What contributes to spelling in Arabic? A cross-sectional study from first to sixth grade

References

• Abu-Rabia, S. (2001). The role of vowels in reading semitic scripts: Data from Arabic and Hebrew. Reading and Writing, 14(1), 39–59. doi:10.1023/A:1008147606320
   Web of Science ®Google Scholar
• Abu-Rabia, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, 6, 9, and 12. Journal of Psycholinguistic Research, 36(2), 89–106. doi:10.1007/s10936-006-9035-6
   PubMed Web of Science ®Google Scholar
• Abu-Rabia, S., & Taha, H. (2006). Phonological errors predominate in Arabic spelling across grades 1–9. Journal of Psycholinguistic Research, 35(2), 167–88. doi:10.1007/s10936-005-9010-7
   PubMed Web of Science ®Google Scholar
• Allaith, Z. a., & Joshi, R. M. (2011). Spelling performance of English consonants among students whose first language is Arabic. Reading and Writing, 24(9), 1089–1110. doi:10.1007/s11145-010-9294-3
   Web of Science ®Google Scholar
• Al-Mannai, H., & Everatt, J. (2005). Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini children. Dyslexia, 11(4), 269–291. doi:10.1002/dys.303
   PubMed Web of Science ®Google Scholar
• Angelelli, P., Marinelli, C. V., & Burani, C. (2014). The effect of morphology on spelling and reading accuracy: a study on Italian children. Frontiers in Psychology, 5, 18. doi:10.3389/fpsyg.2014.01373
   PubMed Web of Science ®Google Scholar
• Apel, J., & Lawrence, J. (2011). Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder. Journal of Speech Language, and Hearing Research, 54(5), 1312–1327. doi:10.1044/1092-4388(2011/10-0115)
   PubMed Web of Science ®Google Scholar
• Arab-Moghaddam, N., & Senechal, M. (2001). Orthographic and phonological processing skills in Reading and spelling in Persian/English bilinguals. International Journal of Behavioral Development, 25(2), 140–147. doi:10.1080/01650250042000320
   Web of Science ®Google Scholar
• Arbuckle, J. L. (2009). Amos 18.0 (computer software). Spring House, PA: AMOS Development Corporation.
   Google Scholar
• Babayigit, S., & Stainthorp, R. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. doi:10.1007/s11145-009-9173-y
   Web of Science ®Google Scholar
• Barry, C., & De Bastiani, P. (1997). Lexical priming of nonword spelling in the regular orthography of Italian. Reading and Writing, 9(5), 499–517. doi:10.1023/A:1007907431371
   Web of Science ®Google Scholar
• Batnini, S., & Uno, A. (2015). Investigation of basic cognitive predictors of reading and spelling abilities in Tunisian third-grade primary school children. Brain and Development, 37(6), 579–591. doi: 10.1016/j.braindev.2014.09.010
   PubMed Web of Science ®Google Scholar
• Ben-Dror, I., Bentin, S., & Frost, R. (1995). Semantic, phonologic, and morphologic skills in reading disabled and normal children: Evidence from perception and production of spoken Hebrew. Reading Research Quarterly, 30(4), 876–893. doi: 10.2307/748202
   Web of Science ®Google Scholar
• Boudelaa, S., & Gaskell, G. (2000). In search of the minority default: The case of Arabic plurals. A paper proceeded in the twenty second annual conference of the cognitive science society. In Proceedings of CogSci 2000 (pp. 48–53).
