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Kemp, N., & Treiman, R. (2022). Learning to spell words. In M. J. Snowling, C. Hulme, & K. Nation (Eds.), Science of reading: A handbook (2nd edition) (pp. 165–185). Wiley. Treiman, R., & Kessler, B. (2022). Learning and using written word forms. In A. Papafragou, J. C. Trueswell, & L. R. Gleitman (Eds.), Oxford handbook of the mental lexicon (pp. 506–518). Oxford University Press. Treiman, R., & Kessler, B. (2022). Statistical learning in word reading and spelling across languages and writing systems. Scientific Studies of Reading, 26, 139–149. Treiman, R., Kessler, B., & Pollo, T. C. (2022). Prephonological spelling and its connections with later word reading and spelling performance. Journal of Experimental Child Psychology, 218, 10359.Kim, Y-S., Petscher, Y., & Treiman, R., & Kelsey, B. (2021). Letter features as predictors of letter-name acquisition in four languages with three scripts. Scientific Studies of Reading, 25, 453–469. Treiman, R., & Altmiller, R. (2021). What science tells us about learning, the nature of written language, reading, and reading instruction. Reading League Journal, 2, 22–31. Treiman, R., Jewell, R., Berg, K., & Aronoff, M. (2021). Word class and spelling in English. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47 , 1027–1035 Treiman, R., Wolter, S., & Kessler, B. (2021). How sensitive are adults to the role of morphology in spelling? Morphology, 31, 261–271. Zhang, L., & Treiman, R. (2021). Preschool children’s knowledge of letter patterns in print. Scientific Studies of Reading, 25, 5 , 371–382. Farry-Thorn, M., Treiman, R., Robins, S. (2020). Letter teaching in parent– child conversations . Early Childhood Research Quarterly, 53, 161–170.Treiman, R., Rosales, N., Cusner, L, & Kessler, B. (2020). Cues to stress in English spelling . Journal of Memory and Language, 112. Treiman, R., & Wolter, S. (2020). Use of letter names benefits young children’s spelling . Psychological Science, 31, 43–50.Zhang, L., & Treiman, R. (2020). Learning to spell phonologically: Influences of children’s own names . Scientific Studies of Reading , 24 , 229–240. Treiman, R. (2020). Learning to spell: Phonology and beyond. In B. Rapp & M. McCloskey (Eds.), Developmental dysgraphia . Routledge. (Book version of 2017 special issue of Cognitive Neuropsychology ). Treiman, R. (2020). Learning to write words. Current Directions in Psychological Science, 29, 521–526. Treiman, R. (2020). Pilot, pilot, pilot . In R. J. Sternberg (Ed.), My biggest research mistake: Adventures and misadventures in psychological research (pp. 78–80). Thousand Oaks, California: Sage. Zhang, L., & Treiman, R. (2020). Spelling . In S. Hupp & J. Jewell (Eds.), Encyclopedia of child and adolescent development. New York, NY: Wiley-Blackwell. Treiman, R. (2019). Apprentissage statistique et orthographe . Approche Neuropsychologique des Apprentissages chez l’Enfant, 31 , 739–749. (French-language adaptation of 2018 article in Language, Speech, and Hearing Services in Schools ). Treiman, R., Hulslander, J., Olson, R. K., Willcutt, E. G., Byrne, B., & Kessler, B. (2019). The unique role of early spelling in the prediction of later literacy performance . Scientific Studies of Reading, 23, 437–444. Treiman, R., Stothard, S. E., & Snowling, M. J. (2019). Letter sound knowledge in children from England . Applied Psycholinguistics, 40, 1299–1311. Treiman, R., Cardoso-Martins, C., Pollo, T. C., & Kessler, B. (2019). Statistical learning and spelling: Evidence from Brazilian prephonological spellers . Cognition , 182 , 1–7. Treiman, R., Decker, K., & Kessler, B. (2019). Adults’ sensitivity to graphotactic differences within the English vocabulary. Applied Psycholinguistics, 40, 167–182. Treiman, R., & Kessler, B. (2019). Development of context-sensitive pronunciation in reading: The case of ‹c› and ‹g› . Journal of Experimental Child Psychology, 182, 114–125. Treiman, R., Kessler, B., & Caravolas, M. (2019). What methods of scoring young children’s spelling best predict later spelling performance? Journal of Research in Reading , 42, 80–96. Otake, S., Treiman, R., Yin, L. (2018). Preschoolers’ knowledge about language-specific properties of writing . British Journal of Developmental Psychology, 36 , 667–672. Pacton, S., Jaco, A., Nys, M., Foulin, J-N., Treiman, R., & Peereman, R. (2018). Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words . Journal of Experimental Child Psychology, 171 , 71–83. Treiman, R. (2018). Learning to spell: Phonology and beyond. In B. Rapp & M. McCloskey (Eds.), Developmental dysgraphia. New York, NY: Routledge. (Book version). Treiman, R. (2018). Statistical learning and spelling . Language, Speech, and Hearing Sciences in Schools, 49 , 644-652. Treiman, R. (2018). Teaching and learning spelling . Child Development Perspectives, 12 , 235–239. Treiman, R. (2018). What research tells us about reading instruction . Psychological Science in the Public Interest, 19 , 1–4. Treiman, R., Decker, K., Robins, S., Ghosh, D., & Rosales, N. (2018). Parent–child conversations about literacy: An observational study . Journal of Child Language, 45 , 511–525. Treiman, R., Kessler, B., Boland, K., Clocksin, H., & Chen, Z. (2018). Statistical learning and spelling: Older prephonological spellers produce more wordlike spellings than younger prephonological spellers . Child Development , 89 , e431-e443. Treiman, R., & Wolter, S. (2018). Phonological and graphotactic influences on spellers’ decisions about consonant doubling . Memory & Cognition, 46 , 614–624. Otake, S., Treiman, R., & Yin, L. (2017). Differentiation of writing and drawing by U.S. two- to five-year-olds . Cognitive Development, 43 , 119–128. Treiman, R. (2017). Learning to spell: Phonology and beyond . Cognitive Neuropsychology, 34 , 83–93. Treiman, R. (2017). Learning to spell words: Findings, theories, and issues . Scientific Studies of Reading, 21 , 265–276. Treiman, R. (2017). Linguistics and reading . In M. Aronoff and J. Rees-Miller (Eds.), Handbook of linguistics , 2nd edition (pp. 617–626). Oxford, England: Wiley-Blackwell. Treiman, R., & Boland, K. (2017). Graphotactics and spelling: Evidence from consonant doubling . Journal of Memory and Language, 92 , 254–264. Treiman, R., & Boland, K. (2017). Young children’s knowledge about the links between writing and language . Applied Psycholinguistics . Zhang, L., Yin, L., & Treiman, R. (2017). Chinese children’s early knowledge about writing . British Journal of Developmental Psychology . Chetail, F., Treiman, R., Content, A. (2016). Effect of consonant/vowel letter organization on the syllable counting task: Further evidence from English . Journal of Cognitive Psychology, 28 , 32-43. Rayner, K., Schotter, E. R., Masson, M. E. J., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help ? Psychological Science in the Public Interest, 17, 4-34. Treiman, R., Hompluem, L., Gordon, J., Decker, K., & Markson, L. (2016). Young children’s knowledge of the symbolic function of writing. Child Development, 87, 583-592. Treiman, R., & Kessler, B. (2016). Choosing between alternative spellings of sounds: The role of context. Journal of Experimental Psychology: Learning, Memory, and Cognition . Treiman, R., Kessler, B., Decker, K., & Pollo, T. C. (2016). How do prephonological writers link written words to their objects ? Cognitive Development, 38 , 89–98. Treiman, R., Kessler, B., Pollo, T. C., Byrne, B., & Olson, R. K. (2016). Measures of kindergarten spelling and their relations to later spelling performance. Scientific Studies of Reading . Treiman, R., Rosales, N., & Kessler, B. (2016). Characteristics of print in books for preschool children . Writing Systems Research, 8, 120-132. Zhang, L., & Treiman, R. (2016). Learning to write . In H. Montgomery (Ed.), Oxford bibliographies in childhood studies . New York: Oxford University Press. Chetail, F., Balota, D., Treiman, R. & Content, A. (2015). What can megastudies tell us about the orthographic structure of English words? Quarterly Journal of Experimental Psychology, 68 ( 8), 1519 –1540. Kemp, N., Treiman, R., Blackley, H., Svoboda, I., & Kessler, B. (2015). Lexical classification and spelling: Do people use atypical spellings for atypical pseudowords? Reading and Writing: An Interdisciplinary Journal, 28, 1187–1202. Kessler, B., & Treiman, R. (2015). Writing systems: Their properties and implications for reading . In A. Pollatsek & R. Treiman (Eds.), The Oxford Handbook of reading (pp. 10–25). New York, NY: Oxford University