Publications

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Järlehed, Johan. 2020. Alphabet city: Orthographic differentiation and branding in late capitalist cities. Social Semiotics 31 (1) : 14–35.
Marian, Viorica and James Bartolotti. 2019. Learning and processing of orthography-to-phonology mappings in a third language. The International Journal of Multilingualism 16 (4) : 377–397.
Berry, Grant, Ariana M. Mikulski, Idoia Elola and Ana Rodriguez Padial. 2019. Written feedback in heritage Spanish classrooms. A national survey of students and instructors. Revista Española de Lingüística Aplicada 32 (2) : 543–572.
McClure, John, Norbert Francis and Silvia-Maria Chireac. 2019. Awareness of language: literacy and second language learning of Spanish in Mexico. International Journal of Bilingual Education and Bilingualism 22 (6) : 675–688.
Deacon, S. Hélène, Derrick C. Bourassa, Meghan Bargen and Melissa Delmonte. 2019. Staying rooted: Spelling performance in children with dyslexia. Applied Psycholinguistics 40 (2) : 427–444.
Drackley, Patrick. 2019. “Je suis circonflexe”: grassroots prescriptivism and orthographic reform. Language Policy 18 (2) : 295–313.
Tighe, Elizabeth L. and Mary A. Fernandes. 2019. Unraveling the complexity of the relations of metalinguistic skills to word reading with struggling adult readers: Shared, independent, and interactive effects. Applied Psycholinguistics 40 (3) : 765–793.
Jaffe, Alexandra. 2019. Standardization(s) and regimentation: Polynomic orthodoxies and potentials. Language & Communication 66 : 6–19.
Coluzzi, Paolo, Lissander Brasca and Emanuele Miola. 2019. Writing systems for Italian regional languages. Journal of Multilingual and Multicultural Development 40 (6) : 491–503.
Perera, Kaushalya. 2019. ‘Cracking a Strange Veiled Code’: Language Learning Experiences of North Americans in South Asia. Applied Linguistics 40 (1) : 132–151.
Kavé, Gitit, Rita Gorokhod, Ayelet Yerushalmi and Neta Salner. 2019. Frequency effects on spelling in Hebrew-speaking younger and older adults. Applied Psycholinguistics 40 (5) : 1173–1188.
Solier, Clara, Cyril Perret, Lorraine Baqué and Christiane Soum-Favaro. 2019. Written training tasks are better than oral training tasks at improving L2 learners’ speech production. Applied Psycholinguistics 40 (6) : 1455–1480.
Strand, Thea R. 2019. Tradition as innovation: Dialect revalorization and maximal orthographic distinction in rural Norwegian writing. Multilingua 38 (1) : 51–68.
Wong, Yu Ka. 2019. Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong. International Journal of Bilingual Education and Bilingualism 22 (8) : 1016–1029.
Al Farsi, Badriya H. 2018. Word meaning in word identification during reading: Co-occurrence-based semantic neighborhood density effects. Applied Psycholinguistics 39 (5) : 779–809.
Beeching, Kate, Piera Molinelli and Chiara Ghezzi, eds. 2018. Positioning the Self and Others. Linguistic perspectives. (Pragmatics & Beyond New Series 292). John Benjamins.
Veivo, Outi, Vincent Porretta, Jukka Huönä and Juhani Järvikivi. 2018. Spoken second language words activate native language orthographic information in late second language learners. Applied Psycholinguistics 39 (5) : 1011–1032.
Lai, Rosangela. 2018. Language planning and language policy in Sardinia. Language Problems and Language Planning 42 (1) : 70–88.
De Almeida Sargiani, Renan, Linnea Carlson Ehri and Maria Regina Maluf. 2018. Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers. Applied Psycholinguistics 39 (6) : 1405–1437.
Pae, Hye Kyeong, ed. 2018. Writing Systems, Reading Processes, and Cross-Linguistic Influences. Reflections from the Chinese, Japanese and Korean Languages. (Bilingual Processing and Acquisition 7). John Benjamins.
Schwartz, Saul. 2018. Writing Chiwere: Orthography, literacy, and language revitalization. Language & Communication 61 : 75–87.
Shaul, Shelly and Mila Schwarz. 2018. Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities. Written Language & Literacy 21 (2) : 239–270.
Hsuan, Chung-Hui, Henry J. Tsai and Rhona Stainthorp. 2018. The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan. Applied Psycholinguistics 39 (1) : 117–143.
Niyomugabo, Cyprien and Valentin Uwizeyimana. 2018. A top–down orthography change and language attitudes in the context of a language-loyal country. Language Policy 17 (3) : 307–318.
Verheijen, Lieke. 2018. Orthographic principles in computer-mediated communication. The SUPER-functions of textisms and their interaction with age and medium. Written Language & Literacy 21 (1) : 111–145.