxford: Oxford University Press.Cited by15
Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
Borgwaldt, Susanne R., Hellwig, Frauke M., & de Groot, Annette M. B. (2004). Word-initial entropy in five languages: Letter to sound, and sound to letter. [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 165–184.
Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
Derwing, Bruce L. (1992). Orthographic aspects of linguistic competence. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (Typological Studies in Language 21) (pp. 193–210). Amsterdam; Philadelphia: John Benjamins.
Glushko, Robert J. (1981). Principles for pronouncing print: The psychology of phonography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 61–84). Hillsdale, NJ: Lawrence Erlbaum Associates.
Haas, William. (1983). Determining the level of a script. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 15–29). Berlin; New York; Amsterdam: Mouton Publishers.
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Leong, Che Kan, Cheng, Pui Wan, & Tan, Li Hai. (2005). The role of sensitivity to rhymes, phonemes and tones in reading English and Chinese pseudowords. Reading and Writing, 18(1), 1–26. https://doi.org/10.1007/s11145-004-3357-2
Liu, In-Mao. (1995). Script factors that affect literacy: Alphabetic vs. logographic languages. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 145–162). Dordrecht; Boston; London: Kluwer Academic Publishers.
Ryan, Des. (2016b). Linguists' descriptions of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 41–64). Oxon: Routledge.
Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
Venezky, Richard L. (1970c). The structure of English orthography (Janua Linguarum, Series Minor 82). The Hague; Paris: Mouton.
Wilbertz, Veronika. (1994). Die arabische Schrift [The Arabic script]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 312–316). Berlin; New York: De Gruyter.
Wilcke, Claus. (1994). Die Keilschriftkulturen des Vorderen Orients [Near Eastern cuneiform cultures]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 491–503). Berlin; New York: De Gruyter.
Wilding, Nick. (2016). The printing press. In Bernard Lightman (Ed.), A companion to the history of science (Blackwell Companions to History) (pp. 344-357). Chichester: Wiley-Blackwell.
Wildman, D. M., & Kling, M. (1978/1979). Semantic, syntactic and spatial anticipation in reading. Reading Research Quarterly, 14(2), 128–164.Cited by5
Danks, Joseph H., & Hill, Gregory O. (1981). An interactive analysis of oral reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 131–154). Hillsdale, NJ: Lawrence Erlbaum Associates.
Henderson, Edmund H. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 1–30). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Wilfong, T. G. (2010). Coptic. In Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (p. 173). Chicago, IL: The Oriental Institute of the University of Chicago.
Wilhelm, Gernot. (1983). Reconstructing the phonology of dead languages. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 157–166). Berlin; New York; Amsterdam: Mouton Publishers.Cited by3
Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Wilhelmi, Lisa. (2015). Materiality and reality of the communication of divine will in the Sargonid Period. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 61–72). Berlin; Boston: Walter de Gruyter.
Wilhelmi, Lisa. (2016). Materiality and presence of the Anitta Text in original and secondary context. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 223–239). Berlin; Boston: Walter de Gruyter.
Wilkins, J. (1668). An essay towards a real character and a philosophical language. London: Royal Society.Cited by13
Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
Bodel, John, & Houston, Stephen (Eds.). (2021). The hidden language of graphic signs: Cryptic writing and meaningful marks. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505
Drucker, Johanna. (1995). The alphabetic labyrinth: The letters in history and imagination. London: Thames & Hudson.
Firmage, R. A. (1993). The alphabet abecedarium: Some notes on letters. Boston, MA: David R. Godine. [2000, Reprinted, London: Bloomsbury]
Houston, Keith. (2013). Shady characters: The secret life of punctuation, symbols and other typographical marks. New York: W. W. Norton & Company.
McCay, Kelly Minot. (2021). “All the world writes shorthand”: The phenomenon of shorthand in seventeenth-century England. Book History, 24(1), 1–36.
McDonald, Edward. (2016). The “ideograph” and the 漢字 hànzì: A cross-cultural concept with two mutually invisible faces. Translation and Interpreting Studies, 13(2), 271–292. https://doi.org/10.1075/tis.00016.mcd
O'Neill, Timothy Michael. (2016). Ideography and Chinese language theory: A history (Welten Ostasiens - Worlds of East Asia - Mondes de l'Extrême Orient 26). Berlin: De Gruyter Mouton.
Pope, Maurice. (1975). The story of decipherment: From Egyptian hieroglyphics to Linear B. London: Thames & Hudson: New York: Charles Scribner's Sons. [1999, Revised edition, The story of decipherment: From Egyptian hieroglyphs to Maya script. London; New York: Thames & Hudson]
Schiefer, Lisa, & Pompino-Marschall, Bernd. (1996). Phonetische Transkription [Phonetic transcription]. 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. 1583–1591). Berlin; New York: De Gruyter.
Schmandt-Besserat, Denise. (1992). Before writing [Two volumes: Volume 1. From counting to cuneiform; Volume 2. A catalog of near eastern tokens]. Austin, TX: University of Texas Press.
Seargeant, Philip. (2019). The emoji revolution: How technology is shaping the future of communication. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108677387
Sproat, Richard. (2016). English among the writing systems of the world. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 27–40). Oxon: Routledge.
Wilkinson, G. S. (1993). Wide Range Achievement test – Revision 3 (WRAT-III). Wilmington, DE: Jastak Associates.Cited by33
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Berninger, Virginia W., Winn, William D., Stock, Patricia, Abbott, Robert D., Eschen, Kate, Lin, Shin-Ju (Cindy), Garcia, Noelia, Anderson-Youngstrom, Marci, Murphy, Heather, Lovitt, Dan, Trivedi, Pamala, Jones, Janine, Amtmann, Dagmar, & Nagy, William. (2008). Tier 3 specialized writing instruction for students with dyslexia [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 95–129. https://doi.org/10.1007/s11145-007-9066-x
Blair, Rebecca, & Savage, Robert. (2006). Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers. Reading and Writing, 19(9), 991–1016. https://doi.org/10.1007/s11145-006-9027-9
Cardoso-Martins, Cláudia, Peterson, Robin, Olson, Richard, & Pennington, Bruce. (2009). Component reading skills in Down Syndrome. Reading and Writing, 22(3), 277–292. https://doi.org/10.1007/s11145-007-9114-6
Cassar, Marie, Treiman, Rebecca, Moats, Louisa, Pollo Tatiana Cury, & Kessler, Brett. (2005). How do the spellings of children with dyslexia compare with those of nondyslexic children? Reading and Writing, 18(1), 27–49. https://doi.org/10.1007/s11145-004-2345-x
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Compton, Donald L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219–259.
Fletcher-Flinn, Claire M., Shankweiler, Donald, & Frost, Stephen J. (2004). Coordination of reading and spelling in early literacy development: An examination of the discrepancy hypothesis. Reading and Writing: An Interdisciplinary Journal, 17(6), 617–644.
Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
Gong, Zhiyu, & Levy, Betty Ann. (2009). Four year old children's acquisition of print knowledge during electronic storybook reading. Reading and Writing, 22(8), 889–905. https://doi.org/10.1007/s11145-008-9130-1
Goodman, Ilana, Libenson, Amanda, & Wade-Woolley, Lesly. (2010). Sensitivity to linguistic stress, phonological awareness and early reading ability in preschoolers. Journal of Research in Reading, 33(2), 113–127. https://doi.org/10.1111/j.1467-9817.2009.01423.x
Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Kessler, Brett. (2009). Statistical learning of conditional orthographic correspondences. Writing Systems Research, 1(1), 19–34. https://doi.org/10.1093/wsr/wsp004
Kroese, Judith M., Hynd, George W., Knight, Deborah F., Hiemenz, Jennifer R., & Hall, Josh. (2000). Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 105–131.
Lesaux, Nonie K., Lipka, Orly, & Siegel, Linda S. (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 99–131. https://doi.org/10.1007/s11145-005-4713-6
Lipka, Orly, & Siegel, Linda S. (2010). Early identification and intervention to prevent reading difficulties. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 205–219). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_15
Low, Pauline B., & Siegel, Linda S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 207–231.
MacArthur, Charles A., Konold, Timothy R., Glutting, Joseph J., & Alamprese, Judith A. (2012). Subgroups of adult basic education learners with different profiles of reading skills. Reading and Writing, 25(2), 587–609. https://doi.org/10.1007/s11145-010-9287-2
Martin-Chang, Sandra Lyn, & Levy, Betty Ann. (2006). Word reading fluency: A transfer appropriate processing account of fluency transfer. Reading and Writing, 19(5), 517–542. https://doi.org/101007/s11145-006-9007-0
Molfese, Victoria J., Beswick, Jennifer L., Jacobi-Vessels, Jill L., Armstrong, Natalie E., Culver, Brittany L., White, Jamie M., Ferguson, Melissa C., Rudasill, Kathleen Moritz, & Molfese, Dennis L. (2011). Evidence of alphabetic knowledge in writing: Connections to letter and word identification skills in preschool and kindergarten [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 133–150. https://doi.org/10.1007/s11145-010-9265-8
Olinghouse, Natalie G., & Leaird, Jacqueline T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing, 22(5), 545–565. https://doi.org/10.1007/s11145-008-9124-z
Penney, Catherine G., Drover, James R., Dyck, Carrie, & Squires, Amanda. (2006). Phoneme awareness is not a prerequisite for learning to read [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 115–133.
Puranik, Cynthia S., Lomdardino, Linda J., & Altmann, Lori J. (2007). Writing through retellings: An exploratory study of language-impaired and dyslexic populations. Reading and Writing, 20(3), 251–272. https://doi.org/10.1007/s11145-006-9030-1
Schwanenflugel, Paula J., Morris, Robin D., Kuhn, Melanie R., Strauss, Gregory P., & Sieczko, Jennifer M. (2008). The influence of reading unit size on the development of Stroop interference in early word decoding. Reading and Writing, 21(3), 177–203. https://doi.org/10.1007/s11145-007-9061-2
Skibbe, Lori E., Moody, Amelia J., Justice, Laura M., & McGinty, Anita S. (2010). Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment. Reading and Writing, 23(1), 53–71. https://doi.org/10.1007/s11145-008-9149-3
Terry, Nicole Patton. (2006). Relations between dialect variation, grammar, and early spelling skills. Reading and Writing, 19(9), 907–931. https://doi.org/10.1007/s11145-006-9023-0
Varnhagen, Connie K., McFall, G. Peggy, Pugh, Nicole, Routledge, Lisa, Sumida-MacDonald, Heather, & Kwong, Trudy E. (2010). lol: New language and spelling in instant messaging. Reading and Writing, 23(6), 719–733. https://doi.org/10.1007/s11145-009-9181-y
Walker, Joanne, & Hauerwas, Laura Boynton. (2006). Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs. Reading and Writing, 19(8), 819–843. https://doi.org/10.1007/s11145-006-9006-1
Walley, Amanda C., Metsala, Jamie L., & Garlock, Victoria M. (2003). Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 5–20. https://doi.org/10.1023/A:1021789804977
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Zadeh, Zohreh Yaghoub, Farnia, Fataneh, & Geva, Esther. (2012). Toward modeling reading comprehension and reading fluency in English language learners. Reading and Writing, 25(1), 163–187. https://doi.org/10.1007/s11145-010-9252-0
Wilks, I. (1968). The transmission of Islamic learning in the Western Sudan. In J. Goody (Ed.), Literacy in traditional societies (pp. 162–197). New York: Cambridge University Press.Cited by3
Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
Ong, Walter J. (1982). Orality and literacy. The technologizing of the word (New Accents). London; New York: Methuen. [1986, Oralità e scrittura. Le tecnologie della parola. Bologna: Il Mulino; 1987, Oralität und Literalität. Die Technologisierung des Wortes. Opladen; 2002, Second edition, London; New York: Routledge; 2012, 30th anniversary edition (with additional chapters by John Hartley), London; New York: Routledge]
Scribner, Sylvia, & Cole, Michael. (1981). The psychology of literacy. Cambridge, MA; London: Harvard University Press.
Will, Udo, Nottbusch, Guido, & Weingarten, Rüdiger. (2006). Linguistic units in word typing: Effects of word presentation modes and typing delay [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 153–176. https://doi.org/10.1075/wll.9.1.10wilCited by5
Lindgren, Eva, Knospe, Yvonne, & Sullivan, Kirk P. H. (2019). Researching writing with observational logging tools from 2006 to the present. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 1–29). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_002
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Nottbusch, Guido. (2010). Grammatical planning, execution, and control in written sentence production [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 777–801. https://doi.org/10.1007/s11145-009-9188-4
Sahel, Said, Nottbusch, Guido, Grimm, Angela, & Weingarten, Rüdiger. (2008). Written production of German compounds: Effects of lexical frequency and semantic transparency. Written Language & Literacy, 11(2), 211–227. https://doi.org/10.1075/wll.11.2.06sah
Vilageliu, Olga Soler, & Kandel, Sonia. (2012). A longitudinal study of handwriting skills in pre-schoolers: The acquisition of syllable oriented programming strategies. Reading and Writing, 25(1), 151–162. https://doi.org/10.1007/s11145-010-9251-1
Willcutt, Erik G, Betjemann, Rebecca S., Wadsworth, Sally J., Samuelsson, Stefan, Corley, Robin, DeFries, John C., Byrne, Brian, Pennington, Bruce F., & Olson, Richard K. (2007). Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 103–125. https://doi.org/10.1007/s11145-006-9020-3Cited by3
Deater-Deckard, Kirby, Mullineaux, Paula Y., Petrill, Stephen A., & Thompson, Lee A. (2009). Effortful control, surgency, and reading skills in middle childhood. Reading and Writing, 22(1), 107–116. https://doi.org/10.1007/s11145-007-9111-9
Olson, Richard K. (2007). Introduction to the special issue on genes, environment, and reading [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 1–11. https://doi.org/10.1007/s11145-006-9015-0
Samuelsson, Stefan, Olson, Richard, Wadsworth, Sally, Corley, Robin, DeFries, John C., Willcutt, Erik, Hulslander, Jacqueline, & Byrne, Brian. (2007). Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 51–75. https://doi.org/10.1007/s11145-006-9018-x
Willcutt, E. G., & Pennington, B. F. (2000). Psychiatric comorbidity in children and adolescents with reading disability. Journal of Child Psychology and Psychiatry, 41, 1039–1048.Cited by3
Low, Pauline B., & Siegel, Linda S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 207–231.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Willcutt, Erik G, Betjemann, Rebecca S., Wadsworth, Sally J., Samuelsson, Stefan, Corley, Robin, DeFries, John C., Byrne, Brian, Pennington, Bruce F., & Olson, Richard K. (2007). Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 103–125. https://doi.org/10.1007/s11145-006-9020-3
Willen, Bruce, & Strals, Nolen. (2009). Lettering & type: Creating letters and designing typefaces. New York: Princeton Architectural Press.Cited by3
Cullen, Kristin. (2012). Design elements, typography fundamentals: A graphic style manual for understanding how typography affects design. Beverly, MA: Rockport Publishers.
Garfield, Simon. (2010). Just my type: A book about fonts. London: Profile Books.
Haley, Allan, Poulin, Richard, Tselentis, Jason, Seddon, Tony, Leonidas, Gerry, Saltz, & Ina, Henderson, Kathryn, with Alterman, Tyler. (2012). Typography, referenced: A comprehensive visual guide to the language, history, and practice of typography. Beverly, MA: Rockport Publishers.
Williams, Clay, & Bever, Thomas. (2010). Chinese character decoding: A semantic bias? Reading and Writing, 23(5), 589–605. https://doi.org/10.1007/s11145-010-9228-0Cited by2
Lü, Chan, Koda, Keiko, Zhang, Dongbu, & Zhang, Yanhui. (2015). Effects of semantic radical properties on character meaning extraction and inference among learners of Chinese as a foreign language [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 169–185. https://doi.org/10.1080/17586801.2014.955076
Myers, James. (2019). The grammar of Chinese characters: Productive knowledge of formal patterns in an orthograhic system (Routledge Studies in East Asian Linguistics). London; New York: Routledge.
Williams, David. (1986). The microcomputer revolution in reading. In Asher Cashdan (Ed.), Literacy: Teaching and learning language skills (pp. 145–161). Oxford: Basil Blackwell.
Williams, Henrik. (2004). Reasons for runes. In Stephen D. Houston (Ed.), The first writing: Script invention as history and process (pp. 262–273). Cambridge: Cambridge University Press.Cited by2
Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
Williams, J. N. (1996). Is automatic priming semantic? European Journal of Cognitive Psychology, 8, 113–161.Cited by4
Balota, David A., Yap, Melvin J., Hutchinson, Keith A., & Cortese, Michael J. (2012). Megastudies: What do millions (or so) of trials tell us about lexical processing. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 90–115). London: Psychology Press.
Jones, Lara L., & Estes, Zachary. (2012). Lexical priming: Associative, semantic, and thematic influences on word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 44–72). London: Psychology Press.
Peressotti, Francesca, & Job, Remo. (2003). Reading aloud: Dissociating the semantic pathway from the non-semantic pathway of the lexical route. Reading and Writing: An Interdisciplinary Journal, 16(3), 179–194.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Williams, J. P. (1980). Teaching decoding with an emphasis on phoneme analysis and phoneme blending. Journal of Educational Psychology, 72, 1–15.Cited by12
Bentin, Shlomo. (1992). Phonological awareness, reading, and reading acquisition: A survey and appraisal of current knowledge. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 193–210). Amsterdam; London; New York; Tokyo: North-Holland.
Blachman, Benita A., Tangel, Darlene M., Ball, Eileen Wynne, Black, Rochella, & McGraw, Colleen K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11(3), 239–273. https://doi.org/10.1023/A:1008050403932
Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Johnston, Rhona S., & Watson, Joyce E. (2004). Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing: An Interdisciplinary Journal, 17(4), 327–357.
Johnston, Rhona S., & Watson, Joyce E. (2006). The effectiveness of synthetic phonics teaching in developing reading and spelling skills in English-speaking boys and girls. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 679–691). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Kandhadai, Padmapriya, & Sproat, Richard. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2(2), 105–116. https://doi.org/10.1093/wsr/wsq009
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
O'Connor, Rollanda E., & Padeliadu, Susana. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 159–182.
Piasta, Shayne B., Purpura, David J., & Wagner, Richard K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6), 607–626. https://doi.org/10.1007/s11145-009-9174-x
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Wesseling, Ralph, & Reitsma, Pieter. (2000). The transient role of explicit phonological recoding for reading acquisition. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 313–336.
Williams, Joanna P. (1997). Scientific Studies of Reading: A new journal. Scientific Studies of Reading, 1(1), 1–2. https://doi.org/10.1207/s1532799xssr0101_1
Williams, Mark A. (2013). Biblical register and a counsel of despair: Two late Cornish versions of Genesis 1. In Esther-Miriam Wagner, Ben Outhwaite, & Bettina Beinhoff (Eds.), Scribes as agents of language change (Studies in Language Change 10) (pp. 21–37). Boston; Berlin: De Gruyter.
Williams, Ronald J. (1972). Scribal training in ancient Egypt. Journal of the American Oriental Society, 92, 214–221.Cited by8
Davies, W. V. (1987). Egyptian hieroglyphs (Reading the past). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1990, In J. T. Hooker (Ed.), Reading the past: Ancient writing from cuneiform to the alphabet (pp. 75–135). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]
Houston, Stephen D. (2008). The small deaths of Maya writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 231–252). London: Equinox Publishing.
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Koller, Aaron. (2018). The diffusion of the alphabet in the second millennium BCE: On the movements of scribal ideas from Egypt to the Levant, Mesopotamia, and Yemen. Journal of Ancient Egyptian Interconnections, 20, 1–14.
Meltzer, Edmund S. (1980). Remarks on ancient Egyptian writing with emphasis on its mnemonic aspects. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma, (Eds.), Processing of visible language: Volume 2 (pp. 43–66). New York; London: Plenum Press.
Meltzer, Edmund S. (1994). Hieratic is beautiful: Ancient Egyptian calligraphy revisited. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 293–301). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Schniedewind, William M. (2019). The finger of the scribe: How scribes learned to write the Bible. Oxford: Oxford University Press.
Sirat, Colette. (1988). The material conditions of the lateralization of the ductus. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 173–201). Berlin; Heidelberg: Springer.
Willinsky, John. (1990). The new literacy: Redefining reading and writing in the schools. London: Routledge.Cited by6
Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
Dobson, Teresa M., & Willinsky, John. (2009). Digital literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 286–312). Cambridge: Cambridge University Press.
