Recent publications

2024

  • Behzadnia, A., Ziegler, J., Colenbrander, D., Bürki, A., & Beyersmann, E. (2024). The role of morphemic knowledge during novel word learning. Quarterly Journal of Experimental Psychology, 77, 1620-1634. https://doi.org/10.1177/17470218231216369 
  • Castles, A., (2024). From language to literacy: understanding dyslexia. Journal & Proceedings of the Royal Society of New South Wales, vol.157, part 1, 2024, 49-52. 
  • Castles, A. (2024). From language to literacy: Understanding dyslexia. In Journal and Proceedings of the Royal Society of New South Wales (Vol. 157, No. 493-494, pp. 49-52). Sydney: Royal Society of New South Wales.
  • Colenbrander, D., von Hagen, A., Kohnen, S., Wegener, S., Ko, K., Beyersmann, E., Behzadnia, A., Parrila, R., Castles, A. (2024). The effects of morphology instruction on literacy outcomes for children in English-speaking countries: A systematic review and meta-analysis. Educational Psychology Review, 36(4), 119. https://doi.org/10.1007/s10648-024-09953-3 
  • Catts, H.W., Patton Terry, N., Lonigan, C.J., Compton, D.L., Wagner, R.W., Steacy, L.M., Farquharson, K., & Petscher, Y. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia. https://link.springer.com/article/10.1007/s11881-023-00295-3
  • Galea, C., Salins, A., Robidoux, S., Noble, C., & McArthur, G. (2024). The Impact of Shared Book Reading on Children and Families: A Study of Dolly Parton’s Imagination Library in Tamworth, Australia. Journal of Research in Childhood Education. 1-30.
    https://www.tandfonline.com/doi/full/10.1080/02568543.2024.2322731
  • Georgiou, G. K., Parrila, R., & McArthur, G. (2024). Dyslexia and mental health problems: introduction to the special issue. Annals of Dyslexia, 1-3. https://link.springer.com/article/10.1007/s11881-024-00300-3
  • Kellenberger, M. G., Steacy, L. M., Cooper Borkenhagen, M. J., Dozier, J., & Compton, D. L. (in press). Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child-, word-, and child-by-word predictors. Journal of Experimental Child Psychology. 
  • Ko, K., Jones, A., Francis, D., Robidoux, S., & McArthur, G. (2024). Physiological Correlates of Anxiety in Childhood and Adolescence: A Systematic Review and Meta-Analysis. Stress and Health. e3388. https://doi.org/10.1002/smi.3388
  • Martinez, D., Colenbrander, D., Inoue, T., Falcón, A., Rubi, R., Parrila, R., & Georgiou, G. (2024). The effects of explicit morphological analysis instruction in early elementary Spanish speakers. Journal of Experimental Child Psychology, 246, #106004. https://doi.org/10.1016/j.jecp.2024.106004. 
  • Martinez, D., Colenbrander, D., Inoue, T., & Georgiou, G. K. (2024). How well do schoolchildren and adolescents know the form and meaning of different derivational suffixes? Evidence from a cross-sectional study. Applied Psycholinguistics, 1-23. https://doi.org/10.1017/S0142716424000043 
  • Martinez, D., Colenbrander, D., Inoue, T., Parrila, R., & Georgiou, G. (Accepted). Effects of explicit morphological analysis training on novel suffix learning: Evidence from lower and upper elementary students. Scientific Studies of Reading. 
    https://doi.org/10.1080/10888438.2024.2418943
  • McArthur, G., Doust, A., Banales, E., Robidoux, S., & Kohnen, S. (2024). Are comorbidities of poor reading related to elevated anxiety in children? Annals of Dyslexia, 74, 79-100. https://doi.org/10.1007/s11881-023-00292-6
  • Mohamed, A., Opoku, M. P., Safi, M., Belbase, S., Al Mughairbi, F., Xie, Q., et al. (2024). Fathers’ involvement in raising children with intellectual disabilities: Mothers’ ratings of the contribution of their spouses. PLoS ONE, 19(5): e0294077. https://doi.org/10.1371/journal.pone.0294077 
  • Mohamed, A., Opoku, M. P., Safi, M., & Xie, Q. (2024). Fatherhood in disability rehabilitation in the United Arab Emirates: Exploring fathers’ involvement in raising children with disabilities. Research in Developmental Disabilities, 152, 104809. https://doi.org/10.1016/j.ridd.2024.104809 
  • Opoku, M. P., Mohamed, A., Safi, M., Belbase, S., Al Mughairbi, F., Xie, Q., & Al Shatheli, M. (2024). Mothers’ evaluations of fathers’ contributions to raising children with autism spectrum disorder in the United Arab Emirates. BMC Psychology, 12: 253, https://doi.org/10.1186/s40359-024-01717-6 