Press. Pollo, T.C., Treiman, R., & Kessler, B. (2015). Uma revisão crítica de três perspectivas sobre o desenvolvimento da escrita [A critical review of three perspectives in spelling development] . Estudos de Psicologia, 32, 449–459. Sobaco, A., Treiman, R., Peereman, R., Borchardt, G., & Pacton, S. (2015). The influence of graphotactic knowledge on adults’ learning of spelling . Memory & Cognition, 43, 593–604. Treiman, R., & Bowman, M. (2015). Spelling in African American children: The case of final consonant devoicing . Reading and Writing: An Interdisciplinary Journal . Treiman, R., Decker, K., Kessler, B., & Pollo, T. C. (2015). Variation and repetition in the spelling of young children . Journal of Experimental Child Psychology . Treiman, R., Mulqueeny, K., & Kessler B. (2015). Young children’s knowledge about the spatial layout of writing . Writing Systems Research, 7, 235-244. Treiman, R., Schmidt, J., Decker, K., Robins, S., Levine, S. C., & Demir, E. C. (2015). Parents’ talk about letters with their young children . Child Development, 86 , 1406-1418. Treiman, R., Seidenberg, M. S., & Kessler, B. (2015). Influences on spelling: Evidence from homophones . Language, Cognition and Neuroscience , 30, 544–554. Zhang, L., & Treiman, R. (2015). Writing dinosaur large and mosquito small: Prephonological spellers’ use of semantic information . Scientific Studies of Reading, 19 (6), 434-445. Bourassa, D., & Treiman, R. (2014). Spelling development and disability in English . In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy: Development and disorders , 2nd edition (pp. 569-583). New York, NY Guilford. Hayes, H., Treiman, R., & Geers, A. E. (2014). Spelling in deaf children with cochlear implants: Implications for instruction . In B. Arfé, J. Dockrell, & V. Berninger (Eds.), Writing development and instruction in children with hearing, speech and oral language difficulties . New York, NY: Oxford University Press. Pacton, S., Borchard, G., Treiman, R., Lété, B., & Fayol, M. (2014). Learning to spell from reading: General knowledge about spelling patterns can distort memory for specific words . Quarterly Journal of Experimental Psychology, 67 , 1019-1036. Robins, S., Ghosh, D., Rosales, N., & Treiman, R. (2014). Letter knowledge in parent–child conversations: Differences between families differing in socio-economic status . Frontiers in Psychology, 5, 632. Robins,S., Treiman, R., & Rosales, N. (2014). Letter knowledge in parent-child conversations . Reading and Writing: An Interdisciplinary Journal , 27 , 407-429. Treiman, R. (2014). Spelling . In P. J. Brooks & V. Kempe (Eds.), Encyclopedia of language development (pp. 595-597). Thousand Oaks, CA: Sage. Treiman, R., Gordon, J., Boada, R., Peterson, R. L., & Pennington, B. F. (2014). Statistical learning, letter reversals and reading . Scientific Studies of Reading, 18, 383-394. Eddington, D., Treiman, R., & Elzinga, D. (2013). Syllabification of American English: Evidence from a large-scale experiment. Part I . Journal of Quantitative Linguistics, 20 , 45–67. Eddington, D., Treiman, R., & Elzinga, D. (2013). Syllabification of American English: Evidence from a large-scale experiment. Part II . Journal of Quantitative Linguistics, 20 , 75–93. Kessler, B., Pollo, T. C., Treiman, R., & Cardoso-Martins, C. (2013). Frequency analyses of prephonological spellings as predictors of later success in conventional spelling. Journal of Learning Disabilities, 46, 252-259. Pacton, S., Foulin, J. N., Casalis, S., & Treiman, R. (2013). Children benefit from morphological relatedness when they learn to spell new words . Frontiers in Psychology , 4 , 696. Pacton, S., Sobaco, A., Fayol, M., & Treiman, R. (2013). How does graphotactic knowledge influence children’s learning of new spellings? Frontiers in Psychology , 4 , 701. Read, C., & Treiman, R. (2013). Children’s invented spelling: What we have learned in forty years . In M. Piattelli-Palmarini & R. C. Berwick (Eds.), Rich languages from poor inputs (pp. 197-211). New York, NY: Oxford University Press. Treiman, R., & Allaith, Z. (2013). Do reading habits influence aesthetic preferences? Reading and Writing: An Interdisciplinary Journal , 26 , 1381-1386. Treiman, R., Pollo, T. C., Cardoso Martins, C., & Kessler, B. (2013). Do young children spell words