Selected papers.

• Balota, D. A., Yap, M. J., Cortese, M. J., Hutchison, K. I., Kessler, B., Loftis, B., Neely, J. H., Nelson, D. L., Simpson, G. B., & Treiman, R. (in press, 2007). The English Lexicon Project. Behavior Research Methods.
• Bowman, M., & Treiman, R. (in press). Are young children logographic readers and spellers? Scientific Studies of Reading.

• Pollo, T., Treiman, R., & Kessler, B. (in press). Preschoolers use partial letter names to select spellings: Evidence from Portuguese. Applied Psycholinguistics.

• Treiman, R., Cohen, J., Mulqueeny, K., Kessler, B., & Schechtman, S. (in press). Young children's knowledge about printed names. Child Development.
• Treiman, R., Pennington, B. F., Shriberg, L. D., & & Boada, R. (in press). Which children benefit from letter names in learning letter sounds? Cognition.
• Kessler, B., Treiman, R., & Mullennix, J. (2007). Feedback consistency effects in single-word reading. In E. L. Grigorenko & A. J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives. Mahwah, NJ: Erlbaum.
• Lehtonen, A., & Treiman, R. (2007). Adults' knowledge of phoneme-letter relationships is phonology-based and flexible. Applied Psycholinguistics, 28, 95-114.
• Pollo, T. C., Treiman, R., & Kessler, B. (2007). Three perspectives on spelling development. In E. J. Grigorenko & A. Naples (Eds.), Single-word reading: Cognitive, behavioral, and biological perspectives. Mahwah, NJ: Erlbaum.
• Treiman, R., & Kessler, B. (2007). Learning to read. In M. G. Gaskell (Ed.), Oxford handbook of psycholinguistics (pp. 657-666). Oxford, England: Oxford University Press.
• Treiman, R., Kessler, B., & Evans, R. (2007). Anticipatory conditioning of spelling-to-sound translation. Journal of Memory and Language, 56, 229-245.
• Treiman, R., Levin, I., & Kessler, B. (2007). Children's knowledge of letter names in Hebrew as compared to English. Journal of Experimental Child Psychology, 96, 87-106.
• Ashby, J., Treiman, R., Kessler, B., & Rayner, K. (2006). Vowel processing during silent reading: Evidence from eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 416-24.
• Bourassa, D., Treiman, R., & Kessler, B. (2006). Use of morphology in spelling by children with dyslexia and typically developing children. Memory & Cognition, 34, 703-714.
• Hayes, H., Treiman, R., & Kessler, B. (2006). Children use vowels to help them spell consonants. Journal of Experimental Child Psychology, 94, 27-42.
• Treiman, R. (2006). Knowledge about letters as a foundation for reading and spelling. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 581-599). Mahwah, NJ: Erlbaum.
• Treiman, R., & Kessler, B. (2006). Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology, 98, 642-652.
• Treiman, R., Kessler, B., & Pollo, T. C. (2006). Learning about the letter name subset of the vocabulary: Evidence from U.S. and Brazilian preschoolers. Applied Psycholinguistics, 27, 211-227.
• Treiman, R., Kessler, B., Zevin, J., Bick, S., & Davis, M. (2006). Influence of consonantal context on the reading of vowels: Evidence from children. Journal of Experimental Child Psychology, 93, 1-24.
• Cassar, M., Treiman, R., Moats, L., Pollo, T. C., & Kessler, B. (2005). How do the spellings of children with dyslexia compare with those of typical children? Reading and Writing, 18, 27-49.
• Pollo, T. C., Kessler, B., & Treiman, R. (2005). Vowels, syllables, and letter names: Differences between young children's spelling in English and Portuguese. Journal of Experimental Child Psychology, 92, 161-181.
• Treiman, R., & Kessler, B. (2005). Writing systems and spelling development. In M. Snowling & C. Hulme (Eds.), Science of reading: A handbook (pp.120-134). Oxford, England: Blackwell.
• Bernstein, S., & Treiman, R. (2004). Pronouncing novel graphemes: The role of consonantal context. Memory & Cognition, 32, 905-915.
• Bowman, M., & Treiman, R. (2004). Stepping stones to reading. Theory into Practice.
• Cassar, M., & Treiman, R. (2004). Developmental variations in spelling: Comparing typical and poor spellers. In C. A. Stone, E. R. Silliman, B. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders. New York: Guilford.
• Ross, S., Treiman, R., & Bick, S. (2004). Task demands and knowledge influence how children learn to read words. Cognitive Development, 19, 417-431.
• Treiman, R. (2004). Phonology and spelling. In P. Bryant & T. Nunes (Eds.), Handbook of children's literacy (pp. 31-42). Dordrecht, the Netherlands: Kluwer.
• Treiman, R. (2004). Spelling and dialect: Comparison between speakers of African American Vernacular English and White speakers. Psychonomic Bulletin & Review, 11, 338-342.
• Treiman, R., & Kessler, B. (2004). The case of case: Children's knowledge and use of upper- and lowercase letters. Applied Psycholinguistics, 25, 413-428. Presentation at the Society for the Scientific Study of Reading. AMPR test instrument.