Graff, Harvey J. (1987a). The labyrinths of literacy: Reflections on literacy past and present. London: The Falmer Press. [1995, Revised and expanded edition, (Pittsburgh Series in Composition, Literacy, and Culture), Pittsburgh, PA; London: University of Pittsburgh Press]
Olson, David R., & Torrance, Nancy. (2009). Preface. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. xiii-xxi). Cambridge: Cambridge University Press.
Sawyer, R. Keith. (2002). [Book review: Jack Goody, (2000), The power of the written tradition]. Written Language & Literacy, 5(1), 127–131.
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Willows, D. M. (1974). Reading between the lines: Selective attention in good and poor readers. Child Development, 45, 408–415.Cited by4
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Levy-Schoen, Ariane, & O'Regan, Kevin. (1979). The control of eye movements in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 New York; London: Plenum Press.
McConkie, George W., & Zola, David. (1981). Language constraints and the functional stimulus in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 155–175). Hillsdale, NJ: Lawrence Erlbaum Associates.
Willows, D. M., Kruk, R. S., & Corcos, E. (Eds.). (1993). Visual processes in reading and reading disabilites. Hillsdale, NJ: Lawrence Erlbaum Associates.Cited by5
McBride-Chang, Catherine, Chow, Bonnie W.-Y., Zhong, Yiping, Burgress, Stephen, & Hayward, William G. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing, 18(2), 99–128. https://doi.org/10.1007/s11145-004-7343-5
Meyler, Ann, & Breznitz, Zvia. (1998). Developmental associations between verbal and visual short-term memory and the acquisition of decoding skill. Reading and Writing: An Interdisciplinary Journal, 10(6), 519–540.
Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Valdois, Sylviane, Bosse, Marie-Line, Ans, B., Carbonnel, S., Zorman, Michel, David, D., & Pellat, Jacques. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16(6), 541–572.
Willows, D. M., & MacKinnon, G. E. (1973). Selective reading: Attention to the “unattended” lines. Canadian Journal of Psychology, 27(3), 292–304.Cited by5
Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
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]
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Willows, D. M., & Ryan, E. B. (1986). The development of grammatical sensitivity and its relation to early reading achievement. Reading Research Quarterly, 21, 253–266.Cited by9
Cormier, Pierre, & Kelson, Suzanne. (2000). The roles of phonological and syntactic awareness in the use of plural morphemes among children in French immersion [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 267–293.
Leikin, Mark, & Assayag-Bouskila, Orit. (2004). Expression of syntactic complexity in sentence comprehension: A comparison between dyslexic and regular readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 801–821.
Lesaux, Nonie K., Lipka, Orly, & Siegel, Linda S. (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 99–131. https://doi.org/10.1007/s11145-005-4713-6
Low, Pauline B., & Siegel, Linda S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 207–231.
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Rego, Lucia Lins Browne. (1999). Phonological awareness, syntactic awareness and learning to read and spell in Brazilian Portuguese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 51–70). Cambridge: Cambridge University Press.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Willson, Victor L., & Rupley, William H. (1997). A structural equation model for reading comprehension based on background, phonemic, and strategy knowledge. Scientific Studies of Reading, 1(1), 45–63. https://doi.org/10.1207/s1532799xssr0101_3Cited by3
Floyd, Randy G., Bergeron, Renee, & Alfonso, Vincent C. (2006). Cattell-Horn-Carroll cognitive ability profiles of poor comprehenders. Reading and Writing, 19(5), 427–456. https://doi.org/10.1007/s11145-006-9002-5
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
Oakhill, Jane V., Berenhaus, Molly S., & Cain, Kate. (2015). Children's reading comprehension and comprehension difficulties. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 344–360). New York: Oxford University Press.
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14(1), 1–33. https://doi.org/10.1017/S0142716400010122Cited by55
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Bar-Kochva, Irit, Khateb, Asaid, & Joshi, R. Malatesha. (2016). Introduction. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 1–7). Springer. https://doi.org/10.1007/978-3-319-30478-6_1
Breznitz, Zvia. (2004). Introduction on regular and impaired reading in semitic languages [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 645–649.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
Caravolas, Markéta. (2017). Learning to read Czech and Slovak. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 371–392). Cambridge: Cambridge University Press.
Caravolas, Markéta, Mikulajová, Marína, & Kuchaská, Anna. (2019). Developmental dyslexia in Czech and Slovak. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 96–117). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.005
Carver, Ronald P. (1997). Reading for one second, one minute, or one year from the perspective of rauding theory. Scientific Studies of Reading, 1(1), 3–43. https://doi.org/10.1207/s1532799xssr0101_2
Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Cossu, Giuseppe. (1999a). The acquisition of Italian orthography. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 10–33). Cambridge: Cambridge University Press.
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Davies, Robert A. I., & Cuetos, Fernando. (2010). Reading acquisition and dyslexia in Spanish. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 155–180). Hove; New York. Psychology Press.
Elbeheri, Gad, & Everatt, John. (2007). Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic. Reading and Writing, 20(3), 273–294. https://doi.org/10.1007/s11145-006-9031-0
Everatt, John, Ocampo, Dina, Veii, Kazuvire, Nenopoulou, Styliani, Smythe, Ian, al Mannai, Haya, & Elbeheri, Gad. (2010). Dyslexia in biscriptal readers. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 221–245). Hove; New York. Psychology Press.
Fern-Pollak, Liory, & Masterson, Jackie. (2016). Dyslexia and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 223–233). Oxon: Routledge.
Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
González, Juan E. Jiménez. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9(1), 23–40.
Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
Hintikka, Sini, Aro, Mikko, & Lyytinen, Heikki. (2005). Computerized training of the correspondences between phonological and orthographic units [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 155–178.
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Laasonen, Marja, Service, Elisabet, Lipsanen, Jari, & Virsu, Veijo. (2012). Adult developmental dyslexia in a shallow orthography: Are there subgroups? Reading and Writing, 25(1), 71–108. https://doi.org/10.1007/s11145-010-9248-9
Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Müller, Kurt, & Brady, Susan. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 757–799.
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
Niolaki, Georgia Z., Terzopoulos, Aris R., & Masterson, Jackie. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230–256. https://doi.org/10.1080/17586801.2014.893862
Noack, Christina. (2010). Orthographie als Leserinstruktion: Die Leistung schriftsprachlicher Strukturen für den Dekodierprozess. In Ursula Bredel, Astrid Müller, & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 151–170). Berlin; New York: Walter de Gruyter.
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Ramirez, Gloria, Chen, Xi, Geva, Esther, & Kiefer, Heidi. (2010). Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 337–358. https://doi.org/10.1007/s11145-009-9203-9
Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Saiegh-Haddad, 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
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, & 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.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprenger-Charolles, Liliane, & Béchennec, Danielle. (2004). Variability and invariance in learning alphabetic orthographies: From linguistic description to psycholinguistic processing [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 9–33.
Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Sucena, Ana, Castro, São Luís, & Seymour, Philip. (2009). Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 791–810. https://doi.org/10.1007/s11145-008-9156-4
Taouk, Miriam, & Coltheart, Max. (2004). The cognitive processes involved in learning to read in Arabic [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 27–57. https://doi.org/10.1023/B:READ.0000013831.91795.ec
Torgesen, Joseph K., Wagner, Richard K., Rashotte, Carol A., Burgess, Stephen, & Hecht, Stephen. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. https://doi.org/10.1207/s1532799xssr0102_4
Uppstad, Per Henning, Solheim, Oddny Judith, & Skaftun , Atle. (2020). The reading – writing connection in assessment of reading comprehension. Exploring the role of a communicative aspect of writing. 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. 243–262). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_16
Valdois, Sylviane, Bosse, Marie-Line, Ans, B., Carbonnel, S., Zorman, Michel, David, D., & Pellat, Jacques. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16(6), 541–572.
Wimmer, Heinz, Landerl, Karin, & Frith, Uta. (1999). Learning to read German: normal and impaired acquisition. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 34–50). Cambridge: Cambridge University Press.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Zoccolotti, Pierluigi, De Luca, Maria, Di Filippo, Gloria, Judica, Anna, & Martelli, Marialuisa. (2009). Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22(9), 1053–1079. https://doi.org/10.1007/s11145-008-9144-8
Wimmer, H. (1996a). The early manifestation of developmental dyslexia: Evidence from German children. Reading and Writing: An Interdisciplinary Journal, 8, 171–188.Cited by10
Cardoso-Martins, Claudia. (2006). Beginning reading acquisition in Brazilian Portuguese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 171–187). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Hart, Lesley, & Perfetti, Charles. (2008). Learning words in Zekkish: Implications for understanding lexical representation. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 107–128). New York; London. Lawrence Erlbaum Associates.
Landerl, Karin. (2006). Reading acquisition in different orthographies: Evidence from direct comparisons. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 513–530). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Marinelli, Chiara Valeria, Angelelli, Paola, Notarnicola, Alessandra, & Luzzatti, Claudio. (2009). Do Italian dyslexic children use the lexical reading route efficiently? An orthographic judgment task. Reading and Writing, 22(3), 333–351. https://doi.org/10.1007/s11145-008-9118-x
Messbauer, Vera C. S., & de Jong, Peter F. (2006). Effects of visual and phonological distinctness on visual-verbal paired associate learning in Dutch dyslexic and normal readers. Reading and Writing, 19(4), 393–426. https://doi.org/10.1007/s11145-005-5121-7
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Wimmer, Heinz, Landerl, Karin, & Frith, Uta. (1999). Learning to read German: normal and impaired acquisition. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 34–50). Cambridge: Cambridge University Press.
Wimmer, H. (1996b). The nonword reading deficit in developmental dyslexia: Evidence from children learning to read German. Journal of Experimental Child Psychology, 61(1), 80–90. https://doi.org/10.1006/jecp.1996.0004Cited by19
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
Caravolas, Markéta. (2017). Learning to read Czech and Slovak. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 371–392). Cambridge: Cambridge University Press.
Eme, Elsa, & Golder, Caroline. (2005). Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way? Reading and Writing, 18(2), 157–188. https://doi.org/10.1007/s11145-004-6409-8
Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
Goswami, Usha. (2010). A psycholinguistic grain size view of reading acquisition across languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 23–42). Hove; New York. Psychology Press.
Grigorenko, Elena L., Naples, Adam, Chang, Joseph, Romano, Christina, Ngorosho, Damaris, Kungulilo, Selemani, Jukes, Matthew, & Bundy, Donald. (2007). Back to Africa: Tracing dyslexia genes in east Africa [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 27–49. https://doi.org/10.1007/s11145-006-9017-y
Gupta, Ashum. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 79–99. https://doi.org/10.1023/B:READ.0000013823.56357.8b
Kim, Jeesun, & Davis, Chris. (2006). Literacy acquisition in Korean hangul: Investigating the perceptual and phonological processing of good and poor readers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 377–386). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
Müller, Kurt, & Brady, Susan. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 757–799.
Nergård-Nilssen, T. (2006). Word-decoding deficits in Norwegian: The impact of psycholinguistic marker effects. Reading and Writing, 19(3), 265–290. https://doi.org/10.1007/s11145-005-5468-9
Noack, Christina. (2009). Can secondary pupils train decoding skills?: An empirical study on phonological reading errors. Written Language & Literacy, 12(1), 97–115. https://doi.org/10.1075/wll.12.1.05noa
Pandey, Pramod. (2014). Akshara-to-sound rules for Hindi [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 54–72. https://doi.org/10.1080/17586801.2013.855622
Sadeghi, Amir, Everatt, John, & McNeill, Brigid. (2016). A simple model of Persian reading. Writing Systems Research, 8(1), 44–63. https://doi.org/10.1080/17586801.2014.1003768
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprenger-Charolles, Liliane, & Béchennec, Danielle. (2004). Variability and invariance in learning alphabetic orthographies: From linguistic description to psycholinguistic processing [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 9–33.
Sucena, Ana, Castro, São Luís, & Seymour, Philip. (2009). Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 791–810. https://doi.org/10.1007/s11145-008-9156-4
Wimmer, Heinz, Landerl, Karin, & Frith, Uta. (1999). Learning to read German: normal and impaired acquisition. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 34–50). Cambridge: Cambridge University Press.
Wimmer, Heinz, & Frith, Uta. (1997). Reading difficulties among English and German children: Same cause - different manifestation. In Clotilde Pontecorvo (Ed.), Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6) (pp. 259–271). Amsterdam; Philadelpha: John Benjamins.
Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: word recognition in English and German children. Cognition, 51(1), 91–103. https://doi.org/10.1016/0010-0277(94)90010-8Cited by62
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Barca, Laura, Ellis, Andrew W., & Burani, Cristina. (2007). Context-sensitive rules and word naming in Italian children. Reading and Writing, 20(5), 495–509. https://doi.org/10.1007/s11145-006-9040-z
Beyermann, Sandra. (2013). Orthographic cues to word stress in German: Word endings and number of final consonant letters. Written Language & Literacy, 16(1), 32–59. https://doi.org/10.1075/wll.16.1.02bey
Bodé, Sylvie, Serres, Joyce, & Ugen, Sonja. (2009). Similarities and differences of Luxembourgish and Romanophone 12 year olds' spelling strategies in German and in French. Written Language & Literacy, 12(1), 82–96. https://doi.org/10.1075/wll.12.1.04bod
Bolger, Patrick, Borgwaldt, Susanne R., & Jakab, Emőke. (2009). Letter and grapheme perception in English and Dutch. Written Language & Literacy, 12(1), 116–139. https://doi.org/10.1075/wll.12.1.06bol
Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
Candan, Ecehan, Babür, Nalan, Haznedar, Belma, & Erçetin , Gülcan. (2020). Reading and spelling skills in transparent orthographies: Phonological encoding and rapid automatized naming in Turkish. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 185–201). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_12
Caravolas, Marketa. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–511). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
Conrad, Markus, & Jacobs, Arthur M. (2004). Replicating syllable frequency effects in Spanish in German: One more challenge to computational models of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 369–390. https://doi.org/10.1080/01690960344000224 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 44–64). Hove: Psychological Press]
Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
Ellis, Nick C., Miwa, Natsume, Stavropoulou, Katerina, Hoxhallari, Lorenc, Van Daal, Victor H.P., Polyzoe, Nicoletta, Tsipa, Maria-Louisa, & Petalas, Michalis. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438–468. https://doi.org/10.1598/RRQ.39.4.5
Eme, Elsa, & Golder, Caroline. (2005). Word-reading and word-spelling styles of French beginners: Do all children learn to read and spell in the same way? Reading and Writing, 18(2), 157–188. https://doi.org/10.1007/s11145-004-6409-8
Farran, Lama K., Bingham, Gary E., & Matthews, Mona W. (2014). Environmental contributions to language and literacy outcomes in bilingual English-Arabic children in the U.S. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 351–379). Dordrecht: Springer.
Fernandes, Sandra, Ventura, Paulo, Querido, Luís, & Morais, José (2008). Reading and spelling acquisition in European Portuguese: A preliminary study. Reading and Writing, 21(8), 805–821. https://doi.org/10.1007/s11145-007-9093-7
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
Goswami, Usha. (2006). Orthography, phonology, and reading development: A cross-linguistics perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 463–480). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
Gupta, Ashum. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 79–99. https://doi.org/10.1023/B:READ.0000013823.56357.8b
Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
Hagtvet, Bente E., Helland, Turid, & Lyster, Solveig-Alma H. (2006). Literacy acquisition in Norwegian. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 15–29). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Hanley, J. Richard. (2010). Differences in reading ability between children attending Welsh- and English-speaking primary schools in Wales. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 87–107). Hove; New York. Psychology Press.
Johnston, Rhona S., & Watson, Joyce E. (2004). Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing: An Interdisciplinary Journal, 17(4), 327–357.
Karanth, Prathibha. (2006). The Kagunita of Kannada - Learning to read and write an Indian alphasyllabary. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 389–404). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Karanth, Prathibha, Mathew, Anu, & Kurien, Priya. (2004). Orthography and reading speed: Data from native readers of Kannada [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 101–120.
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
Kurvers, Jeanne. (2015). Emerging literacy in adult second-language learners: A synthesis of research findings in the Netherlands [Special issue: Adolescents and adults who develop literacy for the first time in L2, edited by Martha Young-Scholten]. Writing Systems Research, 7(1), 58–78. https://doi.org/10.1080/17586801.2014.943149
Landerl, Karin. (2006). Reading acquisition in different orthographies: Evidence from direct comparisons. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 513–530). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Lau, Lily H.-S., & Rickard Liow, Susan J. (2005). Phonological awareness and spelling skill development in bilingual biscriptal children. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (357–371). Clevedon; Buffalo; Toronto: Multilingual Matters.
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
Lyster, Solveig-Alma Halaas. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 261–294. https://doi.org/10.1023/A:1015272516220
Mann, Virginia, & Wimmer, Heinz. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 653–682.
Mayer, Peter, Crowley, Kevin, & Kaminska, Zofia. (2007). Reading and spelling processes in Welsh–English bilinguals: Differential effects of concurrent vocalisation tasks. Reading and Writing, 20(7), 671–690. https://doi.org/10.1007/s11145-006-9044-8
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
Mohamed, Wessam, Elbert, Thomas, & Landerl, Karin. (2011). The development of reading and spelling abilities in the first 3 years of learning Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1043–1060. https://doi.org/10.1007/s11145-010-9249-8
Näsland, Jan Carol. (1999). Phonemic and graphemic consistency: Effects on decoding for German and American children. Reading and Writing: An Interdisciplinary Journal, 11(2), 129–152.
Noack, Christina. (2009). Can secondary pupils train decoding skills?: An empirical study on phonological reading errors. Written Language & Literacy, 12(1), 97–115. https://doi.org/10.1075/wll.12.1.05noa
Noack, Christina. (2010). Orthographie als Leserinstruktion: Die Leistung schriftsprachlicher Strukturen für den Dekodierprozess. In Ursula Bredel, Astrid Müller, & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 151–170). Berlin; New York: Walter de Gruyter.
Pandey, Pramod. (2014). Akshara-to-sound rules for Hindi [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 54–72. https://doi.org/10.1080/17586801.2013.855622
Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Rahbari, Noriyeh, Sénéchal, Monique, & Arab-Moghaddam, Narges. (2007). The role of orthographic and phonological processing skills in the reading and spelling of monolingual Persian children. Reading and Writing, 20(5), 511–533. https://doi.org/10.1007/s11145-006-9042-x
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Rickard Liow, Susan. (1999). Reading skill development in bilingual Singaporean children. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 196–213). Cambridge: Cambridge University Press.
Rickard Liow, Susan J., & Lee, Lay Choo. (2004). Metalinguistic awareness and semi-syllabic scripts: Children's spelling errors in Malay [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 7–26.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Schwartz, Mila, Geva, Esther, Share, David L., & Leikin, Mark. (2007). Learning to read in English as third language: The cross-linguistic transfer of phonological processing skills. Written Language & Literacy, 10(1), 25–52.
Schwartz, Mila, Leikin, Mark, & Share, David L. (2005). Bi-literate bilingualism versus mono-literate bilingualism: A longitudinal study of reading acquisition in Hebrew (L2) among Russian-speaking (L1) children [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 179–206.
Seymour, Philip H. K. (2006). Theoretical framework for beginning reading in different orthographies. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 441–462). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Seymour, Philip H. K. (2008). Continuity and discontinuity in the development of single-word reading: Theoretical speculations. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 1–24). New York; London. Lawrence Erlbaum Associates.
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprenger-Charolles, Liliane, & Béchennec, Danielle. (2004). Variability and invariance in learning alphabetic orthographies: From linguistic description to psycholinguistic processing [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 9–33.
Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
Steenbeek-Planting, Esther G., van Bon, Wim H. J., & Schreuder, Robert. (2017). Instability of word reading errors of typical and poor readers. Written Language & Literacy, 20(2), 147–169. https://doi.org/10.1075/wll.00002.ste
Wesseling, Ralph, & Reitsma, Pieter. (2000). The transient role of explicit phonological recoding for reading acquisition. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 313–336.
Wimmer, Heinz, Landerl, Karin, & Frith, Uta. (1999). Learning to read German: normal and impaired acquisition. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 34–50). Cambridge: Cambridge University Press.
Winskel, Heather. (2009). Reading in Thai: The case of misaligned vowels. Reading and Writing, 22(1), 1–24. https://doi.org/10.1007/s11145-007-9100-z
Winskel, Heather, & Iemwanthong, Kanyarat. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021–1053. https://doi.org/10.1007/s11145-009-9194-6
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Wimmer, H., & Hummer, P. (1990). How German-speaking first graders read and spell: Doubts on the importance of the logographic stage. Applied Psycholinguistics, 11(4), 349–368. https://doi.org/10.1017/S0142716400009620Cited by39
Aidinis, Athanasios, & Nunes, Terezinha. (2001). The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 145–177.
