Review published in:
The architecture of writing systems
Edited by Kristian Berg, Franziska Buchmann and Nanna Fuhrhop
[Written Language & Literacy 17:2] 2014
► pp. 308314


Benuck, Marni B. & Stephen T. Peverly
(2004) The effect of orthographic depth on reliance upon semantic context for oral reading in English and Hebrew. Journal of Research in Reading 27.3: 281–299. CrossrefGoogle Scholar
Bird, Steven
(1999) Strategies for representing tone in African writing systems. Written Language and Literacy 2.1: 1–44. CrossrefGoogle Scholar
Brock-Utne, Birgit & Hassana Alidou
(2006) Experience II – Active Students – Learning through a language they master. In Hassana Alidou, Aliou Boly, Birgit Brock-Utne, Diallo Yaya Satina, Kathleen Heugh & H. Ekkehard Wolff (eds.), Optimizing learning and education in Africa – the language factor: A stock-taking research on mother tongue and bilingual education in sub-Saharan Africa. ADEA 2006 biennial meeting (Libreville, Gabon, March 27–31, 2006), 101–117. Paris: Association for the Development of Education in Africa (ADEA), UNESCO Institute for Education and Deutsche Gesellschaft für Technische Zusammenarbeit.Google Scholar
Ellis, Nick C., Miwa Natsume, Katerina Stavropoulou, Lorenc Hoxhallari, Victor H.P. Van Daal, Nicoletta Polyzoe, Maria-Louisa Tsipa & Michalis Petalas
(2004) The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly 39.4: 438–468. CrossrefGoogle Scholar
Eviatar, Zohar & Raphiq Ibrahim
(2000) Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children. Applied Psycholinguistics 21.4: 451–471. CrossrefGoogle Scholar
Heugh, Kathleen, Carol Benson, Berhanu Bogale & Mekonnen Alemu Gebre Yohannes
(2007) Final report study on medium of instruction in primary schools in Ethiopia, 22 January 2007. Addis Ababa: Ethiopian Ministry of Education.Google Scholar
Ibrahim, Raphiq & Zohar Eviatar
(2009) Language status and hemispheric involvement in reading: Evidence from trilingual Arabic speakers tested in Arabic, Hebrew, and English. Neuropsychology 23.2: 240–254. CrossrefGoogle Scholar
Ibrahim, Raphiq, Asaid Khateb & Haitham Taha
(2013) How does type of orthography affect reading in Arabic and Hebrew as first and second languages? Open Journal of Modern Linguistics 3.1: 40–46. CrossrefGoogle Scholar
Kutsch Lojenga, Constance
(2013) Orthography and tone: A tone-system typology and its implications for orthography development. In Michael Cahill & Keren Rice (eds.), Developing orthographies for unwritten languages, 49–72. Dallas: SIL.Google Scholar
Lüpke, Friederike
(2013) Multilingualism on the ground. In Friederike Lüpke & Anne Storch (eds.), Repertoires and choices in African languages, 13–76. Berlin: De Gruyter. CrossrefGoogle Scholar
Mfonyam, Joseph Ngwa
(1990) Tone analysis and tone orthography. Journal of West African Languages 20.2: 19–30.Google Scholar
Mwinsheikhe, Halima Mohammed
(2003) Science and the language barrier: Using Kiswahili as a medium of instruction in Tanzania secondary schools as a strategy of improving student participation and performance in science. In Birgit Brock-Utne, Zubeida Desai & ­Martha Qorro (eds.), Language of instruction in Tanzania and South Africa, 129–149. Dar es Salaam: E & D Publishers.Google Scholar
Prophet, Robert & Peter Dow
(1994) Mother-tongue language and concept development in science: A Botswana case study. Language, Culture and Curriculum 7.3: 205–217. CrossrefGoogle Scholar
Roberts, David
(2013) A tone orthography typology. In Susanne R. Borgwaldt & Terry Joyce (eds.), Typology of writing systems, 85–111. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Sampa, Francis K.
(2005) Zambia’s primary reading program (PRP): Improving access and quality education in basic schools. Paris: Association for the Development of Education in Africa.Google Scholar
Ziegler, Johannes C., Daisy Bertrand, Dénes Tóth, Valéria Csépe, Alexandra Reis, Luís Faísca, Nina Saine, Heikki Lyytinen, Anniek Vaessen & Leo Blomer
(2010) Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science 21.4: 551–559. CrossrefGoogle Scholar