Rebecca Treiman | Academic Influence

Rebecca Treiman's AcademicInfluence.com Rankings

Rebecca Treiman

Psychology

#1885

World Rank

#2233

Historical Rank

#1015

USA Rank

Developmental Psychology

#102

World Rank

#111

Historical Rank

#56

USA Rank

Cognitive Psychology

#224

World Rank

#233

Historical Rank

#78

USA Rank

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Psychology

Rebecca Treiman's Degrees

PhD Psychology University of Pennsylvania
Bachelors Psychology University of Pennsylvania

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Why Is Rebecca Treiman Influential?

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According to Wikipedia, Rebecca Treiman is an American psychologist. She is the Burke and Elizabeth High Baker Professor of Child Developmental Psychology at Washington University in St. Louis and head of the Reading and Language Lab there. Treiman's research focuses on spelling and reading, and especially on the linguistic factors that affect these processes.

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Rebecca Treiman's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

The English Lexicon Project (2007) (2175)
The special role of rimes in the description, use, and acquisition of English orthography. (1995) (546)
Beginning To Spell (1993) (455)
The beginnings of orthographic knowledge: Children's knowledge of double letters in words. (1997) (352)
Onsets and rimes as units of spoken syllables: evidence from children. (1985) (349)
Levels of Phonological Awareness. (1987) (345)
Phonological awareness and spelling in normal children and dyslexics: the case of initial consonant clusters. (1990) (290)
Brown & Hanlon revisited: mothers' sensitivity to ungrammatical forms (1984) (282)
The structure of spoken syllables: Evidence from novel word games (1983) (275)
Syllabification of intervocalic consonants (1988) (240)
The development of spelling skill. (2000) (239)
Syllable Structure and the Distribution of Phonemes in English Syllables (1997) (236)
The foundations of literacy: learning the sounds of letters. (1998) (226)
How to see a reading unit (1986) (221)
Children's sensitivity to syllables, onsets, rimes, and phonemes. (1996) (215)
Phonemic-analysis training helps children benefit from spelling-sound rules (1983) (196)
What types of linguistic information do children use in spelling? The case of flaps. (1994) (189)
Relationships between sounds and letters in English monosyllables (2001) (187)
The division between onsets and rimes in English syllables (1986) (183)
So Much to Read, So Little Time (2016) (178)
Short-term memory errors for spoken syllables are affected by the linguistic structure of the syllables. (1988) (177)
Not all nonwords are alike: Implications for reading development and theory (1990) (176)
Receptive Vocabulary Development in Deaf Children with Cochlear Implants: Achievement in an Intensive Auditory-Oral Educational Setting (2009) (172)
Spelling as Statistical Learning: Using Consonantal Context to Spell Vowels (2006) (168)
What's in a name: Children's knowledge about the letters in their own names. (1998) (157)
Phonetic Biases in Voice Key Response Time Measurements (2002) (155)
The Internal Structure of the Syllable (1989) (135)
The role of letter names in the acquisition of literacy. (2003) (135)
Toward an understanding of English syllabification (1990) (131)
How do the spellings of children with dyslexia compare with those of nondyslexic children? (2005) (125)
English speakers' sensitivity to phonotactic patterns (2000) (124)
Individual differences among children in spelling and reading styles. (1984) (123)
Statistical patterns in children's early writing. (2009) (122)
How Children Learn to Write Words (2014) (122)
Spelling Development and Disability: The Importance of Linguistic Factors. (2001) (119)
What happened to the “n” of sink? Children's spellings of final consonant clusters (1995) (119)
Why spelling? The benefits of incorporating spelling into beginning reading instruction. (1998) (118)
Units in reading and spelling (1988) (118)
Common phoneme and overall similarity relations among spoken syllables: Their use by children and adults (1982) (117)
Doggerel: motherese in a new context (1982) (113)
Some problems in the study of differences in cognitive processes (1980) (112)
