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Online Research Bibliography of Written & Literacy

- 7,545 bibliographic entries –

Compiled and edited by Terry Joyce [[email protected]]

© April 2021

This version of the ORBWLL data consists of 7,545 bibliographic entries based on consulting and processing 3,000 source bibliographies. The 7,545 entries include the 3,000 source bibliographies, which were selected based on their status as authoritative 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 4,545 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 inaccuracies discovered, so that they can be corrected in future updates. The compiler would also be most grateful for recommendations for works that warrant inclusion within ORBWLL. The online version of ORBWLL (http://faculty.tama.ac.jp/joyce/awll/orbwll/index.html) also includes Cited by information for many entries, based on 54,881 citations among the source bibliographies.

Online Research Bibliography of Written Language & Literacy April, 2021 page 2

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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 : An Interdisciplinary Journal, 14(1/2), 61–89. Aaron, P. . (2005). [Book review: Catherine McBride-Chang, (2004), Children' literacy development]. Reading and Writing, 18(4), 377–384. https://doi.org/10.1007/s11145-005-3357-x Aaron, P. G., & Joshi, . 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 and literacy (pp. 551–568). Mahwah, NJ; London: Lawrence Erlbaum Associates. Aaron, P. G., Joshi, R. ., 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, . 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, . (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10(1), 1–22. Aaronson, ., & Scarborough, . S. (1976). Performance theories for sentence coding: Some quantitative evidence. Journal of Experimental Psychology: Human Perception and Performance, 2, 56–70. Abba, Katherine A., Joshi, R. Malatesha, & Ji, Xuejun Ryan. (2019). Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix. Written Language & Literacy, 22(1), 67–94. https://doi.org/10.1075/wll.00020.abb Abbott, Nabia. (1939). The rise of the north 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. . (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers. Journal of Educational Psychology, 85(3), 478–508. https://doi.org/10.1037/0022-0663.85.3.478 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. Online Research Bibliography of Written Language & Literacy April, 2021 page 3

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. https://doi.org/10.1093/wsr/wsr014 Abercrombie, David. (1949). What is a ‘’? Lingua, 2(1), 54–63. [Reprinted in Abercrombie, David. (1965). Studies in phonetics and (Language and Language Learning 10) (pp. 76– 85). London: Oxford University Press] Abercrombie, David. (1967). Elements of general phonetics. Edinburgh: Edinburgh University Press. Aboelezz, Mariam. (2017). The politics of pro-ʿāmmiyya language ideology in Egypt. In Jacob Høigilt & Gunvor Mejdell (Eds.), The politics of written language in the Arab world: Writing change (Studies in Semitic and Linguistics 90) (pp. 212–238). Leiden; Boston: Brill. Aborn, M., Rubenstein, H., & Sterling, . D. (1959). Sources of contextual constraint upon words in sentences. Journal of Experimental Psychology, 57, 171–180. Abou-Assaf, A., Bordreuil, P., & Millard, Alan R. (1982). statue de Tell Fekherye et son inscription bilingue assyro-araméenne (Études assyriologiques, Cahiers 7). Paris: Éditions Recherche sur les Civilisations. 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 ., & White, Katherine K. (2008). Visual and auditory priming influences the production of low-frequency spellings. Reading and Writing, 21(7), 745–762. https://doi.org/10.1007/s11145-007-9090-x Abrams, S. G., & Zuber, . L. (1972). Some temporal characteristics of information processing during reading. Reading Research Quarterly, 7, 40–51. Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh- Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer. Abu Elhija, Dua'a. (2014). A new ? Developing for writing Arabic dialects in electronic media. Writing Systems Research, 6(2), 190–214. https://doi.org/10.1080/17586801.2013.868334 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 veil. Visible Language, 40(3), 294–307. Abulhab, Saad D. (2008). Anatomy of an arabetic type design. Visible Language, 42(2), 181–193. Online Research Bibliography of Written Language & Literacy April, 2021 page 4

