Learning to spell in a deep orthography

Cited by 7 other publications

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.

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.

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.

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.

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 10 april 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.