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Bastien-Toniazzo, Mireille, & Jullien, Sandrine. (2001). Nature and importance of the logographic phase in learning to read. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 119–143.
Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
Cardoso-Martins, Claudia. (2006). Beginning reading acquisition in Brazilian Portuguese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 171–187). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Cardoso-Martins, Cláudia, & Frith, Uta. (2001). Can individuals with Down syndrome acquire alphabetic literacy skills in the absence of phoneme awareness? Reading and Writing: An Interdisciplinary Journal, 14(3/4), 361–375.
Cardoso-Martins, Cláudia, Resenda, Selmara Mamede, & Rodrigues, Larissa Assunção. (2002). Letter name knowledge and the ability to learn to read by processing letter–phoneme relations in words: Evidence from Brazilian Portuguese-speaking children. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 409–432.
Connelly, Vincent, Johnston, Rhona, & Thompson, G. Brian. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 423–457.
Deacon, S. Hélène, Desrochers, Alain, & Levesque, Kyle. (2017). Learning to read French. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 243–269). Cambridge: Cambridge University Press.
Ehri, Linnea C. (2015). How children learn to read words. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 293–310). New York: Oxford University Press.
Ellis, Nick C., Miwa, Natsume, Stavropoulou, Katerina, Hoxhallari, Lorenc, Van Daal, Victor H.P., Polyzoe, Nicoletta, Tsipa, Maria-Louisa, & Petalas, Michalis. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438–468. https://doi.org/10.1598/RRQ.39.4.5
Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
Goswami, Usha. (2006). Orthography, phonology, and reading development: A cross-linguistics perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 463–480). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Hanley, J. Richard. (2010). Differences in reading ability between children attending Welsh- and English-speaking primary schools in Wales. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 87–107). Hove; New York. Psychology Press.
Jiménez, Juan E., García, Eduardo, Naranjo, Francisco, de León, Sara C., & Hernández-Cabrera, Juan A. (2020). An analysis and comparison of three theoretical models of the reading-writing relationships in Spanish-speaking children. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 35–53). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_3
Karanth, Prathibha. (2006). The Kagunita of Kannada - Learning to read and write an Indian alphasyllabary. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 389–404). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Karanth, Prathibha, Mathew, Anu, & Kurien, Priya. (2004). Orthography and reading speed: Data from native readers of Kannada [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 101–120.
Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Mann, Virginia, & Wimmer, Heinz. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 653–682.
Müller, Kurt, & Brady, Susan. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 757–799.
Näsland, Jan Carol. (1999). Phonemic and graphemic consistency: Effects on decoding for German and American children. Reading and Writing: An Interdisciplinary Journal, 11(2), 129–152.
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.
Porpodas, Costas D. (2006). Literacy acquisition in Greek: Research review of the role of phonological and cognitive factors. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 189–199). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Rahbari, Noriyeh, Sénéchal, Monique, & Arab-Moghaddam, Narges. (2007). The role of orthographic and phonological processing skills in the reading and spelling of monolingual Persian children. Reading and Writing, 20(5), 511–533. https://doi.org/10.1007/s11145-006-9042-x
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Rickard Liow, Susan J., & Lee, Lay Choo. (2004). Metalinguistic awareness and semi-syllabic scripts: Children's spelling errors in Malay [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 7–26.
Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
Share, David L. (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. (2020). Extricating reading science from entrenched anglocentricism, eurocentricism, and alphabetism and embracing global diversity: A personal journey. International Journal for Research in Learning Disabilities, 4(2), 3–14. https://doi.org/10.28987/ijrld.4.2.3
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprenger-Charolles, Liliane, & Béchennec, Danielle. (2004). Variability and invariance in learning alphabetic orthographies: From linguistic description to psycholinguistic processing [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 9–33.
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Wade-Woolley, Lesly, & Geva, Esther. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 295–311. https://doi.org/10.1207/S1532799XSSR0404_3
Winskel, Heather. (2009). Reading in Thai: The case of misaligned vowels. Reading and Writing, 22(1), 1–24. https://doi.org/10.1007/s11145-007-9100-z
Winskel, Heather, & Iemwanthong, Kanyarat. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021–1053. https://doi.org/10.1007/s11145-009-9194-6
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Zoccolotti, Pierluigi, De Luca, Maria, Di Filippo, Gloria, Judica, Anna, & Martelli, Marialuisa. (2009). Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22(9), 1053–1079. https://doi.org/10.1007/s11145-008-9144-8
Wimmer, H., & Landerl, K. (1997). How learning to spell German differs from learning to spell English. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 81–96). Mahwah, NJ: Lawrence-Erlbaum Associates.Cited by18
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Caravolas, Marketa. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–511). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Caravolas, Markéta. (2017). Learning to read Czech and Slovak. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 371–392). Cambridge: Cambridge University Press.
Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
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
Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19(8), 873–905. https://doi.org/10.1007/s11145-006-9014-1
Juul, Holger, & Elbro, Carsten. (2004). The links between grammar and spelling: A cognitive hurdle in deep orthographies? Reading and Writing: An Interdisciplinary Journal, 17(9), 915–942.
Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
Müller, Kurt, & Brady, Susan. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 757–799.
Noack, Christina. (2009). Can secondary pupils train decoding skills?: An empirical study on phonological reading errors. Written Language & Literacy, 12(1), 97–115. https://doi.org/10.1075/wll.12.1.05noa
Pollo, Tatiana Cury, Treiman, Rebecca, & Kessler, Brett. (2008). Three perspectives on spelling development. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 175–189). New York; London. Lawrence Erlbaum Associates.
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
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
Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.
Wimmer, Heinz, Landerl, Karin, & Frith, Uta. (1999). Learning to read German: normal and impaired acquisition. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 34–50). Cambridge: Cambridge University Press.Cited by7
Bodé, Sylvie, Serres, Joyce, & Ugen, Sonja. (2009). Similarities and differences of Luxembourgish and Romanophone 12 year olds' spelling strategies in German and in French. Written Language & Literacy, 12(1), 82–96. https://doi.org/10.1075/wll.12.1.04bod
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
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Share, David L., & Shalev, Carmit. (2004). Self-teaching in normal and disabled readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 769–800.
Venezky, Richard L. (2004). In search of the perfect orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 139–163. https://doi.org/10.1075/wll.7.2.02ven
Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40(3), 219–249. https://doi.org/10.1016/0010-0277(91)90026-ZCited by29
Allaith, Zainab A., & Joshi, R. Malatesha. (2011). Spelling performance of English consonants among students whose first language is Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1089–1110. https://doi.org/10.1007/s11145-010-9294-3
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Boudreau, Donna. (2002). Literacy skills in children and adolescents with Down syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 497–525.
Burgess, Stephen R. (2002). The influence of speech perception, oral language ability, the home literacy environment, and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 709–737.
Caravolas, Marketa. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–511). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
Cupples, Linda, & Iacono, Teresa. (2002). The efficacy of ‘whole word’ versus ‘analytic’ reading instruction for children with Down syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 549–574.
Durgunoğlu, Aydin Yücesan, & Öney, Banu. (1999). A cross-linguistic comparison of phonological awareness and word recognition [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 281–299.
Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
Goswami, Usha. (1999c). The relationship between phonological awareness and orthographic representation in different orthographies. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 134–156). Cambridge: Cambridge University Press.
Goswami, Usha. (2006). Orthography, phonology, and reading development: A cross-linguistics perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 463–480). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Goswami, Usha. (2008). Phonological representations for reading acquisition across languages. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 65–84). New York; London. Lawrence Erlbaum Associates.
Goswami, Usha. (2010). A psycholinguistic grain size view of reading acquisition across languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 23–42). Hove; New York. Psychology Press.
Hanley, J. Richard, Tzeng, Ovid, & Huang, H.-S. (1999). Learning to read Chinese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 173–195). Cambridge: Cambridge University Press.
Harris, Margaret, & Gianouli, Vicky. (1999). Learning to read and spell in Greek: the importance of letter knowledge and morphological awareness. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 51–70). Cambridge: Cambridge University Press.
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Mäki, Hanna S., Voeten, Marinus J. M., Vauras, Marja M. S., & Poskiparta, Elisa H. (2001). Predicting writing skill development with word recognition and preschool readiness skills. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 643–672.
Mann, Virginia, & Wimmer, Heinz. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 653–682.
Porpodas, Costas D. (2006). Literacy acquisition in Greek: Research review of the role of phonological and cognitive factors. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 189–199). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sproat, Richard, & Gutkin, Alexander. (2021). The taxonomy of writing systems: How to measure how logographic a system is. Computational Linguistics, 47(3), 477–528. https://doi.org/10.1162/coli_a_00409
Valdois, Sylviane, Bosse, Marie-Line, Ans, B., Carbonnel, S., Zorman, Michel, David, D., & Pellat, Jacques. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16(6), 541–572.
Wimmer, H., Landerl, K., & Schneider, W. (1994). The role of rhyme awareness in learning to read a regular orthography. British Journal of Developmental Psychology, 12, 469–84.Cited by11
Aidinis, Athanasios, & Nunes, Terezinha. (2001). The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 145–177.
Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
Goswami, Usha. (1999c). The relationship between phonological awareness and orthographic representation in different orthographies. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 134–156). Cambridge: Cambridge University Press.
Goswami, Usha. (2006). Orthography, phonology, and reading development: A cross-linguistics perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 463–480). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Goswami, Usha. (2008). Phonological representations for reading acquisition across languages. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 65–84). New York; London. Lawrence Erlbaum Associates.
Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
Goswami, Usha. (2010). A psycholinguistic grain size view of reading acquisition across languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 23–42). Hove; New York. Psychology Press.
Harris, Margaret, & Gianouli, Vicky. (1999). Learning to read and spell in Greek: the importance of letter knowledge and morphological awareness. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 51–70). Cambridge: Cambridge University Press.
Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Müller, Kurt, & Brady, Susan. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 757–799.
Wimmer, H., & Mayringer, H. (2001). Is the reading-rate problem of German children caused by slow visual processes? In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 93–102). Timonium, MD: York Press.Cited by6
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
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]
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Wimmer, H., & Mayringer, H. (2002). Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. Journal ofEducational Psychology, 94(2), 272–277.Cited by18
Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
Albuquerque, Cristina P. (2012). Rapid naming contributions to reading and writing acquisition of European Portuguese. Reading and Writing, 25(4), 775–797. https://doi.org/10.1007/s11145-011-9299-6
Angelelli, Paola, Marinelli, Chiara Valeria, & Zoccolotti, Pierluigi. (2010). Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic-dysgraphic and normal children. Cognitive Neuropsychology, 27(4), 305–333. https://doi.org/10.1080/02643294.2010.543539
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Babayiğit, Selma, & Stainthorp, Rhona. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. https://doi.org/10.1007/s11145-009-9173-y
Bekebrede, Judith, van der Leij, Aryan, & Share, David L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing, 22(2), 133–165. https://doi.org/10.1007/s11145-007-9105-7
Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Marinelli, Chiara Valeria, Angelelli, Paola, Notarnicola, Alessandra, & Luzzatti, Claudio. (2009). Do Italian dyslexic children use the lexical reading route efficiently? An orthographic judgment task. Reading and Writing, 22(3), 333–351. https://doi.org/10.1007/s11145-008-9118-x
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Messbauer, Vera C. S., & de Jong, Peter F. (2006). Effects of visual and phonological distinctness on visual-verbal paired associate learning in Dutch dyslexic and normal readers. Reading and Writing, 19(4), 393–426. https://doi.org/10.1007/s11145-005-5121-7
Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
Rahbari, Noriyeh, & Sénéchal, Monique. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing, 22(5), 511–530. https://doi.org/10.1007/s11145-008-9122-1
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Zoccolotti, Pierluigi, De Luca, Maria, Di Filippo, Gloria, Judica, Anna, & Martelli, Marialuisa. (2009). Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22(9), 1053–1079. https://doi.org/10.1007/s11145-008-9144-8
Wimmer, H., Mayringer, H., & Landerl, K. (1998). Poor reading: A deficit in skill automatization or a phonological deficit? Scientific Studies of Reading, 2(4), 321–340.Cited by15
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Caravolas, Marketa. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–511). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Elbeheri, Gad, & Everatt, John. (2007). Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic. Reading and Writing, 20(3), 273–294. https://doi.org/10.1007/s11145-006-9031-0
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Kim, Young-Suk, & Pallante, Daniel. (2012). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing, 25(1), 1–22. https://doi.org/10.1007/s11145-010-9244-0
Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
Nag, Sonali, & Snowling, Margaret J. (2011a). Cognitive profiles of poor readers of Kannada [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 657–676. https://doi.org/10.1007/s11145-010-9258-7
Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
Zoccolotti, Pierluigi, De Luca, Maria, Di Filippo, Gloria, Judica, Anna, & Martelli, Marialuisa. (2009). Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22(9), 1053–1079. https://doi.org/10.1007/s11145-008-9144-8
Wimmer, H., Mayringer, H., & Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92(4), 668–680. https://doi.org/10.1037/0022-0663.92.4.668Cited by34
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.
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Bekebrede, Judith, van der Leij, Aryan, & Share, David L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing, 22(2), 133–165. https://doi.org/10.1007/s11145-007-9105-7
Caravolas, Markéta, Mikulajová, Marína, & Kuchaská, Anna. (2019). Developmental dyslexia in Czech and Slovak. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 96–117). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.005
Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
Cardoso-Martins, Claudia. (2006). Beginning reading acquisition in Brazilian Portuguese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 171–187). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Elbeheri, Gad, & Everatt, John. (2007). Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic. Reading and Writing, 20(3), 273–294. https://doi.org/10.1007/s11145-006-9031-0
Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
Jiménez, Juan E., García, Eduardo, & Venegas, Enrique. (2010). Are phonological processes the same or different in low literacy adults and children with or without reading disabilities? Reading and Writing, 23(1), 1–18. https://doi.org/10.1007/s11145-008-9146-6
Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Khamis-Dakwar, Reem, & Makhoul, Baha. (2014). The development of ADAT (Arabic Diglossic Knowledge and Awareness Test): A theoretical and clinical overview. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 279–300). Dordrecht: Springer.
Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Mann, Virginia, & Wimmer, Heinz. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 653–682.
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Müller, Kurt, & Brady, Susan. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 757–799.
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]
Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stavans, Anat, Seroussi, Batia, Rigbi, Amihai, & Zadunaisky-Ehrlich, Sara. (2020). The contribution of reading abilities to the writing quality of expository text structure in Hebrew speaking elementary school children. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 123–145). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_8
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Sucena, Ana, Castro, São Luís, & Seymour, Philip. (2009). Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 791–810. https://doi.org/10.1007/s11145-008-9156-4
Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
Uno, Akira, Wydell, Taeko N., Haruhara, Noriko, Kaneko, Masato, & Shinya, Naoko. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: Normal readers versus poor readers (dyslexics) [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 755–789. https://doi.org/10.1007/s11145-008-9128-8
Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
Wydell, Taeko N. (2019). Developmental dyslexia in Japanese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 176–199). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.009
Windfuhr, K. L., & Snowling, M. J. (2001). The relationship between paired associate learning and phonological skills in normally developing readers. Journal of Experimental Child Psychology, 80, 160–173. https://doi.org/10.1006/jecp.2000.2625Cited by8
Elbro, Carsten, & de Jong, Peter F. (2017). Orthographic learning is verbal learning: The role of spelling pronunciations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 169–189). Amsterdam; Philadelphia: John Benjamins.
Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Messbauer, Vera C. S., & de Jong, Peter F. (2006). Effects of visual and phonological distinctness on visual-verbal paired associate learning in Dutch dyslexic and normal readers. Reading and Writing, 19(4), 393–426. https://doi.org/10.1007/s11145-005-5121-7
Nation, Kate, & Castles, Anne. (2017). Putting the learning into orthographic learning. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 147–168). Amsterdam; Philadelphia: John Benjamins.
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Thomson, Jennifer M., & Goswami, Usha. (2010). Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading and Writing, 23(5), 453–473. https://doi.org/10.1007/s11145-009-9167-9
Treiman, Rebecca. (2006). Knowledge about letters as a foundation for reading and spelling. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 581–599). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Wing, Alan M., & Baddeley, Alan D. (1980). Spelling errors in handwriting: A corpus and a distributional analysis. In Uta Frith (Ed.), Cognitive processes in spelling (pp. 251–285). London; New York: Academic Press.Cited by10
Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Kay, Janice. (1996). Psychological aspects of spelling. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1074–1094). Berlin; New York: De Gruyter.
Mitton, Roger. (2010). Fifty years of spellchecking. Writing Systems Research, 2(1), 1–7. https://doi.org/10.1093/wsr/wsq004
Mitton, Roger. (2016). Spellcheckers. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 517–529). Oxon: Routledge.
Pattison, Helen. (1986). Orthographic skills in the hearing-impaired. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 341–353). Berlin; New York: Walter de Gruyter.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Templeton, Shane. (1992). Theory, nature, and pedagogy of higher-order orthographic development in older students. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 253–277). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Vilageliu, Olga Soler, & Kandel, Sonia. (2012). A longitudinal study of handwriting skills in pre-schoolers: The acquisition of syllable oriented programming strategies. Reading and Writing, 25(1), 151–162. https://doi.org/10.1007/s11145-010-9251-1
Wingo, E. O. (1972). Latin punctuation in the classical age (Janua Linguarum Series Practica 133). The Hague: Mouton.Cited by7
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Danesi, Marcel. (2017). The semiotics of emoji: The rise of visual language in the age of the internet (Bloomsbury Advances in Semiotics). London, New York: Bloomsbury Academic.
Heilmann, Jan. (2020). Reading early New Testament manuscripts: Scriptio continua, “reading aids”, and other characteristic features. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 177–196). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-011
Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
Saenger, Paul. (1997). Space between words: The origins of silent reading (Figurae: Reading Medieval Culture). Stanford, CA: Stanford University Press.
Sarri, Antonia. (2018). Material aspects of letter writing in the Graeco-Roman world: 500 BC-AD 300 (Materiale Textkulturen 12). Berlin; Boston: Walter de Gruyter.
Stojanov, Tomislav. (2021b). The development of the description of punctuation in historical grammar books. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 713–737). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-stoj
Winkel, Margarita. (2010). Scripts and shapes: The interplay of Chinese characters and Japanese syllabaries in Early Modern Japan. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 27–42). Leiden; Boston: Brill.
Winn, Shan M. M. (1981). Pre-writing in Southeastern Europe: The sign system of the Vinča culture ca. 4000 B.C. Calgary: Western Publishers. [1973, Original dissertation]Cited by6
Daniels, Peter T. (1996c). The first civilization. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 21–32). New York; Oxford: Oxford University Press.
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Farmer, Steve, Sproat, Richard, & Witzel, Michael. (2004). The collapse of the Indus-script thesis: The myth of a literate Harappan civilization. Electronic Journal of Vedic Studies, 11(2), 19–57. http://dx.doi.org/10.11588/ejvs.2004.2.620
Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
Haarmann, Harald. (1994a). Der alteuropäisch-altmediterrane Schriftenkreis. [Old European-Old Mediteranean scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 268–274). Berlin; New York: De Gruyter.
Schoch, Robert M., & Melka, Tomi S. (2021). A “Sacred Amulet from Easter Island—1885/6—”: Analyzing enigmatic glyphic characters in the context of the rongorongo script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 847–903). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-scho
Winnick, W. A., & Daniel, S. A. (1970). Two kinds of response priming in tachistoscopic recognition. Journal of Experimental Psychology, 84, 74–81.Cited by5
Baddeley, Alan, & Lewis, Vivien. (1981). Inner active processes in reading: The inner voice, the inner ear, and the inner eye. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 107–129). Hillsdale, NJ: Lawrence Erlbaum Associates.
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Johnson, Neal F. (1992). On the role of cohorts or neighbors in visual word recognition. In Ram Frost and Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 147–164). Amsterdam; London; New York; Tokyo: North-Holland.
Morton, John. (1979a). Facilitation in word recognition: Experiments causing change in the logogen model. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 259–268). New York; London: Plenum Press.
