Article published In:
From Letter to Sound: New perspectives on writing systems
Edited by Martin Neef and Beatrice Primus †
[Written Language & Literacy 7:2] 2005
► pp. 165184
Cited by

Cited by 26 other publications

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2014. Word Stress in German Single-Word Reading. Reading Psychology 35:6  pp. 577 ff. DOI logo
Beyermann, Sandra & Martina Penke
2014. The Impact of Orthographic Consistency on German Spoken Word Identification. International Journal of Disability, Development and Education 61:3  pp. 212 ff. DOI logo
Borleffs, Elisabeth, Ben A. M. Maassen, Heikki Lyytinen & Frans Zwarts
2017. Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies: a narrative review. Reading and Writing 30:8  pp. 1617 ff. DOI logo
Bowers, Peter N., John R. Kirby & S. Hélène Deacon
2010. The Effects of Morphological Instruction on Literacy Skills. Review of Educational Research 80:2  pp. 144 ff. DOI logo
Bradley, Rachel L. & George H. Noell
2018. The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers. Psychology in the Schools 55:7  pp. 880 ff. DOI logo
De Simone, Elisabetta, Elisabeth Beyersmann, Claudio Mulatti, Jonathan Mirault, Xenia Schmalz & Madelon van den Boer
2021. Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy. PLOS ONE 16:5  pp. e0251629 ff. DOI logo
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2020. Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist 55:1  pp. 1 ff. DOI logo
Georgiou, George K., Minna Torppa, Karin Landerl, Alain Desrochers, George Manolitsis, Peter F. de Jong & Rauno Parrila
2020. Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?. Child Development 91:2 DOI logo
Haase, Astrid & Claudia Steinbrink
2022. Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary. Reading and Writing 35:7  pp. 1675 ff. DOI logo
Inoue, Tomohiro, George Manolitsis, Peter F. de Jong, Karin Landerl, Rauno Parrila & George K. Georgiou
2020. Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency. Frontiers in Psychology 11 DOI logo
Larsen, Linda, Stefan Kilian Schauber, Saskia Kohnen, Lyndsey Nickels & Genevieve McArthur
2020. Children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences: An exploratory study. Early Childhood Research Quarterly 51  pp. 379 ff. DOI logo
Marinus, Eva & Peter F. de Jong
2011. Dyslexic and typical-reading children use vowel digraphs as perceptual units in reading. Quarterly Journal of Experimental Psychology 64:3  pp. 504 ff. DOI logo
Petrescu, Maria Claudia & Rena Helms-Park
2021. Trilingualism and reading difficulty in a third (school) language: A case study of an at-risk child in French immersion. Journal of Early Childhood Literacy  pp. 146879842110413 ff. DOI logo
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2015. A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages. Frontiers in Psychology 6 DOI logo
Protopapas, Athanassios & Eleni L. Vlahou
2009. A comparative quantitative analysis of Greek orthographic transparency. Behavior Research Methods 41:4  pp. 991 ff. DOI logo
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2020. Non-phonological Strategies in Spelling Development. Frontiers in Psychology 11 DOI logo
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2019. Dimensionality of Early Writing in English and Spanish. Journal of Literacy Research 51:3  pp. 272 ff. DOI logo
Saletta, Meredith
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2016. Orthography and Modality Influence Speech Production in Adults and Children. Journal of Speech, Language, and Hearing Research 59:6  pp. 1421 ff. DOI logo
Schmalz, Xenia, Eva Marinus, Max Coltheart & Anne Castles
2015. Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review 22:6  pp. 1614 ff. DOI logo
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2020. Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers. Annals of Dyslexia 70:2  pp. 180 ff. DOI logo
Siegelman, Noam, Devin M. Kearns & Jay G. Rueckl
2020. Using information-theoretic measures to characterize the structure of the writing system: the case of orthographic-phonological regularities in English. Behavior Research Methods 52:3  pp. 1292 ff. DOI logo
Sturm, Jessica L.
2012. Meaning and orthography in L2 French. Writing Systems Research 4:1  pp. 47 ff. DOI logo
Vaessen, Anniek & Leo Blomert
2013. The Cognitive Linkage and Divergence of Spelling and Reading Development. Scientific Studies of Reading 17:2  pp. 89 ff. DOI logo
Zhang, Lan & Rebecca Treiman
2020. Learning to Spell Phonologically: Influences of Children’s Own Names. Scientific Studies of Reading 24:3  pp. 229 ff. DOI logo

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