Cited by 1,022Reading and Literacy DevelopmentSecond Language Acquisition and LearningPhonetics and Phonology Research

The DOI matches its Crossref record; 437 of the 439 references it cites were found in a registry or an index.

On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography.

Share, David L.·2008·Psychological Bulletin

Open this paper in CoChat — free account

Abstract

In this critique of current reading research and practice, the author contends that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading. The unique problems posed by this "outlier" orthography, the author argues, have focused disproportionate attention on oral reading accuracy at the expense of silent reading, meaning access, and fluency, and have significantly distorted theorizing with regard to many issues-including phonological awareness, early reading instruction, the architecture of stage models of reading development, the definition and remediation of reading disability, and the role of lexical-semantic and supralexical information in word recognition. The dominant theoretical paradigm in contemporary (word) reading research--the Coltheart/Baron dual-route model (see, e.g., J. Baron, 1977; M. Coltheart, 1978) and, in large measure, its connectionist rivals--arose largely in response to English spelling-sound obtuseness. The model accounts for a range of English-language findings, but it is ill-equipped to serve the interests of a universal science of reading chiefly because it overlooks a fundamental unfamiliar-to-familiar/novice-to-expert dualism applicable to all words and readers in all orthographies.

Integrity signals

Registry

Crossref · 10.1037/0033-2909.134.4.584

Cites

437 of 437 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory
Shiffrin, R. M., & Schneider, W. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.127 · Cited by 7,335
Handbook of reading research
Pearson, P. D., Barr, (. E., Kamil, M. L., Mosenthal, P. B., & Barr, R. (1991) · Choice Reviews Online · doi:10.5860/choice.28-5764 · Cited by 6,850
Preventing Reading Difficulties in Young Children
National Research Council (1998) · National Academies Press eBooks · doi:10.17226/6023 · Cited by 5,541
The Sound Pattern of English
Chomsky, N., & Halle, M. (1968) · Cited by 5,162
The role of knowledge in discourse comprehension: A construction-integration model.
Kintsch, W. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.163 · Cited by 4,618
DRC: A dual route cascaded model of visual word recognition and reading aloud.
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001) · Psychological Review · doi:10.1037/0033-295x.108.1.204 · Cited by 4,500
Journal of Experimental Psychology: Human Learning and Memory
Bourne, L. E. (1977) · Cited by 4,328
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction
Langenberg, D. N. (2000) · Cited by 4,305
Manuscript Preparation
Editorial Office (1997) · Obesity Surgery · doi:10.1381/096089297765555359 · Cited by 3,941
A distributed, developmental model of word recognition and naming.
Seidenberg, M. S., & McClelland, J. L. (1989) · Psychological Review · doi:10.1037/0033-295x.96.4.523 · Cited by 3,909

