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 501–600 of 1,000

Statistical learning in spelling and reading
Rebecca Treiman, A., & Brett Kessler, A. (2025) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2025.05.002 · Cited by 10
Language general and specific factors in letter acquisition: considering child and letter characteristics in Korean
Kim, Y.-S., & Petscher, Y. (2012) · Reading and Writing · doi:10.1007/s11145-012-9367-6 · Cited by 10
Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia
Provazza, S., Carretti, B., Giofrè, D., Adams, A.-M., Montesano, L., & Roberts, D. J. (2022) · Annals of Dyslexia · doi:10.1007/s11881-021-00249-7 · Cited by 10
The effects of second language literacy instruction on first language literacy: a comparison between Hindi–English and Urdu–English Canadian bilinguals
Mirza, A., & Gottardo, A. (2022) · Journal of Cultural Cognitive Science · doi:10.1007/s41809-022-00100-4 · Cited by 10
Predictors of Word and Pseudoword Reading in Languages with Different Orthographic Consistency
Valenzuela, M. J. G., López‐Montiel, D., Chebaani, F., Cobos-Cali, M., Piedra‐Martínez, E., & Martín-Ruiz, I. (2022) · Journal of Psycholinguistic Research · doi:10.1007/s10936-022-09893-5 · Cited by 10
Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting
Reraki, M. (2022) · Support for Learning · doi:10.1111/1467-9604.12422 · Cited by 10
Do learning disabilities in reading, spelling and numeracy have common underlying factors? Evidence from Arabic-speaking children sample
Layes, S., Lazar, K., & Mecheri, S. (2022) · Applied Neuropsychology Child · doi:10.1080/21622965.2022.2137024 · Cited by 10
Identifying learning patterns of children at risk for Specific Reading Disability
Barbot, B., Krivulskaya, S., Hein, S. D., Reich, J., Thuma, P. E., & Grigorenko, E. L. (2015) · Developmental Science · doi:10.1111/desc.12313 · Cited by 10
Rapid automatic naming predicts more than sublexical fluency: Evidence from English-French bilinguals
Savage, R. S., McBreen, M., Genesee, F. H., Erdos, C., Haigh, C. A., & Nair, A. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.02.001 · Cited by 12
Sensorimotor Control of Speech and Children’s Reading Ability
van den Bunt, M. R., Groen, M. A., Frost, S., Lau, A. N.-L., Preston, J. L., Gracco, V. L., Pugh, K. R., & Verhoeven, L. T. W. (2018) · Scientific Studies of Reading · doi:10.1080/10888438.2018.1491583 · Cited by 10
Intervention programs in educational psychology: bridging research and practice
Gomes-Koban, C., Calet, N., & Defior, S. (2019) · Anales de Psicología · doi:10.6018/analesps.35.3.327941 · Cited by 10
Individual differences in Cantonese Chinese word recognition: Insights from the Chinese Lexicon Project
Lim, R. Y., Yap, M. J.-M., & Tse, C. (2020) · Quarterly Journal of Experimental Psychology · doi:10.1177/1747021820906566 · Cited by 10
Gray matter correlates of reading fluency deficits: SES matters, IQ does not
Martins, M., Reis, A. M., Castro, S. L., & Gaser, C. (2021) · Brain Structure and Function · doi:10.1007/s00429-021-02353-1 · Cited by 11
Variation in the Use of Diacritics in Modern Typeset Standard Arabic: A Theoretical and Descriptive Framework
Hallberg, A. (2022) · Arabica · doi:10.1163/15700585-12341640 · Cited by 10
Subtypes of developmental dyslexia in transparent orthographies: A comment on Lachmann and Van Leeuwen (2008)
Donatella Spinelli, A., Brizzolara, D., Luca, M. D., Gasperini, F., Martelli, M., & Zoccolotti, P. (2009) · Cognitive Neuropsychology · doi:10.1080/02643290903526289 · Cited by 10
Procedural differences in the calculation of the prevalence of reading difficulties in Spanish-speaking school children / Diferencias procedimentales en el cálculo de la prevalencia del retraso lector en escolares hispanoparlantes
Cuadro, A., von Hagen, A., & Ball, D. C. (2017) · Studies in Psychology Estudios de Psicología · doi:10.1080/02109395.2016.1268388 · Cited by 10
