Tatiana C. Pollo, Ph.D.

Affiliations: 
Washington University, Saint Louis, St. Louis, MO 
Area:
Reading, language development
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"Tatiana Pollo"

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Rebecca Treiman grad student 2008 Washington University
 (The nature of young children's phonological and nonphonological spellings.)
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Publications

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Treiman R, Kessler B, Pollo TC. (2022) Prephonological spelling and its connections with later word reading and spelling performance. Journal of Experimental Child Psychology. 218: 105359
Treiman R, Cardoso-Martins C, Pollo TC, et al. (2018) Statistical learning and spelling: Evidence from Brazilian prephonological spellers. Cognition. 182: 1-7
Treiman R, Kessler B, Pollo TC, et al. (2016) Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 20: 349-362
Treiman R, Kessler B, Decker K, et al. (2016) How do prephonological writers link written words to their objects? Cognitive Development. 38: 89-98
Treiman R, Decker K, Kessler B, et al. (2015) Variation and repetition in the spelling of young children. Journal of Experimental Child Psychology. 132: 99-110
Pollo TC, Treiman R, Kessler B. (2015) A critical review of three perspectives in spelling development | Uma revisão crítica de três perspectivas sobre o desenvolvimento da escrita Estudos De Psicologia (Campinas). 32: 449-459
Treiman R, Pollo TC, Cardoso-Martins C, et al. (2013) Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese. Journal of Experimental Child Psychology. 116: 873-90
Kessler B, Pollo TC, Treiman R, et al. (2013) Frequency analyses of prephonological spellings as predictors of success in conventional spelling. Journal of Learning Disabilities. 46: 252-9
Pollo TC, Treiman R, Kessler B. (2012) Three perspectives on spelling development Single-Word Reading: Behavioral and Biological Perspectives. 175-189
Pollo TC, Kessler B, Treiman R. (2009) Statistical patterns in children's early writing. Journal of Experimental Child Psychology. 104: 410-26
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