Article published in:
Units of Language – Units of Writing
Edited by Terry Joyce and David Roberts
[Written Language & Literacy 15:2] 2012
► pp. 165184
Cited by

Cited by 8 other publications

HAVRON, NAOMI & INBAL ARNON
2017. Minding the gaps: literacy enhances lexical segmentation in children learning to read. Journal of Child Language 44:6  pp. 1516 ff. Crossref logo
HAVRON, NAOMI & INBAL ARNON
2017. Reading between the words: The effect of literacy on second language lexical segmentation. Applied Psycholinguistics 38:1  pp. 127 ff. Crossref logo
Havron, Naomi, Limor Raviv & Inbal Arnon
2018. Literate and preliterate children show different learning patterns in an artificial language learning task. Journal of Cultural Cognitive Science 2:1-2  pp. 21 ff. Crossref logo
Huete-Pérez, Daniel, Juan Haro, José Antonio Hinojosa & Pilar Ferré
2019. Does it matter if we approach or withdraw when reading? A comparison of fear-related words and anger-related words. Acta Psychologica 197  pp. 73 ff. Crossref logo
Olson, David R. & Keith Oatley
2014. The Quotation Theory of Writing. Written Communication 31:1  pp. 4 ff. Crossref logo
Teberosky, Ana, Angélica Sepúlveda & Otília Costa e Sousa
2020.  In Reading-Writing Connections [Literacy Studies, 19],  pp. 85 ff. Crossref logo
Ungureanu, Manuela L.
2015.  In Romanian Studies in Philosophy of Science [Boston Studies in the Philosophy and History of Science, 313],  pp. 55 ff. Crossref logo
Ungureanu, Manuela L.
2020. Olson’s Domestication of Goody’s Literacy Hypothesis: (How) Can Philosophers of Language Help?. Interchange 51:1  pp. 41 ff. Crossref logo

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