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«Online Research Bibliography of Written Language & Literacy - 5,655 bibliographic entries – Compiled and edited by Terry Joyce [terry ...»

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Online Research Bibliography of

Written Language & Literacy

- 5,655 bibliographic entries –

Compiled and edited by Terry Joyce [terry@tama.ac.jp]

© July, 2014

This version of the ORBWLL data consists of 5,655 bibliographic entries based on consulting

and processing 2,000 source bibliographies.

The 5,655 entries include the 2,000 source bibliographies, which were selected based on

their status as authoratitive works within the literature and/or on their inclusion within a selection of prestigious academic journals dedicated to scripts, reading, written language and literacy issues.

The other 3,655 entries are works that are consistently cited by a certain number of the source bibliographies, indicating their relevance and importance for written language and literacy research.

In compiling the bibliographic data, efforts have been made to eliminate the errors that are frequently encountered within reference lists, but, undoubtedly, some mistakes will remain.

Accordingly, the compiler sincerely asks to be informed of any inaccurarices discovered, so that they can be corrected in future updates. The compiler would also be most grateful for advice of works that warrant inclusion within ORBWLL.

Online Research Bibliography of Written Language & Literacy July, 2014 page 2 A Aarnoutse, Cor., Van Leeuwe, Jan, Voeten, Marinus, & Oud, Han. (2001). Development of decoding, reading comprehension, vocabulary and spelling during the elementary school years.

Reading and Writing: An Interdisciplinary Journal, 14(1/2), 61-89.

Aaron, P. G. (2005). [Book review: Catherine McBride-Chang, (2004), Children’s literacy development]. Reading and Writing: An Interdisciplinary Journal, 18(4), 377-384.

doi:10.1007/s11145-005-3357-x

Aaron, P. G., & Joshi, R. Malatesha. (1992). Reading problems: Consultation and remediation. New York:

The Guilford Press.

Aaron, P. G., & Joshi, R. Malatesha. (2006). Learning to spell from print and learning to spell from speech: A study of spelling of children who speak Tamil, a Dravidian language. In R.

Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 551-568).

Mahwah, NJ & London: Lawrence Erlbaum Associates.

Aaron, P. G., Joshi, R. M., Ayotollah, Mahboobeh, Ellsberry, Annie, Henderson, Janet, & Lindsey, Kim.

(1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89-127.

Aaron, P. G., Joshi, M., & Williams, K. A. (1999). Not all reading disabilities are alike. Journal of Learning Disabilities, 32, 120-137.

Aaron, P. G., Keetay, V., Boyd, M., Palmatier, S., & Wacks, J. (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10(1), 1-22.

Aaronson, D., & Scarborough, H. S. (1976). Performance theories for sentence coding: Some quantitative evidence. Journal of Experimental Psychology: Human Perception and Performance, 2, 56-70.

Abbott, Nabia. (1939). The rise of the north Arabic script and its Ḳur'ānic development, with a full description

of the Ḳur'ānic Manuscripts in the Oriental Institute (Oriental Institute publications 50). Chicago:

University of Chicago Press.

Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers. Journal of Educational Psychology, 85, 478-508.

Abdelazeem, Sherif, Eraqi, Hesham M., & Ahmed, Hany. (2012). On-line Arabic handwritten word recognition based on HMM and combination of on-line and off-line features. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 559-585). Berlin: Springer.

Abdelhadi, Souad, Ibrahim, Raphiq, & Eviatar, Zohar. (2011). Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection. Writing Systems Research, 3(2), 117-127. doi:10.1093/wsr/wsr014 Online Research Bibliography of Written Language & Literacy July, 2014 page 3 Abercrombie, David. (1949). What is a 'letter'? Lingua, 2(1), 54-63.

Abercrombie, David. (1967). Elements of general phonetics. Edinburgh: Edinburgh University Press.

Aborn, M., Rubenstein, H., & Sterling, T. D. (1959). Sources of contextual constraint upon words in sentences. Journal of Experimental Psychology, 57, 171-180.

Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279-306). Hillsdale NJ, Hove & London: Lawrence Erlbaum Associates.