Language-Based Learning Disabilities
Grigorenko, E. L. (2012) · Springer eBooks · doi:10.1007/978-1-4419-1428-6_734 · Cited by 10
Reading Failure in a Completely Transparent Orthography Representing a Morphologically Highly Complex Agglutinative Language: the Case of Turkish
Miller, P., Güldenoğlu, B., & Kargın, T. (2019) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-019-09667-3 · Cited by 9
Word reading by sequential trilingual: the relative strength of lexical and sub-lexical processing in Arabic and English orthographies
Asadi, I. A., Asli‐Badarneh, A., Al‐Janaideh, R., & Khateb, A. (2023) · Reading and Writing · doi:10.1007/s11145-022-10366-3 · Cited by 9
The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4
Furnes, B., Elwér, Å., Samuelsson, S., Rebecca Treiman, A., & Olson, R. K. (2023) · Reading and Writing · doi:10.1007/s11145-023-10465-9 · Cited by 9
Grey matter reduction in the occipitotemporal cortex in Spanish children with dyslexia: A voxel-based morphometry study
Adrián‐Ventura, J., Ferrer, M. S., Fuentes‐Claramonte, P., Morte-Soriano, M. R., Parcet, M. A., & Ávila, C. (2019) · Journal of Neurolinguistics · doi:10.1016/j.jneuroling.2019.100873 · Cited by 9
Maximising access to reading intervention: comparing small group and one‐to‐one protocols of Reading Rescue
Miles, K. P., McFadden, K. E., Colenbrander, D., & Ehri, L. C. (2022) · Journal of Research in Reading · doi:10.1111/1467-9817.12383 · Cited by 9
Morphological Awareness and DHH Students’ Reading-Related Abilities: A Meta-Analysis of Correlations
Zhang, D., Ke, S. E., Anglin‐Jaffe, H., & Yang, J. (2023) · The Journal of Deaf Studies and Deaf Education · doi:10.1093/deafed/enad024 · Cited by 9
Lingualyzer: A computational linguistic tool for multilingual and multidimensional text analysis
Linders, G. M., & Louwerse, M. (2023) · Behavior Research Methods · doi:10.3758/s13428-023-02284-1 · Cited by 8
Greek-spelling predictors; an investigation of literacy- and cognitive-related factors
Niolaki, G., Papadimitriou, V., Terzopoulos, A. R., & Masterson, J. (2024) · Journal of Cognitive Psychology · doi:10.1080/20445911.2024.2322766 · Cited by 9
Electrophysiological signatures of spelling sensitivity development from primary school age to adulthood
Larionova, E. V., Rebreikina, A. B., & Martynova, O. (2024) · Scientific Reports · doi:10.1038/s41598-024-58219-z · Cited by 9
Deficient Response to Altered Auditory Feedback in Dyslexia
van den Bunt, M. R., Groen, M. A., van der Kleij, S. W., Noordenbos, M. W., Segers, E., Pugh, K. R., & Verhoeven, L. T. W. (2018) · Developmental Neuropsychology · doi:10.1080/87565641.2018.1495723 · Cited by 9
Challenges Associated with Reading Acquisition in Sub-Saharan Africa
Lyytinen, H., Ojanen, E., Jere-Folotiya, J. P., Ngorosho, D., Sampa, F. K., February, P. J., Malasi, F., Munachaka, J., Yalukanda, C., Pugh, K. R., et al. (2019) · BRILL eBooks · doi:10.1163/9789004402379_007 · Cited by 9
Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: a cross-lagged panel analysis
Zhang, H. S. (2020) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00462-9 · Cited by 9
The development of a measure of orthographic knowledge in the Arabic language: A psychometric evaluation
Tibi, S., Fitton, L., & McIlraith, A. L. (2021) · Applied Psycholinguistics · doi:10.1017/s0142716421000035 · Cited by 9
Okuma Kültürü Edinememiş Bireylere İlişkin Bir Anlatı Araştırması
ÇILDIR, B., & ERGÜN, İ. H. (2021) · Ana Dili Eğitimi Dergisi · doi:10.16916/aded.859734 · Cited by 9
The importance of vowel diacritics for the temporary retention of high and low frequency Hebrew words of varying syllabic length
Vaknin‐Nusbaum, V., & Miller, P. (2010) · Memory & Cognition · doi:10.3758/s13421-010-0026-3 · Cited by 9
Written Narratives from French and English Speaking Children with Language Impairment
Reilly, J. S., Bernicot, J., Olive, T., Uzé, J., Wulfeck, B. B., Favart, M., & Appelbaum, M. I. (2014) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780199827282.003.0013 · Cited by 9
