Article published In:
Process and Acquisition of Written LanguageEdited by Robert Schreuder and Ludo Verhoeven
[Written Language & Literacy 7:1] 2004
► pp. 9–33
Edited by Robert Schreuder and Ludo Verhoeven
[Written Language & Literacy 7:1] 2004
► pp. 9–33
Variability and invariance in learning alphabetic orthographies
From linguistic description to psycholinguistic processing
Cited by (8)
Cited by eight other publications
Ardanouy, Estelle, Elise Lefèvre, Hélène Delage & Pascal Zesiger
2024. Which skills underlie French-speaking children’s lexical spelling acquisition in elementary school? Insight from a cross-sectional exploratory network study from Grade 1 to Grade 5. Journal of Experimental Child Psychology 245 ► pp. 105963 ff. 
Joye, Nelly, Julie E. Dockrell & Chloë R. Marshall
2020. The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School. Frontiers in Psychology 11
Stanké, Brigitte, Marine Le Mené, Stefano Rezzonico, André Moreau, Christian Dumais, Julie Robidoux, Camille Dault & Phaedra Royle
2018. ÉQOL : Une nouvelle base de données québécoise du lexique scolaire du primaire comportant une échelle d’acquisition de l’orthographe lexicale. Corpus :19
Alegría, Jesús & María-Soledad Carrillo
2014. Learning to spell words in Spanish: a comparative analysis / La escritura de palabras en castellano: un análisis comparativo. Estudios de Psicología 35:3 ► pp. 476 ff.
Laitinen, Mikko & Anita Auer
2014. Letters of Artisans and the Labouring Poor (England, c. 1750–1835). In Contact, Variation, and Change in the History of English [Studies in Language Companion Series, 159], ► pp. 187 ff.
Kerek, Eugenia & Pekka Niemi
2009. Learning to read in Russian: effects of orthographic complexity. Journal of Research in Reading 32:2 ► pp. 157 ff.
Sirois, Pauline, Andrée Boisclair & Jocelyne Giasson
2008. Understanding of the alphabetic principle through invented spelling among hearing‐impaired children learning to read and write: experimentation with a pedagogical approach. Journal of Research in Reading 31:4 ► pp. 339 ff.
Alonso-Búa, Begoña, Fernando Díaz & M José Ferraces
2006. The contribution of AERPs (MMN and LDN) to studying temporal vs. linguistic processing deficits in children with reading difficulties. International Journal of Psychophysiology 59:2 ► pp. 159 ff.
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