Selected Papers | Reading and Language Lab | Washington University in St. Louis

Kemp, N., & Treiman, R. (2022). Learning to spell words. In M. J. Snowling, C. Hulme, & K. Nation (Eds.), Science of reading: A handbook (2^nd 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.