Learning to spell in a deep orthography

Cited by nine other publications

Wendy Ayres-Bennett & Mairi McLaughlin

2024. The Oxford Handbook of the French Language,

Koh, Poh Wee, Sharry Shakory, Xi Chen & S. Hélène Deacon

2017. Morphology and Spelling in French: A Comparison of At‐Risk Readers and Typically Developing Children. Dyslexia 23:4 ► pp. 406 ff.

Nielsen, Anne‐Mette Veber

2017. Knowledge of conditional spelling patterns supports word spelling among Danish fifth graders. Journal of Research in Reading 40:3 ► pp. 313 ff.

Saiegh‐Haddad, Elinor & Haitham Taha

2017. The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers. Dyslexia 23:4 ► pp. 345 ff.

Conrad, Nicole J., Nicholas Harris & Jennifer Williams

2013. Individual differences in children’s literacy development: the contribution of orthographic knowledge. Reading and Writing 26:8 ► pp. 1223 ff.

Fayol, Michel

2009. 2. L'approche fonctionnelle de la production verbale écrite. Où en sommes-nous ?. In Apprentissage des langues, ► pp. 365 ff.

Ouellette, Gene P. & Monique Sénéchal

2008. A Window Into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling. Scientific Studies of Reading 12:2 ► pp. 195 ff.

Pacton, Sébastien & S. Hélène Deacon

2008. The timing and mechanisms of children's use of morphological information in spelling: A review of evidence from English and French. Cognitive Development 23:3 ► pp. 339 ff.

WRIGHT, DONNA-MARIE & LINNEA C. EHRI

2007. Beginners remember orthography when they learn to read words: The case of doubled letters. Applied Psycholinguistics 28:1 ► pp. 115 ff.

This list is based on CrossRef data as of 7 november 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.