• Yaden, D. B., Smolkin, L. B., & Conlon, A. (1989). Preschoolers' questions about pictures, print conversations, and story test during reading aloud at home. Reading Research Quarterly, 24(2), 188–214. https://doi.org/10.2307/747864 Cited by5
    • Evans, Mary Ann, & Saint-Aubin, Jean. (2010). An eye for print: Child and adult attention to print during shared book reading. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 43–53). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_4
    • 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
    • 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]
    • 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
    • Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
  • Yakubovich, I. (2008). Hittite-Luvian bilingualism and the development of Anatolian hieroglyphs. Acta Linguistica Petropolitana, 4(1), 9–36. Cited by8
    • Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
    • Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
    • 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.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
    • van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
    • Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020
    • Yakubovich, Ilya. (2010). Anatolian hieroglyphic 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. 203–207). Chicago, IL: The Oriental Institute of the University of Chicago.
  • Yakubovich, Ilya. (2010). Anatolian hieroglyphic 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. 203–207). Chicago, IL: The Oriental Institute of the University of Chicago. Cited by1
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
  • Yamada, J. (1992). Why are kana words named faster than kanji words? Brain and Language, 43, 682–693. Cited by4
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Kinoshita, Sachiko. (1998). The role of phonology in reading Japanese: Or why I don't hear myself when reading Japanese [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), 439–455. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 285–301). Dordrecht: Kluwer Academic Publishers]
    • Yamada, Jun. (1998). The time course of semantic and phonological access in naming kanji and kana words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 425–437. https://doi.org/10.1023/A:1008095920749 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 271–283). Dordrecht: Kluwer Academic Publishers]
    • 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
  • 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. Cited by3
    • Taylor, Insup. (1996). The teaching of reading and writing in East Asia. 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. 1309–1318). Berlin; New York: De Gruyter.
    • 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)]
  • 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] Cited by4
    • 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.
    • Rose, Heath. (2017). The Japanese writing system: Challenges, strategies and self-regulation for learning kanji (Second Language Acquisition 116). Bristol; Blue Ridge Summit: Multilingual Matters.
    • 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)]
    • 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.
  • 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
  • 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. Cited by1
    • 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)]
  • Yamadori, A. (1975). Ideogram reading in alexia. Brain, 98, 231–238. Cited by7
    • 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.
    • 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.
    • Hatano, Giyoo, Kuhara, Keiko, & Akiyama, Michael. (1981). Kanji help readers of Japanese infer the meaning of unfamiliar words. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 3(2), 30–33.
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • Park, Kwonsaeng, & Vaid, Jyotsna. (1995). Lexical representation of script variation: Evidence from Korean biscriptals. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and cognition 7) (pp. 327–339). Dordrecht; Boston; London: Kluwer Academic Publishers.
  • Yamadori, A., Nagashima, T., & Tamaki, N. (1983). Ideogram writing in a disconnection syndrome. Brain and Language, 19, 346–356. Cited by3
    • Jones, Edward A., & Aoki, Chisato. (1988). The processing of Japanese kana and kanji characters. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 301–320). Berlin; Heidelberg: Springer.
    • Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
  • 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. Cited by1
    • Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
  • Yan, G., Tian, H., Bai, X., & Rayner, K. (2006). The effect of word and character frequency on the eye movements of Chinese readers. British Journal of Psychology, 97(2), 259–268. https://doi.org/10.1348/000712605X70066 Cited by8
    • Goodman, Ken. (2012). The process of reading in non-alphabetic languages: An introduction. 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. 3–15). New York; London: Routledge.
    • 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.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • 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.
    • 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.
    • 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)]
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Yan, M., Kliegl, R., Richter, E. M., Nuthmann, A., & Shu, H. (2010). Flexible saccade-target selection in Chinese reading. Quarterly Journal of Experimental Psychology, 63(4), 705–725. https://doi.org/10.1080/17470210903114858 Cited by6
    • Albrengues, Claire, Lavigne, Frédéric, Aguilar, Carlos, Castet, Eric, & Vitu, Françoise. (2019). Linguistic processes do not beat visuo-motor constraints, but they modulate where the eyes move regardless of word boundaries: Evidence against top-down word-based eyemovement control during reading. PLOS ONE, 14(7), e0219666. https://doi.org/10.1371/journal.pone.0219666
    • 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.