   Google Scholar
• Boudelaa, S., & Marslen-Wilson, W. D. (2004). Abstract morphemes and lexical representation: The CV-skeleton in Arabic. Cognition, 92(3), 271–303. doi:10.1016/j.cognition.2003.08.003
   PubMed Web of Science ®Google Scholar
• Boudelaa, S., & Marslen-Wilson, W. D. (2005). Discontinuous morphology in time: Incremental masked priming in Arabic. Language and Cognitive Processes, 20(1–2), 207–260. doi:10.1080/01690960444000106
   Web of Science ®Google Scholar
• Boudelaa, S., & Marslen-Wilson, W. D. (2015). Structure, form, and meaning in the mental lexicon: Evidence from Arabic. Language, Cognition and Neuroscience, 3798(May), 1–38. doi:10.1080/23273798.2015.1048258
   Web of Science ®Google Scholar
• Bowers, P. G., Sunseth, K., & Golden, J. (1999). The route between rapid naming and reading progress. Scientific Studies of Reading, 3(1), 31–53. doi:10.1207/s1532799xssr0301_2
   Google Scholar
• Bowers, P. G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing, 5(1), 69–85. doi:10.1007/BF01026919
   Web of Science ®Google Scholar
• Caravolas, M. (2004). Spelling development in alphabetic writing systems: A cross-linguistic perspective. European Psychologist, 9(1), 3–14. doi:10.1027/1016-9040.9.1.3
   Web of Science ®Google Scholar
• Caravolas, M. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–511). Mahwah, NJ: Erlbaum.
   Google Scholar
• Caravolas, M., Bruck, M., & Genesee, F. (2003). Similarities and differences between English- and French-speaking poor spellers. In N. Goulandris (Ed.), Dyslexia in different languages: Cross-linguistic comparisons (pp. 157–180). London: Whurr.
   Google Scholar
• Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations of spelling, ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45(4), 751–774. doi:10.1006/jmla.2000.2785
   Web of Science ®Google Scholar
• Caravolas, M., Kessler, B., Hulme, C., & Snowling, M. (2005). Effects of orthographic consistency, frequency, and letter knowledge on children’s vowel spelling development. Journal of Experimental Child Psychology, 92(4), 307–321. doi:10.1016/j.jecp.2005.08.001
   PubMed Web of Science ®Google Scholar
• Caravolas, M., Volín, J., & Hulme, C. (2005). Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: evidence from Czech and English children. Journal of Experimental Child Psychology, 92(2), 107–39. doi:10.1016/j.jecp.2005.04.003
   PubMed Web of Science ®Google Scholar
• Cardoso-Martins, C., & Pennington, B. F. (2004). The relationship between phoneme awareness and rapid serial naming skills and literacy acquisition: The role of developmental period and reading ability. Scientific Studies of Reading, 8(1), 27–52. doi:10.1207/s1532799xssr0801_3
   Web of Science ®Google Scholar
• Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24(3–4), 291–322. doi:10.1080/02702710390227369
   Google Scholar
• Casalis, S., Deacon, S. H., & Pacton, S. (2011). How specific is the connection between morphological awareness and spelling? A study of French children. Applied Psycholinguistics, 32(3), 499–511. doi:10.1017/S014271641100018X
   Web of Science ®Google Scholar
• Chliounaki, K., & Bryant, P. (2007). How children learn about morphological spelling rules. Child Development, 78(4), 1360–1373. doi:10.1111/j.1467-8624.2007.01070.x
   PubMed Web of Science ®Google Scholar
• Conrad, N. J., Harris, N., & Williams, J. (2013). Individual differences in children’s literacy development: The contribution of orthographic knowledge. Reading and Writing, 26(8), 1223–1239. doi:10.1007/s11145-012-9415-2
   Web of Science ®Google Scholar
• Deacon, S. H., & Bryant, P. (2006). This turnip’s not for turning: Children’s morphological awareness and their use of root morphemes in spelling. British Journal of Developmental Psychology, 24(3), 567–575. doi:10.1348/026151005X50834
   Web of Science ®Google Scholar
• Denckla, M. B., & Rudel, R. (1976). Naming of object-drawings by dyslexic and other learning disabled children. Brain and Language, 3, 1–15. http://dx.doi.org/10.1016/0093-934X(76)90001-8
   PubMed Web of Science ®Google Scholar
• Dunn, L. M. (1985). Peabody picture vocabulary test. Circle Pines, MN: American Guidance service.
   Google Scholar
• Ehri, L. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20, 19–36. doi:10.1097/00011363-200020030-00005
   Web of Science ®Google Scholar
• Elbeheri, G., & Everatt, J. (2006). Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic. Reading and Writing, 20(3), 273–294. doi:10.1007/s11145-006-9031-0
   Web of Science ®Google Scholar
• Ellis, N. C. (1994). Longitudinal studies of spelling development. In G. D. A. Brown & N. C. Ellis (Eds.), Handbook of spelling: Theory, process and intervention (pp. 155–177). Chichester: John Wiley & Sons.