Winskel, Heather. (2009). Reading in Thai: The case of misaligned vowels. Reading and Writing, 22(1), 1–24. https://doi.org/10.1007/s11145-007-9100-zCited by8
Burnham, Denis, Luksaneeyanawin, Sudaporn, Kantamphan, Suntree, & Reid, Amanda. (2013). Phonics vs. whole-word instruction in a tone language: Spelling errors on consonants, vowels, and tones over age. Written Language & Literacy, 16(1), 60–76. https://doi.org/10.1075/wll.16.1.03bur
Kandhadai, Padmapriya, & Sproat, Richard. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2(2), 105–116. https://doi.org/10.1093/wsr/wsq009
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
Vitrano-Wilson, Seth, Gehrmann, Ryan, Miller, Carolyn, & Xaiyavong, Cheung. (2018). Tone marks as vowel diacritics in two scripts: Repurposing tone marks for non-tonal phenomena in Cado and other Southeast Asian languages. Writing Systems Research, 10(1), 43–67. https://doi.org/10.1080/17586801.2018.1493409
Winskel, Heather, & Iemwanthong, Kanyarat. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021–1053. https://doi.org/10.1007/s11145-009-9194-6
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winskel, Heather, & Ratitamkul, Theeraporn. (2019). Learning to read and write in Thai. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 217–231). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_12
Winskel, H. (2010). Spelling development in Thai children. Journal of Cognitive Science, 11(1), 7–35. https://doi.org/10.17791/jcs.2010.11.1.7Cited by7
Burnham, Denis, Luksaneeyanawin, Sudaporn, Kantamphan, Suntree, & Reid, Amanda. (2013). Phonics vs. whole-word instruction in a tone language: Spelling errors on consonants, vowels, and tones over age. Written Language & Literacy, 16(1), 60–76. https://doi.org/10.1075/wll.16.1.03bur
Chang, Li-Yun, Chen, Yen-Chi, & Perfetti, Charles A. (2018). GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages. Behavior Research Methods, 50(1), 427–449. https://doi.org/10.3758/s13428-017-0881-y
Chang, Li-Yun, & Perfetti, Charles A. (2018). Visual factors in writing system variation: Measurement and implications for reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 49–72). Amsterdam: John Benjamins.
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winskel, Heather, & Ratitamkul, Theeraporn. (2019). Learning to read and write in Thai. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 217–231). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_12
Winskel, H. (2011). Orthographic and phonological parafoveal processing of consonants, vowels, and tones when reading Thai. Applied Psycholinguistics, 32(4), 739–759. https://doi.org/10.1017/S014271641100004XCited by5
Burnham, Denis, Luksaneeyanawin, Sudaporn, Kantamphan, Suntree, & Reid, Amanda. (2013). Phonics vs. whole-word instruction in a tone language: Spelling errors on consonants, vowels, and tones over age. Written Language & Literacy, 16(1), 60–76. https://doi.org/10.1075/wll.16.1.03bur
Friedmann, Naama, & Haddad-Hanna, Manar. (2014). Types of Developmental Dyslexia in Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 119–151). Dordrecht: Springer.
Padakannaya, Prakash, Pandey, Aparna, Saligram, Deepthi, & Rao, Shruthi Ranga. (2016). Visual-orthographic complexity of Akshara and eye movements in reading: A study in Kannada alphasyllabary. Writing Systems Research, 8(1), 32–43. https://doi.org/10.1080/17586801.2015.1071235
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
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winskel, Heather. (2014). Learning to read and write in Thai. In Heather Winskel & Prakash Padakannaya (Eds.), South and Southeast Asian psycholinguistics (pp. 171–178). Cambridge: Cambridge University Press.Cited by3
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
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
Winskel, Heather, & Ratitamkul, Theeraporn. (2019). Learning to read and write in Thai. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 217–231). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_12
Winskel, Heather, & Iemwanthong, Kanyarat. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021–1053. https://doi.org/10.1007/s11145-009-9194-6Cited by14
Burnham, Denis, Luksaneeyanawin, Sudaporn, Kantamphan, Suntree, & Reid, Amanda. (2013). Phonics vs. whole-word instruction in a tone language: Spelling errors on consonants, vowels, and tones over age. Written Language & Literacy, 16(1), 60–76. https://doi.org/10.1075/wll.16.1.03bur
Diller, Anthony. (2017). Early Thai orthography: Innovative tone-marking or recent hoax? Written Language & Literacy, 20(2), 227–251. https://doi.org/10.1075/wll.00005.dil
Mathur, Chandrika, & Nag, Sonali. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 279–309). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_15
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
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
Sircar, Shruti, & Nag, Sonali. (2019). Spelling and reading words in Bengali: The role of distributed phonology. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 161–179). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_9
Vagh, Shaher Banu, & Nag, Sonali. (2019). The assessment of emergent and early literacy skills in the akshara languages. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 235–260). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_13
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winskel, Heather, & Perea, Manuel. (2014). Can parafoveal-on-foveal effects be obtained when reading an unspaced alphasyllabic script (Thai)? [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 94–104. https://doi.org/10.1080/17586801.2013.843440
Winskel, Heather, & Ratitamkul, Theeraporn. (2019). Learning to read and write in Thai. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 217–231). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_12
Winskel, Heather, & Lee, Lay Wah. (2014). Learning to read and write in Malaysian/Indonesian: A transparent alphabetic orthography. In Heather Winskel & Prakash Padakannaya (Eds.), South and Southeast Asian psycholinguistics (pp. 179–183). Cambridge: Cambridge University Press.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winskel, Heather, Padakannaya, Prakash, & Pandey, Aparna. (2014). Eye movements and reading in the alphasyllabic scripts of South and Southeast Asia. In Heather Winskel & Prakash Padakannaya (Eds.), South and Southeast Asian psycholinguistics (pp. 315–326). Cambridge: Cambridge University Press.Cited by1
Padakannaya, Prakash, Pandey, Aparna, Saligram, Deepthi, & Rao, Shruthi Ranga. (2016). Visual-orthographic complexity of Akshara and eye movements in reading: A study in Kannada alphasyllabary. Writing Systems Research, 8(1), 32–43. https://doi.org/10.1080/17586801.2015.1071235
Winskel, Heather, & Perea, Manuel. (2014). Can parafoveal-on-foveal effects be obtained when reading an unspaced alphasyllabic script (Thai)? [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 94–104. https://doi.org/10.1080/17586801.2013.843440Cited by4
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Nag, Sonali. (2014b). Alphabetism and the science of reading: From the perspective of the akshara languages [General commentary article]. Frontiers in Psycholology, 5:866. https://doi.org/10.3389/fpsyg.2014.00866
Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
Nag, Sonali, & Perfetti, Charles A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 1–9. https://doi.org/10.1080/17586801.2014.883787
Winskel, H., Perea, M., & Ratitamkul, T. (2012). On the flexibility of letter position coding during lexical processing: Evidence from eye movements when reading Thai. The Quarterly Journal of Experimental Psychology, 65(8), 1522–1536. https://doi.org/10.1080/17470218.2012.658409Cited by6
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Padakannaya, Prakash, Pandey, Aparna, Saligram, Deepthi, & Rao, Shruthi Ranga. (2016). Visual-orthographic complexity of Akshara and eye movements in reading: A study in Kannada alphasyllabary. Writing Systems Research, 8(1), 32–43. https://doi.org/10.1080/17586801.2015.1071235
Perea, Manuel. (2015). Neighborhoods effects in visual word recognition and reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 76–87). New York: Oxford University Press.
Vitrano-Wilson, Seth. (2016). Reading syllable-spaced versus word-spaced text in Hmong Daw: Breaking up isn't so hard to do. Writing Systems Research, 8(2), 234–256. https://doi.org/10.1080/17586801.2016.1225562
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winskel, Heather, & Perea, Manuel. (2014). Can parafoveal-on-foveal effects be obtained when reading an unspaced alphasyllabic script (Thai)? [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 94–104. https://doi.org/10.1080/17586801.2013.843440
Winskel, H., Radach, R., & Luksaneeyanawin, S. (2009): Eye movements when reading spaced and unspaced Thai and English: A comparison of Thai-English bilinguals and English monolinguals. Journal of Memory and Language, 61(3), 339–351. https://doi.org/10.1016/j.jml.2009.07.002Cited by7
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
Heilmann, Jan. (2020). Reading early New Testament manuscripts: Scriptio continua, “reading aids”, and other characteristic features. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 177–196). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-011
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Padakannaya, Prakash, Pandey, Aparna, Saligram, Deepthi, & Rao, Shruthi Ranga. (2016). Visual-orthographic complexity of Akshara and eye movements in reading: A study in Kannada alphasyllabary. Writing Systems Research, 8(1), 32–43. https://doi.org/10.1080/17586801.2015.1071235
Vitrano-Wilson, Seth. (2016). Reading syllable-spaced versus word-spaced text in Hmong Daw: Breaking up isn't so hard to do. Writing Systems Research, 8(2), 234–256. https://doi.org/10.1080/17586801.2016.1225562
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Yao, Yun. (2011). Interword spacing effects on reading Mandarin Chinese as a second language [Special issue: Linguistic and cognitive factors in reading Chinese, edited by Xi Chen & Yang C. Luo]. Writing Systems Research, 3(1), 23–40. doi 10.1093/wsr/wsr009
Winskel, Heather, & Ratitamkul, Theeraporn. (2019). Learning to read and write in Thai. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 217–231). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_12
Winskel, H., & Widjaja, V. (2007). Phonological awareness, letter knowledge, and literacy development in Indonesian beginner readers and spellers. Applied Psycholinguistics, 28, 23–45.Cited by7
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
Manolitsis, George, & Tafa, Eufimia. (2011). Letter-name letter-sound and phonological awareness: Evidence from Greek-speaking kindergarten children. Reading and Writing, 24(1), 27–53. doi10.1007/s11145-009-9200-z
Ramirez, Gloria, Chen, Xi, Geva, Esther, & Kiefer, Heidi. (2010). Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 337–358. https://doi.org/10.1007/s11145-009-9203-9
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
Winskel, Heather. (2009). Reading in Thai: The case of misaligned vowels. Reading and Writing, 22(1), 1–24. https://doi.org/10.1007/s11145-007-9100-z
Winskel, Heather, & Iemwanthong, Kanyarat. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021–1053. https://doi.org/10.1007/s11145-009-9194-6
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winter, Werner. (1983). Tradition and innovation in alphabet making. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 227–238). Berlin; New York; Amsterdam: Mouton Publishers.Cited by4
Coulmas, Florian. (1983). Writing and literacy in China. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 239–253). Berlin; New York; Amsterdam: Mouton Publishers.
Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Rogers, Henry. (1995). Optimal orthographies. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 31–43). Dordrecht; Boston; London: Kluwer Academic Publishers.
Winters, R. L., Patterson, R., & Shontz, W. (1989). Visual persistence and adult dyslexia. Journal of Learning Disabilities, 22, 641–645.Cited by3
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Kim, Jeesun, & Davis, Chris. (2006). Literacy acquisition in Korean hangul: Investigating the perceptual and phonological processing of good and poor readers. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 377–386). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Wise, B. W., Ring, J., & Olson, R. K. (1999). Training phonological awareness with and without explicit attention to articulation. Journal of Experimental Child Psychology, 72, 271–304.Cited by11
Bowers, Patricia G., & Newby-Clark, Elissa. (2002). The role of naming speed within a model of reading acquisition [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 109–126.
Edwards, Jerri D., Walley, Amanda C., & Ball, Karlene K. (2003). Phonological, visual and temporal processing in adults with and without reading disability. Reading and Writing: An Interdisciplinary Journal, 16(8), 737–758.
Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Hintikka, Sini, Aro, Mikko, & Lyytinen, Heikki. (2005). Computerized training of the correspondences between phonological and orthographic units [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 155–178.
Olson, Richard K. (2006). Genetics?? and environmental influences on the development of reading and related cognitive skills. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 693–707). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Olson, Richard K. (2008). Genetic and environmental influences on word-reading skills. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 233–253). New York; London. Lawrence Erlbaum Associates.
Piasta, Shayne B., & Wagner, Richard K. (2008). Dyslexia: Identification and classification. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 309–326). New York; London. Lawrence Erlbaum Associates.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Wise, B. W., Ring, J., & Olson, R. K. (2000). Individual differences in gains from computer-assisted remedial reading with more emphasis on phonological analysis or accurate reading in context. Journal of Experimental Child Psychology, 77, 197–235. https://doi.org/10.1006/jecp.1999.2559Cited by5
Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Olson, Richard K. (2006). Genetics?? and environmental influences on the development of reading and related cognitive skills. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 693–707). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Olson, Richard K. (2008). Genetic and environmental influences on word-reading skills. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 233–253). New York; London. Lawrence Erlbaum Associates.
Olson, Richard K., Keenan, Janice M., Byrne, Brian, & Samuelsson, Stefan. (2017). Genetic and environmental influences on the development of reading and related skills. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 33–53). Amsterdam; Philadelphia: John Benjamins.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Wiseman, N. E., & Linden, C. A. (1979). Non-serial language. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 491–500). New York; London: Plenum Press.Cited by1
Twyman, Michael. (1979). A schema for the study of graphic language (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 117–150). New York; London: Plenum Press.
Witt, Christoph. (2019). More than bling: Inscribed jewellery between social distinction, amatory gift-giving, and spiritual practice. In Ricarda Wagner, Christine Neufeld, Ludger Lieb (Eds.), Writing beyond pen and parchment: Inscribed objects in medieval European literature (Materiale Textkulturen 30) (pp. 291–314). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110645446-016
Wolf, Laurie Dempsey. (2016). The influence of psychological and physical health on reading. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 111–119). London; New York: Routledge.
Wolf, M. (1982). The word-retrieval process and reading in children and aphasics. In K. Nelson (Ed.), Children's language: Volume 3 (pp. 437–493). Hillsdale, NJ: Lawrence Erlbaum Associates.Cited by3
Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279–306). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wolf, M. (1984). Naming, reading, and the dyslexias: A longitudinal overview. Annals of Dyslexia, 34, 87–115. https://doi.org/10.1007/BF02663615Cited by9
Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279–306). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Berninger, Virginia, Abbott, Robert D., & Alsdorf, Barbara J. (1997). Lexical- and sentence-level processes in comprehension of written sentences. Reading and Writing: An Interdisciplinary Journal, 9(2), 135–162.
Burnham, Denis. (2003). Language specific speech perception and the onset of reading. Reading and Writing: An Interdisciplinary Journal, 16(6), 573–609.
Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
Mahony, Diana, Singson, Maria, & Mann, Virgina. (2000). Reading ability and sensitivity to morphological relations [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading ability and sensitivity to morphological relations, 12(3), 191–218.
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Wade-Woolley, Lesly, & Siegel, Linda S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 387–406.
Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26(2), 123–141.Cited by25
Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279–306). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Breznitz, Zvia. (2002). Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 15–42.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Carver, Ronald P. (1997). Reading for one second, one minute, or one year from the perspective of rauding theory. Scientific Studies of Reading, 1(1), 3–43. https://doi.org/10.1207/s1532799xssr0101_2
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Compton, Donald L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219–259.
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Hecht, Steven A., Burgess, Stephen R., Torgesen, Joseph K., Wagner, Richard K., & Rashotte, Carol A. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 99–127.
Holopainen, Leena, Ahonen, Timo, Tolvanen, Asko, & Lyytinen, Heikki. (2000). Two alternative ways to model the relation between reading accuracy and phonological awareness at preschool age. Scientific Studies of Reading, 4(2), 77–100.
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
Müller, Kurt, & Brady, Susan. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 757–799.
O'Connor, Rollanda E., & Padeliadu, Susana. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 159–182.
Pennington, Bruce F., Cardoso-Martins, Cláudia, Green, Phyllis A., & Lefly, Dianne L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 707–755.
Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Shamir, Adina, Korat, Ofra, & Fellah, Renat. (2012). Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: Can e-books help? Reading and Writing, 25(1), 45–69. https://doi.org/10.1007/s11145-010-9245-z
Shankweiler, Donald, & Fowler, Anne E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17(5), 483–515. https://doi.org/10.1023/B:READ.0000044598.81628.e6
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
Torgesen, Joseph K., Wagner, Richard K., Rashotte, Carol A., Burgess, Stephen, & Hecht, Stephen. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. https://doi.org/10.1207/s1532799xssr0102_4
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wolf, M. (1997). A provisional, integrative account of phonological and naming-speed deficits in dyslexia: Implications for diagnosis and intervention. In B. A. Blachman (Ed.), Foundations of reading acquisition: Implications for early intervention (pp. 67–92). Mahwah, NJ: Erlbaum.Cited by10
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Hudson, Roxanne F., Torgesen, Joseph K., Lane, Holly B., & Turner, Stephen J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483–507. https://doi.org/10.1007/s11145-010-9283-6
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Müller, Kurt, & Brady, Susan. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 757–799.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wolf, M. (1999). What time may tell: Towards a new conceptualization of developmental dyslexia. Annals of Dyslexia, 49, 3–28.Cited by5
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Engen, Liv, & Høien, Torleiv. (2002). Phonological skills and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 613–631.
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Laasonen, Marja, Service, Elisabet, Lipsanen, Jari, & Virsu, Veijo. (2012). Adult developmental dyslexia in a shallow orthography: Are there subgroups? Reading and Writing, 25(1), 71–108. https://doi.org/10.1007/s11145-010-9248-9
Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York, NY: HarperCollins.Cited by11
Arciuli, Joanne. (2009). Introduction to the special issue of reading and writing: “Lexical representations in reading and writing” [Special issue: Lexical representations in reading and writing, edited by Joanne Arciuli]. Reading and Writing, 22(6), 633–635. https://doi.org/10.1007/s11145-009-9170-1
Baron, Naomi S. (2015). Words onscreen: The fate of reading in a digital world. Oxford: Oxford University Press.
Bessemans, Ann. (2016). Matilda: A typeface for children with low visions. In Mary C. Dyson & Ching Y. Suen (Eds.), Digital fonts and reading (Series on Computer Processing of Languages 1) (pp. 19–36). Singapore: World Scientific Publishing.
Brandt, Deborah. (2015). The rise of writing: Redefining mass literacy. Cambridge: Cambridge University Press.
Cheng, Hui-wen. (2012). Book review: K. Koda & A. M. Zehler (Eds.), (2008), Learning to read across languages: Cross-linguistic relationships in first- and second-language literacy development]. Reading and Writing, 25(2), 611–617. https://doi.org/10.1007/s11145-010-9280-9
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
Pae, Hye K. (2018b). The Korean writing system, Hangul, and word processing. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 335–352). Amsterdam: John Benjamins.
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Shibata, Hirohito, & Omura, Kengo. (2020). Why digital displays cannot replace paper: The cognitive science of media for reading and writing. Singapore: Springer. https://doi.org/10.1007/978-981-15-9476-2
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
Wolf, M. (Ed.). (2001). Dyslexia, fluency, and the brain. Timonium, MD: York Press.Cited by5
Adlof, Suzanne M., Catts, Hugh W., & Little, Todd D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933–958. https://doi.org/10.1007/s11145-006-9024-z
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
Sprugevica, Ieva, Paunina, Ingrida, & Høien, Torleiv. (2006). Early phonological skill as a predictor of reading acquisition in Latvian. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 291–301). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Wolf, M., Bally, H., & Morris, R. (1986). Automaticity, retrieval processes, and reading: A longitudinal study in average and impaired readers. Child Development, 57, 988–1000.Cited by29
Aaron, P. G., Joshi, R. M., Ayotollah, Mahboobeh, Ellsberry, Annie, Henderson, Janet, & Lindsey, Kim. (1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89–127.
Albuquerque, Cristina P. (2012). Rapid naming contributions to reading and writing acquisition of European Portuguese. Reading and Writing, 25(4), 775–797. https://doi.org/10.1007/s11145-011-9299-6
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Berninger, Virginia, Abbott, Robert D., & Alsdorf, Barbara J. (1997). Lexical- and sentence-level processes in comprehension of written sentences. Reading and Writing: An Interdisciplinary Journal, 9(2), 135–162.
Berninger, Virginia W., Winn, William D., Stock, Patricia, Abbott, Robert D., Eschen, Kate, Lin, Shin-Ju (Cindy), Garcia, Noelia, Anderson-Youngstrom, Marci, Murphy, Heather, Lovitt, Dan, Trivedi, Pamala, Jones, Janine, Amtmann, Dagmar, & Nagy, William. (2008). Tier 3 specialized writing instruction for students with dyslexia [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 95–129. https://doi.org/10.1007/s11145-007-9066-x
Breznitz, Zvia. (2002). Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 15–42.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Breznitz, Zvia, Oren, Revital, & Shaul, Shelley. (2004). Brain activity of regular and dyslexic readers while reading Hebrew as compared to English sentences [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 707–737.