Abrams, Lise, Trunk, Dunja L., & White, Katherine K. (2008). Visual and auditory priming influences the production of low-frequency spellings. Reading and Writing, 21(7), 745-762.

doi:10.1007/s11145-007-9090-x Abrams, S. G., & Zuber, B. L. (1972). Some temporal characteristics of information processing during reading. Reading Research Quarterly, 7, 40-51.

Abulhab, Saad. (2004). The Mutamathil type style: Towards free, technologically-friendly 'arabetic' types. Visible Language, 38(3), 306-333.

Abulhab, Saad D. (2006). Typography: Behind the arabetic calligraphy veil. Visible Language, 40(3), 294-307.





Abulhab, Saad D. (2008). Anatomy of an arabetic type design. Visible Language, 42(2), 181-193.

Abu-Rabia, S. (1995). Learning to read in Arabic: Reading, syntactic, orthographic and working memory skills in normally achieving and poor Arabic readers. Reading Psychology: An International Quarterly, 16(4), 351-394. doi:10.1080/0270271950160401 Abu-Rabia, S. (1996). The role of vowels and context in reading of highly skilled native Arabic readers. Journal of Psycholinguistic Research, 25(6), 629-641.

Abu-Rabia, Salim. (1997a). The need for cross-cultural considerations in reading theory: The effects of Arabic sentence context in skilled and poor readers. Journal of Research in Reading, 20, 137-147.

Abu-Rabia, Salim. (1997b). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers. Reading and Writing: An Interdisciplinary Journal, 9(1), 65-78.

Abu-Rabia, Salim. (1997c). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers in reading paragraphs, sentences, and isolated words. Journal of Psycholinguistic Research, 26, 465-482.

Abu-Rabia, Salim. (1998). Reading Arabic texts: Effects of text type, reader type and vowelization.

Reading and Writing: An Interdisciplinary Journal, 10(2), 105-119.

Abu-Rabia, Salim. (1999). The effect of vowels on the reading comprehension of second- and sixth-grade native Arab children. Journal of Psycholinguistic Research, 28, 93-101.

Abu-Rabia, Salim. (2000). Effects of exposure to literary Arabic on reading comprehension in diglossic situation. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 147-157.

Online Research Bibliography of Written Language & Literacy July, 2014 page 4 Abu-Rabia, Salim. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 39-59.

Abu-Rabia, Salim. (2002). Reading in a root-based-morphology language: The case of Arabic. Journal of Research in Reading, 25, 299-309.

Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423-442. doi:10.1023/A:1024237415143 Abu-Rabia, Salim, & Siegel, Linda S. (1995). Different orthographies, different context effects: The effects of Arabic sentence context on skilled and poor readers. Reading Psychology: An International Quarterly, 16(1), 1-19.

Abu-Rabia, S., & Siegel, L. (2002). Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children. Journal of Psycholinguistic Research, 31, 661-678.

Abu-Rabia, Salim, & Siegel, Linda S. (2003). Reading skills in three orthographies: The case of trilingual Arabic-Hebrew-English-speaking Arab children. Reading and Writing: An Interdisciplinary Journal, 16(7), 611-634.

Abu-Rabia, Salim, & Taha, Haitham. (2004). Reading and spelling error analysis of native Arabic dyslexic readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 651-689.

doi:10.1007/s11145-004-2657-x Abu-Rabia, Salim, & Taha, Haitham. (2006). Reading in Arabic orthography: Characteristics, research findings, and assessment. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 321-338). Mahwah, NJ & London: Lawrence Erlbaum Associates.

Ackerman, P. T. & Dykman, R. A. (1993). Phonological processes, confrontation naming, and immediate memory in dyslexia. Journal of Learning Disabilities, 26, 597-609.

Ackerman, P. T., Dykman, R. A. & Gardner, M. Y. (1990). Counting rate, naming rate, phonological sensitivity, and memory span: Major factors in dyslexia. Journal of Learning Disabilities, 23, 325-327, 319.

Ackerman, P. T., Dykman, R. A., & Oglesby, D. M. (1994). Visual event-related potentials of dyslexic children to rhyming and nonrhyming stimuli. Journal of Clinical and Experimental Neuropsychology, 16, 138-154.

