Rebecca Treiman

Rebecca Treiman

Professor of Psychological & Brain Sciences
Burke & Elizabeth High Baker Professor of Child Development in Arts & Sciences
PhD, University of Pennsylvania
MA, University of Pennsylvania
BA, Yale University
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    • Washington University
      CB 1125
      One Brookings Drive
      St. Louis, MO 63130-4899
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    ​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.

    Treiman's major focus is on reading and spelling skills and how they develop. One line of research examines children's spelling, including the linguistic reasons why children spell words as they do and how even the productions of very young children may show more knowledge than appears on the surface. Other research looks at children’s knowledge about letters and ability to decode written words. In addition, Treiman and her collaborators examine reading and spelling processes in adults. Many of the studies are carried out with learners and users of English, but some studies involve users of other languages. 

    Selected Publications

    Treiman, R., Kessler, B., Boland, K., Clocksin, H., & Chen, Z. (2018). Statistical learning and spelling: Older prephonological spellers produce more wordlike spellings than younger prephonological spellers.Child Development89, e431-e443.

    Treiman, R., & Wolter, S. (2018). Phonological and graphotactic influences on spellers’ decisions about consonant doubling. Memory & Cognition, 46, 614–624.

    Treiman, R., Kessler, B., Pollo, T. C., Byrne, B., & Olson, R. K. (2016). Measures of kindergarten spelling and their relations to later spelling performance. Scientific Studies of Reading, 20, 349-362.

    Treiman, R., Pollo, T. C., Cardoso-Martins, C., & Kessler, B. (2013). Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese. Journal of Experimental Child Psychology, 116,873–890.