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • 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)]
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Yang, Chin Lung, Perfetti, Charles A., & Schmalhofer, Franz. (2005). Less skilled comprehenders' ERPs show sluggish word-to-text integration processes [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 233–257. Cited by1
    • Stafura, Joseph Z., & Perfetti, Charles A. (2017). Integrating word processing with text comprehension: Theoretical frameworks and empirical examples. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 9–31). Amsterdam; Philadelphia: John Benjamins.
  • 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. Cited by1
    • Chik, Pakey Pui-man, Ho, Connie Suk-han, Yeung, Pui-sze, Chan, David Wai-ock, Chung, Kevin Kien-hoa, Luan, Hui, Lo, Lap-yan, & Lau, Wendy Suet-yee. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing, 25(3), 679–699. https://doi.org/10.1007/s11145-010-9293-4
  • 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
  • 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 Cited by2
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
    • 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.
  • Yap, M. J., & Balota, D. A. (2009). Visual word recognition of multisyllabic words. Journal of Memory and Language, 60, 502–529. https://doi.org/10.1016/j.jml.2009.02.001 Cited by8
    • 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., Hutchinson, Keith A., & Cortese, Michael J. (2012). Megastudies: What do millions (or so) of trials tell us about lexical processing. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 90–115). London: Psychology Press.
    • Beyermann, Sandra. (2013). Orthographic cues to word stress in German: Word endings and number of final consonant letters. Written Language & Literacy, 16(1), 32–59. https://doi.org/10.1075/wll.16.1.02bey
    • Carlisle, Joanne F., & Kearns, Devin M. (2017). Learning to read morphologically complex words. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 191–214). Amsterdam; Philadelphia: John Benjamins.
    • 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
    • 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.
    • 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.
  • 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. Cited by1
    • Cahill, Lynne, & Joyce, Terry. (2017). Introduction: Orthographic databases and lexicons [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 1–5. https://doi.org/10.1075/wll.20.1.01cah
  • Yap, M. J., Balota, D. A., Sibley, D. E., & Ratcliff, R. (2012). Individual differences in visual word recognition: Insights from the English Lexicon Project. Journal of Experimental Psychology: Human Perception and Performance, 38, 53–79. Cited by6
    • Andrews, Sally. (2012). Individual differences in skilled visual word recognition and reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 151–172). London: Psychology Press.
    • Andrews, Sally. (2015). Individual differences among skilled readers: The role of lexical quality. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 129–148). New York: Oxford University Press.
    • 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.
    • 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
    • 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.
    • 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.
  • Yap, M. J., Rickard Liow, S. J., Jalil, S. B., & Faizal, S. S. (2010). The Malay lexicon project: A database of lexical statistics for 9,592 words. Behavior Research Methods, 42(4), 992–1003. Cited by5
    • 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.
    • Lee, Lay Wah, Low, Hui Min, & Mohamed, Abdul Rashid. (2012). Word count analysis of Malay language textbooks for the purpose of developing a Malay reading remedial programme [Special issue: Second language writing systems, edited by Benedetta Bassetti, Jyotsna Vaid, & Vivian Cook]. Writing Systems Research, 4(1), 103–119. https://doi.org/10.1080/17586801.2012.690713
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge 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.
    • 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.
  • Yap, M. J., Tse, C.-S., & Balota, D. A. (2009). Individual differences in the joint effects of semantic priming and word frequency revealed by RT distributional analyses: The role of lexical integrity. Journal of Memory and Language, 61, 303–325. Cited by5
    • Andrews, Sally. (2012). Individual differences in skilled visual word recognition and reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 151–172). London: Psychology Press.
    • Andrews, Sally. (2015). Individual differences among skilled readers: The role of lexical quality. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 129–148). New York: Oxford University Press.
    • 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.
    • 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.
  • Yap, R., & van der Leij, A. (1993). Word processing in dyslexics: An automatic decoding deficit? Reading and Writing: An Interdisciplinary Journal, 5, 261–279. Cited by9
    • 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
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • Katzir, Tami, Shaul, Shelly, Bretnitz, Zvia, & Wolf, Maryanne. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 739–768.
    • Landerl, Karin, & 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.
    • 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
    • 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
    • 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
    • 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
  • Yap, R., & van der Leij, A. (1994). Testing the automatization deficit hypothesis of dyslexia via a dual-task paradigm. Journal of Learning Disabilities, 27(10), 660–665. Cited by5
    • 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.
