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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...9 Hits 1 – 20 of 169 1 Letter names in children's spelling ... Treiman, Rebecca. - : Open Science Framework, 2021 BASE Show details 2 Word class and spelling in English ... Treiman, Rebecca; Jewell, Rebecca; Berg, Kristian. - : Open Science Framework, 2020 BASE Show details 3 Cues to stress in English spelling ... Treiman, Rebecca; Kessler, Brett. - : Open Science Framework, 2020 BASE Show details 4 Letter Teaching in Parent–Child Conversations Farry-Thorn, Molly; Treiman, Rebecca In: Early Child Res Q (2020) BASE Show details 5 Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts Kim, Young-Suk Grace; Petscher, Yaacov; Treiman, Rebecca... In: Sci Stud Read (2020) BASE Show details 6 Use of Letter Names Benefits Young Children’s Spelling ... Treiman, Rebecca; Wolter, Sloane. - : SAGE Journals, 2019 BASE Show details 7 Use of Letter Names Benefits Young Children’s Spelling ... Treiman, Rebecca; Wolter, Sloane. - : SAGE Journals, 2019 BASE Show details 8 Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words PACTON, Sebastien; AFONSO JACO, Amandine; Nys, Marion; FOULIN, Jean-Noel; Treiman, Rebecca; Peereman, Ronald In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03244841 ; Journal of Experimental Child Psychology, Elsevier, 2018, 171, pp.71-83. ⟨10.1016/j.jecp.2018.02.003⟩ (2018) Abstract: We examined whether French children in Grades 3 and 5 (aged ∼ 8–11 years) benefit from morphological relatedness beyond orthographic relatedness in the implicit learning of new spellings. Children silently read stories that included two target nonwords. One nonword was in an opaque condition in that nothing in the story could justify the spelling of its final sound. The other nonword was in either a morphological condition (for children in the morphological group) or an orthographic condition (for children in the orthographic group). In the morphological condition, the final spelling of the target nonword was justified by two morphologically related nonwords. For example, coirardage, obtained by adding the suffix age to coirard, designates the coirard’s song and justifies the final silent d of coirard. The orthographic condition included two nonwords that were orthographically but not morphologically related to the target. For example, the coirard’s song was coirardume, obtained by adding ume, which is not a suffix, to coirard. Then, 30 min after reading the stories, children were asked to choose the correct spelling of each nonword from among three phonologically plausible alternatives (e.g., coirard, coirars, coirar). In the morphological group, both third and fifth graders more often selected the correct spellings for items presented in the morphological condition than for items presented in the opaque condition. In the orthographic group, the results were very similar in the opaque and orthographic conditions. The findings show that the benefit of morphological relatedness in the implicit learning of new spellings cannot be reduced to orthographic relatedness. Keyword: [SHS.PSY]Humanities and Social Sciences/Psychology; Implicit learning; Morphology; Orthographic learning; Self-teaching; Spelling; Spelling acquisition URL: https://doi.org/10.1016/j.jecp.2018.02.003 https://hal.archives-ouvertes.fr/hal-03244841 BASE Hide details 9 Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words Pacton, Sébastien; Afonso Jaco, Amandine; Nys, M... In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://halshs.archives-ouvertes.fr/halshs-01851979 ; Journal of Experimental Child Psychology, Elsevier, 2018 (2018) BASE Show details 10 Statistical learning and spelling: Evidence from Brazilian prephonological spellers Treiman, Rebecca; Cardoso-Martins, Cláudia; Cury Pollo, Tatiana. - 2018 BASE Show details 11 Linguistics and reading Treiman, Rebecca In: The handbook of linguistics (Oxford, 2017), p. 617-626 MPI für Psycholinguistik Show details 12 Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings than Younger Prephonological Spellers Treiman, Rebecca; Kessler, Brett; Boland, Kelly. - 2017 BASE Show details 13 Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury. - 2016 BASE Show details 14 Young Children’s Knowledge of the Symbolic Nature of Writing Treiman, Rebecca; Hompluem, Lana; Gordon, Jessica. - 2016 BASE Show details 15 How Is Information Integrated Across Fixations in Reading? Cutter, Michael G.; Drieghe, Denis; Liversedge, Simon Paul. - : Oxford Handbooks, 2015 BASE Show details 16 The Role of Words in Chinese Reading Pollatsek, Alexander; Li, Xingshan; Liversedge, Simon Paul. - : Oxford Handbooks, 2015 BASE Show details 17 Variation and Repetition in the Spelling of Young Children Treiman, Rebecca; Decker, Kristina; Kessler, Brett. - 2015 BASE Show details 18 Letter knowledge in parent–child conversations Robins, Sarah; Treiman, Rebecca; Rosales, Nicole In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 3, 407-429 OLC Linguistik Show details 19 Does graphotactic knowledge influence the learning of new spellings presented in isolation? Pacton, Sébastien; Treiman, Rebecca; Borchardt, Gaëlle... In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03158216 ; Reading and Writing, Springer Verlag, 2014, 4 (2014) BASE Show details 20 Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words Pacton, Sébastien; Borchardt, Gaëlle; Treiman, Rebecca... In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03158128 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2014, 67 (5), pp.1019-1036. ⟨10.1080/17470218.2013.846392⟩ (2014) BASE Show details Page: 1 2 3 4 5...9

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