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. https://doi.org/10.1080/0270271950160401 Abu-Rabia, S. (1996). The role of 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. https://doi.org/10.1023/A:1007906222227 Abu-Rabia, Salim. (1999). The effect of Arabic 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. 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. https://doi.org/10.1023/A:1008147606320 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, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, , 9, and 12. Journal of Psycholinguistic Research, 36(2), 89–106. https://doi.org/10.1007/s10936-006-9035-6 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. https://doi.org/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. Online Research Bibliography of Written Language & Literacy April, 2021 page 5

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. https://doi.org/10.1007/s11145-004-2657-x Abu-Rabia, S., & Taha, H. (2006a). Phonological errors predominate in Arabic spelling across grades 1-9. Journal of Psycholinguistic Research, 35(2), 167–188. https://doi.org/10.1007/s10936-005- 9010-7 Abu-Rabia, Salim, & Taha, Haitham. (2006b). 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. . (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, James . (2003). Bilingualism and the Latin language. Cambridge: Cambridge University Press. Adams, M. J. (1979). Models of word recognition. Cognitive Psychology, 11, 133–176. Adams, M. J. (1981). What good is orthographic redundancy? In . 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, : 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. Adams, M. J., & Bruck, M. (1995). Resolving the ‘great debate’. American Educator, 19, 7–20. Online Research Bibliography of Written Language & Literacy April, 2021 page 6

Adams, M. J., Foorman, B. R., Lundberg, ., & 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. . 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. . (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, 19(9), 933–958. https://doi.org/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. Aghababian, V., & Nazir, T. (2000). Developing normal reading skills: Aspects of the visual processes underlying word recognition. Journal of Experimental Child Psychology, 76, 123–150. Agrawala, V. S. (1966). The Devnagari script. In Indian systems of writing (pp. 12–16). Delhi: Publications Division.

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Ahlberg, Aija Katriina. (2020). How readers learn alphabetic literacy skills: The role of phonological awareness in the transfer process in the Konso language, Southwest Ethiopia (JYU Dissertations 237). Jyväskylä: University of Jyväskylä. http://urn.fi/URN:ISBN:978-951-39- 8188-4 Ahlberg, Aija Katriina, Eklund, Kenneth, Otieno, Suzanne . S. A., & Nieminen, Lea. (2019). From abugida to in Konso, Ethiopia: The interplay between script and phonological awareness. Written Language & Literacy, 22(1), 1–32. https://doi.org/10.1075/wll.00018.ahl 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 1. Halbband [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. 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 Hawai‘i Press. , J. W. (1950). A report on psychological studies of the Chinese language in the past three decades. Journal of Genetic Psychology, 76, 207–220. Aidinis, Athanasios, & Nunes, Terezinha. (2001). The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 145–177. Ailhaud, Emilie, Chenu, Florence, & Jisa, Harriet. (2016). A developmental perspective on the units of written French. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 287–305). Cham: Springer. Aisenman, Ravid (Ed.). (1999). Developing literacy across genres, modalities and languages (International Literacy Project, Working Papers 1). Ramat Aviv: Tel Aviv University. Akamatsu, N. (1998). L1 and L2 reading: The orthographic effects of Japanese on reading in English. Language, Culture, and Curriculum, 11(1), 9–27.

