Campus Box 1125
Professor Treiman conducts research on language and language development. Her major focus is on reading and spelling skills and how they develop. One line of research examines children's spelling errors and the reasons behind these errors. Other research looks at the linguistic skills and knowledge that children bring to the learning of literacy, including phonological awareness and knowledge about letters. These studies include typically developing children, children with dyslexia, deaf children, and those learning to read and write in English as well as those who speak other languages. Other lines of research look at the processes involved in single-word reading and spelling in adults and the nature of spelling-sound relationships in English and other languages.
Kessler, B., & Treiman, R. (2015). Writing systems: Their properties and implications for reading. In A. Pollatsek & R. Treiman (Eds.), The Oxford Handbook of Reading. New York, NY: Oxford University Press.
Pacton, S., Borchardt, G., Treiman, R., Lété, B., & Fayol, M. (2014). Learning to spell from reading: General knowledge about spelling patterns can distort memory for specific words. Quarterly Journal of Experimental Psychology, 67, 1019–1036.
Treiman, R., Gordon, J., Boada, R., Peterson, R. L., & Pennington, B. F. (2014). Statistical learning, letter reversals, and reading. Scientific Studies of Reading, 18, 383–394.
Treiman, R., & Kessler, B. (2014). How children learn to write words. New York, NY: Oxford University Press.
Treiman, R., Pollo, T. C., CardosoMartins, C., & Kessler, B. (2013). Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese. Journal of Experimental Child Psychology, 116, 873–890.
- PNP (Philosophy Neuroscience Psychology)
- Psychology of Language
- Reading and Reading Development
- Developmental Psychology
- Topics in Psycholinguistics
- Language Acquisition