Show all 439 references

Sorted by citations

Items 401–500 of 1,000

The Role of Context in Learning to Read Languages That Use Different Writing Systems and Scripts: Urdu and English
Mirza, A., & Gottardo, A. (2023) · Languages · doi:10.3390/languages8010086 · Cited by 17
Phonological and morphological literacy skills in English and Chinese: A cross‐linguistic neuroimaging comparison of Chinese–English bilingual and monolingual English children
Zhang, K., Sun, X., Yu, C., Eggleston, R. L., Marks, R. A., Nickerson, N., Caruso, V. C., Hu, X., Tardif, T. Z., Chou, T., et al. (2023) · Human Brain Mapping · doi:10.1002/hbm.26419 · Cited by 19
Silent reading fluency using underlining: Evidence for an alternative method of assessment
Price, K. W., Meisinger, E. B., Louwerse, M. M., & D’Mello, S. K. (2012) · Psychology in the Schools · doi:10.1002/pits.21613 · Cited by 17
The development of the abilities to acquire novel detailed orthographic representations and maintain them in long-term memory
Binamé, F., & Poncelet, M. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.10.010 · Cited by 22
Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children
Hämäläinen, J. A., Landi, N., Loberg, O., Lohvansuu, K., Pugh, K. R., & Leppänen, P. H. T. (2017) · International Journal of Behavioral Development · doi:10.1177/0165025417728582 · Cited by 18
The Role of Nominal Word Pattern in Arabic Reading Acquisition: Insights from Cross-modal Priming
Shalhoub‐Awwad, Y. (2019) · Scientific Studies of Reading · doi:10.1080/10888438.2019.1668396 · Cited by 17
Post-treatment reading development in children with dyslexia: the challenge remains
van der Kleij, S. W., Segers, E., Groen, M. A., & Verhoeven, L. T. W. (2019) · Annals of Dyslexia · doi:10.1007/s11881-019-00186-6 · Cited by 17
Word reading in English and Arabic in children who are Syrian refugees
Gottardo, A., Amin, N., Amin, A., Al‐Janaideh, R., Chen, X., & Paradis, J. (2020) · Applied Psycholinguistics · doi:10.1017/s014271642000034x · Cited by 17
Insights from the study of Arabic reading
Hermena, E. W., & Reichle, E. D. (2020) · Language and Linguistics Compass · doi:10.1111/lnc3.12400 · Cited by 17
Foundations of early literacy among Arabic-speaking pre-school children
Ahmad, H. A., & Share, D. L. (2021) · Applied Psycholinguistics · doi:10.1017/s0142716421000242 · Cited by 17
Self-citation
The Influence of Diglossia on Different Types of Phonological Abilities in Arabic
Asadi, I. A., & Ibrahim, R. (2014) · Journal of Education and Learning · doi:10.5539/jel.v3n3p45 · Cited by 17
Cross-linguistic interactions in L2 word meaning inference in English as a foreign language
Koda, K., & Miller, R. T. (2018) · Bilingual processing and acquisition · doi:10.1075/bpa.7.14kod · Cited by 19
Exploring the effects of knowledge of writing on reading Chinese characters in skilled readers.
Zhai, M., & Fischer‐Baum, S. (2018) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/xlm0000604 · Cited by 17
Dyslexia: An overview of recent research
Everatt, J., & Reid, G. (2012) · doi:10.4324/9780203549230-8 · Cited by 17
What do they say? Assessment of oral reading fluency in early primary school children: A scoping review
van der Velde, M., Molenaar, B., Veldkamp, B. P., Feskens, R. C. W., & Keuning, J. (2024) · International Journal of Educational Research · doi:10.1016/j.ijer.2024.102444 · Cited by 19
English Word and Pseudoword Spellings and Phonological Awareness: Detailed Comparisons From Three L1 Writing Systems
Martin, K. I., Lawson, E., Carpenter, K. L., & Hummer, E. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01309 · Cited by 16
Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography
Bar‐Kochva, I., Vágvölgyi, R., Dresler, T., Nagengast, B., Schröter, H., Schrader, J., & Nuerk, H. (2021) · Reading and Writing · doi:10.1007/s11145-021-10147-4 · Cited by 16
Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition
Joubran-Awadie, N., & Shalhoub‐Awwad, Y. (2023) · First Language · doi:10.1177/01427237221145375 · Cited by 16
Relative meaning frequencies for 578 homonyms in two Spanish dialects: A cross-linguistic extension of the English eDom norms
Armstrong, B. C., Zugarramurdi, C., Cabana, Á., Valle-Lisboa, J. C., & Plaut, D. C. (2015) · Behavior Research Methods · doi:10.3758/s13428-015-0639-3 · Cited by 17
The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children’s literacy performance at word level
Liu, D., & Zhu, X. (2016) · Writing Systems Research · doi:10.1080/17586801.2016.1218747 · Cited by 16
The Contribution of Linguistic and Cognitive Measures to Listening Comprehension among Arabic-speaking Kindergartners
Asadi, I. A. (2019) · Literacy Research and Instruction · doi:10.1080/19388071.2019.1662143 · Cited by 16
The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish
Llauradó, A., & Dockrell, J. E. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00878 · Cited by 16
The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School
Joye, N., Dockrell, J. E., & Marshall, C. R. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01789 · Cited by 17
Neurophysiological Correlates of Top-Down Phonological and Semantic Influence during the Orthographic Processing of Novel Visual Word-Forms
Margaretto, B. B., Beltrán, D., Юрьевич, Ш. Ю., Domı́nguez, A., & Cuetos, F. (2020) · Brain Sciences · doi:10.3390/brainsci10100717 · Cited by 16
Pinyin Spelling Promotes Reading Abilities of Adolescents Learning Chinese as a Foreign Language: Evidence From Mediation Models
Xiao, H., Xu, C., & Rusamy, H. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.596680 · Cited by 16
The Taxonomy of Writing Systems: How to Measure How Logographic a System Is
Sproat, R., & Gutkin, A. (2021) · Computational Linguistics · doi:10.1162/coli_a_00409 · Cited by 16
The influence of orthographic structure on printed word learning in Arabic
Dai, J., Ibrahim, R., & Share, D. L. (2013) · Writing Systems Research · doi:10.1080/17586801.2013.827563 · Cited by 16
Self-citation
Reciprocal effects between reading comprehension and spelling
Retelsdorf, J., & Köller, O. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.11.007 · Cited by 17
What, Where, When and How of Visual Word Recognition: A Bibliometrics Review
Fu, Y., Wang, H., Guo, H., Margaretto, B. B., & Martínez, A. D. (2020) · Language and Speech · doi:10.1177/0023830920974710 · Cited by 16
Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic
Shany, M., Asadi, I. A., & Share, D. L. (2022) · Scientific Studies of Reading · doi:10.1080/10888438.2022.2106866 · Cited by 15
Self-citation
Cognitive, Language, and Literacy Development in Socio-culturally Vulnerable School Children – The Case of Ethiopian Israeli Children
Shany, M., & Geva, E. (2011) · Springer eBooks · doi:10.1007/978-94-007-2327-6_5 · Cited by 15
Predicting Dyslexia in a Transparent Orthography From Grade 1 Literacy Skills: A Prospective Cohort Study
Bigozzi, L., Tarchi, C., Pinto, G., & Gamannossi, B. A. (2015) · Reading & Writing Quarterly · doi:10.1080/10573569.2014.988310 · Cited by 15
The hidden depths of new word knowledge: Using graded measures of orthographic and semantic learning to measure vocabulary acquisition
Ricketts, J., Dawson, N. J., & Davies, R. A. I. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101468 · Cited by 19
Grain-size units of phonological awareness among Russian first graders
Kerek, E., & Niemi, P. (2012) · Written Language & Literacy · doi:10.1075/wll.15.1.05ker · Cited by 15
Desarrollo de la lectura y la escritura de palabras con ortografía compleja: sus predictores