    • 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
  • Yarkoni, T., Balota, D. A., & Yap, M. J. (2008). Moving beyond Coltheart's N: A new measure of orthographic similarity. Psychonomic Bulletin & Review, 15, 971–979. Cited by11
    • 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., 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.
    • 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.
    • Marian, Viorica. (2017). Orthographic and phonological neighborhood databases across multiple languages [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 6–26. doi 10.1075/wll.20.1.02mar
    • Norris, Dennis. (2013). Models of visual word recognition. Trends in Cognitive Sciences, 17(10), 517–524. https://doi.org/10.1016/j.tics.2013.08.003
    • Perea, Manuel. (2015). Neighborhoods effects in visual word recognition and reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 76–87). New York: Oxford University Press.
    • Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
    • Taft, Marcus, Xu, Joe, & Li, Sonny. (2017). Letter coding in visual word recognition: The impact of embedded words. Journal of Memory and Language, 92, 14–25. https://doi.org/10.1016/j.jml.2016.05.002
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge 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.
    • 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.
  • Yassin, Rana, Share, David L., & Shalhoub-Awwad, Yasmin. (2020). Learning to spell in Arabic: The impact of script-specific visual-orthographic features. Frontiers in Psychology, 11:2059. https://doi.org/10.3389/fpsyg.2020.02059
  • Yasunaga, M. (1981). Jōyō kanjihyō ga umareru made [Until jōyō kanji were born]. Gengo Seikatsu, 355, .24–31. Cited by5
    • Gottlieb, Nanette. (1995). Kanji politics: Language policy and Japanese script. London; New York: Kegan Paul International. [2016, reprinted, London; New York: Routledge]
    • 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.
    • Seeley, Christopher. (1984). The Japanese script since 1900. Visible Language, 18(3), 267–302.
    • Seeley, Christopher. (1991). A history of writing in Japan. (Brill’s Japanese Studies Library 3). Leiden: Brill. [2000, Reprinted, Honolulu, HI: University of Hawai‘i Press]
  • Yasur-Landau, Assaf. (2017). Non-scribal communication in the Southern Levant during the Middle and Late Bronze Ages. 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. 207–219). Firenze: Firenze University Press.
  • Yates, Frances A. (1966). The art of memory. Chicago: The University of Chicago Press. Cited by14
    • Bolter, Jay David. (1991). Writing space: Computers, hypertext, and the remediation of print. Mahwah, NJ; London: Lawrence Erlbaum Associates. [2001, Second edition]
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • 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.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Gauger, Hans-Martin. (1994). Geschichte des Lesens [The history of reading]. 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. 65–84). Berlin; New York: De Gruyter.
    • 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.
    • Hugh-Jones, Stephen. (2016). Writing on stone; writing on paper: Myth, history and memory in NW Amazonia. History and Anthropology, 27(2). 154–182. https://doi.org/10.1080/02757206.2016.1138291
    • Olson, David R. (1988). Mind, media, and memory: The archival and epistemic functions of written text. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 422–441). Berlin; Heidelberg: Springer.
    • Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
    • 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.
    • 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]
    • Raible, Wolfgang. (1994). Orality and literacy. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 1–17). Berlin; New York: De Gruyter.
    • Schlieben-Lange, Brigitte. (1994). Geschichte der Reflexion über Schrift und Schriftlichkeit [History of the reflection on writing and its use]. 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. 102–121). Berlin; New York: De Gruyter. https://doi.org/10.1515/9783110111293.1.2.102
  • Yates, M. (2005). Phonological neighbours speed visual word processing: Evidence from multiple tasks. Journal of Experimental Psychology: Learning, Memory and Cognition, 31, 1385–1397. Cited by5
    • 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.
    • Marian, Viorica. (2017). Orthographic and phonological neighborhood databases across multiple languages [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 6–26. doi 10.1075/wll.20.1.02mar
    • 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.
  • Yates, M., Locker, L. Jr., & Simpson, G. B. (2004). The influence of phonological neighborhood on visual word perception. Psychonomic Bulletin and Review, 11(3), 452–457. Cited by6
    • Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
    • 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.
    • 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.
    • Macizo, Pedro, & Van Petten, Cyma. (2007). Syllable frequency in lexical decision and naming of English words. Reading and Writing, 20(4), 295–331. https://doi.org/10.1007/s11145-006-9032-z
    • Marian, Viorica. (2017). Orthographic and phonological neighborhood databases across multiple languages [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 6–26. doi 10.1075/wll.20.1.02mar
    • 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.
