This is a selection of downloadable papers by members of the Reading and Language Lab. For more comprehensive and retrospective listings, see the web pages of individual lab members.

• Hayes, H., Treiman, R., & Geers, A. E. (in press). 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: Oxford University Press.
• Read, C., & Treiman, R. (in press). Children’s invented spelling. In M. Piattelli-Palmarini & R. C. Berwick (Eds.), Rich grammars from poor inputs: Essays in honor of Carol Chomsky. New York: Oxford University Press.
• Treiman, R. (in press). Linguistics and reading. In M. Aronoff and J. Rees-Miller (Eds.), Handbook of linguistics, 2nd edition. Oxford, England: Blackwell.
• Clifton, C., Jr., Meyer, A. S., Wurm, L. H., & Treiman, R. (2013). 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 (2nd ed.). New York: Wiley.
• Kessler, B., Pollo, T. C., Treiman, R., & Cardoso-Martins, C. (2013). Frequency analyses of prephonological spellings as predictors of success in conventional spelling. Journal of Learning Disabilities, 46, 252-259. doi:10.1177/0022219412449440
• 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. doi:10.1007/s11145-011-9344-5
• Hayes, H., Kessler, B., & Treiman, R. (2011). Spelling of deaf children who use cochlear implants. Scientific Studies of Reading, 15, 522-539. doi: 10.1080/10888438.2010.528480
• 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. doi: 10.1016/j.jecp.2010.08.013
• Cutler, A., Treiman, R., & van Ooijen, B. (2010). Strategic deployment of orthographic knowledge in phoneme detection. Language and Speech, 53, 307–320. doi: 10.1177/0023830910371445
• Nag, S., Treiman, R., & Snowling, M. (2010). Learning to spell in an alphasyllabary: The case of Kannada. Writing Systems Research, 2, 41–52. doi: 10.1093/wsr/wsq001
• Pollo, Tatiana Cury, Treiman, R, Kessler, B. & Emily Rosenzweig. 2010, July. Children's initial spelling strategies: 'Bear' is not bigger than 'mosquito'. Paper presented at the meeting of the Society for the Scientific Study of Reading (SSSR), Berlin, Germany. Abstract retrieved from http://spell.psychology.wustl.edu/PolloSSSR2010
• Treiman, R., Levin, I., & Kessler, B. (2010). Linking the shapes of alphabet letters to their sounds: The case of Hebrew. Reading and Writing. Advance online publication. doi: 10.1007/s11145-010-9286-3
• 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. doi: 10.1097/AUD.0b013e3181926524
• Pollo, T. C., Kessler, B., & Treiman, R. (2009). Statistical patterns in children's early writing. Journal of Experimental Child Psychology, 104, 410-426. doi: 10.1016/j.jecp.2009.07.003
• 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. doi: 10.1017/S0142716409090237
• 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. doi: 10.1017/S0142716407080095
• 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.
• Lehtonen, A., & Treiman, R. (2007). Adults' knowledge of phoneme-letter relationships is phonology-based and flexible. Applied Psycholinguistics, 28, 95-114. doi: 10.1017/S0142716406070056
• 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. doi: 10.1111/j.1467-8624.2007.01077.x
• 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. doi: 10.1016/j.jml.2006.06.001
• 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. doi: 10.1016/j.jecp.2006.08.002
• 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. doi: 10.3758/BF03193589
• Hayes, H., Treiman, R., & Kessler, B. (2006). Children use vowels to help them spell consonants. Journal of Experimental Child Psychology, 94, 27-42. doi: 10.1016/j.jecp.2005.11.001
• Lehtonen, A. (2006). The sources of information children use in learning to spell: The case of Finnish geminates. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy. Mahwah, NJ: Erlbaum.
• 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. doi: 10.1037/0022-0663.98.3.642
• 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. doi: 10.1017/S0142716406060255
• 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. doi: 10.1016/j.jecp.2005.06.008
• 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. doi: 10.1007/s11145-004-2345-x
• Hayes, H., Kessler, B., & Treiman, R. (2005). English spelling: Making sense of a seemingly chaotic writing system. The International Dyslexia Association, Perspectives, 31(3), 8-10.