(Conicet), C. N. D. I. C. Y. T., Ferroni, M., Diuk, B., Mena, M., & Centro de Investigaciones Psicopedagógicas Aplicadas (CIPA), U. D. S. M. (2016) · Avances en Psicología Latinoamericana · doi:10.12804/apl34.2.2016.04 · Cited by 15
Quantifying the reliance on different sublexical correspondences in German and English
Schmalz, X., Marinus, E., Robidoux, S., Palethorpe, S., Castles, A. E., & Coltheart, M. (2014) · Journal of Cognitive Psychology · doi:10.1080/20445911.2014.968161 · Cited by 15
The Morpheme Interference Effect in Hebrew
Yablonski, M., & Ben‐Shachar, M. (2016) · The Mental Lexicon · doi:10.1075/ml.11.2.05yab · Cited by 15
Reading in multiple Arabics: effects of diglossia and orthography
Abu-Liel, A. K., Ibrahim, R., & Eviatar, Z. (2021) · Reading and Writing · doi:10.1007/s11145-021-10143-8 · Cited by 14
Direct and Indirect Effects of Inhibition and Flexibility to Reading Comprehension, Reading Fluency, and Decoding in Spanish
Escobar, J., & Díaz, R. R. (2022) · Reading Psychology · doi:10.1080/02702711.2022.2141395 · Cited by 17
Visual attention span as a predictor of reading fluency and reading comprehension in Arabic
Awadh, F. H. R., Zoubrinetzky, R., Zaher, A., & Valdois, S. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.868530 · Cited by 14
List context manipulation reveals orthographic deficits in Italian readers with developmental dyslexia
Paizi, D., Burani, C., Luca, M. D., & Zoccolotti, P. (2011) · Child Neuropsychology · doi:10.1080/09297049.2010.551187 · Cited by 14
Varieties of developmental dyslexia in Greek children
Niolaki, G., Terzopoulos, A. R., & Masterson, J. (2014) · Writing Systems Research · doi:10.1080/17586801.2014.893862 · Cited by 18
LA CONCEPCIÓN SIMPLE DE LA LECTURA EN ALUMNOS DE 4º DE PRIMARIA DE QUITO
Salceda, J. C. R., Polo, D. S. Z., & Arcos, N. P. (2017) · Alteridad · doi:10.17163/alt.v12n1.2017.10 · Cited by 14
The Arabic Writing System
Daniels, P. T. (2013) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199764136.013.0018 · Cited by 14
IRT analyses of Arabic letter knowledge in Kindergarten
Tibi, S., Edwards, A. A., Schatschneider, C. W., Lombardino, L. J., Kirby, J. R., & Salha, S. H. (2020) · Reading and Writing · doi:10.1007/s11145-020-10086-6 · Cited by 14
Does English orthography influence bilingual Spanish readers? The effect of grapheme crosslinguistic congruency and complexity on letter detection
Hevia‐Tuero, C., Incera, S., & Suárez‐Coalla, P. (2021) · Cognitive Development · doi:10.1016/j.cogdev.2021.101074 · Cited by 14
Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children
Rebecca Treiman, A., Hulslander, J., Olson, R. K., Samuelsson, S., Elwér, Å., Furnes, B., & Byrne, B. (2023) · Scientific Studies of Reading · doi:10.1080/10888438.2023.2186234 · Cited by 14
Characterization of reading errors in languages with different orthographic regularity: an Italian–English comparison
Marinelli, C. V., Romani, C., McGowan, V. A., Giustizieri, S., & Zoccolotti, P. (2023) · Journal of Cultural Cognitive Science · doi:10.1007/s41809-023-00119-1 · Cited by 14
Examining the Role of Syllable Awareness in a Model of Concept of Word: Findings From Preschoolers
Mesmer, H. A. E., & Williams, T. O. (2015) · Reading Research Quarterly · doi:10.1002/rrq.111 · Cited by 14
The development of phonological awareness literacy measures for isiXhosa
Diemer, M., van der Merwe, K., & de Vos, M. (2015) · Southern African Linguistics and Applied Language Studies · doi:10.2989/16073614.2015.1108769 · Cited by 14
Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade
Geva, E., Galili, K., Katzir, T., & Shany, M. (2017) · Reading and Writing · doi:10.1007/s11145-017-9759-8 · Cited by 14
The relation of visual attention span with serial and discrete rapid automatized naming and reading