   Google Scholar
• Fejzo, A. (2016). The contribution of morphological awareness to the spelling of morphemes and morphologically complex words in French. Reading and Writing, 29(2), 207–228. doi:10.1007/s11145-015-9586-8
   Web of Science ®Google Scholar
• Ferguson, C. A. (1959). Diglossia. Word, 14, 47–56.
   Google Scholar
• Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall, & M. Coltheart (Eds.), Surface dyslexia, neuropsychological and cognitive studies of phonological reading (pp. 301–330). London: Erlbaum.
   Google Scholar
• Frost, R. (2006). Becoming literate in Hebrew: The grain size hypothesis and semitic orthographic systems. Developmental Science, 9(5), 439–440. doi:10.1111/j.1467-7687.2006.00523.x
   PubMed Web of Science ®Google Scholar
• Frost, R., & Katz, L. (Eds.). (1992). Orthography, phonology, morphology, and meaning. Amsterdam: Elsevier North Holland Press, 435 pp.
   Google Scholar
• Furnes, B., & Samuelsson, S. (2009). Preschool cognitive and language skills predicting kindergarten and grade 1 reading and spelling: A cross-linguistic comparison. Journal of Research in Reading, 32(3), 275–292. doi:10.1111/j.1467-9817.2009.01393.x
   Web of Science ®Google Scholar
• Furnes, B., & Samuelsson, S. (2010). Predicting reading and spelling difficulties in transparent and opaque orthographies: A comparison between scandinavian and U.S./Australian children. Dyslexia, 16(2), 119–142. doi:10.1002/dys.401
   PubMed Web of Science ®Google Scholar
• Furnes, B., & Samuelsson, S. (2011). Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. Learning and Individual Differences, 21(1), 85–95. doi:10.1016/j.lindif.2010.10.005
   PubMed Web of Science ®Google Scholar
• Georgiou, G., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. doi:10.1007/s11145-010-9271-x
   Web of Science ®Google Scholar
• Gombert, J. E. (1992). Metalinguistic development. Chicago: University of Chicago Press.
   Google Scholar
• Hoefflin, G., & Franck, J. (2005). Development of spelling skills in children with and without learning disabilities. L1–Educational Studies in Language and Literature, 5(2), 175–192. doi:10.1007/s10674-005-0917-6
   Google Scholar
• Holmes, V. M., & Malone, M. (2004). Adult spelling strategies. Reading and Writing, 17(6), 537–566. doi:10.1023/B:READ.0000044368.17444.7d
   Google Scholar
• Jongejan, W., Verhoeven, L., & Siegel, L. S. (2007). Predictors of reading and spelling abilities in first- and second-language learners. Journal of Educational Psychology, 99(4), 835–851. doi:10.1037/0022-0663.99.4.835
   Web of Science ®Google Scholar
• Katzir, T., Kim, Y., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M., & Morris, R. (2006). Reading fluency: The whole is more than the parts. Annals of Dyslexia, 56(1), 51–82. doi:10.1007/s11881-006-0003-5
   PubMed Web of Science ®Google Scholar
• Khateb, A., Khateb-Abdelgani, M., Taha, H. Y., & Ibrahim, R. (2014). The impact of orthographic connectivity on visual word recognition in Arabic: A cross-sectional study. Reading and Writing, 27(8), 1413–1436. doi:10.1007/s11145-014-9499-y
   Web of Science ®Google Scholar
• Landerl, K., & Wimmer, H. (2000). Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children. Applied Psycholinguistics, 21(2), 243–262. doi: 10.1017/S0142716400002058
   Web of Science ®Google Scholar
• Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161. doi:10.1037/0022-0663.100.1.150
   Web of Science ®Google Scholar
• Layton, A., Robinson, J., & Lawson, M. (1998). The relationship between syntactic awareness and reading performance. Journal of Research in Reading, 21(1), 5–23. doi: 10.1111/1467-9817.00039
   Google Scholar
• Leppanen, U., Aunola, K., Niemi, P., & Nurmi, J.-E. (2008). Letter knowledge predicts grade 4 reading fluency and Reading comprehension. Learning and Instruction, 18(6), 548–564. doi:10.1016/j.learninstruc.2007.11.004
   Web of Science ®Google Scholar