  • Parrila, R., Inoue, T., & Zhang, A. J.-J. (in press). Home literacy as a developmental system. In G. Georgiou & T. Inoue (Eds.), Home literacy environment and literacy acquisition: Evidence from different languages and contexts. Springer. 
  • Parrila, R., Inoue, T., Dunn, K., Savage, R., & Georgiou, G. (2024). Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes. Reading and Writing, 37, 1153-1181.
    https://doi.org.10.1007/s11145-023-10432-4
  • Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Marencin, N., Cooper Borkenhagen, M., Steacy, L. M., & Compton, D. L. (2024). Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality. Scientific Studies of Reading, 28(2), 120-141. https://doi.org/10.1080/10888438.2023.2234519 
  • Robidoux, S., Eklund, K., McArthur, G., Francis, D. A., Torppa, M., & Aro, T. (2024). Reading and psychosocial development in Finnish children: Poor reading is associated with later anxiety. Reading and Writing.https://doi.org/10.1007/s11145-024-10559-y 
  • Ruiz, C, Kohnen, S., Muñez, D., Bull, R. (2024). The development of number line estimation in children at risk of mathematics learning difficulties. Journal of Experimental Child Psychology.https://doi.org.10.1016/j.jecp.2024.105916 
  • Sabio, J., Williams, N. S., McArthur, G. M., & Badcock, N. A. (2024). A scoping review on the use of consumer-grade EEG devices for research. Plos one, 19(3), e0291186. 
    https://doi.org/10.1371/journal.pone.0291186
  • Salins, A., Cupples, L., Leigh, G., & Castles, A. (2024). Using orthographic support to reduce the impact of noise on oral vocabulary learning in adults. Journal of Research in Reading. 
    https://doi.org/10.1111/1467-9817.12470
  • Stoianov, D., Kemp, N., Wegener, S., & Beyersmann, E. (2024). Emojis and affective priming in visual word recognition. Cognition and Emotion. https://doi.org/10.1080/02699931.2024.2402492
  • Svaldi, C., Kohnen, S.,Robidoux, S.,Vos, K.,Reinders, A., Arunachalam, S., Jonkers, R., de Aguiar, V.. (2024). Spoken verb learning in children with language disorder. Journal of Experimental Child Psychology 2024-06. https://doi.org.10.1016/j.jecp.2024.105881
  • Svaldi, C., Paquier, P., Keulen, S., van Elp, H., Catsman-Berrevoets, C., Kingma, A., Jonkers, R., Kohnen, S. & de Aguiar, V. (2024). Characterising the long-term language impairments of children following cerebellar tumour surgery by extracting psycholinguistic properties from spontaneous language. The Cerebellum, 23(2), 523-544.
    https://doi.org/10.1007/s12311-023-01563-z
  • Vieira, A. A., Peng, P., Antoniuk, A., Devries, J., Rothou. K., Parrila, R. & Georgiou, G. (2024). Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: A systematic review and meta-analysis. Annals of Dyslexia, 74, 4-26. https://doi.org.10.1007/s11881-023-00294-4
  • Wang, H. C., Salins, A., Murray, L., Wegener, S., & Castles, A. (2024). Orthographic facilitation of English vocabulary learning in monolingual and bilingual children. Reading and Writing, 1-19. https://doi.org/10.1007/s11145-024-10561-4 
  • Webber, C., Patel, H., Cunningham, A., Fox, A., Vousden, J., Castles, A., & Shapiro, L. (2024). An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers. British Journal of Educational Psychology., 94(1), 282-305. https://doi.org.10.1111/bjep.12641
  • Wegener, S.,Castles, A., Beyersmann, E., Nation, K., Wang, H.C., & Reichle, E.D. (Pre-Print 2024). Eye tracking and simulating the spacing effect during orthographic learning. https://doi.org/10.31234/osf.io/8juf7
  • Xie, Q. & Yeung, S. S.-s. (2024). Examining the dimensionality of vocabulary in English as a second language in Chinese children. Journal of Child Language, 1-10. https://doi.org/10.1017/S0305000924000096 
  • Xie, Q. & Yeung, S. S.-s. (2024). Specifying the contribution of morphological awareness to decoding, syntactic awareness, and reading comprehension in a second language. Reading and Writing, 37, 1663-1680. https://doi.org/10.1007/s11145-023-10412-8 
  • Xie, Q., Cai, Y., & Yeung, S. S-s. (2024). How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English. Reading and Writing, 37, 921-941.https://doi.org/10.1007/s11145-022-10360-9. 

