Cover not available

Review article published In: Spelling Acquisition in Cross-linguistic Settings
Edited by Susie Russak and Elena Zaretsky
[Written Language & Literacy 25:1] 2022
► pp. 1–10

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB
authorization required
Introduction

Investigating spelling across typologically diverse orthographies

An introduction

 | Beit Berl College
 | Clark University
Published online: 7 June 2022
DOI logo with link
https://doi.org/10.1075/wll.00058.rus
References (52)
References
Apel, Kenn, Elizabeth B. Wilson-Fowler, Danielle Brimo, and Nancy A. Perrin. (2012). Metalinguistic contributions to reading and spelling in second and third grade students. Reading and Writing: An Inerdiscilinary Journal, 25(6), pp 1283–1305. Google Scholar logo with link to Google Scholar
Bahr, Ruth H., Elaine R. Silliman, & Virginia W. Berninger. (2020). Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers. Language, Speech and Hearing Services in Schools, 51(3) pp.:640–654. Google Scholar logo with link to Google Scholar
Bahr, Ruth H., Elaine R. Silliman, Robin Danzak, & Louise R. Wilkinson. (2015). Bilingual spelling patterns in middle school: It’s more than transfer. International Journal of Bilingual Education and Bilingualism, 181, 73–91. Google Scholar logo with link to Google Scholar
Bahr, Ruth H., Elaine R. Silliman, Virginia W. Berninger & Michael Dow. (2012). Linguistic pattern analysis of misspellings of typically developing writers in Grades 1–9. Journal of Speech Language and Hearing Research, 55(6), 1587–1599. Google Scholar logo with link to Google Scholar
Berninger, Virginia W., Robert D. Abbott, Janine Jones, Beverly J. Wolf, Laura Gould, Marci Anderson-Youngstrom, Shirley Shimada & Kenn Apel. (2006). Early Development of Language by Hand: Composing, Reading, Listening, and Speaking Connections; Three Letter-Writing Modes; and Fast Mapping in Spelling. Developmental Neuropsychology, 291, 61–92. Google Scholar logo with link to Google Scholar
Bigozzi, Lucia, Chiara Malagoli, Chiara Pecini, Sara Pezzica, Cludio Vezzani, Giulio Vettori by (2021). Attention Components and Spelling Accuracy: Which Connections Matter? Children, 8(7), 539; Google Scholar logo with link to Google Scholar
Borleffs, Elizabeth, Ben A. M. Maassen, Heikki Lyytinen, & Frans Zwarts. (2019). Cracking the Code: The Impact of Orthographic Transparency and Morphological-Syllabic Complexity on Reading and Developmental Dyslexia. Frontiers in Psychololoy 2019 Jan 4;91:2534. Google Scholar logo with link to Google Scholar
Bosman, Anne M. T. & Guy C. Van Orden. (1997). Why spelling is more difficult than reading. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell (pp. 173–194). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
Burt, Jennifer S. (2006). Spelling in adults: The combined influences of language skills and reading experience. Journal of Psycholinguistic Research 351: 447–470. Google Scholar logo with link to Google Scholar
Burt, Jennifer S. & Mary B. Fury. (2000). Spelling in adults: The role of reading skills and experience. Reading and Writing: An Interdisciplinary Journal 131: 1–30. Google Scholar logo with link to Google Scholar
Caravolas, Markéta. (2004). Spelling Development in Alphabetic Writing Systems: A Cross-Linguistic Perspective. European Psychologist, 9(1), 3–14. Google Scholar logo with link to Google Scholar
. (2010). In Joshi, R. M. (Ed.), & Aaron, P. G. (Ed.) Learning to spell in different languages: How orthographic variables might affect early literacy. In Handbook of Orthography and Literacy (pp. 497–511). Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
Caravolas, Markéta, Arne Lervåg, Petroula Mousikou, Corina Efrim, Miroslav Litavský, Eduardo Onochie-Quintanilla, Naymé Salas, Miroslava Schöffelová, Sylvia Defior, Marína Mikulajová, Gabriela Seidlová-Málková & Charles Hulme. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science 23(6): 678–686. Google Scholar logo with link to Google Scholar
Caravolas, Markéta & Anna Samara (2015). Learning to read and spell words in different writing systems. In A. Pollatsek & R. Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). Oxford University Press.Google Scholar logo with link to Google Scholar
Cheng, Bing, and Yang Zhang. (2015). Syllable Structure Universals and Native Language Interference in Second Language Perception and Production: Positional Asymmetry and Perceptual Links to Accentedness. Frontiers in psychology vol. 61 1801. Google Scholar logo with link to Google Scholar
