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Department of Psychology |
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This is a selection of downloadable papers by members of the Reading and Language Lab. For more comprehensive and retrospective listings, see the web pages of individual lab members.
Hayes, H., Geers, A. E., Treiman, R., & Moog, J. S. (2009). Receptive vocabulary development in deaf children with cochlear implants: Achievement in an intensive auditory-oral educational setting. Ear and Hearing, 30, 128-135. doi: 10.1097/AUD.0b013e3181926524
Pollo, T. C., Kessler, B., & Treiman, R. (2009). Statistical patterns in children's early writing. Journal of Experimental Child Psychology, 104, 410-426. doi: 10.1016/j.jecp.2009.07.003
Kessler, B., Treiman, R., & Mullennix, J. (2008). Feedback consistency effects in single-word reading. In E. L. Grigorenko & A. J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (pp. 159-174). Mahwah, NJ: Erlbaum.
Pollo, T., Treiman, R., & Kessler, B. (2008). Preschoolers use partial letter names to select spellings: Evidence from Portuguese. Applied Psycholinguistics, 29, 195-212. doi: 10.1017/S0142716407080095
Pollo, T. C., Treiman, R., & Kessler, B. (2008). Three perspectives on spelling development. In E. J. Grigorenko & A. Naples (Eds.), Single-word reading: Cognitive, behavioral, and biological perspectives. (pp. 175-189). Mahwah, NJ: Erlbaum.
Lehtonen, A., & Treiman, R. (2007). Adults' knowledge of phoneme-letter relationships is phonology-based and flexible. Applied Psycholinguistics, 28, 95-114. doi: 10.1017/S0142716406070056
Treiman, R., & Kessler, B. (2007). Learning to read. In M. G. Gaskell (Ed.), Oxford handbook of psycholinguistics. Oxford, England: Oxford University Press.
Treiman, R., Cohen, J., Mulqueeny, K., Kessler, B., & Schechtman, S. (2007). Young children's knowledge about printed names. Child Development, 78, 1458-1471. doi: 10.1111/j.1467-8624.2007.01077.x
Treiman, R., Kessler, B., & Evans, R. (2007). Anticipatory conditioning of spelling-to-sound translation. Journal of Memory and Language, 56, 229-245. doi: 10.1016/j.jml.2006.06.001
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.
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. doi: 10.1016/j.jecp.2005.11.001
Lehtonen, A. (2006). The sources of information children use in learning to spell: The case of Finnish geminates. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy. Mahwah, NJ: Erlbaum.
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. doi: 10.1037/0022-0663.98.3.642
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. doi: 10.1017/S0142716406060255
Treiman, R., Kessler, B., Zevin, J. D., Bick, S., & Davis, M. (2006). Influence of consonantal context on the reading of vowels: Evidence from children. Journal of Experimental Child Psychology, 93(1), 1-24. doi: 10.1016/j.jecp.2005.06.008
Cassar, M., Treiman, R., Moats, L., Pollo, T. C., & Kessler, B. (2005). How do the spellings of children with dyslexia compare with those of non dyslexic children? Reading and Writing, 18, 27-49. doi: 10.1007/s11145-004-2345-x
Hayes, H., Kessler, B., & Treiman, R. (2005). English spelling: Making sense of a seemingly chaotic writing system. The International Dyslexia Association, Perspectives, 31(3), 8-10.
Hayes, H., Treiman, R., & Kessler, B. (2005, June). Children use vowels to help them spell consonants. Summary of poster presented at the meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
Kessler, B. (2005). Phonetic comparison algorithms. Transactions of the Philological Society, 103, 243-260. doi: 10.1111/j.1467-968X.2005.00153.x
Lehtonen, A., & Bryant, P. (2005). Active players or just passive bystanders? The role of morphemes in spelling development in a transparent orthography. Applied Psycholinguistics, 26, 137-155. doi: 10.1017/S0142716405050113
Lehtonen, A., & Bryant, P. (2005). Doublet challenge: Form comes before function in children's understanding of their orthography. Developmental Science, 8, 211-217. doi: 10.1111/j.1467-7687.2005.00409.x
Lehtonen, A., & Treiman, R. (2005, June). Training effects in adults' use of different-sized phonological units. Summary of poster presented at the meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
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. doi: 10.1016/j.jecp.2005.01.006
Pollo, T. C., Treiman, R., & Kessler, B. (2005, June). Beginning spellers exploit inexact letter-name matches. Poster presented at the meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
Treiman, R., & Kessler, B. (2005). Writing systems and spelling development. In M. Snowling & C. Hulme (Eds.). The Science of Reading: A handbook. Oxford, England: Blackwell.
