How can a fine-grained analysis of spelling errors inform our understanding of the development of spelling in EFL?

References

1. Abdelhadi, Soaad & Raphiq Ibrahim & Zohar Eviatar
   (2011) Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection. Writing Systems Research. 3. 117–127. 10.1093/wsr/wsr014
   https://doi.org/10.1093/wsr/wsr014 [Google Scholar]
2. Allaith, Zainab A. & R. Malatesha Joshi
   (2011) Spelling performance of English consonants among students whose first language is Arabic. Reading and Writing: An Interdisciplinary Journal, 24: 1089–1110. 10.1007/s11145‑010‑9294‑3
   https://doi.org/10.1007/s11145-010-9294-3 [Google Scholar]
3. Apel, Kenn
   (2011) What Is Orthographic Knowledge?Language, Speech & Hearing Services in Schools, 42(4), 592–603. 10.1044/0161‑1461(2011/10‑0085)
   https://doi.org/10.1044/0161-1461(2011/10-0085) [Google Scholar]
4. Arab-Moghaddam, Narges & Monique Sénéchal
   (2001) Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals, International Journal of Behavioral Development, 25:2, 140–147, 10.1080/01650250042000320
   https://doi.org/10.1080/01650250042000320 [Google Scholar]
5. Arfe, Barbara & Robin Danzak
   (2020) The influence of first language spelling and response inhibition skills on English-as-an-additional-language spelling, Cognitive Development, 56, 10.1016/j.cogdev.2020.100952
   https://doi.org/10.1016/j.cogdev.2020.100952 [Google Scholar]
6. 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, 640–654. 10.1044/2020_LSHSS‑19‑00090
   https://doi.org/10.1044/2020_LSHSS-19-00090 [Google Scholar]
7. Bahr, Ruth. H., Elaine R. Silliman & Virginia W. Berninger
   (2009) “What spelling errors have to tell about vocabulary learning.” InContemporary Perspectives on Reading and Spelling, edsC. P. Wood and V. Connelly (London: Routledge), 121–142.
   [Google Scholar]
8. Bahr, Ruth. H., Elaine R. Silliman, Robin Danzak & Louise C. Wilkinson
   (2014) Bilingual spelling patterns in middle school: It’s more than transfer. International Journal of Bilingual Education and Bilingualism, 18, 73–91. 10.1080/13670050.2013.878304
   https://doi.org/10.1080/13670050.2013.878304 [Google Scholar]
9. Bahr, Ruth H., Elaine R. Silliman, Virginia W. Berninger & Dow, M.
   (2012) Linguistic pattern analysis of misspellings of typically developing writers in grades 1 to 9. Journal of Speech, Language and Hearing Research, 55, 1587–1599. 10.1044/1092‑4388(2012/10‑0335)
   https://doi.org/10.1044/1092-4388(2012/10-0335) [Google Scholar]
10. Bosman, Anna M. T., & Guy C. van Orden
    (1997) Why spelling is more difficult than reading. InC. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (p.173–194).
    [Google Scholar]
11. Bourassa, Derek & Rebecca Treiman
    (2014) Spelling development and disability in English. InC. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy: Development and disorders (2nd ed., pp.569–583). New York, NY Guilford.
    [Google Scholar]
12. Bryant, Peter, S. Helene Deacon, Hélène & Terezinha Nunes
    (2006) Morphology and spelling: What have morphemes to do with spelling. InR. Malatesha Joshi and P. G. Aaron (Eds), Handbook of Orthography and Literacy. pp.601–616. Abingdon: Routledge.
    [Google Scholar]
13. Carlisle, Joanne F.
    (2003) Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291–322. 10.1080/02702710390227369
    https://doi.org/10.1080/02702710390227369 [Google Scholar]
14. Central Bureau of Statistics
    Central Bureau of Statistics (2011), www.cbs.gov.il/locals.htm).
15. Coulmas, F.
    (1989) The writing systems of the world. Oxford, UK: Blackwell.