• Bourassa, D., & Treiman, R. (2003). Spelling in dyslexic children: Analyses from the Treiman-Bourassa Early Spelling Test. Scientific Studies of Reading, 7, 309-333.
• Kessler, B., & Treiman, R. (2003). Is English spelling chaotic? Misconceptions concerning its irregularity. Reading Psychology, 24, 267-289.
• McBride-Chang, C., & Treiman, R. (2003). Hong Kong Chinese kindergartners learn to read English analytically. Psychological Science, 14, 138-143.
• Treiman, R., Clifton, C., Jr., Meyer, A.S., & Wurm, L.H. (2003). Language comprehension and production. In A. F. Healy & R. W. Proctor (Eds.), Experimental psychology. Volume 4 in I. B. Weiner (Editor-in-Chief), Handbook of psychology (pp. 527-547). New York: Wiley.
• Treiman, R., & Kessler, B. (2003). The role of letter names in the acquisition of literacy. In R. Kail (Ed.), Advances in Child Development and Behavior, Vol. 31 (pp. 105-135). San Diego: Academic Press.
• Treiman, R., Kessler, B., & Bick, S. (2003). Influence of consonantal context on the pronunciation of vowels: A comparison of human readers and computational models. Cognition, 88, 49-78. PDF file of Psychonomic Society presentation.
• Bowman, M., & Treiman, R.. (2002). Relating print and speech: The effects of letter names and word position on reading and spelling performance. Journal of Experimental Child Psychology, 82, 305-340.
• Kessler, B., Treiman, R., & Mullennix, J. (2002). Phonetic biases in voice key response time measurements. Journal of Memory and Language, 47, 145-171.
• Treiman, R., Bowey, J., & Bourassa, D. (2002). Segmentation of spoken words into syllables by English-speaking children as compared to adults. Journal of Experimental Child Psychology, 83, 213-238. PDF of SSSR talk.
• Treiman, R., Kessler, B., & Bick, S. (2002). Context sensitivity in the spelling of English vowels. Journal of Memory and Language, 47, 448-468.
• Bernstein, S., & Treiman, R. (2001). Learning a novel grapheme: Effects of positional and phonemic context on children's spelling. Journal of Experimental Child Psychology, 79, 56-77.
• Bourassa, D., & Treiman, R. (2001). Spelling development and disability: The importance of linguistic factors. Language, Speech and Hearing Services in Schools, 32, 172-181.
• Kessler, B., & Treiman, R. (2001). Relationships between sounds and letters in English monosyllables. Journal of Memory and Language, 44, 592-617.
• Reece, C. & Treiman, R. (2001). Children's spelling of syllabic /r/ and of letter-name vowels: Broadening the study of spelling development. Applied Psycholinguistics, 22, 139-165.
• Treiman, R. (2001). Reading. In M. Aronoff and J. Rees-Miller (Eds.), Handbook of Linguistics (pp. 664-672). Oxford, England: Blackwell.
• Treiman, R., Kessler, B., & Bourassa, D. (2001). Children's own names influence their spelling. Applied Psycholinguistics, 22, 555-570. PDF of talk at SSSR.
• Treiman, R., Sotak, L., & Bowman, M. (2001). The roles of letter names and letter sounds in connecting print and speech. Memory & Cognition, 29, 860-873.
• Treiman, R. (2000). The foundations of literacy. Current Directions in Psychological Science, 9, 89-92.
• Treiman, R., & Barry, C. (2000). Dialect and authography: Some differences between American and British spellers. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1423-1430.
• Treiman, R., & Bourassa, D. (2000). Children's written and oral spelling. Applied Psycholinguistics, 21, 183-204.
• Treiman, R., & Bourassa, D. (2000). The development of spelling skill. Topics in Language Disorders, 20, 1-18.
• Treiman, R., Kessler, B., Knewasser, S., Tincoff, R., & Bowman, M. (2000). English speakers' sensitivity to phonotactic patterns. In M. B. Broe & J. B. Pierrehumbert (Eds.), Papers in Laboratory Phonology V: Acquisition and the lexicon (pp. 269-282). Cambridge, England: Cambridge University Press.
• Treiman, R., & Rodriguez, K. (1999). Young children use letter names in learning to read words. Psychological Science, 10, 334-338.
• Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 289-313). Mahwah, NJ: Erlbaum.
• Treiman, R., & Broderick, V. (1998). What's in a name: Children's knowledge about the letters in their own names. Journal of Experimental Child Psychology, 70, 97-116.
• Treiman, R., Broderick, V., Tincoff, R., & Rodriguez, K. (1998). Children's phonological awareness: Confusions between phonemes that differ only in voicing. Journal of Experimental Child Psychology, 68, 3-21.
• Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. J. (1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69, 1524-1540.
• Treiman, R., & Cassar, M. (1997). Can children and adults focus on sound as opposed to spelling in a phoneme counting task? Developmental Psychology, 33, 771-780.