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Scientific Studies of Reading Volume 26, 2022 - Issue 2: Processes of Reading and its Development across Orthographies: State of the Science
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Research Article

Statistical Learning in Word Reading and Spelling across Languages and Writing Systems

Rebecca TreimanDepartment of Psychological and Brain Sciences, Washington University in St. Louis, St Louis, Missouri, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6819-8338
ORCID Icon &
Brett KesslerDepartment of Psychological and Brain Sciences, Washington University in St. Louis, St Louis, Missouri, USA
Pages 139-149 | Published online: 12 Jul 2021

Citations (10)

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Read on this site (3)

Haitham Taha. (2023) Differences in Detecting Statistical Visual Regularities between Typical and Poor Readers. Reading Psychology 44:6, pages 604-622.
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Yixun Li & Min Wang. (2023) A systematic review of orthographic learning via self-teaching. Educational Psychologist 58:1, pages 35-56.
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Ludo Verhoeven & Karin Landerl. (2022) Introduction to this Special Issue on Reading and its Development across Orthographies: State of the Science. Scientific Studies of Reading 26:2, pages 91-95.
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Articles from other publishers (7)

Tamar Degani, Orr Yagev Bar-David & Lior Levy Adam. (2022) Does brief exposure to a written text affect spelling performance in a second language?. Reading and Writing 36:7, pages 1901-1935.
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Ruth Altmiller, Rebecca Treiman & Brett Kessler. (2023) Double trouble: Using spellings of different lengths to represent vowel length in English. Journal of Experimental Child Psychology 231, pages 105649.
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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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Gary E. Bingham, Hope K. Gerde, Chenyi Zhang & Xiao Y. Zhang. (2022) Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches. The Reading Teacher 76:4, pages 390-399.
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Yanyan Ye & Catherine McBride. (2022) A Dynamic Interactive Model of Chinese Spelling Development. Educational Psychology Review 34:4, pages 2897-2917.
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Rebecca Rohloff, Laura Tortorelli, Hope K. Gerde & Gary E. Bingham. (2022) Teaching Early Writing: Supporting Early Writers from Preschool to Elementary School. Early Childhood Education Journal.
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Xenia Schmalz, Barbara Treccani & Claudio Mulatti. (2021) Developmental Dyslexia, Reading Acquisition, and Statistical Learning: A Sceptic’s Guide. Brain Sciences 11:9, pages 1143.
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