    [Google Scholar]
16. Daffern, Tessa
    (2021) The components of spelling: Early Years. Instruction and assessment for the linguistic inquirer. Shell Cove, Literacy Education Solutions Pty Limited. ISBN: 978-0-6483430-1-1
    [Google Scholar]
17. Daffern, Tessa & Robert Fleet
    (2021) Investigating the efficacy of using error analysis data to inform explicit teaching of spelling. Australian Journal of Learning Difficulties. 26 (1), 67–8810.1080/19404158.2021.1881574
    https://doi.org/10.1080/19404158.2021.1881574 [Google Scholar]
18. Daffern, Tessa & Noella M. Mackenzie
    (Eds.) (2020) Teaching Writing: Effective Approaches for The Middle Years. Allen and Unwin. 10.4324/9781003117834
    https://doi.org/10.4324/9781003117834 [Google Scholar]
19. Daniels, Peter T., & David L. Share
    (2018) Writing system variation and its consequences for reading and dyslexia. Scientific Studies of Reading, 22(1), 101–116. 10.1080/10888438.2017.1379082
    https://doi.org/10.1080/10888438.2017.1379082 [Google Scholar]
20. Darcy, Isabella & Franzi Krüger
    (2012) Vowel perception and production in Turkish children acquiring L2 German. Journal of Phonetics, 40, 568–581. 10.1016/j.wocn.2012.05.001
    https://doi.org/10.1016/j.wocn.2012.05.001 [Google Scholar]
21. Deacon, Hélène & John Kirby & Melissa Casselman-Bell
    (2009) How Robust is the Contribution of Morphological Awareness to General Spelling Outcomes?Reading Psychology. 30. 301–318. 10.1080/02702710802412057
    https://doi.org/10.1080/02702710802412057 [Google Scholar]
22. EACEA/Eurydice
    EACEA/Eurydice (2012) Key Data on teaching Languages at school in Europe 2012. The Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice and Policy Support). Brussels: EACEA P9 Eurydice. 10.2797/83967
    https://doi.org/10.2797/83967 [Google Scholar]
23. Ehri, Linnea. C.
    (2000) Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20, 19–36. 10.1097/00011363‑200020030‑00005
    https://doi.org/10.1097/00011363-200020030-00005 [Google Scholar]
24. Ehri, Linnea C.
    (2005) Learning to Read Words: Theory, Findings, and Issues, Scientific Studies of Reading, 9:2, 167–188, 10.1207/s1532799xssr0902_4
    https://doi.org/10.1207/s1532799xssr0902_4 [Google Scholar]
25. Ehri, Linnea C.
    (2014) Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21. 10.1080/10888438.2013.819356
    https://doi.org/10.1080/10888438.2013.819356 [Google Scholar]
26. Eviatar, Zohar, Haitham Taha & Mila Shwartz
    (2018) Metalinguistic awareness and literacy among semitic-bilingual learners: a cross-language perspective. Reading & Writing: An Interdisciplinary Journal, 31(8), 1869–1891. https://ezproxy.beitberl.ac.il:2922/10.1007/s11145-018-9850-9. 10.1007/s11145‑018‑9850‑9
    https://doi.org/10.1007/s11145-018-9850-9 [Google Scholar]
27. Fender, Michael F.
    (2008) Spelling knowledge and reading development: Insights from Arab ESL learners. Reading in a Foreign Language, 20(1), 19–42.
    [Google Scholar]
28. Fender, Michael F.
    (2003) English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language. Applied Psycholinguistics, 24, 289–315. 10.1017/S014271640300016X
    https://doi.org/10.1017/S014271640300016X [Google Scholar]
29. Ferguson, Charles A.
    (1959) Diglossia. Word, 15, 325–340. 10.1080/00437956.1959.11659702
    https://doi.org/10.1080/00437956.1959.11659702 [Google Scholar]
30. Figueredo, Lauren
    (2006) Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing: An Interdisciplinary Journal, 19, 873–905. 10.1007/s11145‑006‑9014‑1
    https://doi.org/10.1007/s11145-006-9014-1 [Google Scholar]
31. Frith, Uta
    (1985) Beneath the surface of developmental dyslexia. InK. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp.301–330). London, England: Erlbaum.
    [Google Scholar]
32. Frith, Uta
    (1980) Unexpected spelling problems. InU. Frith (Ed.), Cognitive processes in spelling (pp.495–515). London: Academic Press.
    [Google Scholar]
33. Fuchs, Stephanie, Janina Kahn-Horwitz & Tami Katzir
    (2019) Theory and reported practice in EFL literacy instruction: EFL teachers’ perceptions about classroom practices. Annals of Dyslexia. 69(1):114–135. 10.1007/s11881‑018‑00172‑4. PMID: 30607814.
    https://doi.org/10.1007/s11881-018-00172-4 [Google Scholar]
34. Garcia, Noelia P., Robert, D Abbott & Virginia W. Berninger
    (2010) Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites [Article]. Written Language and Literacy, 13(1), 61–98. 10.1075/wll.13.1.03gar
    https://doi.org/10.1075/wll.13.1.03gar [Google Scholar]
35. Gentry, J. Richard
    (1982) An Analysis of Developmental Spelling in GNYS AT WRK. The Reading Teacher, 36, 192–200.