• Leppanen, U., Niemi, P., Aunola, K., & Nurmi, J.-E. (2006). Development of reading and spelling Finnish from preschool to grade 1 and grade 2. Scientific Studies of Reading, 10(1), 3–30. doi:10.1207/s1532799xssr1001_2
   Web of Science ®Google Scholar
• Lervag, A., Braten, I., & Hulme, C. (2009). The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study. Developmental Psychology, 45(3), 764–781. doi:10.1037/a0014132
   PubMed Web of Science ®Google Scholar
• Lervag, A., & Hulme, C. (2010). Predicting the growth of early spelling skills: Are there heterogeneous developmental trajectories? Scientific Studies of Reading, 14(6), 485–513. doi:10.1080/10888431003623488
   Web of Science ®Google Scholar
• Levin, I., Ravid, D., & Rapaport, S. (2001). Morphology and spelling among Hebrew-speaking children: From kindergarten to first grade. Journal of Child language, 28, 741–772. doi:10.1017/S0305000901004834
   PubMed Web of Science ®Google Scholar
• Mahfoudhi, A., Everatt, J., & Elbeheri, G. (2011). Introduction to the special issue on literacy in Arabic. Reading and Writing, 24(9), 1011–1018. doi:10.1007/s11145-011-9306-y
   Web of Science ®Google Scholar
• Moats, L. C. (1995). Spelling: Development, disability, and instruction. Baltimore, MD: York Press.
   Google Scholar
• Mohamed, W., Elbert, T., & Landerl, K. (2011). The development of reading and spelling abilities in the first 3 years of learning Arabic. Reading and Writing, 24(9), 1043–1060. doi:10.1007/s11145-010-9249-8
   Web of Science ®Google Scholar
• Muter, V., & Snowling, M. (1997). Grammar and phonology predict spelling in middle childhood. Reading and Writing, 9(5), 407–425. doi:10.1023/A:1007947129554
   Web of Science ®Google Scholar
• Nielsen, A. M. V., & Juul, H. (2016). Predictors of early versus later spelling development in Danish. Reading and Writing, 29, 245–266. doi:10.1007/s11145-015-9591-y
   Web of Science ®Google Scholar
• Nikolopoulos, D., Goulandris, N., Hulme, C., & Snowling, M. J. (2006). The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 94(1), 1–17. doi:10.1016/j.jecp.2005.11.006
   PubMed Web of Science ®Google Scholar
• Nunes, T., Bryant, P., & Bindman, M. (2006). The effects of learning to spell on children’s awareness of morphology. Reading and Writing, 19(7), 767–787. doi:10.1007/s11145-006-9025-y
   Web of Science ®Google Scholar
• Ouellette, G., & Senechal, M. (2008). A window into early literacy: Exploring the cognitive and linguistic underpinnings of invented spelling. Scientific Studies of Reading, 12, 195–219. doi: 10.1080/10888430801917324
   Web of Science ®Google Scholar
• Pacton, S., & Deacon, S. H. (2008). The timing and mechanisms of children’s use of morphological information in spelling: Evidence from English and French. Cognitive Development, 23(3), 339–359. doi:10.1016/j.cogdev.2007.09.004
   Web of Science ®Google Scholar
• Perry, C., Ziegler, J. C., & Coltheart, M. (2002). How predictable is spelling? Developing and testing metrics of phoneme-grapheme contingency. The Quarterly Journal of Experimental Psychology Section A, 55(3), 897–915. doi:10.1080/02724980143000640
   PubMed Web of Science ®Google Scholar
• Plaza, M., & Cohen, H. (2005). Influence of auditory-verbal, visual-verbal, visual and visual-visual processing speed on reading and spelling at the end of grade 1. Brain and Cognition, 57(2), 189–194. doi:10.1016/j.bandc.2004.08.043
   PubMedGoogle Scholar
• Plaza, M., & Cohen, H. (2007). The contribution of phonological awareness and visual attention in early reading and spelling. Dyslexia 76, 67–76. doi:10.1002/dys
   Google Scholar
• Rahbari, N., & Senechal, M. (2010). Learning to read and spell in Persian: A cross-sectional study from grades 1 to 4. Developmental Psychology, 46(6), 1514–1527. doi:10.1037/a0020377
   PubMed Web of Science ®Google Scholar
• Rahbari, N., Sénéchal, M., & Arab-Moghaddam, N. (2007). The role of orthographic and phonological processing skills in the reading and spelling of monolingual Persian children. Reading and Writing, 20(5), 511–533. doi:10.1007/s11145-006-9042-x.