Reading development in upper elementary language minority readers of Hebrew: the specific challenge of fluency
Shahar‐Yames, D., & Prior, A. (2016) · Reading and Writing · doi:10.1007/s11145-016-9712-2 · Cited by 9
Weak English foreign language readers: the cross-linguistic impact of morphological awareness
Kahn‐Horwitz, J., & Saba, M. (2017) · Reading and Writing · doi:10.1007/s11145-017-9810-9 · Cited by 10
Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers
Sargiani, R. D. A., Ehri, L. C., & Maluf, M. R. (2018) · Applied Psycholinguistics · doi:10.1017/s0142716418000371 · Cited by 9
The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children
Khoury-Metanis, A., Asadi, I. A., & Khateb, A. (2018) · Writing Systems Research · doi:10.1080/17586801.2018.1540375 · Cited by 9
Dyslexia subtypes in languages differing in orthographic transparency: English, French and Spanish
Sprenger-Charolles, L. (2011) · Escritos de Psicología / Psychological Writings · doi:10.5231/psy.writ.2011.17072 · Cited by 9
Wave 2 of the Multilingual Eye-Movement Corpus (MECO): New text reading data across languages
Siegelman, N., Schroeder, S., Bao, Y. B., Acartürk, C., Agrawal, N., Bolliger, L. S., Brasser, J., Campos-Rojas, C., Drieghe, D., Đurđević, D. F., et al. (2025) · Scientific Data · doi:10.1038/s41597-025-05453-3 · Cited by 9
“Children will leave school with these life skills, which I think is amazing”: an interview study exploring teachers’ experiences of implementing a health and wellbeing curriculum
Owen, K. L., Griffith, G. M., Gillard, D., & Grindle, C. F. (2023) · Pastoral Care in Education · doi:10.1080/02643944.2023.2244506 · Cited by 8
Defining dyslexia: 2025 revision
Catts, H. W., Haynes, C. W., & Malatesha, R. N. (2026) · Annals of Dyslexia · doi:10.1007/s11881-026-00363-4 · Cited by 8
Reading Arabic Shallow and Deep Genres: Indispensible Variables to Science of Reading
Hussien, A. M. (2014) · Journal of Education and Learning · doi:10.5539/jel.v3n1p60 · Cited by 8
The Contributions of Letter Features to Arabic Letter Knowledge for Arabic-Speaking Kindergartners
Tibi, S., Edwards, A. A., Kim, Y. G., Schatschneider, C. W., & Boudelaa, S. (2022) · Scientific Studies of Reading · doi:10.1080/10888438.2021.2016769 · Cited by 8
The Arabic Diglossia Reality: The Effect of Specific Story Reading in Kindergarten on Reading Acquisition in First Grade
Asadi, I. A., Atila, N., & Saleh, S. (2023) · Literacy Research and Instruction · doi:10.1080/19388071.2023.2208187 · Cited by 8
A multi-dimensional framework for characterizing the role of writing system variation in literacy learning: a case study in Malayalam
Vasudevan, N., Haridas, M., Nedungadi, P., Raghu Raman, R., Daniels, P. T., & Share, D. L. (2023) · Reading and Writing · doi:10.1007/s11145-022-10374-3 · Cited by 8
Self-citation
Early Precursors of Reading Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis
Bhalloo, I., & Molnar, M. T. (2023) · Perspectives of the ASHA Special Interest Groups · doi:10.1044/2023_persp-23-00041 · Cited by 8
Do pictures influence memory and metamemory in Chinese vocabulary learning? Evidence from Russian and Colombian learners
Мартин-Луенго, Б., Hu, Z., Cadavid, S. E., & Luna, K. (2023) · PLoS ONE · doi:10.1371/journal.pone.0286824 · Cited by 8
Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school
Johnels, J. Å., Waldmann, C., & Levlin, M. (2024) · Journal of Research in Reading · doi:10.1111/1467-9817.12443 · Cited by 8
Reading literacy in Arabic: What challenges 1st grade teachers face
Poyas, Y., & Bawardi, B. (2018) · L1 Educational Studies in Language and Literature · doi:10.17239/l1esll-2018.18.01.11 · Cited by 8
Sensitivity to word structure in adult Hebrew readers is associated with microstructure of the ventral reading pathways
Yablonski, M., & Ben‐Shachar, M. (2020) · Cortex · doi:10.1016/j.cortex.2020.03.015 · Cited by 8