  • Yates, S. J. (1996). Oral and written linguistic aspects of computer conferencing. In S. Herring (Ed.), Computer-mediated communication: Linguistic, social and cross-cultural perspectives (pp. 22–46). Amsterdam; Philadelphia: John Benjamins. Cited by5
    • Baron, Naomi S. (2000). Alphabet to email: How written English evolved and where it's heading. London; New York: Routledge.
    • Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
    • Lee, Carmen, & Barton, David. (2012). Multilingual texts on Web 2.0: The case of Flickr.com. 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. 128–145). New York; London: Routledge.
    • Squires, Lauren. (2016). Computer-mediated communication and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 471–486). Oxon: Routledge.
    • Tagg, Caroline, & Seargeant, Philip. (2012). Writing systems at play in Thai-English online interactions [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 195–213. https://doi.org/10.1080/17586801.2011.628583
  • Yen, M.-H., Tsai, J.-L., Tzeng, O. J. I., & Hung, D. L. (2008). Eye movements and parafoveal word processing in reading Chinese. Memory & Cognition, 36, 1033–1045. Cited by5
    • 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
    • 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.
    • 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
    • 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.
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Yeung, P.-S., Ho, C. S.-H., Chik, P. P.-M., Lo, L.-Y., Luan, H., Chan, D. W.-O., & Chung, K. K.-H. (2011). Reading and spelling Chinese among beginning readers: What skills make a difference? Scientific Studies of Reading, 15(4), 285–313. http://doi.org/10.1080/10888438.2010.482149 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.
    • 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.
    • 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
    • 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
    • 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
  • Yi, Ki-Moon. (1975). Language and writing systems in traditional Korea. In Peter H. Lee (Ed.), The traditional culture and society of Korea: Art and literature (Occasional Papers 4) (pp. 15–32). Honolulu: The Center for Korean Studies, University of Hawai‘i. Cited by4
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
    • 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.
    • Tyson, Rodney E. (2012). A successful mixture of alphabetic and non-alphabetic writing: Chinese characters in Korean. 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. 92–98). New York; London: Routledge.
  • Yik, W. F. (1978). The effect of visual and acoustic similarity on short-term memory for Chinese words. Quarterly Journal of Experimental Psychology, 30, 487–494. Cited by7
    • Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
    • Koda, Keiko. (1995). Cognitive consequences of L1 and L2 orthographies. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 311–326). Dordrecht; Boston; London: Kluwer Academic Publishers.
    • Paradis, Michel, Hagiwara, Hiroko, & Hildebrandt, Nancy. (1985). Neurolinguistic aspects of the Japanese writing system (Perspectives in Neurolinguistics, Neuropsychology, and Psycholinguistics). Tokyo; Orlando, FL; London: Academic Press.
    • 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]
    • 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.
    • 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.
  • 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 Cited by1
    • 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)]
  • Yin, Wengang, & Butterworth, Brian. (1992). Deep and surface dyslexia in Chinese. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 349–366). Amsterdam; London; New York; Tokyo: North-Holland. Cited by2
    • Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
    • 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.
  • Yip, M. (2002). Tone. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139164559 Cited 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
    • Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
    • 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.
    • Roberts, David. (2011). A tone orthography typology [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 82–108. https://doi.org/10.1075/wll.14.1.05rob [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 85–111). Amsterdam: John Benjamins]
    • Roberts, David, & Walter, Stephen L. (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, 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
    • Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
  • Yokosawa, K., & Umeda, M. (1988). Processes in human kanji-word recognition. Proceedings of the 1988 IEEE International Conference on Systems, Man, and Cybernetics (pp. 377–380). Beijing, Shenyang, China. Cited by11
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • Honda, Keisuke. (2019). What do kanji graphs represent in the current Japanese writing system? Towards a unified model of kanji as written signs. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 185–208). Brest: Fluxus Editions. http://www.fluxus-editions.fr/gla1-hond.pdf
    • 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. (2011). The significance of the morphographic principle for the classification of writing systems [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 58–81. https://doi.org/10.1075/wll.14.1.04joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins]
    • Joyce, Terry, & Ohta, Nobuo. (2002). Constituent morpheme frequency data for two-kanji compound words. Tsukuba Psychological Research, 24, 111–141.
