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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 6...10 Hits 21 – 40 of 183 21 How Is Information Integrated Across Fixations in Reading? Cutter, Michael G.; Drieghe, Denis; Liversedge, Simon Paul. - : Oxford Handbooks, 2015 BASE Show details 22 The Role of Words in Chinese Reading Pollatsek, Alexander; Li, Xingshan; Liversedge, Simon Paul. - : Oxford Handbooks, 2015 BASE Show details 23 Variation and Repetition in the Spelling of Young Children Treiman, Rebecca; Decker, Kristina; Kessler, Brett. - 2015 BASE Show details 24 How children learn to write words Treiman, Rebecca; Kessler, Brett. - Oxford : Oxford University Press, 2014 MPI für Psycholinguistik Show details 25 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 26 How children learn to write words Treiman, Rebecca; Kessler, Brett. - Oxford [u.a.] : Oxford Univ. Press, 2014 BLLDB UB Frankfurt Linguistik Show details 27 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 28 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 29 Young children's knowledge about the spatial layout of writing Treiman, Rebecca; Mulqueeny, Kevin; Kessler, Brett. - 2014 BASE Show details 30 Learning to read and spell words in different writing systems Caravolas, Markéta; Samara, Anna. - : Oxford University Press, 2014 BASE Show details 31 Syllabification of American English: Evidence from a Large-scale Experiment. Part Isup/sup Eddington, David; Treiman, Rebecca; Elzinga, Dirk In: Journal of quantitative linguistics. - London : Routledge 20 (2013) 1, 45-67 OLC Linguistik Show details 32 Syllabification of American English: Evidence from a Large-scale Experiment. Part II Eddington, David; Treiman, Rebecca; Elzinga, Dirk In: Journal of quantitative linguistics. - London : Routledge 20 (2013) 2, 75-93 OLC Linguistik Show details 33 Do reading habits influence aesthetic preferences? Treiman, Rebecca; Allaith, Zainab In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 8, 1381-1386 OLC Linguistik Show details 34 Instruction matters: spelling of vowels by children in England and the US Treiman, Rebecca; Stothard, Susan E.; Snowling, Margaret J. In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 3, 473-487 OLC Linguistik Show details 35 Learning to Use an Alphabetic Writing System Treiman, Rebecca; Kessler, Brett In: Language learning and development. - Philadelphia, Pa. : Taylor & Francis 9 (2013) 4, 317-330 OLC Linguistik Show details 36 Language comprehension and production Clifton, Charles; Meyer, Antje S.; Wurm, Lee H.... In: Experimental psycholgy (Hoboken, New Jersey, 2013), p. 523-547 MPI für Psycholinguistik Show details 37 Children benefit from morphological relatedness when they learn to spell new words Pacton, Sébastien; Foulin, Jean Noël; Casalis, Séverine... In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.univ-lille.fr/hal-03613289 ; Frontiers in Psychology, 2013, Frontiers in Psychology, 4, ⟨10.3389/fpsyg.2013.00696⟩ (2013) BASE Show details 38 How does graphotactic knowledge influence children's learning of new spellings? Pacton, Sébastien; Sobaco, Amélie; Fayol, Michel. - : Frontiers Media S.A., 2013 BASE Show details 39 Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese Treiman, Rebecca; Pollo, Tatiana Cury; Cardoso-Martins, Cláudia. - 2013 BASE Show details 40 Children benefit from morphological relatedness when they learn to spell new words Pacton, Sébastien; Foulin, Jean Noël; Casalis, Séverine; Treiman, Rebecca. - : Frontiers Media S.A., 2013 Abstract: Use of morphologically related words often helps in selecting among spellings of sounds in French. For instance, final /wa/ may be spelled oi (e.g., envoi “sendoff”), oit (e.g., exploit “exploit”), ois (e.g., siamois, “siamese”), or oie (e.g., joie “joy”). The morphologically complex word exploiter “to exploit”, with a pronounced t, can be used to indicate that the stem exploit is spelled with a silent t. We asked whether 8-year-old children benefited from such cues to learn new spellings. Children read silently stories which included two target nonwords, one presented in an opaque condition and the other in a morphological condition. In the opaque condition, the sentence provided semantic information (e.g., a vensois is a musical instrument) but no morphological information that could justify the spelling of the target word's final sound. Such justification was available in the morphological condition (e.g., the vensoisist plays the vensois instrument, which justifies that vensois includes a final silent s). 30 min after having read the stories, children's orthographic learning was assessed by asking them to choose the correct spelling of each nonword from among three phonologically plausible alternatives (e.g., vensois, vensoit, vensoie). Children chose correct spellings more often in the morphological condition than the opaque condition, even though the root (vensois) had been presented equally often in both conditions. That is, children benefited from information about the spelling of the morphologically complex word to learn the spelling of the stem. Keyword: Psychology URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3790073 https://doi.org/10.3389/fpsyg.2013.00696 http://www.ncbi.nlm.nih.gov/pubmed/24109464 BASE Hide details Page: 1 2 3 4 5 6...10

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