• Hayes, H., Treiman, R., & Kessler, B. (2005, June). Children use vowels to help them spell consonants. Summary of poster presented at the meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
• Kessler, B. (2005). Phonetic comparison algorithms. Transactions of the Philological Society, 103, 243-260. doi: 10.1111/j.1467-968X.2005.00153.x
• Lehtonen, A., & Bryant, P. (2005). Active players or just passive bystanders? The role of morphemes in spelling development in a transparent orthography. Applied Psycholinguistics, 26, 137-155. doi: 10.1017/S0142716405050113
• Lehtonen, A., & Bryant, P. (2005). Doublet challenge: Form comes before function in children's understanding of their orthography. Developmental Science, 8, 211-217. doi: 10.1111/j.1467-7687.2005.00409.x
• Lehtonen, A., & Treiman, R. (2005, June). Training effects in adults' use of different-sized phonological units. Summary of poster presented at the meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
• 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. doi: 10.1016/j.jecp.2005.01.006
• Pollo, T. C., Treiman, R., & Kessler, B. (2005, June). Beginning spellers exploit inexact letter-name matches. Poster presented at the meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
• 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.
• Kessler, B., & Lehtonen, A. (2004, July). Multilateral comparison and significance testing of the Indo-Uralic question. Paper presented at Phylogenetic Methods and the Prehistory of Languages, McDonald Institute for Archaeological Research, Cambridge, England.
• Kessler, B., & Treiman, R. (2004, June). Sensitivity to statistical contextual patterns when spelling consonants in English. Summary of paper presented at the meeting of the Society for the Scientific Study of Reading, Amsterdam.
• Lehtonen, A., & Bryant, P. (2004). Length awareness predicts spelling skills in Finnish. Reading and Writing: An Interdisciplinary Journal, 875-890. doi: 10.1007/s11145-004-2802-6
• Lehtonen, A., & Treiman, R. (2004, June). Not as perfect as assumed: Phonological effects in adults' letter-sound knowledge. Poster presented at the meeting of the Society for the Scientific Study of Reading, Amsterdam.
• Pollo, T. C., Kessler, B., & Treiman, R. (2004, June). Influence of writing systems on young children's spelling in English and Portuguese. Poster presented at the meeting of the Society for the Scientific Study of Reading, Amsterdam.
• 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. AMPR test instrument. doi: 10.1017/S0142716404001195
• Kessler, B. (2003). [Review of the book Time Depth in Historical Linguistics]. Diachronica, 20, 373-377. doi: 10.1075/dia.20.2.11kes
• Kessler, B., & Treiman, R. (2003). Is English spelling chaotic? Misconceptions concerning its irregularity. Reading Psychology, 24, 267-289. doi: 10.1080/02702710390227228
• Lehtonen, A. & Bryant, P. (2003, June). Duration awareness and morphological knowledge predicting spelling in Finnish. Poster presented at the meeting of the Society for the Scientific Study of Reading, Boulder, CO.
• 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. doi: 10.1016/S0010-0277(03)00003-9
• Cardoso-Martins, C., Michalick, M. F., & Pollo, T. C. (2002). Is sensitivity to rhyme a developmental precursor to sensitivity to phoneme? Evidence from individuals with Down Syndrome. Reading and Writing: An Interdisciplinary Journal, 15, 439–454. doi: 10.1023/A:1016330313939
• Kessler, B., Treiman, R., & Mullennix, J. (2002). Phonetic biases in voice key response time measurements. Journal of Memory and Language, 47, 145-171. doi: 10.1006/jmla.2001.2835
• Lehtonen, A. & Bryant, P. (2002, June). Awareness of phoneme duration predicts literacy skills. Poster presented at the meeting of the Society for the Scientific Study of Reading, Chicago, IL.
• Treiman, R., Kessler, B., & Bick, S. (2002). Context sensitivity in the spelling of English vowels. Journal of Memory and Language, 47, 448-468. doi: 10.1016/S0749-596X(02)00010-4

Work on these papers has been in part supported by National Science Foundation Award 0130763, March of Dimes Birth Defects Foundation Award 12-FY03-40, NIH Award HD051610, and a grant from Suomen Kulttuurirahasto.