Reading Curriculum-Based Measures for Universal Screening in Monolingual Spanish First Graders
Gutiérrez, N., Jiménez, J. E., & de León, S. C. (2021) · Early Education and Development · doi:10.1080/10409289.2021.1935537 · Cited by 8
What are the letters e and é in a language with vowel reduction? The case of Catalan
Marcet, A., Fernández‐López, M., Baciero, A., Sesé, A., & Perea, M. (2021) · Applied Psycholinguistics · doi:10.1017/s0142716421000497 · Cited by 8
Early oral language precursors of different types of reading difficulties in a consistent orthography
Grigorakis, I., Kargiotidis, A., Mouzaki, A., & Manolitsis, G. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.959374 · Cited by 12
The different linguistic profiles in Arabic speaking kindergarteners and relation to emergent literacy
Mansour‐Adwan, J., Khateb, A., Shalhoub‐Awwad, Y., & Cohen‐Mimran, R. (2023) · Reading and Writing · doi:10.1007/s11145-022-10400-4 · Cited by 8
Word Recognition in Arabic: Approaching a Language-Specific Reading Model
Hansen, G. F. (2014) · Literacy studies · doi:10.1007/978-94-017-8545-7_3 · Cited by 8
Assessment and Interventions for English Language Learners with Learning Disabilities
Geva, E., & Herbert, K. (2012) · Elsevier eBooks · doi:10.1016/b978-0-12-388409-1.00010-2 · Cited by 8
Functional Components of Reading with Reference to Reading Chinese
Leong, C. K. (2014) · Elsevier eBooks · doi:10.1016/b978-0-12-410388-7.00009-9 · Cited by 8
Discerning shapes, reading words like faces: the current science of literacy and its implications for low-income countries
Abadzi, H., & Prouty, R. (2012) · International Forum Journal · doi:10.63201/frbz8393 · Cited by 8
Is there an overlap between Specific Language Impairment and Developmental Dyslexia? New insights from French
Talli, I., Sprenger-Charolles, L., & Stavrakaki, S. (2015) · Language acquisition & language disorders · doi:10.1075/lald.58.03tal · Cited by 8
Training Reading Skills in Finnish: From Reading Acquisition to Fluency and Comprehension
Aro, M. T., & Lyytinen, H. (2016) · Literacy studies · doi:10.1007/978-3-319-30478-6_8 · Cited by 8
Reading comprehension across languages
McClung, N. A., & Pearson, P. D. (2019) · Written Language & Literacy · doi:10.1075/wll.00019.mcc · Cited by 8
Adolescent word reading in English as a foreign language
Prior, A., Zeltsman‐Kulick, R., & Katzir, T. (2020) · Journal of Research in Reading · doi:10.1111/1467-9817.12293 · Cited by 10
Eye-tracking as a window into assembled phonology in native and non-native reading
Martin, K. I., & Juffs, A. (2021) · Journal of Second Language Studies · doi:10.1075/jsls.19026.mar · Cited by 8
Text processing in English-Persian bilingual children: A bilingual view on the Simple Model of Reading
Sadeghi, A., Everatt, J., McNeill, B., & Rezaei, A. (2014) · Educational and Child Psychology · doi:10.53841/bpsecp.2014.31.2.45 · Cited by 8
Icono: a universal language that shows what it says
Krämer, P. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1149381 · Cited by 8
All Forms of Writing
Downey, G. (2014) · Mind & Language · doi:10.1111/mila.12052 · Cited by 8
When a silent reading fluency test measures more than reading fluency: academic language features predict the test performance of students with a non-German home language
Berendes, K., Wagner, W., Meurers, D., & Trautwein, U. (2018) · Reading and Writing · doi:10.1007/s11145-018-9878-x · Cited by 9
Theorectical Reflections on the Teaching of Literacy in Zambian Bantu Languages
(2017) · International Journal of Humanities Social Sciences and Education · doi:10.20431/2349-0381.0410015 · Cited by 8
Examining the simple view of reading in Kiswahili: Longitudinal evidence from Kenya
Wawire, B. A., Piper, B., & Liang, X. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102044 · Cited by 8
Orthographic analogies and early reading: Evidence from a multiple clue word paradigm.