   Web of Science ®Google Scholar
• Rahbari, N., Senechal, M., & Arab-Moghaddam, N. (2007). The role of visual and phonological processing skills in reading and spelling of monolingual Persian children. Reading and Writing, 20(5), 511–533. doi:10.1007/s11145-006-9042-x
   Web of Science ®Google Scholar
• Ravid, D. (2001). Learning to spell in Hebrew: Phonological and morphological factors. Reading and Writing, 14(5), 459–85. doi:10.1023/A:1011192806656
   Web of Science ®Google Scholar
• Ravid, D. (2012). Phono-morpho-orthographic construal: The view from spelling. Behavioral and Brain Sciences, 35(5), 304–304. doi:10.1017/S0140525X12000258
   PubMed Web of Science ®Google Scholar
• Ravid, D., & Malenky, D. (2001). Awareness of linear and non-linear morphology in Hebrew: A developmental study. First Language, 21(61), 25–56. doi:10.1177/014272370102106102
   Google Scholar
• Ravid, D., & Schiff, R. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing, 19(8), 789–818. doi:10.1007/s11145-006-9004-3
   Web of Science ®Google Scholar
• Ritchey, K. D., & Speece, D. L. (2006). From letter names to word reading: The nascent role of sublexical fluency. Contemporary Educational Psychology, 31(3), 301–327. doi:10.1016/j.cedpsych.2005.10.001
   Web of Science ®Google Scholar
• Saiegh-Haddad, E. (2003). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24(3), 431–451. doi:10.1017.S0142716403000225
   Web of Science ®Google Scholar
• Saiegh-Haddad, E. (2004). The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context. Applied Psycholinguistics, 25(4), 495–512. doi:10.1017.S0142716404001249
   Web of Science ®Google Scholar
• Saiegh-Haddad, E. (2013). A tale of one letter: Morphological processing in early Arabic spelling. Writing Systems Research, 5(2), 169–188. doi:10.1080/17586801.2013.857586
   Google Scholar
• Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. doi:10.1007/s11145-007-9074-x
   Web of Science ®Google Scholar
• Saiegh-Haddad, E., & Joshi, M. (2014). Handbook of Arabic Literacy: Insights and perspectives. Dordrecht, Heidlberg, London, New York: Springer.