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Conrad, Nicole J., & Levy, Betty Ann. (2007). Letter processing and the formation of memory representations in children with naming speed deficits. Reading and Writing, 20(3), 201–223. https://doi.org/10.1007/s11145-006-9028-8
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
Hecht, Steven A., Burgess, Stephen R., Torgesen, Joseph K., Wagner, Richard K., & Rashotte, Carol A. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 99–127.
Johnston, Timothy C., & Kirby, John R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19(4), 339–361. https://doi.org/10.1007/s11145-005-4644-2
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
Pennington, Bruce F., Cardoso-Martins, Cláudia, Green, Phyllis A., & Lefly, Dianne L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 707–755.
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Sucena, Ana, Castro, São Luís, & Seymour, Philip. (2009). Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 791–810. https://doi.org/10.1007/s11145-008-9156-4
Torgesen, Joseph K., Wagner, Richard K., Rashotte, Carol A., Burgess, Stephen, & Hecht, Stephen. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. https://doi.org/10.1207/s1532799xssr0102_4
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415–438. https://doi.org/10.1037/0022-0663.91.3.415Cited by68
Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Barr, Cathy L., & Couto, Jillian M. (2008). Molecular genetics of reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 255–281). New York; London. Lawrence Erlbaum Associates.
Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
Bekebrede, Judith, van der Leij, Aryan, & Share, David L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing, 22(2), 133–165. https://doi.org/10.1007/s11145-007-9105-7
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Breznitz, Zvia, Oren, Revital, & Shaul, Shelley. (2004). Brain activity of regular and dyslexic readers while reading Hebrew as compared to English sentences [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 707–737.
Candan, Ecehan, Babür, Nalan, Haznedar, Belma, & Erçetin , Gülcan. (2020). Reading and spelling skills in transparent orthographies: Phonological encoding and rapid automatized naming in Turkish. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 185–201). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_12
Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
Compton, Donald L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219–259.
Conrad, Nicole J., & Levy, Betty Ann. (2007). Letter processing and the formation of memory representations in children with naming speed deficits. Reading and Writing, 20(3), 201–223. https://doi.org/10.1007/s11145-006-9028-8
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Egan, Joanne, & Pring, Linda. (2004). The processing of inflectional morphology: A comparison of children with and without dyslexia. Reading and Writing: An Interdisciplinary Journal, 17(6), 567–591. http://dx.doi.org/10.1023/B:READ.0000044433.30864.23
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
Hooper, Stephen R., Costa, Lara-Jeane, McBee, Matthew, Anderson, Kathleen L., Yerby, Donna C., Knuth, Sean B., & Childress, Amy. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x
Hudson, Roxanne F., Torgesen, Joseph K., Lane, Holly B., & Turner, Stephen J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483–507. https://doi.org/10.1007/s11145-010-9283-6
Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
Johnston, Timothy C., & Kirby, John R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19(4), 339–361. https://doi.org/10.1007/s11145-005-4644-2
Jones, Manon Wyn, Kelly, M. Louise, & Corley, Martin. (2007). Adult dyslexic readers do not demonstrate regularity effects in sentence processing: Evidence from eye-movements. Reading and Writing, 20(9), 933–943. https://doi.org/10.1007/s11145-007-9060-3
Katzir, Tami, Christodoulou, Joanna A., & Chang, Bernard. (2016). The neurobiological basis of reading fluency. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 11–23). Springer. https://doi.org/10.1007/978-3-319-30478-6_2
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Kim, Young-Suk, & Pallante, Daniel. (2012). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing, 25(1), 1–22. https://doi.org/10.1007/s11145-010-9244-0
Kim, Young-Suk, & Petscher, Yaacov. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 635–656. https://doi.org/10.1007/s11145-010-9240-4
Koda, Keiko. (2017). Learning to read Japanese. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 57–81). Cambridge: Cambridge University Press.
Laasonen, Marja, Service, Elisabet, Lipsanen, Jari, & Virsu, Veijo. (2012). Adult developmental dyslexia in a shallow orthography: Are there subgroups? Reading and Writing, 25(1), 71–108. https://doi.org/10.1007/s11145-010-9248-9
Landerl, Karin. (2017). Learning to read German. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 299–322). Cambridge: Cambridge University Press.
Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
Landerl, Karin, & Thaler, Verena. (2006). Reading and spelling acquisition and dyslexia in German. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 121–134). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
López-Escribano, Carmen. (2016). Training reading fluency and comprehension of Spanish children with dyslexia. In Asaid Khateb & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 141–158). Springer. https://doi.org/10.1007/978-3-319-30478-6_9
Messbauer, Vera C. S., & de Jong, Peter F. (2006). Effects of visual and phonological distinctness on visual-verbal paired associate learning in Dutch dyslexic and normal readers. Reading and Writing, 19(4), 393–426. https://doi.org/10.1007/s11145-005-5121-7
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Nag, Sonali, & Snowling, Margaret J. (2011a). Cognitive profiles of poor readers of Kannada [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 657–676. https://doi.org/10.1007/s11145-010-9258-7
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
Norton, Elizabeth S., Gabrieli, John D. E., & Gaab, Nadine. (2019). Neural predictors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 253–276). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.012
Olson, Richard K. (2008). Genetic and environmental influences on word-reading skills. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 233–253). New York; London. Lawrence Erlbaum Associates.
Papadopoulos, Timothy C., Georgiou, George K., & Apostolou, Theodosia. (2020). The role of distal and proximal cognitive processes in literacy skills in Greek. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 171–184). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_11
Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
Pennington, Bruce F., Cardoso-Martins, Cláudia, Green, Phyllis A., & Lefly, Dianne L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 707–755.
Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
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. (2020). Extricating reading science from entrenched anglocentricism, eurocentricism, and alphabetism and embracing global diversity: A personal journey. International Journal for Research in Learning Disabilities, 4(2), 3–14. https://doi.org/10.28987/ijrld.4.2.3
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
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprugevica, Ieva, & Høien, Torleiv. (2003). Enabling skills in early reading acquisition: A study of children in Latvian kindergartens. Reading and Writing: An Interdisciplinary Journal, 16(3), 159–177.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
Wolff, Ulrika. (2010). Subgrouping of readers based on performance measures: A latent profile analysis. Reading and Writing, 23(2), 209–238. https://doi.org/10.1007/s11145-008-9160-8
Wood, Clare, Kemp, Nenagh, & Plester, Beverley. (2013). Text messaging and literacy - The evidence (Routledge Psychology in Education). London; New York: Routledge.
Wolf, M., & Bowers, P. G. (2000). The question of naming-speed deficits in developmental reading disabilities: An introduction to the special research to the double-deficit hypothesis. Journal of Learning Disabilities, 33, 322–324.Cited by8
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
Candan, Ecehan, Babür, Nalan, Haznedar, Belma, & Erçetin , Gülcan. (2020). Reading and spelling skills in transparent orthographies: Phonological encoding and rapid automatized naming in Turkish. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 185–201). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_12
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33(4), 387–407. https://doi.org/10.1177/002221940003300409Cited by24
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Babayiğit, Selma, & Stainthorp, Rhona. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. https://doi.org/10.1007/s11145-009-9173-y
Bar-Kochva, Irit, Khateb, Asaid, & Joshi, R. Malatesha. (2016). Introduction. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 1–7). Springer. https://doi.org/10.1007/978-3-319-30478-6_1
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Conrad, Nicole J., & Levy, Betty Ann. (2007). Letter processing and the formation of memory representations in children with naming speed deficits. Reading and Writing, 20(3), 201–223. https://doi.org/10.1007/s11145-006-9028-8
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Floyd, Randy G., Bergeron, Renee, & Alfonso, Vincent C. (2006). Cattell-Horn-Carroll cognitive ability profiles of poor comprehenders. Reading and Writing, 19(5), 427–456. https://doi.org/10.1007/s11145-006-9002-5
Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
Hudson, Roxanne F., Torgesen, Joseph K., Lane, Holly B., & Turner, Stephen J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483–507. https://doi.org/10.1007/s11145-010-9283-6
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Laasonen, Marja, Service, Elisabet, Lipsanen, Jari, & Virsu, Veijo. (2012). Adult developmental dyslexia in a shallow orthography: Are there subgroups? Reading and Writing, 25(1), 71–108. https://doi.org/10.1007/s11145-010-9248-9
Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Wexler, Jade, Vaughn, Sharon, Edmonds, Meaghan, & Reutebuch, Colleen Klein. (2008). A synthesis of fluency interventions for secondary struggling readers [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 317–347. https://doi.org/10.1007/s11145-007-9085-7
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wolf, M., & Denckla, M. B. (2005). Rapid automatized naming and rapid alternating stimulus tests (RAN/RAS). Austin, TX: Pro-Ed.Cited by14
Albuquerque, Cristina P. (2012). Rapid naming contributions to reading and writing acquisition of European Portuguese. Reading and Writing, 25(4), 775–797. https://doi.org/10.1007/s11145-011-9299-6
Candan, Ecehan, Babür, Nalan, Haznedar, Belma, & Erçetin , Gülcan. (2020). Reading and spelling skills in transparent orthographies: Phonological encoding and rapid automatized naming in Turkish. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 185–201). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_12
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Kim, Young-Suk, & Pallante, Daniel. (2012). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing, 25(1), 1–22. https://doi.org/10.1007/s11145-010-9244-0
Kim, Young-Suk, & Petscher, Yaacov. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 635–656. https://doi.org/10.1007/s11145-010-9240-4
López-Escribano, Carmen. (2016). Training reading fluency and comprehension of Spanish children with dyslexia. In Asaid Khateb & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 141–158). Springer. https://doi.org/10.1007/978-3-319-30478-6_9
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Pae, Hye K., Kim, Sun-A, & Luo, Xiao (Peter). (2018). Constituent processing or gestalt processing?: How native Korean speakers read mutilated words in English. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 427–446). Amsterdam: John Benjamins.
Pae, Hye K., Kim, Sun-A, Mano, Quintino R., & Wang, Min. (2018). Crosslinguistic influences of script format: L1-derived syllabification in reading L2 English among native Korean readers. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 353–372). Amsterdam: John Benjamins.
Pierce, Margaret E., Katzir, Tami, Wolf, Maryanne, & Noam, Gil G. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing, 20(9), 885–907. https://doi.org/10.1007/s11145-007-9058-x
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Vadasy, Patricia F., & Sanders, Elizabeth A. (2008). Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing, 21(9), 929–963. https://doi.org/10.1007/s11145-008-9119-9
Wolf, M., & Goodglass, H. (1986). Dyslexia, dysnomia, and lexical retrieval: A longitudinal investigation. Brain and Language, 28, 154–168.Cited by10
Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279–306). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Bear, Donald R. (1992). The prosody of oral reading and stages of word knowledge. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 137–189). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Mahony, Diana, Singson, Maria, & Mann, Virgina. (2000). Reading ability and sensitivity to morphological relations [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading ability and sensitivity to morphological relations, 12(3), 191–218.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Yamada, Jun, & Leong, Che Kan. (2005). Differential reading, naming, and transcribing speeds of Japanese romaji and hiragana. Reading and Writing, 18(4), 303–323. https://doi.org/10.1007/s11145-005-3356-y
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211–239. https://doi.org/10.1207/S1532799XSSR0503_2Cited by32
Baker, Doris Luft, Park, Yonghan, & Baker, Scott K. (2012). The reading performance of English learners in grades 1-3: The role of initial status and growth on reading fluency in Spanish and English. Reading and Writing, 25(1), 251–281. https://doi.org/10.1007/s11145-010-9261-z
Bar-Kochva, Irit, Khateb, Asaid, & Joshi, R. Malatesha. (2016). Introduction. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 1–7). Springer. https://doi.org/10.1007/978-3-319-30478-6_1
Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
Berends, Inez E., & Reitsma, Pieter. (2006). Remediation of fluency: Word specific or generalised training effects? Reading and Writing, 19(3), 221–234. https://doi.org/10.1007/s11145-005-5259-3
Biancarosa, Gina. (2005). Speed and time, texts and sentences: Choosing the best metric for relating reading rate to comprehension [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 79–100.
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Chung, Kevin K. H., Ho, Connie S.-H., Chan, David W., Tsang, Suk-Man, & Lee, Suk-Han. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/10.1007/s11145-010-9227-1
Crosson, Amy C., & Lesaux, Nonie K. (2010). Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers' text-reading fluency in English. Reading and Writing, 23(5), 475–494. https://doi.org/10.1007/s11145-009-9168-8
Johnston, Timothy C., & Kirby, John R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19(4), 339–361. https://doi.org/10.1007/s11145-005-4644-2
Kalindi, Sylvia Chanda, Chung, Kevin Kien Hoa, Liu, Duo Phil, & Wang, Li-Chih Angus. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 99–120). Amsterdam: John Benjamins.
Katzir, Tami, Christodoulou, Joanna A., & Chang, Bernard. (2016). The neurobiological basis of reading fluency. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 11–23). Springer. https://doi.org/10.1007/978-3-319-30478-6_2
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Kim, Young-Suk, & Pallante, Daniel. (2012). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing, 25(1), 1–22. https://doi.org/10.1007/s11145-010-9244-0
Lam, Silvia Siu-Yin, & McBride-Chang, Catherine. (2013). Parent-child joint writing in Chinese kindergarteners: Explicit instruction in radical knowledge and stroke writing skills. Writing Systems Research, 5(1), 88–109. https://doi.org/10.1080/17586801.2013.812532
Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
Lipka, Orly, Katzir, Tami, & Shaul, Shelley. (2016). The basis of reading fluency in first grade of Hebrew speaking children. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 91–104). Springer. https://doi.org/10.1007/978-3-319-30478-6_6
Liu, Duo, & Zhu, Xiaoqin. (2016). The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children's literacy performance at word level. Writing Systems Research, 8(2), 218–233. https://doi.org/10.1080/17586801.2016.1218747
López-Escribano, Carmen. (2016). Training reading fluency and comprehension of Spanish children with dyslexia. In Asaid Khateb & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 141–158). Springer. https://doi.org/10.1007/978-3-319-30478-6_9
Martin-Chang, Sandra Lyn, & Levy, Betty Ann. (2006). Word reading fluency: A transfer appropriate processing account of fluency transfer. Reading and Writing, 19(5), 517–542. https://doi.org/101007/s11145-006-9007-0
Nagler, Telse, Lindberg, Sven, & Hasselhorn, Marcus. (2016). A fact retrieval account of the acceleration phenomenon. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 107–123). Springer. https://doi.org/10.1007/978-3-319-30478-6_7
Papadopoulos, Timothy C., Georgiou, George K., & Apostolou, Theodosia. (2020). The role of distal and proximal cognitive processes in literacy skills in Greek. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 171–184). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_11
Pierce, Margaret E., Katzir, Tami, Wolf, Maryanne, & Noam, Gil G. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing, 20(9), 885–907. https://doi.org/10.1007/s11145-007-9058-x
Royer, James M., & Walles, Rena. (2008). Fluency training as an alternative intervention for reading-disabled and poor readers. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 327–353). New York; London. Lawrence Erlbaum Associates.
Saiegh-Haddad, Elinor. (2003a). Bilingual oral reading fluency and reading comprehension: The case of Arabic/Hebrew (L1) - English (L2) readers. Reading and Writing: An Interdisciplinary Journal, 16(8), 717–736.
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Spear-Swerling, Louise. (2006). Children's reading comprehension and oral reading fluency in easy text. Reading and Writing, 19(2), 199–220. https://doi.org/10.1007/s11145-005-4114-x
Wexler, Jade, Vaughn, Sharon, Edmonds, Meaghan, & Reutebuch, Colleen Klein. (2008). A synthesis of fluency interventions for secondary struggling readers [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 317–347. https://doi.org/10.1007/s11145-007-9085-7
Zadeh, Zohreh Yaghoub, Farnia, Fataneh, & Geva, Esther. (2012). Toward modeling reading comprehension and reading fluency in English language learners. Reading and Writing, 25(1), 163–187. https://doi.org/10.1007/s11145-010-9252-0
Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, automaticity, vocabulary elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading intervention program. Journal of Learning Disabilities, 33(4), 375–386. https://doi.org/10.1177/002221940003300408Cited by11
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Conrad, Nicole J., & Levy, Betty Ann. (2007). Letter processing and the formation of memory representations in children with naming speed deficits. Reading and Writing, 20(3), 201–223. https://doi.org/10.1007/s11145-006-9028-8
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Moats, Louisa. (2009). Knowledge foundations for teaching reading and spelling [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 379–399. https://doi.org/10.1007/s11145-009-9162-1
Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
Pierce, Margaret E., Katzir, Tami, Wolf, Maryanne, & Noam, Gil G. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing, 20(9), 885–907. https://doi.org/10.1007/s11145-007-9058-x
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wolf, M., & Obregon, M. (1992). Early naming deficits, developmental dyslexia, and a specific deficit hypothesis. Brain and Language, 42, 219–247.Cited by9
Anthony, Jason L., Williams, Jeffrey M., Aghara, Rachel G., Dunkelberger, Martha, Novak, Barbara, & Mukherjee, Anuja Divatia. (2010). Assessment of individual differences in phonological representation. Reading and Writing, 23(8), 969–994. https://doi.org/10.1007/s11145-009-9185-7
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Mody, Maria. (2003). Phonological basis in reading disability: A review and analysis of the evidence [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 21–39.
Post, Yolanda V., & Carreker, Suzanne. (2002). Orthographic similarity and phonological transparency in spelling. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 317–340.
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]
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Woodrome, Stacey E., & Johnson, Kathy E. (2009). The role of visual discrimination in the learning-to-read process. Reading and Writing, 22(2), 117–131. https://doi.org/10.1007/s11145-007-9104-8
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290Cited by14
Berends, Inez E., & Reitsma, Pieter. (2006). Remediation of fluency: Word specific or generalised training effects? Reading and Writing, 19(3), 221–234. https://doi.org/10.1007/s11145-005-5259-3
Conrad, Nicole J., & Levy, Betty Ann. (2007). Letter processing and the formation of memory representations in children with naming speed deficits. Reading and Writing, 20(3), 201–223. https://doi.org/10.1007/s11145-006-9028-8
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Fricke, Silke, Szczerbinski, Marcin, Stackhouse, Joy, & Fox-Boyer, Annette V. (2008). Predicting individual differences in early literacy acquisition in German: The role of speech and language processing skills and letter knowledge [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 103–146. https://doi.org/10.1075/wll.11.2.02fri
Jasińska, Kaja K., Frost, Stephen, Molfese, Peter, Landi, Nicole, Mencl, W. Einar, Rueckl, Jay, & Pugh, Ken. (2016). Neuroimaging perspectives on skilled and impaired reading and the bilingual experience. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 25–49). Springer. https://doi.org/10.1007/978-3-319-30478-6_3
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Klein, Raymond M. (2002). Observations on the temporal correlates of reading failure [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 207–232.
Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
Niolaki, Georgia Z., Terzopoulos, Aris R., & Masterson, Jackie. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230–256. https://doi.org/10.1080/17586801.2014.893862
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
Tahan, Sandy, Cline, Tony, & Messaoud-Galusi, Souhila. (2011). The relationship between language dominance and pre-reading skills in young bilingual children in Egypt [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1061–1087. https://doi.org/10.1007/s11145-011-9301-3
Wolff, Ulrika. (2010). Subgrouping of readers based on performance measures: A latent profile analysis. Reading and Writing, 23(2), 209–238. https://doi.org/10.1007/s11145-008-9160-8
Wolf, M., Pfeil, C., Lotz, R., & Biddle, K. (1994). Towards a more universal understanding of the development dyslexias: The contribution of orthographic factors. In: V. W. Berninger (Ed.), The varieties of orthographic knowledge: Volume 1. Theoretical and developmental issues (pp. 137–171). Dordrecht, Boston; London: Kluwer Academic Publishers.Cited by13
Aaron, P. G., Joshi, R. M., Ayotollah, Mahboobeh, Ellsberry, Annie, Henderson, Janet, & Lindsey, Kim. (1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89–127.
Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Geva, Esther, Wade-Woolley, Lesly, & Shany, Michal. (1997). Development of reading efficiency in first and second language. Scientific Studies of Reading, 1(2), 119–144. https://doi.org/10.1207/s1532799xssr0102_2
Hecht, Steven A., Burgess, Stephen R., Torgesen, Joseph K., Wagner, Richard K., & Rashotte, Carol A. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 99–127.
