Relationships between sounds and letters in English monosyllables

By Brett Kessler, Rebecca Treiman. 2001

203 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/92e67bf39683a0fa82bf3ca5f5203df4648f2869

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2 (2011, background): “One plausible explanation for the finding that Spanish orthographic processing predicted word reading, but not spelling is that spelling in English is more difficult than reading in English due to their asymmetrical relation (see Kessler & Treiman, 2001 ).”
Visual word recognition of multisyllabic words (2009, background): “For example, the conditional consistency of the correspondence er ? /@‘/ in syllable 1, given the spelling onset d in the second syllable, is defined as the consistency of er ? /@‘/, examining only words with the onset d in the second syllable ( Kessler & Treiman, 2001 ).”
Simulating consistency effects and individual differences in nonword naming: A comparison of current models (2006, background): “Their items were developed on the basis of statistical analyses of a large corpus of English monosyllables ( Kessler & Treiman, 2001 ).”
Phonetic Biases in Voice Key Response Time Measurements (2002, methodology): “In order to avoid the statistical noise that would be introduced by redundancy and by the inclusion of unknown words, we performed our analyses only on the 2982 words that also occur in the word list used for Kessler and Treiman (2001).”
Context sensitivity in the spelling of English vowels (2002, methodology): “Kessler and Treiman (2001) found that associations between vowels and onsets are less numerous and less strong overall than associations between vowels and codas.”
Spelling as Statistical Learning: Using Consonantal Context to Spell Vowels (2006, unknown): “Given the difficulty of vowel spelling, and given the gains that could potentially come from consideration of context (Kessler & Treiman, 2001), it is important to determine whether children use context to help narrow the range of possible spellings for vowels and when they begin to do so.”
Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill (2006, background): “English spellings that appear to be inconsistent at the phoneme-grapheme level may be consistent at a different sublexical level (e.g., intrarime level, Kessler & Treiman, 2001 ).”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “Many real but rare words, such as thegn and veldt (along with some 4,000 other low-frequency items excluded by Kessler & Treiman, 2001, in their corpus of monosyllabic words deemed to be familiar to skilled adult readers), are functionally nonwords for the vast majority of readers.”
Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System (2017, background): “…percentage of monosyllable words if larger sublexical letter-sound correspondences are included, such as rimes (the vowel and following consonants; Kessler & Treiman, 2001), but additional sources of irregularity arise when considering multisyllabic words (that constitute more than 90% of word…”