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Akamatsu, Nobuhiko. (1999). The effects of first language orthographic features on word recognition processing in English as a second language [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 381–403. https://doi.org/10.1023/A:1008053520326 Akamatsu, N. (2003). The effects of first-language orthographic features on second-language reading in text. Language Learning, 53(2), 207–231. Akamatsu, Nobuhiko. (2005). Effects of second language reading proficiency and first language orthography on second language word recognition. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 238–259). Clevedon; Buffalo; Toronto: Multilingual Matters. Akamatsu, Nobuhiko. (2006). Literacy acquisition in Japanese-English bilinguals. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 481–496). Mahwah, NJ; London: Lawrence Erlbaum Associates. Akamatsu, Nobuhiko. (2018). The intertwining effects of first language and learning context on the bilingual mental lexicon. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross- linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 245–266). Amsterdam: John Benjamins. Akinnaso, F. N. (1982). On the difference between spoken and written language. Language and Speech, 25(2), 97–125. Akita, Kiyomi, & Hatano, Giyoo. (1999). Learning to read and write in Japanese. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 214–234). Cambridge: Cambridge University Press. Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39, 414– 431. https://doi.org/10.1177/00222194060390050401 Al Otaiba, Stephanie, & Lake, Vickie E. (2007). Preparing special educators to teach reading and use curriculum-based assessments. Reading and Writing, 20(6), 591–617. https://doi.org/10.1007/s11145-007-9056-z Al Otaiba, Stephanie, Lake, Vickie E., Greulich, Luana, Folsom, Jessica S. & Guidry, Lisa. (2012). Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing, 25(1), 109–129. https://doi.org/10.1007/s11145-010- 9250-2 Alamargot, D., & Chanquoy, L. (2001). Through the models of writing. Dortrecht: Kluwer. Alamargot, D., Chesnet, D., Dansac, C., & Ros, C. (2006). Eye and pen: A new device to study reading during writing. Behavior Research Methods, Instruments and Computers, 38(2), 287–299. https://doi.org/10.3758/bf03192780 Online Research Bibliography of Written Language & Literacy April, 2021 page 9

Alamargot, Denis, Lambert, Eric, Thebault, Claire, & Dansac, Christophe. (2007). Text composition by deaf and hearing middle-school students: The role of working memory. Reading and Writing, 20(4), 333–360. https://doi.org/10.1007/s11145-006-9033-y Alamargot, Denis, , Sylvie, Lambert, Eric, & Chesnet, David. (2010). Using eye and pen movements to trace the development of writing expertise: Case studies of a 7th, 9th and 12th grader, graduate student, and professional writer [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 853–888. https://doi.org/10.1007/s11145-009-9191-9 Alberti, Maria Emanuela. (2017). A measured world? Measures in Minoan daily life. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, and , and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 3–39). Firenze: Firenze University Press. Albright, William F. (1934). The vocalization of the Egyptian syllabic orthography (American Oriental Series 5). New Haven, CT: American Oriental Society. Albright, W. F. (1948). The early alphabetic inscriptions from Sinai and their . Bulletin of the American Schools of Oriental Research, 110, 6–22. Albright, William Foxwell. (1966). The proto-Sinaitic inscriptions and their decipherment (Harvard Theological Studies 22). Cambridge, MA: Harvard University Press. [1969, second edition] Albrow, K. H. (1972). The English writing system: Notes toward a description. London: Longman. Alcock, Katie J. (2006). Literacy in Kiswahili. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 405–419). Mahwah, NJ; London: Lawrence Erlbaum Associates. Alcock, Katherine J., & Ngorosho, Damaris. (2003). Learning to spell a regularly spelled language is not a trivial task - Patterns of errors in Kiswahili. Reading and Writing: An Interdisciplinary Journal, 16(7), 635–666. Alcock, Katie, & Ngorosho, Damaris. (2007). Learning to spell and learning phonology: The spelling of clusters in Kiswahili. Reading and Writing, 20(7), 643–670. https://doi.org/10.1007/s11145-006-9043-9 Alegria, Jesus, & Mousty, Philippe. (1994). On the development of lexical and non-lexical spelling procedures of French-speaking normal and disabled children. In G. D. A. Brown & N. C. Ellis (Eds.), Handbook of spelling: Theory, process, and intervention (pp. 211–226). Chichester: Wiley & Sons. Online Research Bibliography of Written Language & Literacy April, 2021 page 10