Savage, R. S., Deault, L., Daki, J., & Aouad, J. (2011) · Journal of Educational Psychology · doi:10.1037/a0021621 · Cited by 8
Teaching and Assessing Independent Reading Skills in Multilingual African Countries
Schroeder, L. (2013) · SensePublishers eBooks · doi:10.1007/978-94-6209-218-1_14 · Cited by 8
Inflectional morphology and reading comprehension in low SES Arabic-speaking second graders
Vaknin‐Nusbaum, V., & Makhoul, B. (2024) · First Language · doi:10.1177/01427237241272523 · Cited by 7
Exploring the Relationship of Reading Fluency and Accuracy in L2 Learning: Insights from a Reading Assistant Software
Wilang, J. D., Seepho, S., & Kitjaroonchai, N. (2025) · Education Sciences · doi:10.3390/educsci15040488 · Cited by 7
Digital Tools for Reading Success: Meta-analyses of Digital Interventions
Pasqualotto, A., Cunningham, E. G., Holman, C., Bediou, B., & Bavelier, D. (2025) · Journal of Cognitive Enhancement · doi:10.1007/s41465-025-00336-2 · Cited by 8
The relationship between morphological awareness and word reading in Brazilian Portuguese: a longitudinal study
Justi, F. R. D. R., de Oliveira, B. S. F., & Justi, C. N. G. (2023) · Psicologia Reflexão e Crítica · doi:10.1186/s41155-022-00245-9 · Cited by 7
Eye-movement patterns in skilled Arabic readers: effects of specific features of Arabic versus universal factors
Lahoud, H., Eviatar, Z., & Kreiner, H. (2023) · Reading and Writing · doi:10.1007/s11145-023-10424-4 · Cited by 7
The Role of Morphological Decomposition in Reading Complex Words in Arabic in Elementary School Years
Asadi, I. A., Vaknin‐Nusbaum, V., & Taha, H. Y. (2023) · Journal of Psycholinguistic Research · doi:10.1007/s10936-023-10024-x · Cited by 7
Mediation in the Relation of Orthographic Processing on the Lexical and Sublexical Level with Reading and Spelling Skills. A Large Cross-Sectional Study in Elementary School Children in Germany
Rothe, J., Darcourt, A., Moll, K., Schulte‐Körne, G., & Schmalz, X. (2024) · Scientific Studies of Reading · doi:10.1080/10888438.2024.2352402 · Cited by 7
Cognitive‐Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System
Yinon, R., & Shaul, S. (2025) · Dyslexia · doi:10.1002/dys.1799 · Cited by 8
Correlates of K-12 Students’ Intertextual Integration
Espinas, D. R., & Chandler, B. W. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09889-8 · Cited by 8
Because trucks aren’t bicycles: orthographic complexity as an important variable in reading research
Galletly, S. A., & Knight, B. A. (2013) · The Australian Educational Researcher · doi:10.1007/s13384-013-0091-2 · Cited by 7
Reading and Writing in Southeast Asian Languages
Winskel, H. (2013) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2013.10.256 · Cited by 7
Interdisciplinary approaches to second language writing systems
Bassetti, B., Vaid, J., & Cook, V. (2012) · Writing Systems Research · doi:10.1080/17586801.2012.708977 · Cited by 7
Impact of early home language exposure on phonological and orthographic skills and their contributions to English literacy abilities in English monolingual and Chinese–English bilingual adults
Yeong, S. H. M., Fletcher, J. F., & Bayliss, D. M. (2016) · Applied Psycholinguistics · doi:10.1017/s0142716416000151 · Cited by 7
Models of Reading in Different Orthographies: An Introduction