    • 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.
    • 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.
    • 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
    • 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
  • Yokoyama, S., Sasahara, H., Nozaki, H., & Long, E. (1998). Shimbun denshi media no kanji: Asahi Shimbun CD-ROM ni yoru kanji hindohyō [Kanji in the electronic newspaper media: Kanji frequency tables from the Asahi Newspaper CD-ROM] (Kokuritsu Kokugo Kenkyujo purojekuto sensho 1) [National Language Research Institute project, Special publication 1]. Tokyo: Sanseidō. Cited by8
    • Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
    • 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. (2005). Constructing a large-scale database of Japanese word associations. In Katsuo Tamaoka (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 82–98). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • 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.
    • Long, Eric, & Yokoyama, Shōichi. (2005). Text genre and kanji frequency. In Katsuo Tamaoka, (Ed.), Corpus studies on Japanese kanji (Glottometrics 10) (pp. 55–72). Tokyo: Hituzi Syobo; Lüdenschied, Germany: RAM-Verlag.
    • 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, & Taft, Marcus. (2010). The sensitivity of native Japanese speakers to On and Kun kanji readings. Reading and Writing, 23(8), 957–968. https://doi.org/10.1007/s11145-009-9184-8
  • Yoon, H.K., Bolger, D. J., Kwon, O.-S., & Perfetti, C. A. (2002). Subsyllabic units in reading. A difference between Korean and English. In L. Verhoeven, C. Elbo, & P. Reitsma (Eds.), Precursors of functional literacy (pp.139–163). Amsterdam: John Benjamins. Cited by8
    • 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
    • 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
    • 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.
    • Pae, Hye K. (2011). Is Korean a syllabic alphabet or an alphabetic syllabary? Writing Systems Research, 3(2), 103–115. https://doi.org/10.1093/wsr/wsr002
    • Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
    • Pae, Hye K., Bae, Sungbong, & Yi, Kwangoh. (2019). More than an alphabet: Linguistic features of Korean and their influences on Hangul word recognition [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 223–246. https://doi.org/10.1075/wll.00027.pae
    • 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
    • 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.
  • Yoon, Y.-B., & Derwing, B. L. (2001). A language without a rhyme: Syllable structure experiments in Korean. Canadian Journal of Linguistics/Revue canadienne de linguistique, 46(3–4), 187–237. Cited by6
    • Bae, Sungbong, Pae, Hye K., & Yi, Kwangoh. (2018). Subunit priming effects on lexical decision in Korean: Both body and rime units are important in Korean. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 373–390). Amsterdam: John Benjamins.
    • 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. (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
    • 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
    • Pae, Hye K., Bae, Sungbong, & Yi, Kwangoh. (2019). More than an alphabet: Linguistic features of Korean and their influences on Hangul word recognition [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 223–246. https://doi.org/10.1075/wll.00027.pae
  • Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Research Reading Quarterly, 23, 159–177. https://doi.org/10.2307/747800 Cited by48
    • 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.
    • 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.
    • 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.
    • Bertelson, Paul, Chen, Hsuan-Chih, & de Gelder, Béatrice. (1997). Explicit speech analysis and orthographic experience in Chinese readers. In Hsuan-Chih Chen, (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 27–46). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • 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
    • 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.
    • Brady, Susan, Gillis, Margie, Smith, Tara, Lavalette, MaryEllen, Liss-Bronstein, Linda, Lowe, Evelyn, North, Wendy, Russo, Evelyn, & Wilder, T. Diane. (2009). First grade teachers' knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 425–455. https://doi.org/10.1007/s11145-009-9166-x
    • 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.
    • Casalis, Séverine, & Louis-Alexandre, Marie-France. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study [Special issue: Morphology and the acquisition of alphabetic writing systems, edited by Virginia A. Mann]. Reading and Writing: An Interdisciplinary Journal, 12(3), 303–335. https://doi.org/10.1023/A:1008177205648
    • 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.
    • 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
    • Dahlgren Sandberg, Annika, & Hjelmquist, Erland. (1997). Language and literacy in nonvocal children with cerebral palsy. Reading and Writing: An Interdisciplinary Journal, 9(2), 107–133.
    • De Manrique, Ana María Borzone, & Signorini, Angela. (1998). Emergent writing forms in Spanish. Reading and Writing: An Interdisciplinary Journal, 10(6), 499–517.
