Citations (38)
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Helen L. Breadmore, Emily Côté & S. Hélène Deacon. (2023) The Timing Tells the Tale: Multiple Morphological Processes in Children’s and Adults’ Spelling. Scientific Studies of Reading 27:5, pages 408-427.
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Cortney Dilgard, Tracey S. Hodges & Julianne Coleman. (2022) Phonics Instruction in Early Literacy: Examining Professional Learning, Instructional Resources, and Intervention Intensity. Reading Psychology 43:8, pages 541-575.
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Emilie Ginestet, Sylviane Valdois, Julien Diard & Marie-Line Bosse. (2020) Orthographic learning of novel words in adults: effects of exposure and visual attention on eye movements. Journal of Cognitive Psychology 32:8, pages 785-804.
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Rebecca Treiman, Jacqueline Hulslander, Richard K. Olson, Erik G. Willcutt, Brian Byrne & Brett Kessler. (2019) The Unique Role of Early Spelling in the Prediction of Later Literacy Performance. Scientific Studies of Reading 23:5, pages 437-444.
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Helen L. Breadmore & S. Hélène Deacon. (2019) Morphological Processing Before and During Children’s Spelling. Scientific Studies of Reading 23:2, pages 178-191.
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Peter Westwood. (2018) Learning to spell: enduring theories, recent research and current issues. Australian Journal of Learning Difficulties 23:2, pages 137-152.
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Michael McCloskey & Brenda Rapp. (2017) Developmental dysgraphia: An overview and framework for research. Cognitive Neuropsychology 34:3-4, pages 65-82.
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Articles from other publishers (31)
Maya M Khanna, Michael J Cortese, Kylie Hughes & Kayley Anderson. (2023) Spelling monosyllabic English words. Quarterly Journal of Experimental Psychology 77:4, pages 729-746.
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Haruka Sophia Iwao, Sally Andrews & Aaron Veldre. (2024) Sensitivity to morphological spelling regularities in Chinese-English bilinguals and English monolinguals. Reading and Writing.
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Elodie Sabatier, Jacqueline Leybaert & Fabienne Chetail. (2024) Orthographic Learning in French-Speaking Deaf and Hard of Hearing Children. Journal of Speech, Language, and Hearing Research 67:3, pages 870-885.
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Cameron Downing & Markéta Caravolas. (2023) Evaluating the Spelling and Handwriting Legibility Test (SaHLT): a tool for the concurrent assessment of spelling and handwriting. Reading and Writing 37:1, pages 147-172.
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Assimina Tsibidaki & Stergoulla Treha. 2023. Childhood Developmental Language Disorders. Childhood Developmental Language Disorders
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Krithika Nambiar, Kiran Kishore & Pranesh Bhargava. (2023) The effect of script reform on levels of orthographic knowledge: Evidence from alphasyllabary Malayalam scripts. PLOS ONE 18:8, pages e0285781.
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Ana Laura Palombo & Ariel Cuadro. (2023) Efecto de un programa de intervención en alumnos con desempeño ortográfico descendido. Folios:57.
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Ki Young Kang, Amy R Lederberg & Jessica A Scott. (2022) Word-Level Instruction for Deaf and Hard-of-Hearing Students: An Observation Study. The Journal of Deaf Studies and Deaf Education 27:4, pages 453-467.
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Fiorela A. Fernández-Otoya, Manuela Raposo-Rivas & Ana X. Halabi-Echeverry. (2022) A Qualitative Systematic Literature Review on Phonological Awareness in Preschoolers Supported by Information and Communication Technologies. Education Sciences 12:6, pages 382.
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Evangelia-Jessica Pantazopoulou, Fotini Polychroni, Kleopatra Diakogiorgi & Vasileios L. Georgiou. (2021) Accuracy and consistency in morphological spelling: evidence from Greek-speaking children with and without spelling difficulties. Reading and Writing 35:2, pages 275-302.
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Benjamin Bailey, Kalaichelvi Ganesalingam, Joanne Arciuli, Gillian Bale, Suzi Drevensek, Marie Antoinette Hodge, Carol Kass, Natalie Ong, Rebecca Sutherland & Natalie Silove. (2021) Exploring spelling ability in school-aged children with literacy learning difficulties using data collected in a clinical setting. Child Language Teaching and Therapy 37:3, pages 264-278.