Malatesha, R. N., & McCardle, P. (2017) · Journal of Learning Disabilities · doi:10.1177/0022219417718196 · Cited by 7
Mudanças apontadas no DSM-5 em relação aos transtornos específicos de aprendizagem em leitura e escrita
Mousinho, R., & Navas, A. L. (2016) · Debates em Psiquiatria · doi:10.25118/2236-918x-6-3-4 · Cited by 7
What Reading Disability? Evidence for Multiple Latent Profiles of Struggling Readers in a Large Russian Sibpair Sample With at Least One Sibling at Risk for Reading Difficulties
Kornilov, S. A., & Grigorenko, E. L. (2017) · Journal of Learning Disabilities · doi:10.1177/0022219417718833 · Cited by 7
Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education
Virinkoski, R., Eklund, K., Lerkkanen, M., Holopainen, L. K., & Aro, M. T. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101956 · Cited by 7
The acquisition of English as a foreign language among different levels of learners with dyslexia
Abu‐Rabia, S., & Salfety, A. (2021) · The Journal of Educational Research · doi:10.1080/00220671.2021.1933883 · Cited by 7
Evaluation of a Spelling Intervention Program for Third Graders at Risk for Learning Disabilities
Fragkouli, K., Antoniou, F., Mouzaki, A., Ralli, A. M., Kokkali, V., & Alexoudi, K. (2021) · Reading & Writing Quarterly · doi:10.1080/10573569.2021.1987362 · Cited by 7
Early literacy across languages
McBride, C. A. (2017) · Studies in written language and literacy · doi:10.1075/swll.15.04mcb · Cited by 7
Predicting Word Reading and Spelling in First Graders with Dyslexia
Yang, M., 김보배, & Ra, J. (2017) · Eon'eo cheong'gag jang'ae yeon'gu/Communication sciences & disorders · doi:10.12963/csd.17432 · Cited by 7
Reading reform in Egypt: Do the second-grade textbooks reflect the new direction?
Boyle, H. N., & Salah, W. (2017) · Prospects · doi:10.1007/s11125-018-9435-z · Cited by 7
The developmental transition from holistic to analytic character learning in child readers of Chinese
Chow, B. W. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.08.002 · Cited by 7
Size matters? Rapid automatized naming of shape sizes, reading accuracy and reading speed
Cohen‐Mimran, R., Yifat, R., & Banai, K. (2021) · Journal of Research in Reading · doi:10.1111/1467-9817.12376 · Cited by 7
Processing Semitic writing systems: Introduction to a special issue ofWriting Systems Research
Eviatar, Z., & Share, D. L. (2013) · Writing Systems Research · doi:10.1080/17586801.2013.863086 · Cited by 7
Self-citation
British Journal of Education, Society & Behavioural Science
Abadzi, H. (2017) · Journal of Education Society and Behavioural Science · doi:10.9734/bjesbs · Cited by 7
THE ROLE OF MORPHOLOGICAL AWARENESS IN BILINGUAL CHILDREN'S FIRST AND SECOND LANGUAGE VOCABULARY AND READING
Gómez, G. E. R. (2009) · TSpace (University of Toronto) · Cited by 7
Speech Enabled Reading Fluency Assessment: a Validation Study
van der Velde, M., Harmsen, W., Veldkamp, B. P., Feskens, R. C. W., Keuning, J., & Swart, N. M. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-025-00480-y · Cited by 6
Role of Morphology in Visual Word Recognition: A Parafoveal Preview Study in Arabic Using Eye-Tracking
Khateb, A., Asadi, I. A., Habashi, S., & Korinth, S. P. (2022) · Theory and Practice in Language Studies · doi:10.17507/tpls.1206.02 · Cited by 6

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