    • 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. (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
    • 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.
    • Engen, Liv, & Høien, Torleiv. (2002). Phonological skills and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 613–631.
    • Goikietxea, Edurne. (2005). Levels of phonological awareness in preliterate and literate Spanish-speaking children. Reading and Writing, 18(1), 51–79. https://doi.org/10.1007/s11145-004-1955-7
    • 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
    • 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.
    • 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
    • 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.
    • Ko, Hwawei, & Tzeng, Ovid J. L. (2000). The role of phonological awareness in a phonetically opaque script [Special issue: Literacy and writing systems in Asia, edited Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachu]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 119–132.
    • Koda, Keiko. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second-language reading development. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (311–334). Clevedon; Buffalo; Toronto: Multilingual Matters.
    • Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
    • 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
    • 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.
    • Low, Pauline B., & Siegel, Linda S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 207–231.
    • Mann, Virginia A., & Balise, Raymond R. (1994). Predicting reading ability from the “invented” spellings of kindergarten children. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 37–57). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • 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.
    • 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.
    • 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, 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, & Stuart, Morag. (2001). Orthographic analogies and early reading: Explorations of performance and variation in two transfer tasks. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 571–598.
    • Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
    • Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
    • Share, David, & 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.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
    • Thompson, G. Brian, & Johnston, Rhona S. (2000). Are nonword and other phonological deficits indicative of a failed reading process? Reading and Writing: An Interdisciplinary Journal, 12(1/2), 63–97.
    • Tractenberg, Rochelle E. (2001). Exploring a new silent test of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 195–228.
    • Vernon, Sofía A., Calderón, Gabriela, & Castro, Luis. (2004). The relationship between phonological awareness and writing in Spanish-speaking kindergartners [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 101–118.
    • 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
    • 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
  • Young, A., & Bowers, P. G. (1995). Individual difference and text difficulty determinants of reading fluency and expressiveness. Journal of Experimental Child Psychology, 60, 428–454. Cited by6
    • 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
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. 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.
    • LeVasseur, Valerie Marciarille, Macaruso, Paul, & Shankweiler, Donald. (2008). Promoting gains in reading fluency: A comparison of three approaches. Reading and Writing, 21(3), 205–230. https://doi.org/10.1007/s11145-007-9070-1
    • 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
    • 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
  • Young, A. R., Bowers, P. G., & MacKinnon, G. E. (1996). Effects of prosodic modeling and repeated reading on poor readers' fluency and comprehension. Applied Psycholinguistics, 17, 59–84. Cited by4
    • 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
    • Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
    • LeVasseur, Valerie Marciarille, Macaruso, Paul, & Shankweiler, Donald. (2008). Promoting gains in reading fluency: A comparison of three approaches. Reading and Writing, 21(3), 205–230. https://doi.org/10.1007/s11145-007-9070-1
    • 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
  • Young, R. S. (1969). Old Phrygian inscriptions from Gordion: Toward a history of the Phrygian alphabet. Hesperia, 38(2), 252–296. 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.
    • Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
    • Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
    • Millard, A. R. (1986). The infancy of the alphabet. World Archaeology, 17(3), 390–398.
    • 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.
  • Young, Robert W. (1977). Written Navajo: A brief history. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 459–470). The Hague; Paris: Mouton. Cited by3
    • Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
    • Saiegh-Haddad, Elinor, & Spolsky, Bernard. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 225–240). Dordrecht: Springer.
    • 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.
  • Younger, J. G. (1999). The Cretan hieroglyphic script: A review article. Minos, 31-32, 379–400. Cited by6
    • Bennet, John. (2008). Now you see it; now you don't! The disappearance of the Linear A script on Crete. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 1–29). London: Equinox Publishing.
    • Finlayson, Sarah. (2013). Form follows function: Writing and its supports in the Aegean Bronze Age. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 123–142). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.g
    • Flouda, Georgia. (2013). Materiality of Minoan writing: Modes of display and perception. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 143–174). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.h
    • Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
    • Karagianni, Angeliki. (2015). Linear B administration: The communicative aspects of written media and the organisation of the Mycenaean bureaucracy. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 25–60). Berlin; Boston: Walter de Gruyter.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
  • Young-Scholten, Martha. (2015). Introduction: Who are adolescents and adults who develop literacy for the first time in an L2, and why are they of research interest? [Special issue: Adolescents and adults who develop literacy for the first time in L2, edited by Martha Young-Scholten]. Writing Systems Research, 7(1), 1–3. https://doi.org/10.1080/17586801.2015.998443
  • Yu, B., Feng, L., Cao, H., & Li, W. (1990). Visual perception of Chinese characters: Effect of perception task and Chinese character attributes. Acta Psychologica Sinica, 22, 141–148. [in Chinese] Cited by5
    • Han, Buxin. (2002). Frequency and position effects of component combination in Chinese character recognition. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 207–223). Hong Kong: Hong Kong University Press.