Past publications

Behzadnia, A., Wegener, S., Bürki, A., & Beyersmann, E. (2023). The role of oral vocabulary when L2 speakers read novel words: A complex word training study. Bilingualism: Language and Cognition, 1-12. https://doi.org/10.1017/S1366728923000627

Behzadnia, A., Ziegler, J., Colenbrander, D., Bürki, A., & Beyersmann, E. (2023). The role of morphemic knowledge during novel word learning. Quarterly Journal of Experimental Psychology. Advance online publication. https://doi.org/10.1177/17470218231216369

Beyersmann, E., Wegener, S., & Kemp, N. (2023). That’s good news ☹: Semantic congruency effects in emoji processing. Journal of Media Psychology: Theories, Methods, and Applications, 35(1), 17-27. https://doi.org/10.1027/1864-1105/a000342

Beyersmann, E., Wegener, S., Pescume, V. N., Nation, K., Colenbrander, D., & Castles, A. (2023). The effect of oral vocabulary training on reading novel complex words. Quarterly Journal of Experimental Psychology. 76(6), 1321-1332. https://doi.org/10.1177/17470218221113949

Beyersmann, E., Wegener, S., Spencer, J., & Castles, A. (2023). Acquisition of orthographic forms via spoken complex word training. Psychonomic Bulletin & Review, 30I, 2, 739-750. https://doi.org/10.3758/s13423-022-02185-y

Calvi, M., Vieira, A. P. A., Georgiou, G., & Parrila, R. (2023). Systematic review of quality indicators of randomised control trial reading intervention studies for students in Years 7-12. Australasian Journal of Special and Inclusive Education, 47, 28-39. https://doi.org/10.1017/jsi.2023.4

Castles, A., & Nation, K. (2023). Learning to read words. In M. Snowling, C. Hulme, & K. Nation (Eds.) The science of reading: A handbook (2nd Edition). John Wiley & Sons Publishers https://doi.org/10.1002/9781119705116.ch7

Cho, E., Ju, U., Kim, E. H., Lee, M., Lee, G. & Compton. D. L. (2023). Relations among motivation, executive functions, and reading comprehension: Do they differ for students with and without reading difficulties? Scientific Studies of Reading. https://doi.org/10.1080/10888438.2022.2127357

Colenbrander, D., & Kohnen, S. (2023). Word reading: The role of the speech-language pathologist. Perspectives of the ASHA Special Interest Groups, 8, 1168-1185. https://doi.org/10.1044/2023_PERSP-23-00054

Compton, D.L., Steacy, L. M., Petscher, Y., Rigobon, V.M., Edwards, A.A, & Gutiérrez, N. (2023). Individual differences in learning to read words: An update and extension. In M. Snowling, C. Hulme, & K. Nation (Eds.), The science of reading: A handbook (2nd Edition). John Wiley & Sons Publishers. https://psycnet.apa.org/record/2023-08297-009

Compton, D. L., Steacy, L. M., Gutiérrez, N., Rigobon, V. M., Edwards, A. A., & Marencin, N. C. (2023). The development of early orthographic representations in children: The lexical asymmetry hypothesis and its implications for children with dyslexia. In S. Q. Cabell, S. B. Neuman, & N. P. Terry (Eds.), Handbook on the Science of Early Literacy (pp. 312-324). The Guilford Press.