syllabically?: Evidence from learners of Brazilian Portuguese . Journal of Experimental Child Psychology, 116 , 873–890. Treiman, R., & Kessler, B. (2013). Learning to use an alphabetic writing system . Language Learning and Development, 9 , 317-330. Treiman, R., & Kessler, B. (2013). Similarities among the shapes of writing and their effects on learning. In S. R. Borgwaldt & T. Joyce (Eds.), Typology of writing systems (pp. 41–59). Amsterdam, the Netherlands: John Benjamins. (Book version). Treiman, R., Stothard, S. E., & Snowling, M. J. (2013). Instruction matters: Spelling of vowels by children in England and the US . Reading and Writing: An Interdisciplinary Journal, 26 , 473-487. Yin, L., & Treiman, R. (2013). Name writing in Mandarin-speaking children . Journal of Experimental Child Psychology , 116 , 199-215. Clifton, C., Jr., Meyer, A. S., Wurm, L. H., & Treiman, R. (2012). Language comprehension and production . In A. F. Healy & R. W. Proctor (Eds.), Experimental psychology . In I. B. Weiner (Editor-in-Chief), Handbook of psychology, 2nd ed. Vol. 4 (pp. 523-547). New York, NY: Wiley. Robins, S., Treiman, R., Rosales, N., & Otake, S. (2012). Parent-child conversations about letters and pictures. Reading and Writing: An Interdisciplinary Journal, 25 , 2039-2059. Treiman, R., Levin, I., & Kessler, B. (2012). Linking the shapes of alphabet letters to their sounds: The case of Hebrew . Reading and Writing: An Interdisciplinary Journal, 25 , 569–585. Xiao, W., & Treiman, R. (2012). Iconicity of simple Chinese characters . Behavior Research Methods , 44 , 954–960. Hayes, H., Kessler, B., & Treiman, R. (2011). Spelling of deaf children who use cochlear implants . Scientific Studies of Reading, 15, 522-539. Treiman, R. (2011). Spelling . In P. C. Hogan (Ed.), Cambridge encyclopedia of the language sciences (pp. 799–800). New York: Cambridge University Press. Treiman, R. & Kessler, B. (2011). Similarities among the shapes of writing and their effects on learning . Written Language and Literacy, 14 , 39–57. Treiman, R., & Yin, L. (2011). Early differentiation between drawing and writing in Chinese children . Journal of Experimental Child Psychology, 108 , 786–801. Cutler, A., Treiman, R., & van Ooijen, B. (2010). Strategic deployment of orthographic knowledge in phoneme detection . Language and Speech, 53 , 307–320. Nag, S., Treiman, R., & Snowling, M. (2010). Learning to spell in an alphasyllabary: The case of Kannada . Writing Systems Research, 2 , 41–52. Bourassa, D., & Treiman, R. (2009). Linguistic foundations of spelling development . In D. Wyse, R. Andrews, & J. Hoffman (Eds.), Routledge international handbook of English, language and literacy teaching (pp. 182–192). London: Routledge. Ellefson, M., Treiman, R., & Kessler, B. (2009). Learning to label letters by sounds or names: A comparison of England and the United States . Journal of Experimental Child Psychology, 102, 323-341. 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. Pollo, T. C., Kessler, B., & Treiman, R. (2009). Statistical patterns in children’s early writing . Journal of Experimental Child Psychology, 104 , 410-426. Robins, S., & Treiman, R. (2009). Learning about writing begins informally . In D. Aram and D. Ravid (Eds.), Literacy: Development and enhancement across orthographies and cultures (pp. 17–30). New York: Springer. Robins, S., & Treiman, R., (2009). Talking about writing: What we can learn from conversations between parents and their young children . Applied Psycholinguistics, 30, 463–484. Joshi, R. M., Treiman, R., Carreker, S., & Moats, L. C. (2008–2009). How words cast their spell . American Educator, 6–43. Bourassa, D., & Treiman, R. (2008). Morphological constancy in spelling: A comparison of children with dyslexia and typically developing children . Dyslexia, 14, 155–169. Bowman, M., & Treiman, R. (2008). Are young children logographic readers and spellers? Scientific Studies of Reading, 12, 185-202. 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). New York: Erlbaum. Pollo, T., Treiman, R., & Kessler, B. (2008). Preschoolers use partial letter names to select spellings: Evidence from Portuguese . Applied Psycholinguistics, 29, 195-212. 