Ghoti: Orthographic Literacy in Focus: References by Samejon (2015)

Cahill, M. (2014). Non-linguistic factors in orthographies. In M. Cahill & K. Rice (Eds.), Developing orthographies for unwritten languages. Dallas, TX: SIL International.

Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Onochie-Quintanilla, E., Salas, N., Schöffelová, M., Defior, S., Mikulajová, M., Seidlová-Málková, G., & Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23, 678-686.

Cunningham, A. E., Perry, K. E., Stanovich, K. E., Share, D. L. (2002). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, 82, 185-199.

Deacon, S. H., Wade-Woolley, L. & Kirby, J. R. (2009). Flexibility in young second-language learners: Examining the language specificity of orthographic processing. Journal of Research in Reading, 32, 215-229.

Everson, M. E. (2011). Best practices in teaching logographic and non-Roman writing systems to L2 learners. Annual Review of Applied Linguistics , 31, 249-274.

Frost, R. (1994) Prelexical and postlexical strategies in reading: Evidence from a deep and a shallow orthography. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 116–29.     

Frost, R. (2012) Towards a universal model of reading. Behavorial and Brain Sciences, 35, 263-279.

Geva, E. & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1-30.

Goodwin, A. P., August, D., & Calderon, M. (2015). Reading in multiple orthographies: Differences and similarities in reading in Spanish and English for English learners. Language Learning: A Journal of Research in Language Studies, 65, 596-630.

Kahn-Horwitz, J., Schwartz, M., & Share, D. (2011). Acquiring the complex English orthography: A triliteracy advantage? Journal of Research in Reading, 34, 136-156. doi:10.1111/j.1467-9817.2010.01485.x

Koda, K. (2012). Second language reading, scripts, and orthographies. In C. Chapelle (Ed.), The Encyclopedia of applied linguistics. Oxford: Wiley-Blackwell.

Li, W., McEntee-Atalianis, L. J., & Lorch, M. (2014). Literacy and multimodality. In W. Li (Ed.), Applied linguistics (pp. 130-148). Oxford: Wiley-Blackwell.

Matsumo, K. (2013) Kanji recognition by second language learners: Exploring effects of first language writing systems and second language exposure. The Modern Language Journal, 97, 161-177.

Pae, H. K., Sevcik, R. A., & Morris, R. D. (2010). Cross-language correlates in phonological awareness and naming speed: Evidence from deep and shallow orthographies. Journal of Research in Reading, 33, 374-391. doi:10.1111/j.1467-9817.2009.01417.x

Peckham, L. (2015). Writing systems [Powerpoint slides]. Retrieved from Classroom lecture.

Pytlyk, C. (2011). Shared orthography: Do shared written symbols influence the perception of L2 sounds? The Modern Language Journal, 95. doi:10.1111/j.1540-4781.2011.01244.x

Schwartz, M., Kahn-Howrtiz, & J. Share, D. L. (2014). Orthographic learning and self-teaching in a bilingual and biliterate context. Journal of Experimental Child Psychology, 117, 45-58. doi:10.1016/j.jecp.2013.08.008

Sebba, M. (2015). Iconisation, attribution and branding in orthography. Written Language and Literacy, 18, 208-227. doi:10.1075/wll.18.2.02seb

Seymour, P. H. K. (2006). Theoretical framework for beginning reading in different orthographies. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 441-462). Mahwah, NJ: Erlbaum.

Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72, 95–129.

Warriner, D. S. (2013). Literacy. In J. Simpson (Ed.), The Routledge handbook of applied linguistics (pp. 529-540). London: Routledge.

Zaretsky, E., Kraljevic, J. K., Core, C., & Lancek, M. (2009). Literacy predictors and early reading and spelling skills as a factor of orthography: Cross-linguistic evidence. Written Language and Literacy, 12, 52-81.