Dunn, K., Georgiou, G., Inoue, T., Savage, R., & Parrila, R. (2023). Home and school interventions aided at-risk students’ literacy during Covid-19: A longitudinal analysis. Reading and Writing, 36(2), 449-466. https://doi.org/10.1007/s11145-022-10354-7

Edwards, A. A., Rigobon, V. M., Steacy, L. M., & Compton, D. L. (2023). Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words. Behavior Research Methods, 1-14. https://doi.org/10.3758/s13428-023-02205-2

Edwards, A. A., Steacy, L. M., Rigobon, V. M., Petscher, Y., & Compton, D. L. (2023). Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework: Are There Variations as a Function of SES and Reading Ability? The Elementary School Journal, 123(3), 396-413. https://doi.org/10.1086/723396

Georgiou, G., Inoue, T., & Parrila, R. (2023). Are vocabulary and word reading reciprocally related? Scientific Studies of Reading, 27, 160-168. https://doi.org/10.1080/10888438.2022.2123275

Georgiou, G. & Parrila, R. (2023). Covid-19 and literacy: An introduction to the special issue. Reading and Writing, 36(2), 241-243. https://doi.org/10.1007/s11145-022-10393-0

Gutiérrez, N., Rigobon, V. M., Marencin, N., Edwards, A. A., Steacy L. M., & Compton, D. L. (2023). Early Prediction of Reading Risk in Fourth-Grade: A Classification Tree Approach. Scientific Studies of Reading. 27(1), 21-38. https://doi.org/10.1080/10888438.2022.2121655

Inoue, T., Georgiou, G., K., & Parrila, R. (2023). The growth trajectories of morphological awareness and its predictors. Applied Psycholinguistics. https://doi.org/10.1017/S0142716423000218

Jang, J., Parrila, R., & Inoue, T. (2023). Relations of vocabulary and cognitive skills with reading performance of North Korean students in South Korean schools. Journal of Psycholinguistic Research, 52, 241-259. https://doi.org/10.1007/s10936-022-09855-x

McArthur, G., Doust, A., Banales, E., Robidoux, S., & Kohnen, S. (2023). Are comorbidities of poor reading related to elevated anxiety in children? Annals of Dyslexia, 1-19. DOI: 10.1007/s11881-023-00292-6

Mealings, K., Miles, K. M., Parrila, R., Holt, R., Cox, F., Sharma, M., Demuth, K., Leigh, G., McMahon, C., McArthur, G., & Buchholz, J., et al. (2023). An interdisciplinary approach to enhance children's listening, learning, and wellbeing in the classroom: The Listen to Learn for Life (L3) assessment framework. Frontiers in Education. 8:1185167. https://doi.org/10.3389/feduc.2023.1185167

Mézière, D., Yu, L., McArthur, G., Reichle, E., & von der Malsburg, T. (2023). Scanpath regularity as an index of reading comprehension. Scientific Study of Reading. https://doi.org/10.1080/10888438.2023.2232063

Mézière, D. C., Yu, L., Reichle, E. D., Von Der Malsburg, T., & McArthur, G. (2023). Using eye-tracking measures to predict reading comprehension. Reading Research Quarterly. https://doi.org/10.1002/rrq.498

Parrila, R., Inoue, T., Dunn, K., Savage, R., & Georgiou, G. (2023). Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes. Reading and Writing.https://doi.org/10.1007/s11145-023-10432-4

Parrila, R. & Georgiou, G. K. (2023). Literacy and Reading. In W. Troop-Gordon & E. Neblett (eds.), Encyclopedia of Adolescence (2nd ed., vol. 1). Elsevier. https://doi.org/10.1017/jsi.2023.4

Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Abes, D., Steacy, L. M., & Compton, D. L. (2023). Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals? Bilingualism: Language and Cognition, 1-18. http://dx.doi.org/10.1017/S1366728923000093

Salins, A. O., Cupples, L., Leigh, G. & Castles, A., (2023). Orthographic facilitation of oral vocabulary acquisition in primary school children. Quarterly Journal of Experimental Psychology 76, 1045-1056. https://doi.org/10.1177/17470218221102916

Soares, S., Boyes, M., Parrila, R., & Badcock, N. (2023). Does reading anxiety impact on academic achievement in higher education students. Dyslexia. https://doi.org/10.1002/dys.1738