    [Google Scholar]
36. 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. 10.1017/S0305000906007434
    https://doi.org/10.1017/S0305000906007434 [Google Scholar]
37. Grosjean, Francois
    (2010) Bilingual: Life and Reality. Cambridge, Mass: Harvard University Press. 10.4159/9780674056459
    https://doi.org/10.4159/9780674056459 [Google Scholar]
38. Hayes-Harb, Rachel
    (2006) Native speakers of Arabic and ESL texts: Evidence for the transfer of written word identification processes. TESOL Quarterly, 40(2), 321–339. 10.2307/40264525
    https://doi.org/10.2307/40264525 [Google Scholar]
39. Henderson, Edmund H.
    (1990) Teaching spelling, 2nd edition. Boston, MA: Houghton Mifflin.
    [Google Scholar]
40. Holes, Clive D.
    (2004) Modern Arabic: Structures, Functions and Varieties. Revised Edition, Georgetown Classics in Arabic Language and Linguistics Series, Georgetown University Press, Washington D.C.
    [Google Scholar]
41. Houghton, George & Marco Zorzi
    (2003) Normal and impaired spelling in a connectionist dual-route architecture. Cognitive Neuropsychology, 20(2), 115–162. 10.1080/02643290242000871
    https://doi.org/10.1080/02643290242000871 [Google Scholar]
42. Ibrahim, Raphiq & Zohar Eviatar, & Judith Aharon-Peretz
    (2002) The characteristics of Arabic orthography slow its processing. Neuropsychology. 16. 322–6. 10.1037/0894‑4105.16.3.322
    https://doi.org/10.1037/0894-4105.16.3.322 [Google Scholar]
43. Invernizzi, Marcia & Latisha Hayes
    (2004) Developmental-spelling research: A systematic imperative. Reading Research QuarterlyVol.39, No.2 (pp.216–228). 10.1598/RRQ.39.2.4
    https://doi.org/10.1598/RRQ.39.2.4 [Google Scholar]
44. Jiang, Xiangying
    (2018) English Spelling Knowledge and Word Reading Skills of Arabic and Japanese ESL Learners. Studies in English Language Teaching, 6 (3), 186–20610.22158/selt.v6n3p186
    https://doi.org/10.22158/selt.v6n3p186 [Google Scholar]
45. Joshi, R. Malatesha, Rebecca Treiman, Suzanne Carreker & Louisa C. Moats
    (2008–09, winter). How words cast their spell: Spelling is an integral part of learning the language, not a matter of memorization. American Educator, 32(4), 6–16, 42–43.
    [Google Scholar]
46. Kahn-Horwitz, Janina, Sara Kuash, Rafik Ibrahim, & Mila Schwartz
    (2014) How do previously acquired languages affect acquisition of English as a foreign language: The case of Circassian. Written Language & Literacy. 17. 40–61. 10.1075/wll.17.1.03kah.
    https://doi.org/10.1075/wll.17.1.03kah [Google Scholar]
47. Kahn-Horwitz, Janina & Fern Levitt
    (2020) Optimizing English as a Foreign Language Reading and Spelling Acquisition: Mapping Orthographic Conventions in Frequent Vocabulary. Poster presented at theARWA conference (online).
    [Google Scholar]
48. Kemp, Nenaugh
    (2009) The acquisition of spelling patterns: Early, late, or never?InC. Wood & V. Connelly (Eds.), Contemporary perspectives on reading and spelling. (pp.76–91). London: Routledge.
    [Google Scholar]
49. Kessler, Brett & Rebecca Treiman
    (2001) Relationships between sounds and letters in English monosyllables. Journal of Memory and Language, 44, 592–617. 10.1006/jmla.2000.2745
    https://doi.org/10.1006/jmla.2000.2745 [Google Scholar]
50. Lennox, Carolyn & Linda. S. Siegel
    (1993) Visual and phonological spelling errors in subtypes of children with learning disabilities. Applied Psycholinguistics, 14(4), 473–488. 10.1017/S0142716400010705
    https://doi.org/10.1017/S0142716400010705 [Google Scholar]
51. Levesque, Kyle, Helen Breadmore & S. Helene 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. 10.1111/1467‑9817.12313
    https://doi.org/10.1111/1467-9817.12313 [Google Scholar]
52. Martin, Katherine I.
    (2017) The impact of L1 writing system on ESL knowledge of vowel and consonant spellings. Reading and Writing: An Interdisciplinary Journal. 30, 279–298. 10.1007/s11145‑016‑9673‑5
    https://doi.org/10.1007/s11145-016-9673-5 [Google Scholar]
53. Martin, Katherine I., Emily Lawson, Katherine Carpenter & Elisa Hummer
    (2020) English Word and Pseudoword Spellings and Phonological Awareness: Detailed Comparisons From Three L1 Writing Systems. Frontiers in Psychology 2020 Jul2;11:1309. 10.3389/fpsyg.2020.01309. PMID: 32714233; PMCID: PMC7343770.