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Torgesen, Joseph K., Wagner, Richard K., Rashotte, Carol A., Burgess, Stephen, & Hecht, Stephen. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. https://doi.org/10.1207/s1532799xssr0102_4
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Zadeh, Zohreh Yaghoub, Farnia, Fataneh, & Geva, Esther. (2012). Toward modeling reading comprehension and reading fluency in English language learners. Reading and Writing, 25(1), 163–187. https://doi.org/10.1007/s11145-010-9252-0
Wolfe, J. (2005). Gesture and collaborative planning. A case study of a student writing group. Written Communication, 22(3), 298–332. https://doi.org/10.1177/0741088305278108Cited by5
Barbeiro, Luís Filipe. (2011). What happens when I write? Pupils' writing about writing. Reading and Writing, 24(7), 813–834. https://doi.org/10.1007/s11145-010-9226-2
Grésillon, Almuth, & Perrin, Daniel. (2014). Methodology: From speaking about writing to tracking text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 79–111). Berlin; Boston: De Gruyter Mouton.
Grésillon, Almuth, & Perrin, Daniel. (2015). Methodology: Investigating real-life writing processes. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 33–54). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.03gre
Jacobs, Geert, & Perrin, Daniel. (2014). Production modes: Writing as materializing and stimulating thoughts. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 181–208). Berlin; Boston: De Gruyter Mouton.
Schindler, Kirsten, & Wolfe, Joanna. (2014b). Beyond single authors: Organizational text production as collaborative writing. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 159–173). Berlin; Boston: De Gruyter Mouton.
Wolff, Gerhard. (1996). Stilistik als Theorie des schriftlichen Sprachgebrauchs [Stilistics as a theory of written language usage]. 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. 1545–1558). Berlin; New York: De Gruyter.
Wolff, Peter H. (2002). Timing precision and rhythm in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 179–206.Cited by3
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Klein, Raymond M. (2002). Observations on the temporal correlates of reading failure [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 207–232.
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Wolff, P. H., Michel, G. E., & Ovrut, M. (1990a). Rate variables and automatized naming in developmental dyslexia. Brain and Language, 39, 556–575.Cited by6
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Tractenberg, Rochelle E. (2001). Exploring a new silent test of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 195–228.
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wolff, Peter H. (2002). Timing precision and rhythm in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 179–206.
Wolff, P. H., Michel, G. E., & Ovrut, M. (1990b). The timing of syllable repetitions in developmental dyslexia. Journal of Speech and Hearing Research, 33, 281–289.Cited by7
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Wolff, Peter H. (2002). Timing precision and rhythm in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 179–206.
Wolff, P. H., Michel, G. F., Ovrut, M., & Drake, C. (1990). Rate and timing precision of motor coordination in developmental dyslexia. Developmental Psychology, 26, 349–359.Cited by4
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Wolff, Peter H. (2002). Timing precision and rhythm in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 179–206.
Wolff, Ulrika. (2010). Subgrouping of readers based on performance measures: A latent profile analysis. Reading and Writing, 23(2), 209–238. https://doi.org/10.1007/s11145-008-9160-8
Wołoszyn, Janusz Z. (2019). Status aarkers in Moche iconography. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 274–296). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c010
Wong, Andrew D. (2013). Brand names and unconventional spelling: A two-pronged analysis of the orthographic construction of brand identity. Written Language & Literacy, 16(2), 115–145. https://doi.org/10.1075/wll.16.2.01won
Woo, E. Y. C., & Hoosain, R. (1984). Visual and auditory functions of Chinese dyslexics. Psychologia, 27, 164–170.Cited by6
Chan, David W., Ho, Connie S.-H., Tsang, Suk-Man, Lee, Suk-Han, & Chung, Kevin K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19(6), 543–561. https://doi.org/10.1007/s11145-006-9008-z
Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
Pak, Ada K. H., Cheng-Lai, Alice, Tso, Ivy F., Shu, Hua, Lia, Wenling, & Anderson, Richard C. (2005). Visual chunking skills of Hong Kong children. Reading and Writing, 18(5), 437–454. https://doi.org/10.1007/s11145-005-6575-3
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Xu, Min, Tan, Li Hai, & Perfetti, Charles. (2019). Developmental dyslexia in Chinese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 200–225). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.010
Wood, C. (2006). Metrical stress sensitivity in young children and its relationship to phonological awareness and reading. Journal of Research in Reading, 29(3), 270–287. https://doi.org/10.1111/j.1467-9817.2006.00308.xCited by5
Goodman, Ilana, Libenson, Amanda, & Wade-Woolley, Lesly. (2010). Sensitivity to linguistic stress, phonological awareness and early reading ability in preschoolers. Journal of Research in Reading, 33(2), 113–127. https://doi.org/10.1111/j.1467-9817.2009.01423.x
Goswami, Usha, Gerson, Danielle, & Astruc, Luisa. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23(8), 995–1019. https://doi.org/10.1007/s11145-009-9186-6
Jarmulowicz, Linda, Hay, Sarah E., Taran, Valentina L., & Ethington, Corinna A. (2008). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, 21(3), 275–297. https://doi.org/10.1007/s11145-007-9073-y
McBride, Catherine. (2017). Early literacy across languages. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 55–74). Amsterdam; Philadelphia: John Benjamins.
Saiegh-Haddad, Elinor, Kogan, Nadya, & Walters, Joel. (2010). Universal and language-specific constraints on phonemic awareness: Evidence from Russian–Hebrew bilingual children. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 359–384. https://doi.org/10.1007/s11145-009-9204-8
Wood, Clare, Kemp, Nenagh, & Plester, Beverley. (2013). Text messaging and literacy - The evidence (Routledge Psychology in Education). London; New York: Routledge.Cited by1
Shortis, Tim. (2016). Texting and other messaging: Written system in digitally mediated vernaculars. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 487–516). Oxon: Routledge.
Woodard, Roger D. (1994). On the interaction of Greek orthography and phonology: Consonant clusters in the syllabic scripts. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 311–334). Dordrecht, The Netherlands: Kluwer Academic Publishers.Cited by2
Buckley, Eugene. (2018). Core syllables vs. moraic writing [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 26–51. https://doi.org/10.1075/wll.00009.buc
Miller, D. Gary. (1994). Ancient scripts and phonological knowledge (Current Issues in Linguistic Theory 116). Amsterdam; Philadelphia: John Benjamins.
Woodard, Roger D. (1997). Greek writing from Knossos to Homer: A linguistic interpretation of the origin of the Greek alphabet and the continuity of ancient Greek literacy. New York: Oxford University Press.Cited by20
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
Clayton, Ewan. (2013). The golden thread: The story of writing. London: Atlantic Books; Berkeley, CA: Counterpoint.
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Daniels, Peter T. (1999). Some Semitic phonological considerations on the sibilants of the Greek alphabet. Written Language & Literacy, 2(1), 57–61.
Daniels, Peter T. (2017a). The writing systems of Indo-European. In Jared Klein, Brian Joseph, & Matthias Fritz (Eds.) in cooperation with Mark Wenthe, Handbook of comparative and historical Indo-European linguistics (Handbooks of Linguistics and Communication Science 41.1) (pp. 26–61). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110261288-00
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
Gnanadesikan, Amalia E. (2011). Syllables and syllabaries: What writing systems tell us about syllable structure. In Charles Cairns & Eric Raimy (Eds.), Handbook of the syllable (Brill's Handbooks in Linguistics 1) (pp. 395–414). Leiden: Brill. https://doi.org/10.1163/ej.9789004187405.i-464.118
Judson, Anna P. (2019). Orthographic variation as evidence for the development of the Linear B writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 179–197. https://doi.org/10.1075/wll.00025.jud
Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
Man, John. (2000). Alpha Beta: How 26 letters shaped the Western world. New York: John Wiley & Sons.
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Steele, Philippa M. (2013). A linguistic history of Ancient Cyprus: The non-Greek languages, and their relations with Greek, c.1600–300 BC (Cambridge Classical Studies). Cambridge: Cambridge University Press.
Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
Threatte, Leslie (1999). [Book review: Roger D. Woodard, (1997), Greek writing from Knossos to Homer: A linguistic interpretation of the origin of the Greek alphabet and the continuity of Ancient Greek literacy]. Written Language & Literacy, 2(1), 145–152.
Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020
Waal, Willemijn. (2018). On the “Phoenician letters”: The case for an early transmission of the Greek alphabet from an archaeological, epigraphic and linguistic perspective. Aegean Studies, 1, 83–125.
Werner, Shirley. (2009). Literacy studies in classics: The last twenty years. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 333–382). Oxford: Oxford University Press.
Woodard, R. D. (2010). Phoinikēia Grammata: An alphabet for the Greek language. In E. J. Bakker (Ed.), A companion to the Greek language (pp. 25–46). Chichester: Blackwell.Cited by5
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
Steele, Philippa M. (2013). A linguistic history of Ancient Cyprus: The non-Greek languages, and their relations with Greek, c.1600–300 BC (Cambridge Classical Studies). Cambridge: Cambridge University Press.
Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
Woodard, R. D. (2014). The textualization of the Greek alphabet. Cambridge: Cambridge University Press.Cited by5
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
Waal, Willemijn. (2018). On the “Phoenician letters”: The case for an early transmission of the Greek alphabet from an archaeological, epigraphic and linguistic perspective. Aegean Studies, 1, 83–125.
Woodard, Roger D. (2020). Vowel representation in the Archaic Greek and Old Aramaic scripts: A comparative orthographic and phonological examination. In Philip J. Boyes, & Philippa M. Steele (Eds.), Understanding relations between scripts II: Early alphabets (Contexts of and Relations between Early Writing Systems (CREWS) 1) (pp. 91–107). Oxbow; Philadelpia: Oxbow Books.Cited by1
Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
Woodcock, R. W. (1973). Woodcock reading mastery tests. Circle Pines, MN: American Guidance Service. [1987, Revised edition]Cited by6
Abu-Rabia, Salim, & Siegel, Linda S. (2003). Reading skills in three orthographies: The case of trilingual Arabic-Hebrew-English-speaking Arab children. Reading and Writing: An Interdisciplinary Journal, 16(7), 611–634.
Mahony, Diana, Singson, Maria, & Mann, Virgina. (2000). Reading ability and sensitivity to morphological relations [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading ability and sensitivity to morphological relations, 12(3), 191–218.
Mann, Virginia A., & Balise, Raymond R. (1994). Predicting reading ability from the “invented” spellings of kindergarten children. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 37–57). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Shany, Michal, & Biemiller, Andrew. (2010). Individual differences in reading comprehension gains from assisted reading practice: Pre existing conditions, vocabulary acquisition, and amounts of practice. Reading and Writing, 23(9), 1071–1083. https://doi.org/10.1007/s11145-009-9196-4
Singson, Maria, Mahony, Diana, & Mann, Virginia. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 219–252. https://doi.org/10.1023/A:1008196330239
Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
Woodcock, R. W. (1987). Woodcock reading mastery tests - Revised. Circle Pines, MN: American Guidance Service. [1973, First edition]Cited by84
Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
Abu-Rabia, Salim, & Siegel, Linda S. (2003). Reading skills in three orthographies: The case of trilingual Arabic-Hebrew-English-speaking Arab children. Reading and Writing: An Interdisciplinary Journal, 16(7), 611–634.
Adlof, Suzanne M., Catts, Hugh W., & Little, Todd D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933–958. https://doi.org/10.1007/s11145-006-9024-z
Al Otaiba, Stephanie, & Lake, Vickie E. (2007). Preparing special educators to teach reading and use curriculum-based assessments. Reading and Writing, 20(6), 591–617. https://doi.org/10.1007/s11145-007-9056-z
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
Berninger, Virginia, Abbott, Robert D., & Alsdorf, Barbara J. (1997). Lexical- and sentence-level processes in comprehension of written sentences. Reading and Writing: An Interdisciplinary Journal, 9(2), 135–162.
Berninger, Virginia W., Winn, William D., Stock, Patricia, Abbott, Robert D., Eschen, Kate, Lin, Shin-Ju (Cindy), Garcia, Noelia, Anderson-Youngstrom, Marci, Murphy, Heather, Lovitt, Dan, Trivedi, Pamala, Jones, Janine, Amtmann, Dagmar, & Nagy, William. (2008). Tier 3 specialized writing instruction for students with dyslexia [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 95–129. https://doi.org/10.1007/s11145-007-9066-x
Blachman, Benita A., Tangel, Darlene M., Ball, Eileen Wynne, Black, Rochella, & McGraw, Colleen K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11(3), 239–273. https://doi.org/10.1023/A:1008050403932
Booth, James R., Perfetti, Charles A., MacWhinney, Brian, & Hunt, Sean B. (2000). The association of rapid temporal perception with orthographic and phonological processing in children and adults with reading impairment. Scientific Studies of Reading, 4(2), 101–132.
Boudreau, Donna. (2002). Literacy skills in children and adolescents with Down syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 497–525.
Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., & Olson, Richard K. (2007). Longitudinal twin study of early literacy development: Preschool through Grade 1 [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 77–102. https://doi.org/10.1007/s11145-006-9019-9
Chiappe, Penny, Stringer, Ron, Siegel, Linda S., & Stanovich, Keith E. (2002). Why the timing deficit hypothesis does not explain reading disability in adults [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 73–107.
Cormier, P., & Dea, S. (1997). Distinctive patterns of relationship of phonological awareness and working memory with reading development. Reading and Writing: An Interdisciplinary Journal, 9(3), 193–206.
Cupples, Linda, & Iacono, Teresa. (2002). The efficacy of ‘whole word’ versus ‘analytic’ reading instruction for children with Down syndrome [Special issue: edited by Margaret J. Snowling & Jean-Emile Gombert]. Reading and Writing: An Interdisciplinary Journal, 15(5/6), 549–574.
Curtin, Suzanne, Manis, Franklin R., & Seidenberg, Mark. S. (2001). Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 515–547. https://doi.org/10.1023/a:1011122219046
Deater-Deckard, Kirby, Mullineaux, Paula Y., Petrill, Stephen A., & Thompson, Lee A. (2009). Effortful control, surgency, and reading skills in middle childhood. Reading and Writing, 22(1), 107–116. https://doi.org/10.1007/s11145-007-9111-9
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Fuchs, Lynn S., Fuchs, Douglas, & Hamlett, Carol L. (2007). Using curriculum-based measurement to inform reading instruction. Reading and Writing, 20(6), 553–567. https://doi.org/10.1007/s11145-007-9051-4
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
Georgiou, George K, Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, & Parrila, Rauno. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x
Geva, Esther. (1995). Orthographic and cognitive processing in learning to read English and Hebrew. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 277–291). Dordrecht; Boston; London: Kluwer Academic Publishers.
Geva, Esther, & Siegel, Linda S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 1–30. https://doi.org/10.1023/A:1008017710115
Goff, Deborah A., Pratt, Chris, & Ong, Ben. (2005). The relations between children's reading comprehension, working memory, language skills and components of reading decoding in a normal sample. Reading and Writing, 18(7/9), 583–616. https://doi.org/10.1007/s11145-004-7109-0
Goodman, Ilana, Libenson, Amanda, & Wade-Woolley, Lesly. (2010). Sensitivity to linguistic stress, phonological awareness and early reading ability in preschoolers. Journal of Research in Reading, 33(2), 113–127. https://doi.org/10.1111/j.1467-9817.2009.01423.x
Gottardo, Alexandra, Chiappe, Penny, Siegel, Linda S., & Stanovich, Keith E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 465–487.
Gottardo, Alexandra, Javier, Christine, Farnia, Fataneh, Mak, Lorinda, & Geva, Esther. (2014). Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 62–88. https://doi.org/10.1075/wll.17.1.04got
Hecht, Steven A., Burgess, Stephen R., Torgesen, Joseph K., Wagner, Richard K., & Rashotte, Carol A. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 99–127.
Henning, Caroline, McIntosh, Beth, Arnott, Wendy, & Dodd, Barbara. (2010). Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: The impact on language and literacy. Journal of Research in Reading, 33(3), 231–246. https://doi.org/10.1111/j.1467-9817.2009.01410.x
Jarmulowicz, Linda, Hay, Sarah E., Taran, Valentina L., & Ethington, Corinna A. (2008). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, 21(3), 275–297. https://doi.org/10.1007/s11145-007-9073-y
Johnston, Timothy C., & Kirby, John R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19(4), 339–361. https://doi.org/10.1007/s11145-005-4644-2
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
Kang, Jennifer Yusun. (2012). Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–431. https://doi.org/10.1007/s11145-010-9277-4
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
Kirby, John R., Deacon, S. Hélène, Bowers, Peter N., Izenberg, Leah, Wade-Woolley, Lesly, & Parrila, Rauno. (2012). Children's morphological awareness and reading ability. Reading and Writing, 25(2), 389–410. https://doi.org/10.1007/s11145-010-9276-5
Kroese, Judith M., Hynd, George W., Knight, Deborah F., Hiemenz, Jennifer R., & Hall, Josh. (2000). Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 105–131.
Kruk, Richard S., & Bergman, Krista. (2013). The reciprocal relations between morphological processes and reading. Journal of Experimental Child Psychology, 114, 10–34. https://doi.org/10.1016/j.jecp.2012.09.014
Lesaux, Nonie K., Lipka, Orly, & Siegel, Linda S. (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 99–131. https://doi.org/10.1007/s11145-005-4713-6
Lesaux, Nonie K., Pearson, M. Rufina, & Siegel, Linda S. (2006). The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 21–48. https://doi.org/10.1007/s11145-005-4714-5
Lewis, Barbara A., Freebairn, Lisa A., & Taylor, H. Gerry. (2002). Correlates of spelling abilities in children with early speech sound disorders. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 389–407.
Lipka, Orly, & Siegel, Linda S. (2010). Early identification and intervention to prevent reading difficulties. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 205–219). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_15
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
Low, Pauline B., & Siegel, Linda S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 207–231.
Mann, Virginia, & Wimmer, Heinz. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 653–682.
McBride-Chang, C., Cheung, H., Chow, B. W.-Y., Chow, C. S.-L., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2) [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 695–716. https://doi.org/10.1007/s11145-005-5742-x
McCutchen, Deborah, Green, Laura, Abbott, Robert D., & Sanders, Elizabeth A. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 401–423. https://doi.org/10.1007/s11145-009-9163-0
McKay, Michael F., & Thompson, G. Brian. (2009). Reading vocabulary influences in phonological recoding during the development of reading skill: A re-examination of theory and practice. Reading and Writing, 2(2), 167–184. https://doi.org/10.1007/s11145-007-9106-6
Mellard, Daryl F., Fall, Emily, & Mark, Caroline. (2009). Reading profiles for adults with low-literacy: Cluster analysis with power and speeded measures. Reading and Writing, 22(8), 975–992. https://doi.org/10.1007/s11145-008-9136-8
Miller, Carlin J., Hynd, George, W., & Miller, Scott R. (2005). Children with dyslexia: Not necessarily at risk for elevated internalizing symptoms. Reading and Writing, 18(5), 425–436. https://doi.org/10.1007/s11145-005-4314-4
Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
Olinghouse, Natalie G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 3–26. https://doi.org/10.1007/s11145-007-9062-1
Olinghouse, Natalie G., & Leaird, Jacqueline T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing, 22(5), 545–565. https://doi.org/10.1007/s11145-008-9124-z
Olson, Richard K. (2007). Introduction to the special issue on genes, environment, and reading [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 1–11. https://doi.org/10.1007/s11145-006-9015-0
Ouellette, Gene, & Beers, Ashley. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23(2), 189–208. https://doi.org/10.1007/s11145-008-9159-1
Penney, Catherine G., Drover, James R., Dyck, Carrie, & Squires, Amanda. (2006). Phoneme awareness is not a prerequisite for learning to read [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 115–133.
Petrill, Stephen A., Deater-Deckard, Kirby, Thompson, Lee Ann, Schatschneider, Chris, Dethorne, Laura S., & Vendenbergh, David J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 127–146. https://doi.org/10.1007/s11145-006-9021-2
Pierce, Margaret E., Katzir, Tami, Wolf, Maryanne, & Noam, Gil G. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing, 20(9), 885–907. https://doi.org/10.1007/s11145-007-9058-x
Puranik, Cynthia S., Lomdardino, Linda J., & Altmann, Lori J. (2007). Writing through retellings: An exploratory study of language-impaired and dyslexic populations. Reading and Writing, 20(3), 251–272. https://doi.org/10.1007/s11145-006-9030-1
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
Ritchey, Kristen D. (2008). The building blocks of writing: Learning to write letters and spell words [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 27–47. https://doi.org/10.1007/s11145-007-9063-0
Rosenthal, Julie, & Ehri, Linnea C. (2011). Pronouncing new words aloud during the silent reading of text enhances fifth graders' memory for vocabulary words and their spellings. Reading and Writing, 24(8), 921–950. doi10.1007/s11145-010-9239-x
Rydland, Veslemøy, Aukrust, Vibeke Grøver, & Fulland, Helene. (2012). How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms. Reading and Writing, 25(2), 465–482. https://doi.org/10.1007/s11145-010-9279-2
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
Savage, Robert, & Cloutier, Emilie. (2017). Early reading interventions: The state of the practice, and some new directions in building causal theoretical models. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 409–435). Amsterdam; Philadelphia: John Benjamins.