de Jong, P. F., & van den Boer, M. (2021) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2021.105093 · Cited by 14
Chinese Reading Development in Monolingual and Bilingual Learners: Introduction to the Special Issue
Anderson, R. C., & Chen, X. (2012) · Scientific Studies of Reading · doi:10.1080/10888438.2012.729120 · Cited by 14
On the role of morphology in early spelling in Hebrew and Arabic
Shalhoub‐Awwad, Y., & Cohen‐Mimran, R. (2023) · Morphology · doi:10.1007/s11525-023-09408-5 · Cited by 13
The impact of morphological density on reading comprehension in Arabic: A comparison between typically developing and children with reading disabilities
Asadi, I. A., Asli‐Badarneh, A., & Vaknin‐Nusbaum, V. (2024) · Dyslexia · doi:10.1002/dys.1761 · Cited by 13
Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis
von Hagen, A., Kohnen, S., & Stadie, N. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09566-6 · Cited by 14
Word- and Text-Level Reading Difficulties in Students With Dyslexia
Meisinger, E. B., Breazeale, A. M., & Davis, L. H. (2021) · Learning Disability Quarterly · doi:10.1177/07319487211037256 · Cited by 13
Principles of variation in the use of diacritics (taškīl) in Arabic books
Hallberg, A. (2022) · Language Sciences · doi:10.1016/j.langsci.2022.101482 · Cited by 13
In search of methods enhancing fluency in reading: An examination of the relations between time constraints and processes of reading in readers of German
Bar‐Kochva, I., & Hasselhorn, M. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.06.012 · Cited by 14
The Basis of Reading Fluency in First Grade of Hebrew Speaking Children
Lipka, O., Katzir, T., & Shaul, S. (2016) · Literacy studies · doi:10.1007/978-3-319-30478-6_6 · Cited by 13
Incidental orthographic learning during a color detection task
Protopapas, A., Mitsi, A., Koustoumbardis, M., Tsitsopoulou, S. M., Leventi, M., & Seitz, A. R. (2017) · Cognition · doi:10.1016/j.cognition.2017.05.030 · Cited by 13
Examining the double‐deficit hypothesis in vowelized–transparent A rabic in a national representative sample of G rades 3 and 4
Asadi, I. A., & Shany, M. (2018) · Dyslexia · doi:10.1002/dys.1594 · Cited by 14
Cognitive and non‐cognitive factors in educational and occupational outcomes—Specific to reading disability?
Kortteinen, H., Eklund, K., Eloranta, A., & Aro, T. I. (2020) · Dyslexia · doi:10.1002/dys.1673 · Cited by 13
Insularities: Anglo- and Asia-centrism in tourism
Chang, T. C. (2021) · Annals of Tourism Research · doi:10.1016/j.annals.2021.103261 · Cited by 13
Dual-stage and dual-deficit? Word recognition processes during text reading across the reading fluency continuum
Hautala, J., Hawelka, S., & Aro, M. T. (2021) · Reading and Writing · doi:10.1007/s11145-021-10201-1 · Cited by 12
The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia
van den Boer, M., Bazen, L., & de Bree, E. H. (2022) · Journal of Psycholinguistic Research · doi:10.1007/s10936-022-09856-w · Cited by 12
A cross-orthographic view of dyslexia identification
Moore, K. A., Lai, J., Quinonez‐Beltran, J. F., Wijekumar, K. K., & Malatesha, R. N. (2023) · Journal of Cultural Cognitive Science · doi:10.1007/s41809-023-00128-0 · Cited by 12
The N400 in readers with dyslexia: A systematic review and meta-analysis
Basma, B., Savage, R. S., & Bertone, A. (2023) · International Journal of Psychophysiology · doi:10.1016/j.ijpsycho.2023.112283 · Cited by 12
Yes Children Need to Learn Their GPCs but There Really Is Little or No Evidence that Systematic or Explicit Phonics Is Effective: a response to Fletcher, Savage, and Sharon (2020)
Bowers, J. S. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09602-z · Cited by 12
Developing Cross-Language Metrics for Reading Fluency Measurement