Steacy, L. M., Edwards, A., Rigobon, V. M., Gutierrez, N., Marencin, N. C., Siegelman, N., Himelhock, A., Himelhoch, C., Rueckl, J., & Compton, D. L. (2023). Set for variability as a critical predictor of word reading: Potential implications for early identification and treatment of dyslexia, Reading Research Quarterly, 58, 254-267. https://doi.org/10.1002/rrq.475

Stoianov, D., Kemp, N., Wegener, S., & Beyersmann, L. (2023). Emoji-Induced Positivity Bias in Lexical Processing: Evidence from a Priming Lexical Decision Task. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 45, No. 45). https://escholarship.org/uc/item/0102m0ds

Torppa, M., Aro, T., Eklund, K., Parrila, R., Eloranta, A.-K., Ahonen T. (2023). Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being. Reading and Writing. https://doi.org/10.1007/s11145-023-10461-z

Vieira, A. A., Peng, P., Antoniuk, A., Devries, J., Rothou. K., Parrila, R. & Georgiou, G. (2023). Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: A systematic review and meta-analysis. Annals of Dyslexia. DOI: 10.1007/s11881-023-00294-4

Wang, H. C., Li, L., Xu Rattanasone, N., Demuth, K., & Castles, A. (2023). Morphological effects on orthographic learning in monolingual English-speaking and bilingual Chinese-English-speaking children. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2023.2217965

Wegener, S., Wang, H. C., Beyersmann, E., Reichle, E., Nation, K., & Castles, A. (2023). The effect of spacing versus massing on orthographic learning. Reading Research Quarterly.https://doi.org/10.1002/rrq.492

Wegener, S., Wang, H., Beyersmann, L., Nation, K., Colenbrander, D., & Castles, A. (2023). Orthographic expectancies in the absence of contextual support. Scientific Studies of Reading, 27, 187-197. https://doi.org/10.1080/10888438.2022.2127356

Wegener, S., Yu, L., Reichle, E., Beyersmann, L., Parrila, R. & Castles, A. (2023). Eye movements during reading. Frontiers for Young Minds. https://kids.frontiersin.org/articles/10.3389/frym.2023.769381

Colenbrander, D., Kohnen, S., Beyersmann, E., Robidoux, S., Wegener, S., Arrow, T., Nation, K., & Castles, A. (2022). Teaching children to read irregular words: A comparison of three instructional methods. Scientific Studies of Reading, 26(5), 417-431. https://doi.org/10.1080/10888438.2022.2077653

Colenbrander, D., Parsons, L., Bowers, J. S., & Davis, C. J. (2022). Assessing the effectiveness of Structured Word Inquiry for children with reading and spelling difficulties: A randomized controlled trial. Reading Research Quarterly, 57, 307-352. https://doi.org/10.1002/rrq.399

Edwards, A. A., Steacy, L. M., Siegelman, N., Rigobon, V. M., Kearns, D. M., Rueckl, J. G., & Compton, D. L. (2022). Unpacking the unique relationship between set for variability and word reading development: Examining word-and child-level predictors of performance. Journal of Educational Psychology, 114(6), 1242. https://doi.org/10.1037/edu0000696

Elleman, A. M., Steacy, L. M., Gilbert, J. K., Cho, E., Miller, A. C., Coyne-Green, A., Pritchard, P., Fields, R. S., Schaeffer, S., & Compton, D. L. (2022). Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students. Learning and Individual Differences, 98, 102182. https://doi.org/10.1016/j.lindif.2022.102182

Francis, D. A., Hudson, J. L., Robidoux, S., & McArthur, G. M. (2022). Are different reading problems associated with different anxiety types? Applied Cognitive Psychology, 36, 793-804. https://doi.org/10.1002/acp.3970

Georgiou, G., Cardoso-Martins, C., Das, J. P., Falcón, A., Hosokawa, M., Inoue, T., Li, Y., Martinez, D., Padakannaya, P., Parrila, R., Pollo, C. T., Salha, S. S., Samantaray, S., Shu, H., Tanji, T., Tibi, S., & Vieira, A. P. A. (2022). Cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults: Evidence from eight languages representing different writing systems. Journal of Cultural Cognitive Science, 6, 151-168. https://doi.org/10.1007/s41809-021-00092-7

Georgiou, G. K. & Parrila, R. (2022). Dyslexia and mental health problems. In Reference Module in Neuroscience and Biobehavioral Psychology. Elsevier. https://doi.org/10.1016/B978-0-323-91497-0.00094-1

Inoue, T., Georgiou, G. K., Hosokawa, M., Muroya, N., Kitamura, H., Tanji, T., Imanaka, H., Oshiro, T., & Parrila, R. (2022). Reading in different scripts predicts different cognitive skills: Evidence from Japanese. Reading and Writing, 35, 1425-1448. https://doi.org/10.1007/s11145-021-10228-4

Inoue, T., Georgiou, G. K., & Parrila, R. (2022). Cross-script effects of cognitive-linguistic skills on Japanese Hiragana and Kanji: Evidence for a longitudinal study. Journal of Cultural Cognitive Science, 6, 119-134. https://doi.org/10.1007/s41809-022-00099-8

Inoue, T., Georgiou, G. K., Tanji, T., & Parrila, R. (2022). Examining the Simple View of Reading in a hybrid orthography. Contemporary Educational Psychology, 69, #102065. https://doi.org/10.1016/j.cedpsych.2022.102065

Landerl, K., Castles, A., & Parrila, R. (2022) Cognitive Precursors of Reading: A Cross-Linguistic Perspective. Scientific Studies of Reading. 26, 111-124. https://doi.org/10.1080/10888438.2021.1983820

McArthur, G. (2022). Poor reading and anxiety (PRAX): Building a theory and practice. Australian Journal of Learning Difficulties, 27, 169-180. https://doi.org/10.1080/19404158.2022.2054834

McArthur, G, Badcock, N. Castles, A., & Robidoux, S. (2022). Tracking the relations between children’s reading and emotional health across time: Evidence from four large longitudinal studies. Reading Research Quarterly, 57, 555-585. https://doi.org/10.1002/rrq.426

Miles, K. P., McFadden, K., Colenbrander, D., & Ehri, L. C. (2022). Maximising access to reading intervention: Comparing small group and one-to-one protocols of Reading Rescue. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12383

Murray, L., Wegener, S., Wang, H.-C., Parrila, R., & Castles, A. (2022). Children processing novel irregular and regular words during reading: An eye tracking study. Scientific Studies of Reading, 26, 417-431. https://doi.org/10.1080/10888438.2022.2030744

Ong, Y., Loban, R., & Parrila, R. (2022). The fight is the dance: Modding Chinese martial arts and culture into Beat Saber. Journal of Games Criticism, 5 (Bonus Issue A), 1-20. https://static1.squarespace.com/static/51f9aac5e4b080ed4b441ba7/t/61e5f6060cf0055f7389fe5e/1642460678788/Ong-et-al-5-A.pdf

Ottosen, H. F., Bønnerup, K. H., Weed, E., & Parrila, R. (2022). Identifying dyslexia at the university: Assessing phonological coding is not enough. Annals of Dyslexia, 72, 147-170. https://doi.org/10.1007/s11881-021-00247-9

Steacy, L. M., Rigobon, V. M., Edwards, A., Abes, D., Marencin, N. C., Smith, K., Elliott, J. D., Wade-Woolley, L., & Compton, D. L. (2022). Modeling complex word reading: Examining influences at the level of the word and child on mono and polymorphemic word reading, Scientific Studies of Reading, 26, 527-544. https://doi.org/10.1080/10888438.2022.2077109

Wang, H-C., Nation, K., Gaskell, M. G., Robidoux, S., Weighall, A., & Castles, A. (2022). Nap effects on preschool children’s learning of letter‐sound mappings. Child Development,93, 1145-1153. https://doi.org/10.1111/cdev.13753

Wegener, S. (2022). Linking spoken and written word knowledge. Nature Reviews Psychology, 1(7), 374. https://doi.org/10.1038/s44159-022-00076-6

Wegener, S., Beyersmann, E., Wang, H. C., & Castles, A. (2022). Oral vocabulary knowledge and learning to read new words: A theoretical review. Australian Journal of Learning Difficulties, 27(2), 253-278. https://doi.org/10.1080/19404158.2022.2097717

Wegener, S., Wang, H. C., Beyersmann, E., Nation, K., Colenbrander, D., & Castles, A. (2022). The effects of spacing and massing on children’s orthographic learning. Journal of Experimental Child Psychology, 214, 105309. https://doi.org/10.1016/j.jecp.2021.105309

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