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Language Learning and Development Volume 9, 2013 - Issue 4: Learning to Read and Write: Connections Between Written and Spoken Language
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Original Articles

Learning to Use an Alphabetic Writing System

Rebecca Treiman Department of Psychology, Washington University in St. LouisCorrespondence[email protected]
&
Brett Kessler Department of Psychology, Washington University in St. Louis
Pages 317-330 | Published online: 26 Aug 2013

Citations (21)

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Tanya Anne Serry, Anne Castles, Fiona K. Mensah, Edith L. Bavin, Patricia Eadie, Angela Pezic, Margot Prior, Lesley Bretherton & Sheena Reilly. (2015) Developing a comprehensive model of risk and protective factors that can predict spelling at age seven: findings from a community sample of Victorian children. Australian Journal of Learning Difficulties 20:1, pages 83-102.
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Kerry Hempenstall. (2015) Spelling Mastery and Spelling through Morphographs: Direct Instruction programs for beginning and low-progress spellers. Australian Journal of Learning Difficulties 20:1, pages 55-81.
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Articles from other publishers (19)

Lucia Bigozzi, Oriana Incognito, Alice Mercugliano, Diletta De Bernart, Lucia Botarelli & Giulia Vettori. (2023) A study on the emergence of sound-sign correspondence in Italian-speaking 5-year-old pre-schoolers. Frontiers in Education 8.
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Dorit Aram, Hadar Hazan & Michal Zohar. (2022) Characteristics of preschoolers' early spelling in Hebrew. Reading and Writing 36:3, pages 491-515.
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Suzanne M. Adlof, Jessica Chan, Krystal Werfel & Hugh W. Catts. 2022. The Science of Reading. The Science of Reading 460 485 .
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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Rannveig Oddsdóttir, Hrafnhildur Ragnarsdóttir & Sigurgrímur Skúlason. (2020) The effect of transcription skills, text generation, and self-regulation on Icelandic children’s text writing. Reading and Writing 34:2, pages 391-416.
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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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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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Shaher Banu Vagh & Sonali Nag. 2019. Handbook of Literacy in Akshara Orthography. Handbook of Literacy in Akshara Orthography 235 260 .
Katharine Pace Miles, Gregory B. Rubin & Selenid Gonzalez-Frey. (2018) Rethinking Sight Words. The Reading Teacher 71:6, pages 715-726.
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Alison Puliatte & Linnea C. Ehri. (2017) Do 2nd and 3rd grade teachers’ linguistic knowledge and instructional practices predict spelling gains in weaker spellers?. Reading and Writing 31:2, pages 239-266.
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Anne-Mette Veber Nielsen. (2017) Knowledge of conditional spelling patterns supports word spelling among Danish fifth graders. Journal of Research in Reading 40:3, pages 313-332.
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Brahm Fleisch, Kamala Pather & Geeta Motilal. (2017) The patterns and prevalence of monosyllabic three-letter-word spelling errors made by South African English First Additional Language learners. South African Journal of Childhood Education 7:1, pages 10.
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Tanya Kaefer. (2016) Integrating Orthographic and Phonological Knowledge in Early Readers: Implicit and Explicit Knowledge. Child Development Research 2016, pages 1-7.
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Anne-Mette Veber Nielsen. (2016) Boosting Orthographic Learning During Independent Reading. Reading Research Quarterly 51:3, pages 305-322.
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Anne-Mette Veber Nielsen & Holger Juul. (2015) Predictors of early versus later spelling development in Danish. Reading and Writing 29:2, pages 245-266.
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Emily Binks-Cantrell & R. Malatesha Joshi. 2015. Teaching at Work. Teaching at Work 29 48 .
Cynthia S. Puranik & Christopher J. Lonigan. (2014) Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework. Reading Research Quarterly 49:4, pages 453-467.
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Anna Samara & Markéta Caravolas. (2014) Statistical learning of novel graphotactic constraints in children and adults. Journal of Experimental Child Psychology 121, pages 137-155.
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David H. Uttal & Lei Yuan. (2014) Using symbols: developmental perspectives. Wiley Interdisciplinary Reviews: Cognitive Science 5:3, pages 295-304.
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