Spelling in Children With Dyslexia: Analyses From the Treiman-Bourassa Early Spelling Test (2003) (111)
Young Children Use Letter Names in Learning to Read Words (1999) (108)
Children's spelling errors on syllable-initial consonant clusters. (1991) (107)
Learning to Pronounce Words: The Limitations of Analogies. (1992) (106)
Use of consonant letter names in beginning spelling. (1994) (101)
Letter Names Help Children to Connect Print and Speech. (1996) (101)
Silent reading: Insights from second-generation deaf readers (1983) (99)
On the status of final consonant clusters in english syllables (1984) (97)
The internal structure of word-initial consonant clusters☆ (1986) (95)
The role of letter names in children's learning of phoneme–grapheme relations (1994) (94)
Are there onset- and rime-like units in printed words? (1987) (93)
Are there qualitative differences in reading behavior between dyslexics and normal readers? (1985) (90)
Context sensitivity in the spelling of English vowels (2002) (88)
Can children and adults focus on sound as opposed to spelling in a phoneme counting task? (1997) (88)
Learning to Spell Words: Findings, Theories, and Issues (2017) (87)
Use of morphology in spelling by children with dyslexia and typically developing children (2006) (84)
Knowledge About Letters as a Foundation for Reading and Spelling (2005) (83)
Children's use of phoneme-grapheme correspondences in spelling: Roles of position and stress. (1993) (81)
Influence of consonantal context on the pronunciation of vowels: A comparison of human readers and computational models (2003) (80)
Phonological recording and use of spelling-sound rules in reading of sentences (1983) (79)
Children's written and oral spelling (2000) (78)
Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian preschoolers (2006) (77)
Phonological Awareness and Its Roles in Learning to Read and Spell (1991) (72)
Young children's knowledge about printed names. (2007) (71)
Subsyllabic units in computerized reading instruction: onset-rime vs. postvowel segmentation. (1990) (71)
Children use vowels to help them spell consonants. (2006) (71)
Vowel processing during silent reading: evidence from eye movements. (2006) (70)
Children's own names influence their spelling (2001) (69)
Writing Systems and Spelling Development (2008) (68)
Reading, Writing, and Literacy. (1998) (68)
Children's phonological awareness: confusions between phonemes that differ only in voicing. (1998) (67)
Syllable Structure or Word Structure? Evidence for Onset and Rime Units with Disyllabic and Trisyllabic Stimuli (1995) (66)
The Structure of English Syllables and Polysyllables (1993) (65)
Language Comprehension and Production (2003) (65)
Learning of letter names follows similar principles across languages: Evidence from Hebrew. (2007) (65)
The case of case: Children's knowledge and use of upper- and lowercase letters (2004) (64)
Influence of consonantal context on the reading of vowels: evidence from children. (2006) (63)
The syllabification of /s/ clusters in English (1992) (62)
Learning to label letters by sounds or names: a comparison of England and the United States. (2009) (61)
Hong Kong Chinese Kindergartners Learn to Read English Analytically (2003) (61)
Segmentation of spoken words into syllables by English-speaking children as compared to adults. (2002) (60)
There's more to children's spelling than the errors they make : Strategic and automatic processes for one-syllable words (1998) (60)
Vowels, syllables, and letter names: differences between young children's spelling in English and Portuguese. (2005) (60)
Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling (2013) (59)
Effects of Dialect on American and British Children's Spelling (1997) (57)
Relating print and speech: the effects of letter names and word position on reading and spelling performance. (2002) (56)
Effects of linguistic structure on children's ability to isolate initial consonants. (1992) (56)
Three perspectives on spelling development (2007) (55)
Learning to spell in an alphasyllabary: The case of Kannada (2010) (54)
Morphological constancy in spelling: a comparison of children with dyslexia and typically developing children. (2008) (53)
In Defense of an Onset-Rime Syllable Structure for English (1995) (53)