Kessler, B., & Lehtonen, A. (2004, July). Multilateral comparison and significance testing of the Indo-Uralic question. Paper presented at Phylogenetic Methods and the Prehistory of Languages, McDonald Institute for Archaeological Research, Cambridge, England.
Kessler, B., & Treiman, R. (2004, June). Sensitivity to statistical contextual patterns when spelling consonants in English. Summary of paper presented at the meeting of the Society for the Scientific Study of Reading, Amsterdam.
Lehtonen, A., & Bryant, P. (2004). Length awareness predicts spelling skills in Finnish. Reading and Writing: An Interdisciplinary Journal, 875-890. doi: 10.1007/s11145-004-2802-6
Lehtonen, A., & Treiman, R. (2004, June). Not as perfect as assumed: Phonological effects in adults' letter-sound knowledge [Microsoft PowerPoint]. Poster presented at the meeting of the Society for the Scientific Study of Reading, Amsterdam.
Pollo, T. C., Kessler, B., & Treiman, R. (2004, June). Influence of writing systems on young children's spelling in English and Portuguese [Microsoft PowerPoint]. Poster presented at the meeting of the Society for the Scientific Study of Reading, Amsterdam.
Treiman, R., & Kessler, B. (2004). The case of case: Children's knowledge and use of upper- and lowercase letters. Applied Psycholinguistics, 25, 413-428. AMPR test instrument. doi: 10.1017/S0142716404001195
Kessler, B. (2003). [Review of the book Time Depth in Historical Linguistics]. Diachronica, 20, 373-377. doi: 10.1075/dia.20.2.11kes
Kessler, B., & Treiman, R. (2003). Is English spelling chaotic? Misconceptions concerning its irregularity. Reading Psychology, 24, 267-289. doi: 10.1080/02702710390227228
Lehtonen, A. & Bryant, P. (2003, June). Duration awareness and morphological knowledge predicting spelling in Finnish. Poster presented at the meeting of the Society for the Scientific Study of Reading, Boulder, CO. PDF; PowerPoint.
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, 105-135). San Diego, CA: 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. doi: 10.1016/S0010-0277(03)00003-9
Cardoso-Martins, C., Michalick, M. F., & Pollo, T. C. (2002). Is sensitivity to rhyme a developmental precursor to sensitivity to phoneme? Evidence from individuals with Down Syndrome. Reading and Writing: An Interdisciplinary Journal, 15, 439–454. doi: 10.1023/A:1016330313939
Kessler, B., Treiman, R., & Mullennix, J. (2002). Phonetic biases in voice key response time measurements. Journal of Memory and Language, 47, 145-171. doi: 10.1006/jmla.2001.2835
Lehtonen, A. & Bryant, P. (2002, June). Awareness of phoneme duration predicts literacy skills. Poster presented at the meeting of the Society for the Scientific Study of Reading, Chicago, IL. PDF; PowerPoint.
Treiman, R., Kessler, B., & Bick, S. (2002). Context sensitivity in the spelling of English vowels. Journal of Memory and Language, 47, 448-468. doi: 10.1016/S0749-596X(02)00010-4
Work on these papers has been in part supported by National Science Foundation Award 0130763, March of Dimes Birth Defects Foundation Award 12-FY03-40, NIH Award HD051610, and a grant from Suomen Kulttuurirahasto.
last revised 2009-10-02, by Nicole Rosales