Adams, M. J. (1979). Models of word recognition. Cognitive Psychology, 11, 133-176.

Adams, M. J. (1981). What good is orthographic redundancy? In O. J. L. Tzeng & H. Singer (Eds.),

Perception of print: Reading research in experimental psychology (pp. 197-221). Hillsdale, NJ:

Lawrence Erlbaum Associates.

Adams, Marilyn Jager. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Adams, M. J., & Bruck, M. (1993). Word recognition: The interface of educational policies and scientific research. Reading and Writing: An Interdisciplinary Journal, 5, 113-139.

Online Research Bibliography of Written Language & Literacy July, 2014 page 5

Adams, M. J., & Bruck, M. (1995). Resolving the 'great debate'. American Educator, 19, 7-20.

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore. MD: Brookes Publishing.

Adams, M. J., & Huggins, A. W. (1985). The growth of children’s sight vocabulary: A quick test with educational and theoretical implications. Reading Research Quarterly, 20, 262-281.

Adams, M. J., Treiman, R., & Pressley, M. (1998). Reading, writing, and literacy. In I. E. Sigel & K. A.

Renninger (Eds.), Handbook of child psychology. Volume 4: Child psychology in practice (pp.

275-355). New York: Wiley.

Adelman, James S. (2012a). Introduction. In James S. Adelman (Ed.), Visual word recognition volume 1:

Models and methods, orthography and phonology (Current issues in the psychology of language), (pp. 1-2). London: Psychology Press.

Adelman, James S. (2012b). Methodological issues with words. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current issues in the psychology of language), (pp. 116-138). London: Psychology Press.

Adelman, James S. (2012c). Introduction. In James S. Adelman (Ed.), Visual word recognition volume 2:

Meaning and context, individuals and development (Current issues in the psychology of language), (pp. 1-2). London: Psychology Press.

Adelman, James S. (Ed.). (2012a). Visual word recognition volume 1: Models and methods, orthography and phonology (Current issues in the psychology of language). London: Psychology Press.

Adelman, James S. (Ed.). (2012b). Visual word recognition volume 2: Meaning and context, individuals and development (Current issues in the psychology of language). London: Psychology Press.

Adelman, J. S., Brown, G. D. A., & Quesada, J. F. (2006). Contextual diversity, not word frequency, determines word-naming and lexical decision times. Psychological Science, 17, 814-823.

Adlard, A., & Hazan, V. (1998). Speech perception in children with specific reading difficulties (dyslexia). Quarterly Journal of Experimental Psychology, 51A, 153-177.

Adlof, Suzanne M., Catts, Hugh W., & Little, Todd D. (2006). Should the simple view of reading include a fluency component? Reading and Writing: An Interdisciplinary Journal, 19(9), 933-958.

doi:10.1007/s11145-006-9024-z Adrián, J. A., Alegria, J., & Morais, J. (1995). Metaphonological abilities of Spanish illiterate adults.

International Journal of Psychology, 30(3), 329-353.

Agrawala, V. S. (1966). The Devnagari script. In Indian systems of writing (pp. 12-16). Delhi:

Publications Division.

Ahlzweig, Claus. (1994). Geschichte des Buches [The history of the book]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung [Writing and its use: An interdisciplinary handbook of international research] Volume 1 (pp.

85-102). Berlin & New York: De Gruyter.

Ahmed, Irfan, Mahmoud, Sabri A., & Parvez, Mohammed Tanvir. (2012). Printed Arabic text recognition. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp.

147-168). Berlin: Springer.

Online Research Bibliography of Written Language & Literacy July, 2014 page 6 Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current issues in the psychology of language), (pp. 196-215). London: Psychology Press.

Ahn, Pyong-Hi. (1997). The principles underlying the invention of the Korean alphabet. In Young-Key Kim-Renaud (Ed.), The Korean alphabet: Its history and structure (pp. 89-105).

Honolulu: University of Hawaii Press.

Ai, J. W. (1950). A report on psychological studies of the Chinese language in the past three decades.

Journal of Genetic Psychology, 76, 207-220.



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