Schwartz, Mila, Geva, Esther, Share, David L., & Leikin, Mark. (2007). Learning to read in English as third language: The cross-linguistic transfer of phonological processing skills. Written Language & Literacy, 10(1), 25–52.
Sénéchal, Monique, Ouellette, Gene, Pagan, Stephanie, & Lever, Rosemary. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25(4), 917–934. https://doi.org/10.1007/s11145-011-9310-2
Smith, Susan Lambrecht. (2009). Early phonological and lexical markers of reading disabilities. Reading and Writing, 22(1), 25–40. https://doi.org/10.1007/s11145-007-9101-y
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sparks, Richard L. (2001). Phonemic awareness and reading skill in hyperlexic children: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 333–360.
Sparks, Richard L. (2004). Orthographic awareness, phonemic awareness, syntactic processing, and working memory skill in hyperlexic children. Reading and Writing: An Interdisciplinary Journal, 17(4), 359–386.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Stringer, Ron, & Stanovich, Keith E. (2000). The connection between reaction time and variation in reading ability: Unravelling covariance relationships with cognitive ability and phonological sensitivity. Scientific Studies of Reading, 4(1), 41–53.
Sun-Alperin, M. Kendra, & Wang, Min. (2011). Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2. Reading and Writing, 24(5), 591–614. https://doi.org/10.1007/s11145-009-9221-7
Torgesen, Joseph K., Wagner, Richard K., Rashotte, Carol A., Burgess, Stephen, & Hecht, Stephen. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. https://doi.org/10.1207/s1532799xssr0102_4
Uhry, Joanna K. (1999). Invented spelling in kindergarten: The relationship with finger-point reading. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 441–464.
Vadasy, Patricia F., & Sanders, Elizabeth A. (2008). Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing, 21(9), 929–963. https://doi.org/10.1007/s11145-008-9119-9
Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, & Schatschneider, Christopher. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2
Wade-Woolley, Lesly, & Geva, Esther. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 295–311. https://doi.org/10.1207/S1532799XSSR0404_3
Wang, Min, Anderson, Alida, Cheng, Chenxi, Park, Yoonjung, & Thomson, Jennifer. (2008). General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual children. Reading and Writing, 21(6), 627–644. https://doi.org/10.1007/s11145-007-9081-y
Welcome, Suzanne E., Chiarello, Christine, Halderman, Laura K., & Leonard, Christiana M. (2009). Lexical processing skill in college-age resilient readers. Reading and Writing, 22(3), 353–371. https://doi.org/10.1007/s11145-008-9120-3
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Zadeh, Zohreh Yaghoub, Farnia, Fataneh, & Geva, Esther. (2012). Toward modeling reading comprehension and reading fluency in English language learners. Reading and Writing, 25(1), 163–187. https://doi.org/10.1007/s11145-010-9252-0
Woodcock, R. W. (1991). Woodcock language proficiency battery - Revised. Itasca, IL: Riverside PublishingCited by5
Crosson, Amy C., & Lesaux, Nonie K. (2010). Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers' text-reading fluency in English. Reading and Writing, 23(5), 475–494. https://doi.org/10.1007/s11145-009-9168-8
Gottardo, Alexandra, Javier, Christine, Farnia, Fataneh, Mak, Lorinda, & Geva, Esther. (2014). Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 62–88. https://doi.org/10.1075/wll.17.1.04got
Johnston, Timothy C., & Kirby, John R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19(4), 339–361. https://doi.org/10.1007/s11145-005-4644-2
Kieffer, Michael J., & Lesaux, Noneie K. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, 21(8), 783–804. https://doi.org/10.1007/s11145-007-9092-8
Rolla San Francisco, Andrea, Mo, Elaine, Carlo, María, August, Diane, & Snow, Catherine. (2006). The influences of language of literacy instruction and vocabulary on the spelling of Spanish–English bilinguals. Reading and Writing, 19(6), 627–642. https://doi.org/10.1007/s11145-006-9012-3
Woodcock, R. W., & Johnson, M. B. (1978). Woodcock-Johnson psychoeducational battery. Chicago, IL: Riverside.Cited by4
Pennington, Bruce F., Cardoso-Martins, Cláudia, Green, Phyllis A., & Lefly, Dianne L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 707–755.
Sparks, Richard L. (2001). Phonemic awareness and reading skill in hyperlexic children: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 333–360.
Sparks, Richard L. (2004). Orthographic awareness, phonemic awareness, syntactic processing, and working memory skill in hyperlexic children. Reading and Writing: An Interdisciplinary Journal, 17(4), 359–386.
Tractenberg, Rochelle E. (2001). Exploring a new silent test of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 195–228.
Woodcock, R. W., & Johnson, M. B. (1989a). Woodcock-Johnson psychoeducational battery - Revised. Chicago, IL: Riverside; .Allen, TX: DLM Teaching Resources.Cited by9
Bowers, Patricia G., & Newby-Clark, Elissa. (2002). The role of naming speed within a model of reading acquisition [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 109–126.
Carlisle, Joanne F., & Beeman, Margaret M. (2000). The effects of language of instruction on the reading and writing achievement of first-grade Hispanic children [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 331–353.
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Foorman, Barbara R., Chen, Dung-Tsa, Carlson, Coleen, Moats, Louisa, Francis, David J., & Fletcher, Jack M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing: An Interdisciplinary Journal, 16(4), 289–324.
Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
Low, Pauline B., & Siegel, Linda S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 207–231.
Moats, Louisa, Foorman, Barbara, & Taylor, Patrick. (2006). How quality of writing instruction impacts high-risk fourth graders' writing. Reading and Writing, 19(4), 363–391. https://doi.org/10.1007/s11145-005-4944-6
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
Post, Yolanda V., & Carreker, Suzanne. (2002). Orthographic similarity and phonological transparency in spelling. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 317–340.
Woodcock, R. W., & Johnson, M. B. (1989b). Woodcock-Johnson tests of achievement - Revised. Chicago, IL: Riverside; .Allen, TX: DLM Teaching Resources.Cited by10
Amtmann, Dagmar, Abbott, Robert D., & Berninger, V. W. (2007). Mixture growth models of RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing, 20(8), 785–813. https://doi.org/10.1007/s11145-006-9041-y
Hecht, Steven A., & Greenfield, Daryl B. (2002). Explaining the predictive accuracy of teacher judgments of their students' reading achievement: The role of gender, classroom behavior, and emergent literacy skills in a longitudinal sample of children exposed to poverty. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 789–809.
Lipka, Orly, & Siegel, Linda S. (2010). Early identification and intervention to prevent reading difficulties. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 205–219). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_15
MacArthur, Charles A., Konold, Timothy R., Glutting, Joseph J., & Alamprese, Judith A. (2012). Subgroups of adult basic education learners with different profiles of reading skills. Reading and Writing, 25(2), 587–609. https://doi.org/10.1007/s11145-010-9287-2
McKay, Michael F., & Thompson, G. Brian. (2009). Reading vocabulary influences in phonological recoding during the development of reading skill: A re-examination of theory and practice. Reading and Writing, 2(2), 167–184. https://doi.org/10.1007/s11145-007-9106-6
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2012). Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing, 25(2), 537–567. https://doi.org/10.1007/s11145-010-9285-4
O'Connor, Rollanda E., & Padeliadu, Susana. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 159–182.
Sonnenschein, Susan, Baker, Linda, & Serpell, Robert. (2010). The early childhood project: A 5-year longitudinal investigation of children's literacy development in sociocultural context. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 85–96). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_6
Sparks, Richard L. (2001). Phonemic awareness and reading skill in hyperlexic children: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 333–360.
Spear-Swerling, Louise. (2006). Children's reading comprehension and oral reading fluency in easy text. Reading and Writing, 19(2), 199–220. https://doi.org/10.1007/s11145-005-4114-x
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001a). Woodcock-Johnson battery - III. Itasca, IL: Riverside.Cited by9
Berninger, Virginia W., Winn, William D., Stock, Patricia, Abbott, Robert D., Eschen, Kate, Lin, Shin-Ju (Cindy), Garcia, Noelia, Anderson-Youngstrom, Marci, Murphy, Heather, Lovitt, Dan, Trivedi, Pamala, Jones, Janine, Amtmann, Dagmar, & Nagy, William. (2008). Tier 3 specialized writing instruction for students with dyslexia [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 95–129. https://doi.org/10.1007/s11145-007-9066-x
Commissaire, Eva, Pasquarella, Adrian, Chen, Xi, & Deacon, S. Hélène. (2014). The development of orthographic processing skills in children in early French immersion programs [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 16–39. https://doi.org/10.1075/wll.17.1.02com
Floyd, Randy G., Bergeron, Renee, & Alfonso, Vincent C. (2006). Cattell-Horn-Carroll cognitive ability profiles of poor comprehenders. Reading and Writing, 19(5), 427–456. https://doi.org/10.1007/s11145-006-9002-5
Foorman, Barbara R., York, Mary, Santi, Kristi L., & Francis, David. (2008). Contextual effects on predicting risk for reading difficulties in first and second grade [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 371–394. https://doi.org/10.1007/s11145-007-9079-5
Gautam, Seema, Everatt, John, Sadeghi, Amir, & McNeill, Brigid. (2019). Multiliteracy in akshara and alphabetic orthographies: The case of Punjabi, Hindi and English learners in primary schools in Punjab. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 139–160). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_8
Lonigan, Christopher J., Farver, JoAnn M., Phillips, Beth M., & Clancy-Menchetti, Jeanine. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305–337. https://doi.org/10.1007/s11145-009-9214-6
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2012). Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing, 25(2), 537–567. https://doi.org/10.1007/s11145-010-9285-4
Olson, Richard K. (2008). Genetic and environmental influences on word-reading skills. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 233–253). New York; London. Lawrence Erlbaum Associates.
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001b). Woodcock-Johnson III: Tests of cognitive abilities. Itasca, IL: Riverside.Cited by14
Assel, Michael Andrew, Landry, Susan H., Swank, Paul R., & Gunnewig, Susan. (2007). An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten. Reading and Writing, 20(5), 463–494. https://doi.org/10.1007/s11145-006-9039-5
Cardoso-Martins, Cláudia, Peterson, Robin, Olson, Richard, & Pennington, Bruce. (2009). Component reading skills in Down Syndrome. Reading and Writing, 22(3), 277–292. https://doi.org/10.1007/s11145-007-9114-6
Hines, Sara J., Speece, Deborah L., Walker, Caroline Y., & DaDeppo, Lisa M. W. (2007). Assessing more than you teach: The difficult case of transfer. Reading and Writing, 20(6), 539–552. https://doi.org/10.1007/s11145-007-9052-3
Landry, Susan H., Swank, Paul R., Anthony, Jason L., & Assel, Michael A. (2011). An experimental study evaluating professional development activities within a state funded pre-kindergarten program. Reading and Writing, 24(8), 971–1010. https://doi.org/10.1007/s11145-010-9243-1
Luo, Yang Cathy, Chen, Xi, & Geva, Esther. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 89–115. https://doi.org/10.1075/wll.17.1.05luo
MacArthur, Charles A., & Lembo, Leah. (2009). Strategy instruction in writing for adult literacy learners. Reading and Writing, 22(9), 1021–1039. https://doi.org/10.1007/s11145-008-9142-x
McCutchen, Deborah, Green, Laura, Abbott, Robert D., & Sanders, Elizabeth A. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 401–423. https://doi.org/10.1007/s11145-009-9163-0
Piasta, Shayne B., Purpura, David J., & Wagner, Richard K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6), 607–626. https://doi.org/10.1007/s11145-009-9174-x
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.
Sadeghi, Amir, Everatt, John, & McNeill, Brigid. (2016). A simple model of Persian reading. Writing Systems Research, 8(1), 44–63. https://doi.org/10.1080/17586801.2014.1003768
Share, David L. (2020). Extricating reading science from entrenched anglocentricism, eurocentricism, and alphabetism and embracing global diversity: A personal journey. International Journal for Research in Learning Disabilities, 4(2), 3–14. https://doi.org/10.28987/ijrld.4.2.3
Spear-Swerling, Louise, Brucker, Pamela O., & Alfano, Michael P. (2010). Relationships between sixth-graders' reading comprehension and two different measures of print exposure. Reading and Writing, 23(1), 73–96. https://doi.org/10.1007/s11145-008-9152-8
Taibah, Nadia J., & Haynes, Charles W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8
Vaughn, Sharon, Wanzek, Jeanne, Wexler, Jade, Barth, Amy, Cirino, Paul T., Fletcher, Jack, Romain, Melissa, Denton, Carolyn A., Roberts, Greg, & Francis, David. (2010). The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing, 23(8), 931–956. https://doi.org/10.1007/s11145-009-9183-9
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001c). Woodcock-Johnson III: Tests of achievement. Itasca, IL: Riverside.Cited by7
Barth, Amy Elizabeth, Catts, Hugh W., & Anthony, Jason L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567–590. https://doi.org/10.1007/s11145-008-9125-y
Garcia, Noelia P., Abbott, Robert D., & Berninger, Virginia W. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language & Literacy, 13(1), 61–98. https://doi.org/10.1075/wll.13.1.03gar
Hooper, Stephen R., Costa, Lara-Jeane, McBee, Matthew, Anderson, Kathleen L., Yerby, Donna C., Knuth, Sean B., & Childress, Amy. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x
Molfese, Victoria J., Beswick, Jennifer L., Jacobi-Vessels, Jill L., Armstrong, Natalie E., Culver, Brittany L., White, Jamie M., Ferguson, Melissa C., Rudasill, Kathleen Moritz, & Molfese, Dennis L. (2011). Evidence of alphabetic knowledge in writing: Connections to letter and word identification skills in preschool and kindergarten [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 133–150. https://doi.org/10.1007/s11145-010-9265-8
Puranik, Cynthia S., Lomdardino, Linda J., & Altmann, Lori J. (2007). Writing through retellings: An exploratory study of language-impaired and dyslexic populations. Reading and Writing, 20(3), 251–272. https://doi.org/10.1007/s11145-006-9030-1
Sadeghi, Amir, Everatt, John, & McNeill, Brigid. (2016). A simple model of Persian reading. Writing Systems Research, 8(1), 44–63. https://doi.org/10.1080/17586801.2014.1003768
Stringer, Ronald W., Toplak, Maggie E., & Stanovich, Keith E. (2004). Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing: An Interdisciplinary Journal, 17(9), 891–914.
Woodhead, A. G. (1959). The study of Greek inscriptions Cambridge: Cambridge University Press. [1981, Second editon]Cited by5
Clayton, Ewan. (2013). The golden thread: The story of writing. London: Atlantic Books; Berkeley, CA: Counterpoint.
de Kerckhove, Derrick. (1988a). Logical principles underlying the layout of Greek orthography. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 153–172). Berlin; Heidelberg: Springer.
de Kerckhove, Derrick. (1988b). Critical brain processes involved in deciphering the Greek alphabet. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 401–421). Berlin; Heidelberg: Springer.
Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Woodmansee, M., & Jaszi, P. (Eds.). (1994). The construction of authorship: Textual appropriation in law and literature. Durham, NC: Duke University.Cited by6
Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
Baron, Naomi S. (2004). Rethinking written culture [A discussion of R. Harris, (2000), Rethinking writing]. Language Sciences, 26, 57–96. https://doi.org/10.1016/j.langsci.2003.06.001
Baron, Naomi S. (2013). Reading in print or onscreen: Better, worse, or about the same? In Deborah Tannen & Anna Marie Trester (Eds.), Discourse 2.0: Language and new media (pp. 201–224). Washington, DC: Georgetown University Press.
Baron, Naomi S. (2015). Words onscreen: The fate of reading in a digital world. Oxford: Oxford University Press.
Bolter, Jay David. (1991). Writing space: Computers, hypertext, and the remediation of print. Mahwah, NJ; London: Lawrence Erlbaum Associates. [2001, Second edition]
Brandt, Deborah. (2015). The rise of writing: Redefining mass literacy. Cambridge: Cambridge University Press.
Woodrome, Stacey E., & Johnson, Kathy E. (2009). The role of visual discrimination in the learning-to-read process. Reading and Writing, 22(2), 117–131. https://doi.org/10.1007/s11145-007-9104-8
Woods, Christopher. (2010a). Introduction. Visible language: The earliest writing systems. in Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 15–25). Chicago, IL: The Oriental Institute of the University of Chicago.Cited by4
Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
Gnanadesikan, Amalia E. (2021). S
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020
Woods, Christopher. (2010b). The earliest Mesopotamian writing. In Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 33–84). Chicago, IL: The Oriental Institute of the University of Chicago.Cited by3
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Maiocchi, Massimo. (2019). Writing in early Mesopotamia: The historical interplay of technology, cognition, and environment. In Alan C. Love & William Wimsatt (Eds.). Beyond the meme: Development and structure in cultural evolution (Minnesota Studies in the Philosophy of Science 22) (pp. 395–424). Minneapolis, MN: University of Minnesota Press. https://www.jstor.org/stable/10.5749/j.ctvnp0krm.13
Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
Woods, Christopher (Ed.) with the assistance of Emberling, Geoff, & Teeter, Emily. (2010). Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32). Chicago, IL: The Oriental Institute of the University of Chicago.Cited by5
Maiocchi, Massimo. (2019). Writing in early Mesopotamia: The historical interplay of technology, cognition, and environment. In Alan C. Love & William Wimsatt (Eds.). Beyond the meme: Development and structure in cultural evolution (Minnesota Studies in the Philosophy of Science 22) (pp. 395–424). Minneapolis, MN: University of Minnesota Press. https://www.jstor.org/stable/10.5749/j.ctvnp0krm.13
Sproat, Richard. (2017). A computational model of the discovery of writing. Written Language & Literacy, 20(2), 194-226. https://doi.org/10.1075/wll.00004.spr
Sproat, Richard, & Gutkin, Alexander. (2021). The taxonomy of writing systems: How to measure how logographic a system is. Computational Linguistics, 47(3), 477–528. https://doi.org/10.1162/coli_a_00409
Vernus, Pascal. (2015). Ecriture hiéroglyphique égyptienne et écriture protosinaïtique: Une typologie comparée acrophonie «forte» et acrophonie «+ifaible». In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 142–175). Newcastle upon Tyne: Cambridge Scholars Publishing.
Woolf, Greg (2015). Ancient illiteracy? Ancient literacies: Bulletin of the Institute of Classical Studies, 58(2), 31–42. https://doi.org/10.1111/j.2041-5370.2015.12010.x
Woolf, Greg. (1996). Monumental writing and the expansion of Roman society in the early empire. Journal of Roman Studies, 86, 22–39.Cited by7
Burrell, Barbara. (2009). Reading, hearing, and looking at Ephesos. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 69–95). Oxford: Oxford University Press.
Habinek, Thomas. (2009). Situating literacy at Rome. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 114–140). Oxford: Oxford University Press.
Lomas, Kathryn. (2008). Script obsolescence in ancient Italy: From pre-Roman to Roman writing. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 109–138). London: Equinox Publishing.
Milnor, Kristina. (2009). Literary literacy in Roman Pompeii: The case of Vergil's Aeneid. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 288–319). Oxford: Oxford University Press.
Thomas, Rosalind. (2009a). The origins of western literacy: Literacy in ancient Greece and Rome. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 346–361). Cambridge: Cambridge University Press.
Werner, Shirley. (2009). Literacy studies in classics: The last twenty years. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 333–382). Oxford: Oxford University Press.
Woolf, Greg. (2009). Literacy or literacies in Rome? In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 46–68). Oxford: Oxford University Press.
Woolf, Greg. (2009). Literacy or literacies in Rome? In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 46–68). Oxford: Oxford University Press.Cited by4
Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
Kolb, Anne. (2018). Literacy in ancient everyday life – Problems and results. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 1–10). Berlin, Boston: Walter de Gruyter.