Which children benefit from letter names in learning letter sounds? (2008) (51)
Phonemic awareness and spelling: children's judgments do not always agree with adults. (1985) (50)
Similarities Among the Shapes of Writing and Their Effects on Learning. (2011) (49)
The Foundations of Literacy (2000) (48)
Errors in short-term memory for speech: a developmental study. (1995) (47)
Statistical Learning, Letter Reversals, and Reading (2014) (47)
The roles of letter names and letter sounds in connecting print and speech (2001) (45)
How does graphotactic knowledge influence children's learning of new spellings? (2013) (44)
Learning to spell: Phonology and beyond (2017) (44)
Phonology and spelling: the case of syllabic consonants. (1993) (43)
Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words (2014) (41)
Stepping Stones to Reading (2004) (41)
Early differentiation between drawing and writing in Chinese children. (2011) (40)
Spelling skills of children in whole language and phonics classrooms (1998) (40)
Distributional constraints and syllable structure in English (1988) (39)
Beyond zebra: Preschoolers' knowledge about letters (1997) (39)
Phonemic analysis, spelling, and reading. (1985) (38)
To what extent do orthographic units in print mirror phonological units in speech? (1994) (37)
Syllabification of Bisyllabic Nonwords: Evidence from Short-Term Memory Errors (1994) (36)
Children's spelling of syllabic /r/ and letter-name vowels: Broadening the study of spelling development (2001) (36)
Effects of Linguistic Structure on Children's Ability to Isolate Initial Consonants (1992) (36)
Orthography, Phonology, Morphology, and Meaning (1994) (33)
Dialect and authography: some differences between American and British spellers. (2000) (33)
How Words Cast Their Spell: Spelling Is an Integral Part of Learning the Language, Not a Matter of Memorization; by R. Malatesha Joshi, Rebecca Treiman, Suzanne Carreker, and Louisa C. Moats; American Educator, Winter 2008-09, American Federation of Teachers (2008) (32)
Spelling of Deaf Children Who Use Cochlear Implants (2011) (31)
Strategic Deployment of Orthographic Knowledge in Phoneme Detection (2010) (31)
Spelling of stop consonants after /s/ by children and adults (1985) (31)
Phonology and Spelling (2004) (31)
Learning to Use an Alphabetic Writing System (2013) (29)
Syllabification of American English: Evidence from a Large-scale Experiment. Part I∗ (2013) (29)
Letter knowledge in parent–child conversations (2014) (29)
What can megastudies tell us about the orthographic structure of English words? (2015) (29)
Linking the shapes of alphabet letters to their sounds: the case of Hebrew (2012) (28)
Children benefit from morphological relatedness when they learn to spell new words (2013) (28)
Spelling and dialect: Comparisons between speakers of African American vernacular English and White speakers (2004) (28)
Feedback-consistency effects in single-word reading: Brett Kessler, Rebecca Treiman, and John (2007) (28)
Children's Invented Spelling: What We Have Learned in Forty Years* (2012) (28)
Talking About Writing: What We Can Learn from Conversations between Parents and Their Young Children. (2009) (27)
Parent–child conversations about letters and pictures (2012) (27)
Linguistics and Reading (2017) (26)
Role of the syllable in the processing of spoken English: evidence from a nonword comparison task. (1995) (26)
Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance (2016) (26)
The Role of Intrasyllabic Units in Learning to Read and Spell (2017) (26)
Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers. (2018) (26)
Statistical Learning and Spelling. (2018) (25)
Teaching and Learning Spelling (2018) (25)
Learning a novel grapheme: effects of positional and phonemic context on children's spelling. (2001) (25)
The Oxford Handbook of Reading (2015) (23)
What Methods of Scoring Young Children's Spelling Best Predict Later Spelling Performance? (2019) (23)
Parents' Talk About Letters With Their Young Children. (2015) (22)
Writing Dinosaur Large and Mosquito Small: Prephonological Spellers’ Use of Semantic Information (2015) (22)
The Unique Role of Early Spelling in the Prediction of Later Literacy Performance (2019) (21)
Preschoolers use partial letter names to select spellings: Evidence from Portuguese (2008) (20)
