About the Journal
Writing Systems Research is concerned with empirical approaches based on the analysis of written data and on experiments. It insists not only on standards of proof appropriate to psychological research in terms of size and rigor, but also on descriptions of language consonant with linguistics — in particular, not assuming the linguistic analysis and the psychological processes appropriate for one writing system, say English, can be used as universal models. It primarily consists of research-based contributions from researchers in all the fields relevant to the study of writing systems, plus other features such as statements on current issues, short reports on ongoing research, replies to other articles and conference announcements. WSRs initial years will also feature state-of-the-art summaries commissioned from experts in the various sub-disciplines involved. WSR will not publish pedagogically oriented papers, papers on writing and reading in the sense of ‘academic writing’, or philological or historical research, unless they are of interest to researchers working on the analysis, use and acquisition of writing systems.
Writing Systems Research publishes work concerned with any issue to do with the analysis, use and acquisition of writing systems (WSs) such as:
1. The linguistic analysis of writing systems at various levels (e.g. orthography, punctuation, typography), including comparative WS research.
2. The learning and use of writing systems, including:
• Learning to read and write in children (normal and disabled children, bilingual children acquiring two WSs, deaf children) and adults (illiterates, learners of second language WSs).
• The psycholinguistic processes of reading (grapheme recognition, word recognition) and writing (spelling, handwriting) in specific writing systems and in cross-orthographic comparisons.
3. Neurolinguistics and writing systems (e.g., lateralisation, reading pathologies, reading and writing disorders).
4. The correlates of writing systems:
• Writing systems and metalinguistic awareness (e.g., phonemic awareness, word awareness).
• Cognitive consequences of writing systems (e.g., visual memory, representations of time sequences).
5. Writing systems and computer/new media:
• Computers in reading and writing.
• Consequences of computers/new media on writing systems and their use.
• Computer modelling of writing systems.