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Scientific Studies of Reading Volume 20, 2016 - Issue 3
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Research Articles

Developing Sensitivity to Subword Combinatorial Orthographic Regularity (SCORe): A Two-Process Framework

Quintino R. ManoUniversity of CincinnatiCorrespondence[email protected]
Pages 231-247 | Published online: 24 Feb 2016

Citations (17)

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Read on this site (3)

Lan Zhang & Rebecca Treiman. (2021) Preschool Children’s Knowledge of Letter Patterns in Print. Scientific Studies of Reading 25:5, pages 371-382.
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Stephen Man Kit Lee & Xiuli Tong. (2020) Spelling in developmental dyslexia in Chinese: Evidence of deficits in statistical learning and over-reliance on phonology. Cognitive Neuropsychology 37:7-8, pages 494-510.
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Quintino R. Mano & Heidi Kloos. (2018) Sensitivity to the Regularity of Letter Patterns Within Print Among Preschoolers: Implications for Emerging Literacy. Journal of Research in Childhood Education 32:4, pages 379-391.
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Articles from other publishers (14)

Shelley Xiuli Tong, Rujun Duan, Wei Shen, Yilin Yu & Xiuhong Tong. (2023) Multiple mechanisms regulate statistical learning of orthographic regularities in school-age children: Neurophysiological evidence. Developmental Cognitive Neuroscience 59, pages 101190.
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Rebecca Treiman, Brett Kessler & Tatiana Cury Pollo. (2022) Prephonological spelling and its connections with later word reading and spelling performance. Journal of Experimental Child Psychology 218, pages 105359.
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Nenagh Kemp & Rebecca Treiman. 2022. The Science of Reading. The Science of Reading 165 185 .
Julia M. Guerin, Shari L. Wade & Quintino R. Mano. (2021) Does reasoning training improve fluid reasoning and academic achievement for children and adolescents? A systematic review. Trends in Neuroscience and Education 23, pages 100153.
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Nancy Krasa & Ziv Bell. (2021) Silent word-reading fluency is strongly associated with orthotactic sensitivity among elementary school children. Journal of Experimental Child Psychology 205, pages 105061.
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Julia M. Guerin, Allison M. Sylvia, Kimberly Yolton & Quintino R. Mano. (2020) The role of fluid reasoning in word recognition. Journal of Research in Reading 43:1, pages 19-40.
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REBECCA TREIMAN, KRISTINA DECKER & BRETT KESSLER. (2018) Adults’ sensitivity to graphotactic differences within the English vocabulary. Applied Psycholinguistics 40:1, pages 167-182.
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Rebecca Treiman, Cláudia Cardoso-Martins, Tatiana Cury Pollo & Brett Kessler. (2019) Statistical learning and spelling: Evidence from Brazilian prephonological spellers. Cognition 182, pages 1-7.
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Shoko Otake, Rebecca Treiman & Li Yin. (2018) Preschoolers’ knowledge about language‐specific properties of writing. British Journal of Developmental Psychology 36:4, pages 667-672.
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Ferenc Kemény, Chiara Banfi, Melanie Gangl, Corinna M. Perchtold, Ilona Papousek, Kristina Moll & Karin Landerl. (2018) Print-, sublexical and lexical processing in children with reading and/or spelling deficits: An ERP study. International Journal of Psychophysiology 130, pages 53-62.
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Rebecca Treiman, Brett Kessler, Kelly Boland, Hayley Clocksin & Zhengdao Chen. (2017) Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers. Child Development 89:4.
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Rebecca Treiman & Sloane Wolter. (2018) Phonological and graphotactic influences on spellers’ decisions about consonant doubling. Memory & Cognition 46:4, pages 614-624.
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Quintino R. Mano & Julia M. Guerin. (2017) Direct and indirect effects of print exposure on silent reading fluency. Reading and Writing 31:2, pages 483-502.
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Fabienne Chetail. (2017) What do we do with what we learn? Statistical learning of orthographic regularities impacts written word processing. Cognition 163, pages 103-120.
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