    • Huang, Jong-Tsun, & Wang, Man-Ying. (1992). From unit to gestalt: Perceptual dynamics in recognizing Chinese characters. In Hsuan-Chih Chen & Ovid J. L. Tzeng (Eds.), Language processing in Chinese (Advances in Psychology 90) (pp. 3–35). Amsterdam; London; New York; Tokyo: North-Holland.
    • Li, Hong, &Chen, Hsuan-Chih. (1997). Processing of radicals in Chinese character recognition. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 141–160). Sha Tin, N. T., Hong Kong: The Chinese University Press.
    • 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.
    • 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.
  • Yu, Lawrence Chun-wai. (2007). Relating the visual and the headline in Chinese print advertisements. Visible Language, 41(2), 163–189.
  • Yu, Ning. (2012). Ideography and borrowing in Chinese. 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. 68–85). New York; London: Routledge.
  • 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
  • Yuill, N., & Oakhill, J. V. (1988a). Effects on inference awareness training of poor reading comprehension. Applied Cognitive Psychology, 2, 33–45. https://doi.org/10.1002/acp.2350020105 Cited by6
    • Cain, Kate, & Oakhill, Jane V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 489–503. https://doi.org/10.1023/A:1008084120205
    • 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.
    • McMaster, Kristen L., & Espin, Christine A. (2017). Reading comprehension instruction and intervention: Promoting inference making. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 463–487). Amsterdam; Philadelphia: John Benjamins.
    • Oakhill, Jane, & Cain, Kate. (2017). Children with specific text comprehension problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 359–375). Amsterdam; Philadelphia: John Benjamins.
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • van den Broek, Paul, & Kendeou, Panayiota. (2017). Development of reading comprehension: Change and continuity in the ability to construct coherent representations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 283–305). Amsterdam; Philadelphia: John Benjamins.
  • Yuill, N., & Oakhill, J. V. (1988b). Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79, 173–186. Cited by5
    • Ehrlich, Marie-France, Remond, Martine, & Tardieu, Hubert (1999). Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring. Reading and Writing: An Interdisciplinary Journal, 11(1), 29–63.
    • Megherbi, Hakima, & Ehrlich, Marie-France. (2005). Language impairment in less skilled comprehenders: The on-line processing of anaphoric pronouns in a listening situation. Reading and Writing, 18(7/9), 715–753. https://doi.org/10.1007/s11145-005-8131-6
    • Oakhill, Jane V., Berenhaus, Molly S., & Cain, Kate. (2015). Children's reading comprehension and comprehension difficulties. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 344–360). New York: Oxford University Press.
    • Oakhill, Jane, Hartt, Joanne, & Samols, Deborah. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18(7/9), 657–686. https://doi.org/10.1007/s11145-005-3355-z
    • Sánchez, Emilio, & García, J. Ricardo. (2009). The relation of knowledge of textual integration devices to expository text comprehension under different assessment conditions. Reading and Writing, 22(9), 1081–1108. https://doi.org/10.1007/s11145-008-9145-7
  • Yuill, N., & Oakhill, J. (1991). Children's problems in text comprehension: An experimental investigation. Cambridge: Cambridge University Press. Cited by21
    • Alptekin, Cem, & Erçetin, Gülcan. (2010). The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading. Journal of Research in Reading, 33(2), 206–219. https://doi.org/10.1111/j.1467-9817.2009.01412.x
    • 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
    • Cain, Kate, & Oakhill, Jane V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 489–503. https://doi.org/10.1023/A:1008084120205
    • 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
    • Ehrlich, Marie-France, Remond, Martine, & Tardieu, Hubert (1999). Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring. Reading and Writing: An Interdisciplinary Journal, 11(1), 29–63.
    • Engen, Liv, & Høien, Torleiv. (2002). Phonological skills and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 613–631.
