Online Research Bibliography of Written Language & 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 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, 18(4), 377–384. https://doi.org/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. 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 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(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 ‘letter’? Lingua, 2(1), 54–63. [Reprinted in Abercrombie, David. (1965). Studies in phonetics and linguistics (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 Languages and Linguistics 90) (pp. 212–238). Leiden; Boston: Brill. Aborn, M., Rubenstein, H., & Sterling, T. 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). La 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 L., & 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, B. 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 writing system? Developing orthographies 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 calligraphy 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 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. 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