Bauer, L. (2003). Introducing Linguistic Morphology, 2nd edn. Edinburgh University Press.Google Scholar

Bruck, M. & Treiman, R. (1990). Phonological awareness and spelling in normal children and dyslexics: The case of initial consonant clusters. Journal of Experimental Child Psychology, 50(1), 156–178.CrossRefGoogle ScholarPubMed

Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169–190. DOI:10.1023/A:1008131926604.Google Scholar

Casalis, S., Deacon, S. H. & Pacton, S. (2011). How specific is the connection between morphological awareness and spelling? A study of French children. Applied Psycholinguistics, 32, 499–511.Google Scholar

Chirkina, G. V. & Grigorenko, E. L. (2014). Tracking citations: A science detective story. Journal of Learning Disabilities, 47, 4, 366–373.Google Scholar

Corbett, G. G. (1982). Gender in Russian: An account of gender specification and its relationship to declension. Russian Linguistics, 6, 197–232.CrossRefGoogle Scholar

Corbett, G. G. (2007). Canonical typology, suppletion, and possible words. Language, 83, 8–42.Google Scholar

Cubberley, P. (2002). Russian: A linguistic introduction. Cambridge, MA: Cambridge University Press.Google Scholar

Dryer, M. S. & Haspelmath, M. (Eds.) (2013). The world atlas of language structures online. Leipzig, Germany: Max Planck Institute for Evolutionary Anthropology. Retrieved from http://wals.info/languoid/lect/wals_code_grk.Google Scholar

Elkonin, D. B. (1963). The psychology of mastering the elements of reading. In Simon, B. & Simon, J. (Eds.), Educational psychology in the U.S.S.R. (pp. 165–179). London: RoutIedge & Kegan Paul.Google Scholar

Elkonin, D. B. (1973). Psychology in the USSR. In Downing, J. (Ed.), Comparative reading (pp. 551–579). New York: Macmillan.Google Scholar

Franklin, S. (1985). Literacy and documentation in Early Medieval Russia. Speculum, 60, 1–38.Google Scholar

Grigorenko, E. L. (2005). If John were Ivan: Would he fail in reading? In Joshi, R. M. & Aaron, P. G. (Eds.), Handbook of orthography and literacy (pp. 303–320). Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Grigorenko, E. L. (2011a). Грамотность школьника; её оценка учителем, самим школьником и объективными тестами [Student literacy: Its assessment by the teacher, student and objective tests]. Мир oбразования, No. 3, 119–125.Google Scholar

Grigorenko, E. L. (2011b). Универсальные предикторы грамотности: Универсальны ли они и для русского языка? [Universal predictors of literacy: Are they universal and for the Russian language?]. Новое в Психолого-педагогических Исследованиях, No. 4, 63–68.Google Scholar

Grigorenko, E. L. (2011c). Этап «дочтения», его характеристики и их роль в овладении чтением [The “dočteniâ” stage, its characteristics and their role in mastering reading]. Вопросы психологии, No. 6, 122–130.Google Scholar

Grigorenko, E. L. (2012). Понимание прочитанного школьниками и его предикторы [Students reading comprehension and its predictors]. Психологическая наука и образование, No. 1, 65–74.Google Scholar

Grigorenko, E. L., Bulvere-Guden, R. & Rakhlina, N. V. (2012). Грамотность и морфологическое осознание [Literacy and morphological comprehension]. Психология: Журнал высшей школы экономики, 9, 104–112.Google Scholar

Grigorenko, E. L., Kornev, A. N., Rakhlin, N. & Krivulskaya, S. (2011). Reading-related skills, reading achievement, and inattention: A correlational study. Journal of Cognitive Education and Psychology, 10, 140–156.Google Scholar

Grigorenko, E. L. & Kornilova, T. V. (1997). The resolution of the nature-nurture controversy by Russian psychology: Culturally biased or culturally specific? In Sternberg, R. J. & Grigorenko, E. L. (Eds.), Intelligence, heredity, and environment (pp. 393–439). New York: Cambridge University Press.Google Scholar

Halle, M. (1959). The sound pattern of Russian: A linguistic and acoustical investigation. The Hague: Mouton.Google Scholar

Hippisley, A. (1996). Russian expressive derivation: A network morphology account. Slavonic and East European Review, 74, 201–222.Google Scholar

Kemp, N. (2006). Children’s spelling of base, inflected, and derived words: Links with morphological awareness. Reading and Writing, 19, 737–765.CrossRefGoogle Scholar

Kerek, E. & Niemi, P. (2009a). Learning to read in Russian: Effects of orthographic complexity. Journal of Research in Reading, 32, 157–179.Google Scholar