Abadzi, H. (2012) · World Bank, Washington, DC eBooks · doi:10.1596/26819 · Cited by 12
The effects of different approaches to reading instruction on letter detection tasks in normally achieving and low achieving readers
Faust, M., & Kandelshine‐Waldman, O. (2009) · Reading and Writing · doi:10.1007/s11145-009-9219-1 · Cited by 12
Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries
Abadzi, H. (2013) · World Bank, Washington, DC eBooks · doi:10.1596/16248 · Cited by 12
Theoretical models of comprehension skills tested through a comprehension assessment battery for primary school children
Tobia, V., Ciancaleoni, M., & Bonifacci, P. (2016) · Language Testing · doi:10.1177/0265532215625705 · Cited by 17
Literacy development beyond early schooling: a 4-year follow-up study of Croatian
Keresteš, G., Brković, I., Siegel, L. S., Tjus, T., & Hjelmquist, E. (2018) · Reading and Writing · doi:10.1007/s11145-018-9931-9 · Cited by 12
How Individual Differences Affect Learning of Translation‐Ambiguous Vocabulary
Degani, T., & Goldberg, M. (2019) · Language Learning · doi:10.1111/lang.12344 · Cited by 18
The Myth of Normal Reading
Huettig, F., & Ferreira, F. (2022) · Perspectives on Psychological Science · doi:10.1177/17456916221127226 · Cited by 12
Reading and a Diffusion Model Analysis of Reaction Time
Naples, A. J., Katz, L. D., & Grigorenko, E. L. (2012) · Developmental Neuropsychology · doi:10.1080/87565641.2011.614979 · Cited by 12
Reading-Related Skills, Reading Achievement, and Inattention: A Correlational Study
Grigorenko, E. L., Kornev, A. N., Rakhlin, N., & Krivulskaya, S. (2011) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.10.2.140 · Cited by 12
Introduction
Verhoeven, L. T. W., & Perfetti, C. A. (2017) · Cambridge University Press eBooks · doi:10.1017/9781316155752.001 · Cited by 12
Precursores de la Competencia Lectora Inicial en Escolares Hispanoparlantes de Nivel Socioeconómico Vulnerable
Balbi, A., von Hagen, A., Ruiz, C., & Cuadro, A. (2019) · Psykhe (Santiago) · doi:10.7764/psykhe.29.1.1403 · Cited by 11
Phonological and orthographic processing in basic literacy adults and dyslexic children
Kolinsky, R., & Tossonian, M. (2022) · Reading and Writing · doi:10.1007/s11145-022-10347-6 · Cited by 11
Learning to Read and Developmental Dyslexia in Hebrew
Shechter, A., & Share, D. L. (2024) · Reading Research Quarterly · doi:10.1002/rrq.599 · Cited by 11
Self-citation
The Phonology‐Morphology Seesaw: Morpho‐Lexical Knowledge Replaces Phonological Awareness as the Key Predictor of Word Reading Fluency by Grade 4
Cohen‐Mimran, R., & Share, D. L. (2025) · Reading Research Quarterly · doi:10.1002/rrq.70020 · Cited by 11
Self-citation
Contribution of Working Memory, Orthographic and Sentential Processing to Chinese Text Comprehension by Tibetan and Yi Students.
Tsung, L., Zhang, L., Hau, K., & Leong, C. K. (2017) · The reading matrix · Cited by 11
A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Bowles, T. N. (2019) · South African Journal of Childhood Education · doi:10.4102/sajce.v9i1.643 · Cited by 11
Predictors of Reading and Spelling Words Change as a Function of Syllabic Structure in Spanish
Martínez, N., & Goikoetxea, E. (2019) · Psicologí a Educativa · doi:10.5093/psed2019a20 · Cited by 11
Prevalence of spelling errors affects reading behavior across languages.
Kuperman, V., Bar-On, A., Bertram, R., Boshra, R., Deutsch, A., Kyröläinen, A.-J., Mathiopoulou, B., Oralova, G., & Protopapas, A. (2021) · Journal of Experimental Psychology General · doi:10.1037/xge0001038 · Cited by 11
Linguistic constraints on the cross-linguistic variations in L2 word recognition
Li, X., & Koda, K. (2022) · Reading and Writing · doi:10.1007/s11145-022-10266-6 · Cited by 11