    https://doi.org/10.3389/fpsyg.2020.01309 [Google Scholar]
54. Metsala, Jamie L., & Amanda C. Walley
    (1998) Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. InJ. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp.89–120). Lawrence Erlbaum Associates Publishers.
    [Google Scholar]
55. 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]
56. Nagy, William, Virginia W. Berninger & Robert, D.
    (2006) Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology. 98:134–147. 10.1037/0022‑0663.98.1.134
    https://doi.org/10.1037/0022-0663.98.1.134 [Google Scholar]
57. National Reading Panel
    National Reading Panel (2000) Report of the National Reading Panel--Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, D.C.: National Institute of Child Health and Human Development.
    [Google Scholar]
58. Ness, Molly K.
    (2010) Examining one class of third-grade spellers: The diagnostic potential of students’ spelling. Reading Horizons, 50, 113–130.
    [Google Scholar]
59. Nevo, Einat & Vered Vaknin-Nusbaum
    (2020) Enhancing motivation to read and reading abilities in first grade, Educational Psychology, 40:1, 22–41, 10.1080/01443410.2019.1635680
    https://doi.org/10.1080/01443410.2019.1635680 [Google Scholar]
60. Pollo, Tatiana C., Rebecca Treiman & Brett Kessler
    (2008) Three perspectives on spelling development. InE. J. Grigorenko & A. Naples (Eds.), Single-word reading: Cognitive, behavioral, and biological perspectives. (pp.175–189). Mahwah, NJ: Erlbaum.
    [Google Scholar]
61. Ravid, Dorit
    (2005) Hebrew Orthography and Literacy. InR. Malatesha Joshi and P. G. Aaron (Eds), Handbook of Orthography and Literacy. pp.339–364. Abingdon: Routledge.
    [Google Scholar]
62. Robinson-Kooi, Sally & Lorraine Hammond
    (2020) Using sentence dictation to practise and assess taught spelling and punctuation skills: a Year 2 Explicit Instruction intervention. Australian Journal of Learning Difficulties. 25. 1–26. 10.1080/19404158.2020.1752747
    https://doi.org/10.1080/19404158.2020.1752747 [Google Scholar]
63. Russak, Susie & Janina Kahn-Horwitz
    (2013) English Foreign Language Spelling Development: Comparisons between Good and Poor Spellers. Journal of Research in Reading, 38 (3), 1–14. 10.1111/jrir.12009
    https://doi.org/10.1111/jrir.12009 [Google Scholar]
64. Russak, Susie & Saiegh-Haddad, Elinor
    (2011) Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers. Reading and Writing: An Interdisciplinary Journal, 24, 427–442. 10.1007/s11145‑010‑9235‑1
    https://doi.org/10.1007/s11145-010-9235-1 [Google Scholar]
65. Saiegh-Haddad, Elinor
    (2003) Linguistic Distance and Initial Reading Acquisition: The Case of Arabic Diglossia. Applied Psycholinguistics24: 431–451. 10.1017/S0142716403000225
    https://doi.org/10.1017/S0142716403000225 [Google Scholar]
66. Saiegh-Haddad, Elinor, & Roni Henkin-Roitfarb
    (2014) The Structure of Arabic Language and Orthography. InE. Saiegh-Haddad, & M. Joshi (Eds.), Handbook of Arabic Literacy: Insights and Perspectives (pp.3–28). Dordrecht: Springer. 10.1007/978‑94‑017‑8545‑7_1
    https://doi.org/10.1007/978-94-017-8545-7_1 [Google Scholar]
67. Salas, Nayme
    (2020) Non-phonological Strategies in Spelling Development. Frontiers in Psychology, 10.3389/fpsyg.2020.01071
    https://doi.org/10.3389/fpsyg.2020.01071 [Google Scholar]
68. Seymour, Philip H. K., Mikko Aro & Jane M. Erskine
    (2003) Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. 10.1348/000712603321661859
    https://doi.org/10.1348/000712603321661859 [Google Scholar]
69. Share, David L.
    (1995) Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition. 55(2):151–218; discussion219–26. 10.1016/0010‑0277(94)00645‑2
    https://doi.org/10.1016/0010-0277(94)00645-2 [Google Scholar]
70. Share, David L. & Iris Levin
    (1999) Learning to read and write in Hebrew. InM. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp.89–111). Cambridge University Press.