Danzak, Robin. L. & Elaine R. Silliman. (2014). Writing development of Spanish-English bilingual students with language learning disabilities: New directions in constructing individual profiles. In Arfé, B., Dockrell, J. & Berninger, V. (Eds.). Writing development and instruction in children with hearing, speech and oral language difficulties (ch.12). New York: NY: Oxford University Press.Google Scholar logo with link to Google Scholar
Dixon, L. Q., Zhao, J., & Joshi, R. M. (2010). Influence of L1 orthography on spelling English words by bilingual children: A natural experiment comparing syllabic, phonological, and morphosyllabic first languages. Learning Disability Quarterly, 33(3), 211–221. Google Scholar logo with link to Google Scholar
Ehri, Linnea C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders. 201: 19–36. Google Scholar logo with link to Google Scholar
Furnes, Bjarte & Stefan Samuelsson. (2011). Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. Learning and Individual differences 211: 85–95. Google Scholar logo with link to Google Scholar
Genesee, Fred, Esther Geva, Cheryl Dressler, & Michael Kamil. (2006). Synthesis: Cross-Linguistic Relationships. In D. August & D. Shanahan (Eds) (2006). Developing Literacy in Second-Language Learners, Laurence Erlbaum and Washington, D.C.: Center for Applied Linguistics. (pp. 153–174).Google Scholar logo with link to Google Scholar
Georgiou, George K., Minna Torppa, Karin Lenderl, Alain Desrochers, George Manolitsis, Peter F. de Jong, & Rauno Parilla. Reading and spelling development across languages varying in orthographic consistency: Do their paths cross?.” Child development 911, no. 21 (2020): e266–e279. Google Scholar logo with link to Google Scholar
Gillis, Steven & Dorit Ravid. (2006). Typological effects on spelling development: A crosslinguistic study of Hebrew and Dutch. Journal of Child Language, 33(3), 621–659. Google Scholar logo with link to Google Scholar
Global Education Monitoring Report (2016). Retrieved from: [URL]
Goswami, Usha. (2010). Phonological development across different languages. In Routledge International Handbook of English, Language & Literacy Teaching (pp.98–109)Google Scholar logo with link to Google Scholar
Graham, Steve & Tanya Santangelo. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing: An Interdisciplinary Journal, 27(9), 1703–1743. Google Scholar logo with link to Google Scholar
Hemphill, Lowry. (2010). Classroom Discourse and Student Learning. In (Eds) Penelope Peterson, Eva Baker and Barry McGaw. The International Encyclopedia of Education (Third Edition), pp. 361–366. Science Direct. Google Scholar logo with link to Google Scholar
Hirosh, Zoya & Tamar Degani. (2018). Direct and indirect effects of multilingualism on novel language learning: An integrative review. Psychonomic Bulletin & Review, 251, 892–916. Google Scholar logo with link to Google Scholar
Houghton, George & Marco Zorzi. (2003). Normal and impaired spelling in a connectionist dual-route architecture. Cognitive Neuropsychology 20(2): 115–162. Google Scholar logo with link to Google Scholar
Joshi, R. Maltesha. (2016). Intervention and assessment of spelling skills in LD classrooms. In (Eds.) R. Schiff and R. M. Joshi, Intervention in Learning Disabilities: A handbook on systematic training programs for individuals with learning disabilities. Switzerland: Springer, p. 91–104. Google Scholar logo with link to Google Scholar
Katz, Leonard & Ram Frost. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 67–84). North-Holland. Google Scholar logo with link to Google Scholar
Kessler, Brett & Rebecca Treiman. (2001). monosyllables. Journal of Memory and Language, 441, 592–617. Google Scholar logo with link to Google Scholar
Koda, Keiko & Annette M. Zehler. (Eds.). (2008). Learning to read across languages: Cross-Linguistic relationships in first- and second-language literacy development. London: Routledge. Google Scholar logo with link to Google Scholar
Levesque, Kyle. C., Helen L. Breadmore & Hélène Deacon. (2021). How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading, 44(1), 10–26. Google Scholar logo with link to Google Scholar
Marinelli, Chiara V., Cristina Romani, Cristina Burani, and Pierluigi Zoccolotti. (2015). Spelling acquisition in English and Italian: A cross-linguistic study. Frontiers in Psychology 1843. Google Scholar logo with link to Google Scholar