Malay Lexicon Project 2: Morphology in Malay word recognition
Mohamed, M. M., Yap, M. J.-M., Chee, Q. W., & Jared, D. (2022) · Memory & Cognition · doi:10.3758/s13421-022-01337-8 · Cited by 11
The Mediating Role of Text Reading Fluency in Reading Comprehension in English and Kiswahili: Evidence from Multilingual Contexts in Kenya
Wawire, B. A., Liang, X., & Piper, B. (2022) · Reading & Writing Quarterly · doi:10.1080/10573569.2022.2078754 · Cited by 11
Direct and indirect effects of cognitive-linguistic and home environment factors on pinyin reading development
Inoue, T., Zhang, S., & Georgiou, G. K. (2022) · Educational Psychology · doi:10.1080/01443410.2022.2108767 · Cited by 11
Beeinträchtigungen in der phonologischen Informationsverarbeitung bei funktionalen Analphabeten
Grosche, M., & Grünke, M. (2011) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000051 · Cited by 11
Relations Between Reading and Speech Manifest Universal Phonological Principle
Shankweiler, D., & Fowler, C. A. (2019) · Annual Review of Linguistics · doi:10.1146/annurev-linguistics-011718-012419 · Cited by 11
Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries
Marinelli, C. V., Martelli, M., Praphamontripong, P., Zoccolotti, P., & Abadzi, H. (2013) · World Bank, Washington, DC eBooks · doi:10.1596/16244 · Cited by 11
How Does Rapid Automatized Naming (RAN) Correlate with Measures of Reading Fluency in Arabic
Ibrahim, R. (2015) · Psychology · doi:10.4236/psych.2015.63027 · Cited by 12
The role of knowledge of connectives in comprehension of a German narrative text
Kohnen, N., & Retelsdorf, J. (2019) · Journal of Research in Reading · doi:10.1111/1467-9817.12273 · Cited by 11
Dyslexia and multilingualism: identifying and supporting bilingual learners who might be at risk of developing SpLD/dyslexia
Mortimore, T., Hansen, L., Hutchings, M. J., Northcote, A., Fernando, J., Horobin, L., Saunders, K. V., & Everatt, J. (2012) · Research Space · Cited by 11
The Influence of Diglossia on Syntactic Proficiency in Modern Standard Arabic among Regular and Struggling Readers
Abu‐Rabia, S., Kedan, E. S., & Wattad, H. (2022) · Creative Education · doi:10.4236/ce.2022.131016 · Cited by 10
Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10–17) diagnosis
Lefèvre, É., Cavalli, E., Colé, P., Law, J., & Sprenger-Charolles, L. (2023) · Annals of Dyslexia · doi:10.1007/s11881-022-00277-x · Cited by 12
The differential effects of consonant and vowel diacritics in Arabic
Boudelaa, S., Norris, D. G., & Kinoshita, S. (2024) · Journal of Memory and Language · doi:10.1016/j.jml.2024.104533 · Cited by 10

Authors: Share, D. L.
Affiliations: University of Haifa (IL)
Corresponding author: Share, David L.
ORCID: Share, David L.
Venue: Psychological Bulletin
Publisher: American Psychological Association (APA)
Published: 2008-07
Volume: 134
Issue: 4
Pages: 584-615
ISSN: 0033-2909 (ISSN-L)
1939-1455
DOI: 10.1037/0033-2909.134.4.584
OpenAlex: W2040035146
Cited by: 1,022
References: 439
Citations by year: 2026: 52 · 2025: 54 · 2024: 45 · 2023: 62 · 2022: 67 · 2021: 77 · 2020: 86 · 2019: 51 · 2018: 50 · 2017: 71 · 2016: 55 · 2015: 49 · 2014: 51 · 2013: 66 · 2012: 64
FWCI: 69.91
Type: journal article
Language: en
Open access: closed
Locations: Psychological Bulletin (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
Keywords: orthography, science of reading, dual-route model, word recognition, silent reading, reading fluency, phonological awareness, early reading instruction, reading disorders, reading development
MeSH terms: Child, Child Development, Cross-Cultural Comparison, Humans, Language, Linguistics, Reading, Research Design, Verbal Behavior

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography.

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks