Similarities among the shapes of writing and their effects on learning

Written Language and Literacy

Volumn 14, Issue 1, 2011, Pages 39-57

  Treiman, Rebecca ^a   Kessler, Brett ^a  

^a WASHINGTON UNIVERSITY   (United States)

Author keywords

Directionality; Hasta coda structure; Latin alphabet; Left right orientation; Letter shapes; Letters; Reversal; Statistical learning

Indexed keywords

EID: 82455234360     PISSN: 13876732     EISSN: 15706001     Source Type: Journal    
DOI: 10.1075/wll.14.1.03tre     Document Type: Conference Paper

References (21)

1. Bastien-Toniazzo, Mireille (1992). La représentation du mot écrit aux débuts de la lecture [The representation of the written word at the emergence of reading]. L'Année Psychologique 92:489-509.
2. Brekle, Herbert E. (1994). Die Antiqualinie von ca. -1500 bis ca. +1500: Untersuchungen zur Morphogenese des westlichen Alphabets auf kognitivistischer Basis. [The Antiqua lineage from circa -1500 to circa 1500: Research on the morphogenesis of the western alphabet on a cognitive basis.] Münster: Nodus.
3. Coleman, Eve B. (1970). Collecting a data base for a reading technology. Journal of Educational Psychology 61:1-23.
4. Deacon, S. Hélène, Nicole Conrad & Sébastien Pacton (2008). A statistical learning perspective on children's learning about graphotactic and morphological regularities in spelling. Canadian Psychology 49:118-124.
5. Frith, Uta (1971). Why do children reverse letters? British Journal of Psychology 62:459-468.
6. Goodnow, Jacqueline J. & Rochelle A. Levine (1973). The grammar of action: Sequence and syntax in children's copying. Cognitive Psychology 4:82-98.
7. Graham, Steve, Naomi Weintraub & Virginia Berninger (2001). Which manuscript letters do primary grade children write legibly? Journal of Educational Psychology 93:488-497.
8. Jones, Michael N. & Douglas J. K. Mewhort (2004). Case-sensitive letter and bigram frequency counts from large-scale English corpora. Behavior Research Methods, Instruments & Computers 36:388-396.
9. Kaufman, Nadeen L. (1980). Review of research on reversal errors. Perceptual and Motor Skills 51:55-79.
10. Lewis, Edward R. & Hilda R. Lewis (1965). An analysis of errors in the formation of manuscript letters by first-grade children. American Educational Research Journal 2:25-35.
11. Primus, Beatrice (2004). A featural analysis of the modern Roman alphabet. Written Language and Literacy 7:235-274.
12. Ritchey, Kristen D. (2008). The building blocks of writing: Learning to write letters and spell words. Reading and Writing 21:27-47.
13. Rubin, David C. & Theda C. Kontis (1983). A schema for common cents. Memory & Cognition 11:335-341.
14. Saffran, Jenny R. (2010). What is statistical learning, and what statistical learning is not. In Scott P. Johnson (ed.), Neuroconstructivism: The new science of cognitive development, 180-194. New York: Oxford University Press.
15. Simner, Marvin L. (1984). The grammar of action and reversal errors in children's printing. Developmental Psychology 20:136-142.
16. Suggate, Jennifer, Carol Aubrey & Deirdre Pettitt (1997). The number knowledge of four to five year olds at school entry and at the end of their first year. European Early Childhood Education Research Journal 5:85-101.
17. Treiman, Rebecca & Brett Kessler (2004). The case of case: Children's knowledge and use of upper-and lowercase letters. Applied Psycholinguistics 25:413-428.
18. Treiman, Rebecca & Brett Kessler (2006). Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology 98:642-652.
19. Treiman, Rebecca, Brett Kessler & Tatiana C. Pollo (2006). Learning about the letter name subset of the vocabulary: Evidence from U. S. and Brazilian preschoolers. Applied Psycholinguistics 27:211-227.
20. Watt, William C. (1983). Grade der Systemhaftigkeit: Zur Homogenität der Alphabetschrift. [Degrees of systematicity: On the homogeneity of the alphabetic script.] Zeitschrift für Semiotik 5:371-399.
21. Worden, Patricia E. & Wendy Boettcher (1990). Young children's acquisition of alphabet knowledge. Journal of Reading Behavior 22:277-295.