Kerek, E. & Niemi, P. (2009b). Russian orthography and learning to read. Reading in a Foreign Language, 21, 1–21.Google Scholar

Kiparsky, V. (1979). Russian historical grammar: The development of the sound system. Ann Arbor, MI: J. I. Press (Ardis).Google Scholar

Klein, K. (1964). Recent Soviet discussion on reform of Russian orthography. Slavic and East European Journal, 3, 54–61.Google Scholar

Kornev, A. N. & Chirkina, G. V. (2005). Современные тенденции в изучении дислексии удетей [Modern tendencies in research on dyslexia in children]. Defectology, 1, 89–93.Google Scholar

Kornev, A. N., Rakhlin, N. & Grigorenko, E. L. (2010). Dyslexia from a cross-linguistic and cross-cultural perspective: The case of Russian and Russia. Learning Disabilities: A Contemporary Journal, 8(1), 41–69.Google Scholar

Kornilov, S. A., Rakhlin, N. & Grigorenko, E. L. (2012). Morphology and developmental language disorders: New tools for Russian. Psychology in Russia: State of the Art, 5, 371–387.Google Scholar

Lightner, T. (1972). Problems in the theory of phonology: Russian phonology and Turkish phonology. Edmonton: Linguistic Research.Google Scholar

Mironov, B. (1991). The development of literacy in Russia and the USSR from the 10th to the 20th centuries. History of Education Quarterly, 31, 229–252.Google Scholar

Naples, A. J., Chang, J. T., Katz, L. & Grigorenko, E. L. (2009). Same or different? Insights into the etiology of phonological awareness and rapid naming. Biological Psychology, 80, 226–239.Google Scholar

Padgett, J. (2003). The emergence of contrastive palatalization in Russian. In Holt, E. (Ed.), Optimality theory and language change (pp. 307–335). Dordrecht: Springer.CrossRefGoogle Scholar

Pechko, K. (2009). Predicting reading achievement in a transparent orthography: Russian children learn to read. Doctoral dissertation, Temple University, PA: (3344384).Google Scholar

Prikhoda, N. (2013). Факторы понимания прочитанного и правописания в русском языке [Factors related to reading comprehension and spelling in Russian]. Paper presented at the student conference Lomonosov April 8–13, 2013, Moscow State University, Russia.Google Scholar

Rakhlin, N. (2003). Genitive of quantification in Russian: What morphology can tell us about syntax. Paper presented at the CONSOLE XI, University of Padua, Italy.Google Scholar

Rakhlin, N., Cardoso-Martins, C. & Grigorenko, E. L. (2014). Phonemic awareness is a more important predictor of orthographic coding than rapid serial naming: Evidence from Russian. Scientific Studies of Reading, 18(6), 395–414.Google Scholar

Rakhlin, N., Cardoso-Martins, C., Kornilov, S. A. & Grigorenko, E. L. (2013). Spelling well despite developmental language disorder: What makes it possible? Annals of Dyslexia, 63, 253–273.Google Scholar

Ravid, D. D. (2012). Morphological scaffolding in learning to spell: A cross-linguistic review. Spelling morphology (pp. 41–56). New York: Springer.Google Scholar

Russian Language Institute (2014). Institut russkogo iazyka im. V. V. Vinogradova RAN. Retrieved from www.ruslang.ru/agens.php.Google Scholar

Schenker, A. M. (1996). The dawn of Slavic: An introduction to Slavic philology. New Haven, CT: Yale University Press.Google Scholar

Stelmach, V. (1993). Reading in Russian: Findings of the Sociology of Reading and Librarianship section of the Russian State Library. International Information and Library Review, 25, 273–279.Google Scholar

Surrey Morphology Group (2009). Typology of defectiveness: Introduction. In Corbett, G., Baerman, M. & Brown, D. (Eds.), Typology of defectiveness project. Retrieved from www.defectiveness.surrey.ac.uk/index.html.Google Scholar

Szpyra, J. (1992). Ghost segments in nonlinear phonology – Polish Yers. Language, 68, 277–312. DOI:10.2307/416942.Google Scholar

Tiberius, C. (2014). Russian Language Report. Surrey database of agreemement – Russian. Retrieved from www.smg.surrey.ac.uk/Agreement/index.aspx, January 12, 2014.Google Scholar

Treiman, R., Zukowski, A. & Richmond-Welty, E. D. (1995). What happened to the “n” of sink? Children’s spellings of final consonant clusters. Cognition, 55(1), 1–38.CrossRefGoogle Scholar

Trubetzkoy, N. (1969). Principles of phonology (Baltaxe, C., Trans.). Berkeley: University of California Press.Google Scholar