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Nina Unger, Stefan Heim, Dominique I. Hilger, Sebastian Bludau, Peter Pieperhoff, Sven Cichon, Katrin Amunts & Thomas W. Mühleisen. (2021) Identification of Phonology-Related Genes and Functional Characterization of Broca’s and Wernicke’s Regions in Language and Learning Disorders. Frontiers in Neuroscience 15.
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Alexander Krepel, Elise H. de Bree, Evelien Mulder, Marco van de Ven, Eliane Segers, Ludo Verhoeven & Peter F. de Jong. (2021) The unique contribution of vocabulary in the reading development of English as a foreign language. Journal of Research in Reading 44:3, pages 453-474.
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Claire Gosse, Michael Parmentier & Marie Van Reybroeck. (2021) How Do Spelling, Handwriting Speed, and Handwriting Quality Develop During Primary School? Cross-Classified Growth Curve Analysis of Children's Writing Development. Frontiers in Psychology 12.
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Sally Andrews, Aaron Veldre & Indako E. Clarke. (2020) Measuring Lexical Quality: The Role of Spelling Ability. Behavior Research Methods 52:6, pages 2257-2282.
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Ana Paula Vale & Rafaela Perpétua. (2020) Early Context-Conditioned Orthographic Knowledge in European Portuguese: The Spelling of the Schwa. Frontiers in Education 5.
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Mikaela A. Daries & Tracy N. Probert. (2020) A linguistic analysis of spelling errors in Grade 3 isiXhosa home-language learners. Reading & Writing 11:1.
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Tessa Daffern & Noella Maree Mackenzie. (2019) A case study on the challenges of learning and teaching English spelling: insights from eight Australian students and their teachers. Literacy 54:3, pages 99-110.
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Ruth Huntley Bahr, Elaine R. Silliman & Virginia W. Berninger. (2020) Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers. Language, Speech, and Hearing Services in Schools 51:3, pages 640-654.
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Tessa Daffern & Ajay Ramful. (2019) Measurement of spelling ability: construction and validation of a phonological, orthographic and morphological pseudo-word instrument for students in Grades 3–6. Reading and Writing 33:3, pages 571-603.
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Daniel Daigle, Rachel Berthiaume, Agnès Costerg, Anne Plisson, Noémia Ruberto & Joëlle Varin. (2019) Do all roads really lead to Rome? The case of spelling acquisition. Reading and Writing 33:2, pages 313-328.
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Ruth Huntley Bahr, Stephanie Lebby & Louise C. Wilkinson. (2019) Spelling error analysis of written summaries in an academic register by students with specific learning disabilities: phonological, orthographic, and morphological influences. Reading and Writing 33:1, pages 121-142.
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Amàlia Llombart-Huesca & Eve Zyzik. (2019) Linguistic Factors and the Spelling Ability of Spanish Heritage Language Learners. Frontiers in Education 4.
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Carien Wilsenach. 2019. English in Multilingual South Africa. English in Multilingual South Africa
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Kenn Apel, Victoria S. Henbest & Julie Masterson. (2018) Orthographic knowledge: clarifications, challenges, and future directions. Reading and Writing 32:4, pages 873-889.
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Sophia Czapka, Annegret Klassert & Julia Festman. (2019) Executive Functions and Language: Their Differential Influence on Mono- vs. Multilingual Spelling in Primary School. Frontiers in Psychology 10.
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Marie-Pier Godin, Andréanne Gagné & Nathalie Chapleau. (2020) Évaluer les connaissances orthographiques à l’aide d’une démarche d’analyse fine des erreurs. Mesure et évaluation en éducation 42:3, pages 71-108.
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Tessa Daffern. 2019. Handbook of Vocational Education and Training. Handbook of Vocational Education and Training
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Danielle Colenbrander, Jessie Ricketts & Helen L. Breadmore. (2018) Early Identification of Dyslexia: Understanding the Issues. Language, Speech, and Hearing Services in Schools 49:4, pages 817-828.
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