Mesquita, Ana, Lénia Carvalhais, Teresa Limpo & São Luís Castro. (2020). Portuguese spelling in primary grades: Complexity, length and lexicality effects. Reading and Writing: An interdisciplinary journal, 331: 1325–1349. Google Scholar logo with link to Google Scholar
Moats, Louisa C. (2005/2006). How Spelling Supports Reading and Why It Is More Regular and Predictable Than You May Think. American Educator, p. 12–43.Google Scholar logo with link to Google Scholar
Moll, Kristina, Frank Ramus, Jürgen Bartling, Jennifer Bruder, Sarah Kunze, Nina Neuhoff, … Landerl, Karen. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 291, 65–77. Google Scholar logo with link to Google Scholar
Nunes, Terezhina & Giyoo Hatano. (2004). Morphology, Reading and Spelling: Looking Across Languages. In: Nunes, T., Bryant, P. (eds) Handbook of Children’s Literacy. Springer, Dordrecht. Google Scholar logo with link to Google Scholar
Ocal, Turkan & Linnea Ehri. (2017). Spelling ability in college students predicted by decoding, print exposure, and vocabulary. Journal of College Reading and Learning 471: 58–74. Google Scholar logo with link to Google Scholar
Paradis, Joan. (2001). Do bilingual two-year-olds have separate phonological systems? The International Journal of Bilingualism, 5(1), 19–38. Google Scholar logo with link to Google Scholar
Pollo, Tatianna. C., Brett Kessler & Rebecca Treiman. (2005). Vowels, syllables, and letter names: Differences between young children’s spelling in English and Portuguese. Journal of Experimental Child Psychology, 92(2), 161–181. Google Scholar logo with link to Google Scholar
Ramos, Laura B. & Sandra I. Musanti. (2021). “I don’t like English because it is jard.” Exploring multimodal writing and translanguaging practices for biliteracy in a dual language classroom. NABE Journal of Research and Practice, 11 (1–2), p. 32–45.Google Scholar logo with link to Google Scholar
Ravid, Dorit Diskin. (2011). Spelling morphology: The psycholinguistics of Hebrew spelling. Vol. 31. Springer Science & Business Media.Google Scholar logo with link to Google Scholar
Schiff, Rachel, Shlomit Rosenstock & Dorit Ravid. (2020). Morpho-orthographic Complexity of Affix Spelling in Hebrew: A Novel Psycholinguistic Outlook Across the School Years. Frontiers in Psychology, May 2020, Google Scholar logo with link to Google Scholar
Seymour, Philip H. K., Mikko Aro, Jane M. Erskine. (2003). Foundation literacy acquisition in European orthographies. British Journal of psychology 94, no. 2: 143–174. Google Scholar logo with link to Google Scholar
State of Israel Ministry of Education English Inspectorate (2018). Revised English Curriculum Including Band III Lexis Principles and Standards for Learning English as an International Language for All Grades. Available from: [URL]Google Scholar logo with link to Google Scholar
Tainturier, Marie-Josephe. (2019). “A theory of bilingual spelling in alphabetic systems,” in Spelling and Writing Words: Theoretical and Methodological Advances. Vol. 391. eds. T. Olive and C. Perret (Netherlands: Brill)Google Scholar logo with link to Google Scholar
Talwar, Amani, Nicole G. Cote & Katherine Binder. (2014). Investigating predictors of spelling ability for adults with low literacy skills. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education 3(2): 35–49.Google Scholar logo with link to Google Scholar
Treiman, Rebecca. (2017). Learning to spell words: Findings, Theories and Issues. Scientific Studies of Reading, Google Scholar logo with link to Google Scholar
Treiman, Rebecca & Brett Kessler. (2014). How children learn to spell words. New York, NY: Oxford University Press. Google Scholar logo with link to Google Scholar
Verhoeven, Ludo & Charles Perfetti. (2021). Universals in learning to read across languages and writing systems. Scientific Studies of Reading. Advance online publication. Google Scholar logo with link to Google Scholar
Zaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core, & Mirjana Lancek. (2009). Literacy predictors and early reading and spelling skills as a factor of orthography: Cross-linguistic evidence. Written Language and Literacy, 12, 1, 52–81. Google Scholar logo with link to Google Scholar
Cited by (1)

Cited by one other publication

Mlakar, Heike, Joanna Hirst-Plein & Martin J. Koch
2025. L2 spelling predictors of young German learners of English. In Early Language Education in Instructed Contexts [Language Learning & Language Teaching, 62], ► pp. 118 ff. DOI logo

This list is based on CrossRef data as of 23 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue