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Psychology

D-Index
88
Citations
26873
World Ranking
1044
National Ranking
644

Overview

Rebecca Treiman is affiliated with Washington University in St. Louis in the United States. Their research spans psychology and social sciences, with a strong focus on developmental and educational psychology, as well as education. They also contribute to subfields including artificial intelligence, language and linguistics, and cognitive neuroscience.

The scientist's work centers primarily on topics related to reading and literacy development, writing and handwriting education, second language acquisition and learning, hearing impairment and communication, natural language processing techniques, neurobiology of language and bilingualism, and text readability and simplification.

Rebecca Treiman has published extensively in several academic journals. Frequent venues for their publications include:

  • Scientific Studies of Reading
  • Reading and Writing
  • Morphology
  • Journal of Experimental Child Psychology
  • Journal of Memory and Language

Recent papers illustrate a focus on literacy and spelling development, including:

  • "Statistical Learning in Word Reading and Spelling across Languages and Writing Systems" (2021, Scientific Studies of Reading)
  • "Letter teaching in parent-child conversations" (2020, Early Childhood Research Quarterly)
  • "Preschool Children's Knowledge of Letter Patterns in Print" (2020, Scientific Studies of Reading)
  • "Prephonological spelling and its connections with later word reading and spelling performance" (2022, Journal of Experimental Child Psychology)
  • "Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children" (2023, Scientific Studies of Reading)

Collaborations are notable with several researchers, including:

  • Brett Kessler
  • Richard K. Olson
  • Jacqueline Hulslander
  • Molly Farry-Thorn
  • Stefan Samuelsson

Best Publications

  • The English Lexicon Project.

    David A Balota;Melvin J Yap;Michael J Cortese;Keith A Hutchison

  • Beginning to spell : a study of first-grade children

    Rebecca Treiman

  • The special role of rimes in the description, use, and acquisition of English orthography.

    Rebecca Treiman;John Mullennix;Ranka Bijeljac-Babic;E. Daylene Richmond-Welty

  • Levels of Phonological Awareness.

    Rebecca Treiman;Andrea Zukowski

  • Onsets and Rimes as Units of Spoken Syllables: Evidence from Children.

    Rebecca Treiman

  • The role of intrasyllabic units in learning to read and spell.

    Rebecca Treiman

  • Phonological awareness and spelling in normal children and dyslexics: the case of initial consonant clusters.

    Maggie Bruck;Rebecca Treiman

  • The beginnings of orthographic knowledge: Children's knowledge of double letters in words.

    Marie Cassar;Rebecca Treiman

  • Brown & Hanlon revisited: mothers' sensitivity to ungrammatical forms*

    Kathy Hirsh-Pasek;Rebecca Treiman;Maita Schneiderman

  • The structure of spoken syllables: evidence from novel word games.

    Rebecca Treiman

  • The development of spelling skill.

    Rebecca Treiman;Derrick C. Bourassa

  • So Much to Read, So Little Time How Do We Read, and Can Speed Reading Help?

    Keith Rayner;Elizabeth R. Schotter;Michael E. J. Masson;Mary C. Potter

  • The foundations of literacy: Learning the sounds of letters.

    Rebecca Treiman;Ruth Tincoff;Kira Rodriguez;Angeliki Mouzaki

  • Syllabification of intervocalic consonants

    Rebecca Treiman;Catalina Danis

  • Syllable Structure and the Distribution of Phonemes in English Syllables

    Brett Kessler;Rebecca Treiman

  • Children's sensitivity to syllables, onsets, rimes, and phonemes

    Rebecca Treiman;Andrea Zukowski

  • Not all nonwords are alike: implications for reading development and theory.

    Rebecca Treiman;Usha Goswami;Maggie Bruck

  • Relationships between sounds and letters in English monosyllables

    Brett Kessler;Rebecca Treiman

  • Why spelling? The benefits of incorporating spelling into beginning reading instruction.

    Rebecca Treiman

  • Phonemic-analysis training helps children benefit from spelling-sound rules.

    Rebecca Treiman;Jonathan Baron

  • Beginning to spell

    Rebecca Treiman

Frequent Co-Authors

Kathy Hirsh-Pasek
Kathy Hirsh-Pasek Temple University
Margaret J. Snowling
Margaret J. Snowling University of Oxford
Maggie Bruck
Maggie Bruck Johns Hopkins University
Jonathan Baron
Jonathan Baron University of Pennsylvania
Richard K. Olson
Richard K. Olson University of Colorado Boulder
Michel Fayol
Michel Fayol University of Clermont Auvergne
Anne Cutler
Anne Cutler Western Sydney University
Iris Levin
Iris Levin Tel Aviv University
Alexander Pollatsek
Alexander Pollatsek University of Massachusetts Amherst
Brian Byrne
Brian Byrne University of New England

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