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
Woolf, Greg (2015). Ancient illiteracy? Ancient literacies: Bulletin of the Institute of Classical Studies, 58(2), 31–42. https://doi.org/10.1111/j.2041-5370.2015.12010.x
Woolf, Greg (2015). Ancient illiteracy? Ancient literacies: Bulletin of the Institute of Classical Studies, 58(2), 31–42. https://doi.org/10.1111/j.2041-5370.2015.12010.xCited by3
Hartmann, Benjamin. (2018). Schreiben im Dienste des Staates. Prolegomena zu einer Kulturgeschichte der römischen scribae. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 351–360). Berlin, Boston: Walter de Gruyter.
Kolb, Anne. (2018). Literacy in ancient everyday life – Problems and results. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 1–10). Berlin, Boston: Walter de Gruyter.
Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
Woollams, Anna M. (2015). What does acquired dyslexia tell us about reading in the mind and brain? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 149–164). New York: Oxford University Press.
Woollams, A. M., Lambon Ralph, M. A., Plaut, D. C., & Patterson, K. (2007). SD-squared: On the association between semantic dementia and surface dyslexia. Psychological Review, 114(2), 316–339. https://doi.org/10.1037/0033-295X.114.2.316Cited by6
Coltheart, Max. (2012). Dual-route theories of reading aloud. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 3–27). London: Psychology Press.
Davies, Robert A. I., & Cuetos, Fernando. (2010). Reading acquisition and dyslexia in Spanish. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 155–180). Hove; New York. Psychology Press.
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
Woollams, Anna M. (2015). What does acquired dyslexia tell us about reading in the mind and brain? In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 149–164). New York: Oxford University Press.
Ziegler, Johannes C., Perry, Conrad, & Zorzi, Marco. (2019). Modeling the variability of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 350–371). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.016
Woolley, Sandra I., Davis, Tom R., Flowers, Nicholas J., Piniella-Dutoit, Javier, Livingstone, Alasdair, & Arvanitis, Theodoros N. (2002). Communicating cuneiform: The evolution of a multimedia cuneiform database. Visible Language, 36(3), 308–326.
Woon, W. L. (1987). 漢字的原始和演變 [Chinese writing: Its origin and evolution]. Macau: University of East Asia.Cited by5
Li, David C. S. (2000). Phonetic borrowing. Key to the vitality of written Cantonese in Hong Kong. Written Language & Literacy, 3(2), 199–233.
Schindelin, Cornelia. (2019). The li-variation (隶变/隸變) lìbiàn. When the ancient Chinese writing changed to modern Chinese script. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 227–243). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-schi
Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
Xu, Duoduo. (2021). A semantic index for a Dongba script database. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 985–1006). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-xudu
Woore, Robert. (2014). Beginner learners' progress in decoding L2 French: Transfer effects in typologically similar L1-L2 writing systems. Writing Systems Research, 6(2), 167–189. https://doi.org/10.1080/17586801.2013.838536
Worden, P. E., & Boettcher, W. (1990). Young children's acquisition of alphabet knowledge. Journal of Reading Behavior, 22, 277–295. https://doi.org/10.1080/10862969009547711Cited by9
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Robins, Sarah, & Treiman, Rebecca. (2010). Learning about writing begins informally. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 17–29). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_2
Share, David L. (2004a). Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology, 88, 213–233. https://doi.org/10.1016/j.jecp.2004.03.005
Treiman, Rebecca. (2000). The foundations of literacy. Current Directions in Psychological Science, 9, 89–92. https://doi.org/10.1111/1467-8721.00067
Treiman, Rebecca. (2006). Knowledge about letters as a foundation for reading and spelling. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 581–599). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Treiman, Rebecca, & Kessler, Brett. (2011). Similarities among the shapes of writing and their effects on learning [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 39–57. https://doi.org/10.1075/wll.14.1.03tre [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 41–59). Amsterdam: John Benjamins]
Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
Woodrome, Stacey E., & Johnson, Kathy E. (2009). The role of visual discrimination in the learning-to-read process. Reading and Writing, 22(2), 117–131. https://doi.org/10.1007/s11145-007-9104-8
Worthy, M. J., & Viise, N. (1996). Morphological, phonological, and orthographic differences between the spelling of normally achieving children and basic literacy adults. Reading and Writing: An Interdisciplinary Journal, 8, 138–159.Cited by5
Egan, Joanne, & Pring, Linda. (2004). The processing of inflectional morphology: A comparison of children with and without dyslexia. Reading and Writing: An Interdisciplinary Journal, 17(6), 567–591. http://dx.doi.org/10.1023/B:READ.0000044433.30864.23
Kurvers, Jeanne. (2015). Emerging literacy in adult second-language learners: A synthesis of research findings in the Netherlands [Special issue: Adolescents and adults who develop literacy for the first time in L2, edited by Martha Young-Scholten]. Writing Systems Research, 7(1), 58–78. https://doi.org/10.1080/17586801.2014.943149
Kurvers, Jeanne, Van Hout, Roeland, & Vallen, Ton. (2009). Print awareness of adult illiterates: A comparison with young pre-readers and low-educated adult readers. Reading and Writing, 22(8), 863–887. https://doi.org/10.1007/s11145-008-9129-7
MacArthur, Charles A., Konold, Timothy R., Glutting, Joseph J., & Alamprese, Judith A. (2012). Subgroups of adult basic education learners with different profiles of reading skills. Reading and Writing, 25(2), 587–609. https://doi.org/10.1007/s11145-010-9287-2
Walker, Joanne, & Hauerwas, Laura Boynton. (2006). Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs. Reading and Writing, 19(8), 819–843. https://doi.org/10.1007/s11145-006-9006-1
Wray, David. (1986). Information skills through project work. In Asher Cashdan (Ed.), Literacy: Teaching and learning language skills (pp. 129–144). Oxford: Basil Blackwell.
Wright, Patricia. (1980). Usability: The criterion for designing written information (Tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 183–205). New York; London: Plenum Press.Cited by1
Wright, Patricia. (1980). Textual literacy: An outline sketch of psychological research on reading and writing. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 517–535). New York; London: Plenum Press.
Wright, Patricia. (1980). Textual literacy: An outline sketch of psychological research on reading and writing. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 517–535). New York; London: Plenum Press.
Wright, P., & Wilcox, P. (1979). When two no's nearly make a yes: A study of conditional imperatives. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 413–430). New York; London: Plenum Press.Cited by2
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Wright, Patricia. (1980). Usability: The criterion for designing written information (Tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 183–205). New York; London: Plenum Press.
Wright, R. (1982). Late Latin and early romance in Spain and Carolingian France. Liverpool: Francis Cairns.Cited by7
Baddeley, Susan. (2012). French orthography in the 16th century. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 97–125). Berlin; Boston: De Gruyter Mouton.
Baddeley, Susan, & Voeste, Anja. (2012). Orthographies in Early Modern Europe: A comparative view. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 1–13). Berlin; Boston: De Gruyter Mouton.
Everett, Nicholas. (2009). Literacy from late antiquity to the early middle ages, c. 300–800 AD. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 362–385). Cambridge: Cambridge University Press.
Lamas Pombo, Elena. (2012). Variation and standardization in the history of Spanish spelling. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 15–62). Berlin; Boston: De Gruyter Mouton.
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Tuttle, Edward. (1996). Romance languages. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 633–642). New York; Oxford: Oxford University Press.
Wright, Roger. (2013). How scribes wrote Ibero-Romance before written Romance was invented. In Esther-Miriam Wagner, Ben Outhwaite, & Bettina Beinhoff (Eds.), Scribes as agents of language change (Studies in Language Change 10) (pp. 71–83). Boston; Berlin: De Gruyter.
Wright, Roger. (2013). How scribes wrote Ibero-Romance before written Romance was invented. In Esther-Miriam Wagner, Ben Outhwaite, & Bettina Beinhoff (Eds.), Scribes as agents of language change (Studies in Language Change 10) (pp. 71–83). Boston; Berlin: De Gruyter.
Wright-Carr, David Charles. (2019). On the classification of graphs in Central Mexican pictorial writing. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 25–40). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c001
Wrolstad, M. E. (1976). A manifesto for visible language. Visible Language, 10, 5–40.Cited by4
Gelb, I. J. (1980). Principles of writing systems within the frame of visual communication (Tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma, (Eds.), Processing of visible language: Volume 2 (pp. 7–24). New York; London: Plenum Press.
Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press.
Kim-Renaud, Young-Key. (2000). Sejong's theory of literacy and writing [Special issue: Literacy and writing systems in Asia, edited by Chin w. Kim, Elmer H., Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 13–45.
Massaro, Dominic W. (1979b). Reading and listening (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 331–354). New York; London: Plenum Press.
Wu, Jei-Tun, & Liu, In-Mao. (1997). Phonological activation in pronouncing characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 47–64). Sha Tin, N. T., Hong Kong: The Chinese University Press.Cited by1
Hoosain, Rumjahn. (2002). Speed of getting at the phonology and meaning of Chinese words. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 130-142). Hong Kong: Hong Kong University Press.
Wu, Qi. (2018). On exegesis methods of Warring States bamboo-slip manuscripts. Journal of Chinese Writing Systems, 2(1), 67–75. https://doi.org/10.1177/2513850217747987
Wurm, Stephen A. (1977). The spelling of New Guinea pidgin (Neo-Melanesian). In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 441–457). The Hague; Paris: Mouton.Cited by2
Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
Smalley, William A. (1994a). Codification by means of foreign systems. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 697–708). Berlin; New York: De Gruyter.
Wydell, Taeko Nakayama. (1998). What matters in kanji word naming: Consistency, regularity, or On/Kun-reading difference? [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 359–373. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 205–219). Dordrecht: Kluwer Academic Publishers]Cited by2
Leong, Che Kan, & Cheng, Pui-Wan. (2003). Consistency effects on lexical decision and naming of two-character Chinese words. Reading and Writing: An Interdisciplinary Journal, 16(5), 455–474.
Uno, Akira, Wydell, Taeko N., Haruhara, Noriko, Kaneko, Masato, & Shinya, Naoko. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: Normal readers versus poor readers (dyslexics) [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 755–789. https://doi.org/10.1007/s11145-008-9128-8
Wydell, Taeko N. (2019). Developmental dyslexia in Japanese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 176–199). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.009
Wydell, T. N., & Butterworth, B. (1999). A case study of an English-Japanese bilingual with monolingual dyslexia. Cognition, 70(3), 273–305.Cited by14
Baluch, Bahman. (2006). Perian orthography and its relation to literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 365–376). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Brunswick, Nicola. (2010). Unimpaired reading development and dyslexia across different languages. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 131–154). Hove; New York. Psychology Press.
Chan, Won Shing Raymond, Hung, Se Fong, Liu, Suet Nga, & Lee, Cheuk Kiu Kathy. (2008). Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders. Reading and Writing, 21(6), 661–674. https://doi.org/10.1007/s11145-007-9084-8
Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
Fern-Pollak, Liory, & Masterson, Jackie. (2016). Dyslexia and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 223–233). Oxon: Routledge.
Joshi, R. Malatesha. (2010). Role of orthography in literacy acquisition and literacy problems among monolinguals and bilinguals. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 167–176). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_12
Kim, Jeesun, & Davis, Chris. (2004). Characteristics of poor readers of Korean hangul: Auditory, visual and phonological processing [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 153–185. https://doi.org/10.1023/B:READ.0000013804.76677.a9
Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
Uno, Akira, Wydell, Taeko N., Haruhara, Noriko, Kaneko, Masato, & Shinya, Naoko. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: Normal readers versus poor readers (dyslexics) [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 755–789. https://doi.org/10.1007/s11145-008-9128-8
Wydell, Taeko N. (2019). Developmental dyslexia in Japanese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 176–199). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.009
Wydell, T. N., Butterworth, B., & Patterson, K. E. (1995). The inconsistency of consistency effects in reading: The case of Japanese kanji. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1155–1168.Cited by14
Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
Hino, Yasushi, Lupker, Stephen J., Sears, Chris R., & Ogawa, Taeko. (1998). The effects of polysemy for Japanese katakana words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 395–424. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 241–270). Dordrecht: Kluwer Academic Publishers]
Hirose, Hitoshi. (1998). Identifying the on- and kun-readings of Chinese characters: Identification of on versus kun as a strategy-based judgment [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), 375–394. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 221–240). Dordrecht: Kluwer Academic Publishers]
Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
Matsunaga, Sachiko. (2016). Teaching and learning to read kanji as L2: Why are they difficult? In Jun Xing, & Pak-sheung Ng (Eds.), Indigenous culture, education and globalization: Critical perspectives from Asia (pp. 245–262). Berlin; Heidelberg: Springer. https://doi.org/10.1007/978-3-662-48159-2_13
Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Tamaoka, Katsuo. (2005). The effect of morphemic homophony on the processing of Japanese two-kanji compound words. Reading and Writing, 18(4), 281–302. https://doi.org/10.1007/s11145-005-3354-0
Tamaoka, Katsuo, & Altmann, Gabriel. (2005). Mathematical modelling for Japanese kanji strokes in relation to frequency, asymmetry and readings. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 16–29). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
Tamaoka, Katsuo, & Hatsuzuka, Makiko. (1998). The effects of morphological semantics on the processing of Japanese two-kanji compound words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 293–322. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 139–168). Dordrecht: Kluwer Academic Publishers]
Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
Uno, Akira, Wydell, Taeko N., Haruhara, Noriko, Kaneko, Masato, & Shinya, Naoko. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: Normal readers versus poor readers (dyslexics) [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 755–789. https://doi.org/10.1007/s11145-008-9128-8
Wydell, Taeko Nakayama. (1998). What matters in kanji word naming: Consistency, regularity, or On/Kun-reading difference? [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 359–373. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 205–219). Dordrecht: Kluwer Academic Publishers]
Wydell, Taeko N. (2019). Developmental dyslexia in Japanese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 176–199). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.009
Wydell, T. N., Patterson, K. E., & Humphreys, G. W. (1993). Phonologically mediated access to meaning for Kanji: Is a ROWS still a ROSE in Japanese kanji? Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 491–514. https://doi.org/10.1037/0278-7393.19.3.491Cited by26
Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
Joyce, Terry. (2004). Modeling the Japanese mental lexicon: Morphological, orthographic and phonological considerations. In S. P. Shohov (Ed.), Advances in Psychological Research: Volume 31 (pp. 27–61). Hauppauge, NY: Nova Science.
Joyce, Terry, & Masuda, Hisashi. (2018). Introduction to the multi-script Japanese writing system and word processing. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 179–199). Amsterdam: John Benjamins.
Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
Liu, In-Mao. (1997). The issue of prelexical phonology in the reading of Chinese characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 65–75). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Masuda, Hisashi, & Joyce, Terry. (2005). A database of two-kanji compound words featuring morphological family, morphological structure, and semantic category data. In Katsuo Tamaoka, (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 30–44). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
Matsunaga, Sachiko. (2002b). Early phonological activation in reading kanji: An eye-tracking study. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 157–171). Hong Kong: Hong Kong University Press.
Matsunaga, Sachiko. (2016). Teaching and learning to read kanji as L2: Why are they difficult? In Jun Xing, & Pak-sheung Ng (Eds.), Indigenous culture, education and globalization: Critical perspectives from Asia (pp. 245–262). Berlin; Heidelberg: Springer. https://doi.org/10.1007/978-3-662-48159-2_13
Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
Morita, Aiko, & Tamaoka, Katsuo. (2002). Phonological involvement in the processing of Japanese at the lexical and sentence levels. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 633–651.
Saito, H., Masuda, H., & Kawakami, M. (1998). Form and sound similarity effects in kanji recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 323–357. [Also published as Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 169–203). Dordrecht: Kluwer Academic Publishers]
Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Tamaoka, Katsuo. (2005). The effect of morphemic homophony on the processing of Japanese two-kanji compound words. Reading and Writing, 18(4), 281–302. https://doi.org/10.1007/s11145-005-3354-0
Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
Tamaoka, Katsuo, & Altmann, Gabriel. (2005). Mathematical modelling for Japanese kanji strokes in relation to frequency, asymmetry and readings. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 16–29). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
Tamaoka, Katsuo, & Hatsuzuka, Makiko. (1998). The effects of morphological semantics on the processing of Japanese two-kanji compound words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 293–322. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 139–168). Dordrecht: Kluwer Academic Publishers]
Tamaoka, Katsuo, Kiyama, Sachiko, & Chu, Xiang-Juan. (2012). How do native Chinese speakers learning Japanese as a second language understand Japanese kanji homophones? [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 30–46. https://doi.org/10.1080/17586801.2012.690008
Uno, Akira, Wydell, Taeko N., Haruhara, Noriko, Kaneko, Masato, & Shinya, Naoko. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: Normal readers versus poor readers (dyslexics) [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 755–789. https://doi.org/10.1007/s11145-008-9128-8
Wu, Jei-Tun, & Liu, In-Mao. (1997). Phonological activation in pronouncing characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 47–64). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Wydell, Taeko Nakayama. (1998). What matters in kanji word naming: Consistency, regularity, or On/Kun-reading difference? [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 359–373. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 205–219). Dordrecht: Kluwer Academic Publishers]
Wydell, Taeko N. (2019). Developmental dyslexia in Japanese. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 176–199). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.009
Yamada, Jun. (1998). The time course of semantic and phonological access in naming kanji and kana words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 425–437. https://doi.org/10.1023/A:1008095920749 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 271–283). Dordrecht: Kluwer Academic Publishers]
Yamada, Jun, & Takashima, Hiroomi. (2001). The semantic effect on retrieval of radicals in logographic characters. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 179–194.
Zhou, Xiaolin, & Marslen-Wilson, William. (1999b). The nature of sublexical processing in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(4), 819–837.
Wynne, Henry, & Connor, Carol McDonald. (2016). Self-perception and perspective taking: How beliefs about oneself and others may influence reading. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 100–110). London; New York: Routledge.
Wyrod, Christopher. (2008). A social orthography of identity: the N'ko literacy movement in West Africa [Special issue: The sociolinguistics of script choice, edited by Peter Unseth]. International Journal of the Sociology of Language, 192, 27–44. https://doi.org/10.1515/IJSL.2008.033Cited by4
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Mbodj-Pouye, Aïssatou, & Van den Avenne, Cécile. (2012). Vernacular literacy practices in present-day Mali: Combining ethnography and textual analysis to understand multilingual texts. In Mark Sebba, Shahrzad Mahootian, & Carla Jonsson (Eds.), Language mixing and code-switching in writing: Approaches to mixed-language written discourse (Routledge Critical Studies in Multilingualism 2) (pp. 170–191). New York; London: Routledge.
Sebba, Mark. (2009). Sociolinguistic approaches to writing systems research. Writing Systems Research, 1(1), 35–49. https://doi.org/10.1093/wsr/wsp002
Unseth, Peter. (2016a). The international impact of Sequoyah's Cherokee syllabary. Written Language & Literacy, 19(1), 75–93. https://doi.org/10.1075/wll.19.1.03uns
Wysocki, K., & Jenkins, J. R. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, 22(1), 66–81.Cited by15
Bowers, Peter N., & Kirby, John R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23(5), 515–537. https://doi.org/10.1007/s11145-009-9172-z
Carlisle, Joanne F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 169–190. https://doi.org/10.1023/A:1008131926604
Kemp, Nenagh. (2006). Children's spelling of base, inflected, and derived words: Links with morphological awareness [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 737–765. https://doi.org/10.1007/s11145-006-9001-6
Kieffer, Michael J., & Lesaux, Noneie K. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, 21(8), 783–804. https://doi.org/10.1007/s11145-007-9092-8
Kim, Young-Suk Grace. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading-writing relations. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 11–34). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_2
Ku, Yu-Min, & Anderson, Richard C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16(5), 399–422. https://doi.org/10.1023/A:1024227231216
Leong, Che Kan. (2000b). Rapid processing of base and derived forms of words and grades 4, 5 and 6 children's spelling [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 277–302.
Mahony, Diana, Singson, Maria, & Mann, Virgina. (2000). Reading ability and sensitivity to morphological relations [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading ability and sensitivity to morphological relations, 12(3), 191–218.
Parel, Rolande. (2004). The impact of lexical inferencing strategies on second language reading proficiency. Reading and Writing: An Interdisciplinary Journal, 17(6), 847–873.
Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
Ravid, Dorit, & 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.
Rispens, Judith E., McBride-Chang, Catherine, & Reitsma, Pieter. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading and Writing, 21(6), 587–607. https://doi.org/10.1007/s11145-007-9077-7
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.
Templeton, Shane. (1992). Theory, nature, and pedagogy of higher-order orthographic development in older students. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 253–277). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.