Name writing in Mandarin-speaking children. (2013) (19)
Graphotactics and spelling: Evidence from consonant doubling (2017) (18)
Do reading habits influence aesthetic preferences? (2013) (17)
Letter knowledge in parent–child conversations: differences between families differing in socio-economic status (2014) (17)
The role of phonology in a letter detection task (2000) (17)
Young Children's Knowledge of the Symbolic Nature of Writing. (2016) (16)
Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese. (2013) (16)
Influences on spelling: evidence from homophones (2015) (15)
Learning About Writing Begins Informally (2010) (15)
Variation and repetition in the spelling of young children. (2015) (15)
Are Young Children Logographic Readers and Spellers? (2008) (15)
Linguistic foundations of spelling development (2010) (15)
Anticipatory conditioning of spelling-to-sound translation☆ (2007) (14)
The influence of graphotactic knowledge on adults’ learning of spelling (2015) (14)
What Research Tells Us About Reading Instruction (2018) (12)
Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words. (2018) (12)
Classifying by dimensions and reading: a comparison of the auditory and visual modalities. (1991) (12)
Choosing between alternative spellings of sounds: The role of context. (2016) (12)
Young children's knowledge about the spatial layout of writing (2015) (12)
How do prephonological writers link written words to their objects (2016) (11)
Spelling Is an Integral Part of Learning the Language, Not a Matter of Memorization (2009) (11)
THE PHONEMIC ANALYSIS ABILITY OF PRESCHOOL CHILDREN (1980) (11)
Statistical Learning in Word Reading and Spelling across Languages and Writing Systems (2021) (11)
Task demands and knowledge influence how children learn to read words (2004) (11)
Adults' knowledge of phoneme–letter relationships is phonology based and flexible (2007) (10)
Writing Systems : Their Properties and Implications for Reading 2 (2014) (10)
Spelling in African American children: the case of final consonant devoicing (2015) (10)
Differentiation of Writing and Drawing by U.S. Two- to Five-Year-Olds. (2017) (10)
Syllabification of American English: Evidence from a Large-scale Experiment. Part II (2013) (9)
Effect of consonant/vowel letter organisation on the syllable counting task: evidence from English (2016) (9)
Pronouncing novel graphemes: The role of consonantal context (2004) (8)
Characteristics of print in books for preschool children (2016) (8)
Chinese children's early knowledge about writing (2017) (8)
Psycholinguistics: Language comprehension and production (2003) (7)
Iconicity of simple Chinese characters (2012) (7)
Phonological and graphotactic influences on spellers’ decisions about consonant doubling (2018) (7)
Instruction matters: spelling of vowels by children in England and the US (2013) (7)
Parent–child conversations about literacy: a longitudinal, observational study* (2017) (7)
Learning to read (2007) (6)
Development of context-sensitive pronunciation in reading: The case of ‹c› and ‹g›. (2019) (6)
Statistical learning and spelling: Evidence from Brazilian prephonological spellers (2019) (6)
Introduction to special issue on spelling (1997) (6)
Linguistic constraints on literacy development: introduction to the special issue. (2005) (5)
Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts (2020) (5)
Preschool Children’s Knowledge of Letter Patterns in Print (2020) (5)
English Spelling: Making Sense of a Seemingly Chaotic Writing System (2005) (4)
Adults’ sensitivity to graphotactic differences within the English vocabulary (2018) (4)
Spelling in Deaf Children with Cochlear Implants (2014) (4)
Learning to Write Words (2020) (3)
Learning to Spell Phonologically: Influences of Children’s Own Names (2020) (3)
Knowledge of letter sounds in children from England (2019) (3)
Phonemic Analysis and the Development of Spelling. (1983) (3)
How sensitive are adults to the role of morphology in spelling? (2020) (3)
Lexical classification and spelling: Do people use atypical spellings for atypical pseudowords? (2015) (3)
Young children's knowledge about the links between writing and language (2017) (2)
Word class and spelling in English. (2020) (2)
Letter Teaching in Parent-Child Conversations. (2020) (2)