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. Treiman, R., Pennington, B. F., Shriberg, L. D., & Boada, R. (2008). Which children benefit from letter names in learning letter sounds? Cognition, 106, 1322-1338. 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. (2007). The English Lexicon Project . Behavior Research Methods, 39, 445-459. Bourassa, D., & Treiman, R. (2007). Linguistic factors in spelling development . In Language and literacy encyclopedia. Lehtonen, A., & Treiman, R. (2007). Adults’ knowledge of phoneme-letter relationships is phonology-based and flexible . Applied Psycholinguistics, 28, 95-114. Treiman, R., Cohen, J., Mulqueeny, K., Kessler, B., & Schechtman, S. (2007). Young children’s knowledge about printed names . Child Development, 78, 1458-1471. Presentation at the Society for the Scientific Study of Reading. 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-soundtranslation . Journal of Memory and Language, 56, 229-245. Treiman, R., Levin, I., & Kessler, B. (2007). Learning of letter names follows similar principles across languages: Evidence from Hebrew . 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 , 43 (4), 295-303. 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. 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. Presentation at the Psychonomic Society. 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. Presentation at the Society for the Scientific Study of Reading. 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). Linguistics and 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. Presentation at the Society for the Scientific Study of Reading. 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. Gross, J., Treiman, R., & Inman, J. (2000). The role of phonology in a letter detection task . Memory & Cognition, 28 , 349–357. 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. Adams, M. J., Treiman, R., & Pressley, M. (1998). Reading, writing, and literacy . In W. Damon (Editor-in-Chief), I. E. Sigel, & K. A. Renninger (Eds.). Handbook of child psychology , 5th ed. Vol. 4 (pp. 275–355). New York: Wiley. Bruck, M., Treiman, R., Caravolas, M., Genesee, F., & Cassar, M. (1998). Spelling skills of children in whole language and phonics classrooms . Applied Psycholinguistics, 19 , 669–684. Steffler, D. J., Varnhagen, C. K., Friesen, C. K., & Treiman, R. (1998). There’s more to children’s spelling than the errors they make: Strategic and automatic processes for one-syllable words . Journal of Educational Psychology, 90 , 492–505. Treiman, R. (1998). Beginning to spell in English . In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 371–393). Mahwah, NJ: Erlbaum. 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. Cassar, M., & Treiman, R. (1997). The beginnings of orthographic knowledge: Children’s knowledge of double letters in words . Journal of Educational Psychology, 89 , 631–644. Kessler, B., & Treiman, R. (1997). Syllable structure and the distribution of phonemes in English syllables . Journal of Memory and Language, 37 , 295–311. Treiman, R. (1997). Introduction to special issue on spelling . Reading and Writing: An Interdisciplinary Journal, 9 , 315–319. Treiman, R. (1997). Spelling in normal children and dyslexics . In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 191– 218). Hillsdale, NJ: Erlbaum. 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.Treiman, R., & Cassar, M. (1997). Spelling acquisition in English . In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 61– 80). Hillsdale, NJ: Erlbaum. Treiman, R., & Cassar, M. (1997). Acquisition de l’orthographe en anglais . In L. Rieben, M. Fayol, & C. A. Perfetti (Eds.), Des orthographes et leur acquisition (pp. 79–99). Lausanne, Switzerland: Delachaux et Niestlé. (French version of “Spelling acquisition in English”). Treiman, R., Goswami, U., Tincoff, R., & Leevers, H. (1997). Effects of dialect on American and British children’s spelling . Child Development, 68 , 229–245. Treiman, R., & Tincoff, R. (1997). The fragility of the alphabetic principle: Children’s knowledge of letter names can cause them to spell syllabically rather than alphabetically . Journal of Experimental Child Psychology, 64 , 425–451. Treiman, R., Tincoff, R., & Richmond-Welty, E. D. (1997). Beyond zebra: Preschoolers’ knowledge about letters . Applied Psycholinguistics, 18 , 391–409.