   Google Scholar
• San Francisco, A. R., Carlo, M., August, D., & Snow, C. (2006). The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children. Applied Psycholinguistics, 27(2), 229–246. doi:10.1017/S0142716406060267
   Web of Science ®Google Scholar
• Schiff, R., & Ravid, D. (2004). Vowel representation in written Hebrew: Phonological, orthographical and morphological contexts. Reading and Writing, 17(3), 241–265. doi:10.1023/B:READ.0000017668.48386.90
   Google Scholar
• Schiff, R., & Ravid, D. (2007). Morphological analogies in Hebrew-speaking university students with dyslexia compared with typically developing grade-schoolers. Journal of Psycholinguistic Research, 36(3), 237–253. doi:10.1007/s10936-006-9043-6
   PubMed Web of Science ®Google Scholar
• Share, D. L. (2008). On the anglocentricities of current reading research and practice: the perils of overreliance on an ‘outlier’ orthography. Psychological Bulletin, 134(4), 584–615. doi:10.1037/0033-2909.134.4.584
   PubMed Web of Science ®Google Scholar
• Shatil, E., & Share, D. L. (2003). Cognitive antecedents of early reading ability: A test of the modularity hypothesis. Journal of Experimental Child Psychology, 86(1), 1–31. doi:10.1016/S0022-0965(03)00106-1
   PubMed Web of Science ®Google Scholar
• Shimron, J., & Sivan, T. (1994). Reading proficiency and orthography: Evidence from Hebrew and English. Language Learning, 44(1), 5–27. doi:10.1111/j.1467-1770.1994.tb01447.x
   Web of Science ®Google Scholar
• Strattman, K., & Hodson, B. W. (2005). Variables that influence decoding and spelling in beginning readers. Child Language Teaching and Therapy, 21(2), 165–190. doi:10.1191/0265659005ct287oa
   Google Scholar
• Taha, H. (2013). Reading and spelling in Arabic: Linguistic and orthographic complexity. Journal of Theory and Practice in Language Studies, 3(5), 721–727. doi:10.4304/tpls.3.5.721-727
   Google Scholar
• Taha, H., Ibrahim, R., & Khateb, A. (2013). How does Arabic orthographic connectivity modulate brain activity during visual word recognition: An ERP study. Brain Topography, 26(2), 292–302. doi:10.1007/s10548-012-0241-2
   PubMed Web of Science ®Google Scholar
• Taha, H., & Khateb, A. (2013). Resolving the orthographic ambiguity during visual word recognition in Arabic: An event-related potential investigation. Frontiers in Human Neuroscience, 2013, 7, 821. doi:10.3389/fnhum.2013.00821
   PubMed Web of Science ®Google Scholar
• Taha, H., & Saiegh-Haddad, E. (2015). The role of phonological versus morphological skills in the development of Arabic spelling: An intervention study. Journal of Psycholinguistic Research, Published online, March 2015. doi:10.1007/s10936-015-9362-6
   Web of Science ®Google Scholar
• Tainturier, M. J., & Rapp, B. (2000). The spelling process. In B. Rapp (Ed.), What deficits reveal about the human mind: A handbook of cognitive neuropsychology (pp. 263–289). Philadelphia, PA: Psychology Press.
   Google Scholar
• Thorn, A. S. C., & Gathercole, S. E. (1999). Language-specific knowledge and short-term memory in bilingual and non-bilingual children. The Quarterly Journal of Experimental Psychology, Section A, 52, 303–324. doi:10.1080/713755823
   PubMed Web of Science ®Google Scholar
• Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatized naming ability to growth of word-reading skills in second- to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. doi:10.1207/s1532799xssr0102_4
   Google Scholar
• Treiman, R. (2004). Spelling and dialect: comparisons between speakers of African American vernacular English and White speakers. Psychonomic Bulletin and Review, 11(2), 338–342. doi:10.3758/BF03196580
   PubMed Web of Science ®Google Scholar
• Treiman, R., & Barry, C. (2000). Dialect and authography: Some differences between American and British spellers. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26(6), 1423–1430. doi:10.1037W278-7393.26.6.1423
   PubMed Web of Science ®Google Scholar
• Treiman, R., & Cassar, M. (1997). Spelling acquisition in English. In C. A. Perfetti, L. Rieben, M. Fayol (Eds.), Learning to spell: Research theory, and practice across languages (pp. 61–80). Mahwah, NJ: Erlbaum.
   Google Scholar
• Yeong, H-M. S., & Rickard-Liow, S. J. (2011). Cognitive–linguistic foundations of early spelling development in bilinguals.. Journal of Educational Psychology, 103(2), 470–488. doi:10.1037/a0022437
   Web of Science ®Google Scholar
• Wechsler, D. (1998). Wechsler scales of intelligence R-95 (Hebrew version).
   Google Scholar
• Ziegler, J. C., Jacobs, A. M., & Stone, G. O. (1996). Statistical analysis of the bidirectional inconsistency of spelling and sound in French. Behavior Research Methods, Instruments, & Computers, 28(4), 504–515. doi:10.3758/BF03200539
   Google Scholar