    • 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
    • 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.
    • 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
    • Kaplan, Dafna. (2013). Development of reading comprehension from middle childhood to adolescence: Distributional and qualitative analyses of two genres. Written Language & Literacy, 16(2), 208–240. https://doi.org/10.1075/wlL16.2.04kap
    • Landi, Nicole. (2010). An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults. Reading and Writing, 23(6), 701–717. https://doi.org/10.1007/s11145-009-9180-z
    • 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
    • Makdissi, Hélène, & Boisclair, Andrée. (2006). Interactive reading: A context for expanding the expression of causal relations in preschoolers. Written Language & Literacy, 9(2), 177–211.
    • Megherbi, Hakima, & Ehrlich, Marie-France. (2005). Language impairment in less skilled comprehenders: The on-line processing of anaphoric pronouns in a listening situation. Reading and Writing, 18(7/9), 715–753. https://doi.org/10.1007/s11145-005-8131-6
    • 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
    • Oakhill, Jane V., Berenhaus, Molly S., & Cain, Kate. (2015). Children's reading comprehension and comprehension difficulties. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 344–360). New York: Oxford University Press.
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Sánchez, Emilio, & García, J. Ricardo. (2009). The relation of knowledge of textual integration devices to expository text comprehension under different assessment conditions. Reading and Writing, 22(9), 1081–1108. https://doi.org/10.1007/s11145-008-9145-7
    • 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
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
    • 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
  • Yuill, N. M., Oakhill, J. V., & Parkin, A. J. (1989). Working memory, comprehension ability and the resolution of text anomaly. British Journal of Psychology, 80(3), 351–361. Cited by14
    • 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
    • Cain, Kate, Oakhill, Jane, & Bryant, Peter. (2000a). Investigating the causes of reading comprehension failure: The comprehension-age match design. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 31–40. https://doi.org/10.1023/A:1008058319399
    • Cain, Kate, Oakhill, Jane, & Bryant, Peter. (2000b). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 31–56. https://doi.org/10.1023/A:1008051414854
    • 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.
    • 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
    • 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
    • Kershaw, Sarah, & Schatschneider, Chris. (2012). A latent variable approach to the simple view of reading. Reading and Writing, 25(2), 433–464. https://doi.org/10.1007/s11145-010-9278-3
    • Oakhill, Jane V., Berenhaus, Molly S., & Cain, Kate. (2015). Children's reading comprehension and comprehension difficulties. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 344–360). New York: Oxford University Press.
    • Oakhill, Jane, Hartt, Joanne, & Samols, Deborah. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18(7/9), 657–686. https://doi.org/10.1007/s11145-005-3355-z
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Russell, Devin, & Connor, Carol McDonald. (2016). Memory and learning to read. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 53–66). London; New York: Routledge.
    • 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
    • Seigneuric, Alix, Ehrlich, Marie-France, Oakhill, Jane V., & Yuill, Nicola M. (2000). Working memory resources and children's reading comprehension. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 81–103. https://doi.org/10.1023/A:1008088230941
    • Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
  • Yule, P. (1980). Early Cretan seals: A study of chronology (Marburger Studien zur Vor- und Frühgeschichte 4). Mainz am Rhein: Philipp von Zabern. Cited by6
    • Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
    • Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
    • Ferrara, Silvia, & Jasink, Anna Margherita. (2017). To have and to hold: Hieroglyphic seals as personal markers and objects of display. 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. 41–53). Firenze: Firenze University Press.
    • Flouda, Georgia. (2013). Materiality of Minoan writing: Modes of display and perception. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 143–174). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.h
    • Olivier, J.-P. (1986). Cretan writing in the second millennium B.C. World Archaeology, 17(3), 377–389.
    • Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
  • 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.
  • Yule, W. (1973). Differential prognosis of reading backwardness and specific reading retardation. British Journal of Educational Psychology, 43, 244–248. Cited by3
    • Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
    • Scheerer-Neumann, Gerheid. (1996b). Störungen des Erwerbs der Schriftlichkeit bei alphabetischen Schriftsystemen [Disorders in written language acquisition]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1329–1351). Berlin; New York: De Gruyter.
    • Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
  • Yunick, Stanley Jr. (2000). Linguistics, TESL, and language planning in Micronesia [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(1), 183–200. Cited by1
    • Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Compiled and edited by Terry Joyce. © April, 2022