Alegria, Jesus, & Mousty, Philippe. (1996). The development of spelling procedures in French- speaking, normal and reading disabled children: Effects of frequency and of lexicality. Journal of Experimental Child Psychology, 63, 312–338. Alegria, J., Pignot, E. & Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory & Cognition, 10, 451–456. Alexander, A., Anderson, H., Heilman, P. C., Voeller, K. S., & Torgesen, J. K. (1991). Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193–206. Alexander, J. J. G. (1978). The decorated letter. New York: G. Braziller. Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume 3 (pp. 285–310). Mahwah, NJ: Lawrence Erlbaum Associates. Alexander, R. P. (1951). Kokuji [Supplement]. In W. P. Lehman & L. Faust, A grammar of formal written Japanese. Cambridge, MA: Harvard University Press. Alkhoury, Ihab, Giménez, Adrià, & Juan, Alfons. (2012). Arabic handwriting recognition using Bernoulli HMMs. In Volker Märgner & Haikal El Abed (Eds.), Guide to OCR for Arabic scripts (pp. 255–272). Berlin: Springer. Allaith, Zainab A., & Joshi, R. Malatesha. (2011). Spelling performance of English among students whose first language is Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1089–1110. https://doi.org/10.1007/s11145-010-9294-3 Allen, James P. (2000). Middle Egyptian: An introduction to the language and culture of . Cambridge: Cambridge University Press. [2010, second edition; 2014, third edition] Allen, James P. (2013). The ancient Egyptian language: An historical study. Cambridge: Cambridge University Press. Allen, L., Cipielewski, J., & Stanovich, K. E. (1992). Multiple indicators of children's reading habits and attitudes: Construct validity and cognitive correlates. Journal of Educational Psychology, 84, 489–503. Allen, Laura K., & McNamara, Danielle S. (2016). The role of language development in the successful comprehension of texts. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 87–99). London; New York: Routledge. Allen, W. Sidney. (1965). Vox Latina: The pronunciation of classical Latin. Cambridge: Cambridge University Press. [1978, second edition] Allen, W. Sidney. (1968). Vox Graeca. A guide to the pronunciation of classical Greek. Cambridge: Cambridge University Press. [1974, second edition; 1987, third edition] Online Research Bibliography of Written Language & Literacy April, 2021 page 11

Alleton, Viviane. (1970). L'Écriture chinoise (Quo Sais-je? 1374). Paris: Presses universitaires de France. Allington, R. L. (1978). Sensitivity to orthographic structure as a function of grade and reading ability. Journal of Reading Behavior, 10, 437–439. Allport, D. A. (1977). On knowing the meaning of words we are unable to report: The effects of visual masking. In S. Dornic (Ed.), Attention and performance: Volume 6 (pp. 505–533). Hillsdale, NJ: Erlbaum. Allport, D. Alan. (1979). Word recognition in reading (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 227–257). New York; London: Plenum Press. Allyn, Frances A., & Burt, Jennifer S. (1998). Pinch my wig or winch my pig: Spelling, spoonerisms and other language skills. Reading and Writing: An Interdisciplinary Journal, 10(1), 51–74. Al-Mannai, H., & Everatt, J. (2005). Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini children. Dyslexia, 11, 269–291. https://doi.org/10.1002/dys.303 Almuhajri, Mrouj, & Suen, Ching Y. (2016). Legibility and readability of Arabic fonts on Personal Digital Assistants PDAs. In Mary C. Dyson & Ching Y. Suen (Eds.), Digital fonts and reading (Series on Computer Processing of Languages 1) (pp. 248–265). Singapore: World Scientific Publishing. Alshenqeeti, Hamza. (2016). Are creating a new or old visual language for new generations? A socio-semiotic study. Advances in Language and Literary Studies, 7(6). 56-69. https://doi.org/10.7575/aiac.alls.v.7n.6p.5 Altarriba, J., Kambe, G., Pollatsek, A., & Rayner, K. (2001). Semantic codes are not used in integrating information across eye fixations in reading: Evidence from fluent Spanish-English bilinguals. Perception & Psychophysics, 63, 875–890. Altmann, Gabriel. (2004). Script complexity. Glottometrics, 8, 68–73. Altmann, Gabriel. (2008). Towards a theory of script. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 149–164). Berlin; New York: Mouton de Gruyter. Altmann, Gabriel, & Fan, Fengxiang (Eds.). (2008). Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63). Berlin; New York: Mouton de Gruyter. Álvarez, C. J., Carreiras, M., & Taft, M. (2001). and : Contrasting frequency effects in Spanish. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 545– 555. Alves, Rui A. (2016). Mentoring as epistemic development. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. xiv-xvi). Cham: Springer. Online Research Bibliography of Written Language & Literacy April, 2021 page 12

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