Preschoolers’ knowledge about language‐specific properties of writing (2018) (2)
The Role of Phonological Recoding for Deaf Readers. (1983) (2)
Reading and the Mental Lexicon (1992) (1)
Prephonological spelling and its connections with later word reading and spelling performance. (2022) (1)
Learning to Read and Making Connections@@@Reading Acquisition (1993) (1)
Use of Letter Names Benefits Young Children’s Spelling (2019) (1)
Differences in cohesiveness among different types of word-initial consonant clusters (1991) (1)
Correction to: Phonological and graphotactic influences on spellers’ decisions about consonant doubling (2018) (1)
Cues to stress in English spelling (2020) (1)
Anticipatory conditioning of spelling-to-sound translation q (2007) (1)
A2. Phonology and Spelling (2004) (0)
Letter names in children's spelling (2019) (0)
Acknowledgment (2005) (0)
Prereaders’ knowledge about the nature of book reading (2022) (0)
Contents of Volume 55 (1995) (0)
19 Language Comprehension and Production (2012) (0)
Spelling in African American children: the case of final consonant devoicing (2015) (0)
Classification of Stops after /s/ by Children and Adults. (1982) (0)
Share, DL, 151 Sherman, HL, 85 Spivey-Knowlton, M., 227 Stewart, MT, 85 (1995) (0)
The influence of graphotactic knowledge on adults’ learning of spelling (2014) (0)
Thanks to our guest reviewers (1986) (0)
Lexical classification and spelling: Do people use atypical spellings for atypical pseudowords? (2015) (0)
Phonological and graphotactic influences on spellers’ decisions about consonant doubling (2018) (0)
Correction to: How sensitive are adults to the role of morphology in spelling? (2021) (0)
Are young children logographic 1 Running head : LOGOGRAPHIC READING AND SPELLING ? Are Young Children Logographic (2007) (0)
How the alternation of consonant and vowel letters determines the orthographic structure of written words: Oral presentation (2013) (0)
Contents To Volume 88 (1989) (0)
Children's sensitivity to syllables, onsets, rimes, and phonemes. (1996) (0)
Current Directions in Psychological Science (2009) (0)
One the English Lexicon Project (2007) (0)
To Punctuate, or Not to Punctuate? Grammatical and Prosodic Influences on Adults’ Judgments of Comma Use (2023) (0)
Adults' spelling of extended consonants in pseudowords (2011) (0)
Syllabi fi cation of American English : Evidence from a Large-scale Experiment . Part II 1 * (2013) (0)
The Order of the Alphabet (2014) (0)
Do reading habits influence aesthetic preferences? (2013) (0)
Systems 1 Writing Systems and Spelling Development (2003) (0)
Spelling It out@@@Beginning to Spell: A Study of First-Grade Children (1994) (0)
Learning and Teaching (2014) (0)
How sensitive are adults to the role of morphology in spelling? (2020) (0)
Number and Syllabification of Following Consonants Influence Use of Long Versus Short Vowels in English Disyllables. (2023) (0)
Does graphotactic knowledge influence the learning of new spellings presented in isolation (2014) (0)
Running Head: SPELLING DEVELOPMENT (2005) (0)
Effects of consonant/vowel pattern in visual word recognition: Evidence from the English Lexicon Project: Oral presentation (2013) (0)
Iconicity of simple Chinese characters (2012) (0)
Correction to: Phonological and graphotactic influences on spellers’ decisions about consonant doubling (2018) (0)
Punctuation and Capitalization (2014) (0)
Running head: FEEDBACK CONSISTENCY (2005) (0)
Thanks to our guest reviewers (1992) (0)
Linking the shapes of alphabet letters to their sounds: the case of Hebrew (2010) (0)
Conclusions and Extensions (2014) (0)
Thanks to our guest reviewers (1990) (0)
Parent–child conversations about letters and pictures (2011) (0)
Instruction matters: spelling of vowels by children in England and the US (2012) (0)
Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children (2023) (0)
Letter knowledge in parent–child conversations (2013) (0)
Pilot, Pilot, Pilot (2020) (0)
Learning and Using Written Word Forms (2022) (0)
Double trouble: Using spellings of different lengths to represent vowel length in English. (2023) (0)
Running head : WRITTEN AND ORAL SPELLING Children ’ s written and oral spelling (2002) (0)
Early Spelling in Phonographic Writing Systems (2014) (0)

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