    [Google Scholar]
71. Sheriston, Lee, Sarah Critten & Emily Jones
    (2016) Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory. Reading Research Quarterly, pp.1–15 | 10.1002/rrq.143
    https://doi.org/10.1002/rrq.143 [Google Scholar]
72. State of Israel Ministry of Education English Inspectorate
    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: meyda.education.gov.il/files/Mazkirut_Pedagogit/English/curriculum2018.pdfEnglish/Publications
    [Google Scholar]
73. Templeton, Shane & Darrell Morris
    (2000) Spelling. InM. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research: Vol. 3 (pp.525–543). Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
74. Treiman, Rebecca
    (1994) Use of consonant letter names in beginning spelling. Developmental Psychology, 30, 567–580. 10.1037/0012‑1649.30.4.567
    https://doi.org/10.1037/0012-1649.30.4.567 [Google Scholar]
75. Treiman, Rebecca
    (2017) Learning to spell words: Findings, theories, and issues. Scientific Studies of Reading, 21, 265–276. 10.1080/10888438.2017.1296449
    https://doi.org/10.1080/10888438.2017.1296449 [Google Scholar]
76. Treiman, Rebecca, Jessica Gordon, Richard Boada, Robin L. Peterson, & Bruce F. Pennington
    (2014) Statistical Learning, Letter Reversals, and Reading. Scientific Studies of Reading, 18 (6), 383–394. 10.1080/10888438.2013.873937
    https://doi.org/10.1080/10888438.2013.873937 [Google Scholar]
77. Treiman, Rebecca & Brett Kessler
    (2006) Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology, 98, 642–652. 10.1037/0022‑0663.98.3.642
    https://doi.org/10.1037/0022-0663.98.3.642 [Google Scholar]
78. Treiman, Rebecca, Iris Levin, & Brett Kessler
    (2012) Linking the shapes of alphabet letters to their sounds: The case of Hebrew. Reading and Writing: An Interdisciplinary Journal, 25(2), 569–585. 10.1007/s11145‑010‑9286‑3
    https://doi.org/10.1007/s11145-010-9286-3 [Google Scholar]
79. Turnbull, Katheryn, S. Helene Deacon & Elizabeth Kay-Raining Bird
    (2011) Mastering inflectional suffixes: A longitudinal study of beginning writers’ spellings. Journal of Child Language. 38, 533–553. 10.1017/S030500091000022X
    https://doi.org/10.1017/S030500091000022X [Google Scholar]
80. van Berkel, Ans. J.
    (2004) Learning to spell in English as a second language. IRAL. International Review of Applied Linguistics in Language Teaching, 42, 239–257. 10.1515/iral.2004.012
    https://doi.org/10.1515/iral.2004.012 [Google Scholar]
81. Venezky, Richard L.
    (1999) The American way of spelling: The structure and origins of American English orthography. New York: Guilford Press
    [Google Scholar]
82. Wang, Min. & Esther Geva
    (2003) Spelling Acquisition of Novel English Phonemes in Chinese Children. Reading and Writing: An Interdisciplinary Journal16, 325–348. 10.1023/A:1023661927929
    https://doi.org/10.1023/A:1023661927929 [Google Scholar]
83. Wawire, Brenda A. & Young-Suk G. Kim
    (2018) Cross-Language Transfer of Phonological Awareness and Letter Knowledge: Causal Evidence and Nature of Transfer, Scientific Studies of Reading, 22:6, 443–461, 10.1080/10888438.2018.1474882
    https://doi.org/10.1080/10888438.2018.1474882 [Google Scholar]
84. Wiley, Robert. W. & Brenda Rapp
    (2019) From complexity to distinctiveness: The effect of expertise on letter perception. Psychological Bulletin Review, 26, 974–984 (2019) 10.3758/s13423‑018‑1550‑6
    https://doi.org/10.3758/s13423-018-1550-6 [Google Scholar]
85. Xiuli Tong, & Catherine McBride-Chang
    (2010) Chinese-English biscriptal reading: cognitive component skills across orthographies. Reading & Writing: An Interdisciplinary Journal. 23(3/4), 293–310. 10.1007/s11145‑009‑9211‑9
    https://doi.org/10.1007/s11145-009-9211-9 [Google Scholar]