The syllabic origin of writing and the segmental origin of the alphabet

Cited by 26 other publications

No author info given

2014.  In The Blackwell Encyclopedia of Writing Systems, ► pp. 578 ff.

Buckley, Eugene

2018. Core syllables vs. moraic writing. Written Language & Literacy 21:1 ► pp. 26 ff.

Daniels, Peter T.

1998. Review of Gary Miller (1994): Ancient scripts and phonological knowledge. Written Language & Literacy 1:1 ► pp. 141 ff.

Daniels, Peter T.

2006. Reply to Victor H. Mair. <i>WORD</i> 57:1 ► pp. 97 ff.

Daniels, Peter T.

2006. Three Models of Script Transfer. <i>WORD</i> 57:2-3 ► pp. 371 ff.

Daniels, Peter T.

2017.  In The Handbook of Linguistics, ► pp. 75 ff.

Kelly, Piers

2016. Introducing the Eskaya Writing System: A Complex Messianic Script from the Southern Philippines. Australian Journal of Linguistics 36:1 ► pp. 131 ff.

Russak, Susie & Elinor Saiegh-Haddad

2017. Phonological awareness errors mirror underlying phonological representations: Evidence from Hebrew L1 – English L2 adults. Second Language Research 33:4 ► pp. 459 ff.

Saiegh-Haddad, Elinor

2013. A tale of one letter: Morphological processing in early Arabic spelling. Writing Systems Research 5:2 ► pp. 169 ff.

Saiegh-Haddad, Elinor

2018. MAWRID: A Model of Arabic Word Reading in Development. Journal of Learning Disabilities 51:5 ► pp. 454 ff.

Saiegh-Haddad, Elinor & Roni Henkin-Roitfarb

2014.  In Handbook of Arabic Literacy [Literacy Studies, 9], ► pp. 3 ff.

Saiegh-Haddad, Elinor & Ayman Jayusy

2016.  In Acquisition and Development of Hebrew [Trends in Language Acquisition Research, 19], ► pp. 353 ff.

Saiegh-Haddad, Elinor & Rachel Schiff

2016. The Impact of Diglossia on Voweled and Unvoweled Word Reading in Arabic: A Developmental Study From Childhood to Adolescence. Scientific Studies of Reading 20:4 ► pp. 311 ff.

Saiegh-Haddad, Elinor, Abeer Shahbari-Kassem & Rachel Schiff

2020. Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES. Reading and Writing 33:6 ► pp. 1649 ff.

Schiff, Rachel & Elinor Saiegh-Haddad

2017. When diglossia meets dyslexia: The effect of diglossia on voweled and unvoweled word reading among native Arabic-speaking dyslexic children. Reading and Writing 30:5 ► pp. 1089 ff.

Schiff, Rachel & Elinor Saiegh-Haddad

2018. Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic. Frontiers in Psychology 9

Share, David L.

2014. Alphabetism in reading science. Frontiers in Psychology 5

Share, David L. & Peter T. Daniels

2016. Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research 8:1 ► pp. 17 ff.

Song, Hye Jeong & Richard Wiese

2010. Resistance to complexity interacting with visual shape—German and Korean orthography. Writing Systems Research 2:2 ► pp. 87 ff.

Sproat, Richard

2017. A computational model of the discovery of writing. Written Language & Literacy 20:2 ► pp. 194 ff.

Sproat, Richard

2018. Peter T. Daniels, 2018, An Exploration of Writing . Written Language & Literacy 21:2 ► pp. 269 ff.

Taha, Haitham & Elinor Saiegh-Haddad

2017. Morphology and Spelling in Arabic: Development and Interface. Journal of Psycholinguistic Research 46:1 ► pp. 27 ff.

Tibi, Sana, Lisa Fitton & Autumn L. McIlraith

2021. The development of a measure of orthographic knowledge in the Arabic language: A psychometric evaluation. Applied Psycholinguistics 42:3 ► pp. 739 ff.

Tibi, Sana & John R. Kirby

2019. Reading in Arabic: How Well Does the Standard Model Apply?. Journal of Speech, Language, and Hearing Research 62:4 ► pp. 993 ff.

Valério, Miguel & Silvia Ferrara

2019. Rebus and acrophony in invented writing. Writing Systems Research 11:1 ► pp. 66 ff.

Yassin, Rana, David L. Share & Yasmin Shalhoub-Awwad

2020. Learning to Spell in Arabic: The Impact of Script-Specific Visual-Orthographic Features. Frontiers in Psychology 11

This list is based on CrossRef data as of 29 april 2021. 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.