Ellis, N. C., Natsume, M., Stavropoulou,, K., Hoxhallari, L., van Daal, V. H. P., Polyzoe, N., Tsipa, M., & Petalas, M. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39, 438-468. download
Hoxhallari, L., van Daal, V. H. P., & Ellis, N. C. (2004). Learning to read words in Albanian: A skill easily acquired. Scientific Studies of Reading, 8, 153-166. download
Ellis, N. C., & Hooper, A. M. (2001). Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests. Applied Psycholinguistics, 22:4, 571-599. download
Cataldo, S., & Ellis, N. C. (1988). Spelling, reading and phonological skills in interactive development. Journal of Research in Reading, 11, 86-109. download
Ellis, N. C., & Large, B. (1988). The early stages of reading: A longitudinal study. Applied Cognitive Psychology, 2, 47-76. download
Ellis, N. C., & Large, B. (1987). The development of reading: as you seek so shall you find. British Journal of Psychology, 78, 1-28. download
Ellis, N. C. (1997). Interactions in the development of reading and spelling: Stages, strategies, and exchange of knowledge. In C. Perfetti , L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 271-294). Hillsdale, N. J. : Lawrence Erlbaum. download
Ellis, N. C. (1993). Two small longitudinal studies of reading and spelling development. In H. Grimm & H. Skowronek (Eds.) Language acquisition problems and reading disorders: aspects of diagnosis and intervention (pp. 257-282). New York: de Gruyter.
Brown, G. D. A., & Ellis, N. C. (1994) Issues in spelling research: An overview. In G. D. A. Brown & N. C. Ellis,(Eds.). Handbook of spelling: Theory, process and intervention (pp. 3-26). Chichester: John Wiley & Sons Ltd.
Ellis, N. C., & Cataldo, S. (1990). The role of spelling in learning to read. Language and Education, 4, 1-28. download
Ellis, N. C. (1994). Longitudinal studies of spelling acquisition. In G. D. A. Brown & N. C. Ellis,(Eds.). Handbook of spelling: Theory, process and intervention (pp. 155-178). Chichester: John Wiley & Sons Ltd. download
Ellis, N. C. (1990). Reading, phonological processing and STM: Interactive tributaries of development Journal of Research in Reading, 13, 107-122. download
Cataldo, S., & Ellis, N. C. (1990). Learning to spell, learning to read. In P. D. Pumphrey & C. D. Elliott (Eds.) Children’s difficulties in reading, spelling and writing (pp. 101-126). Basingstoke: Falmer Press.
Ellis, N. C., Cataldo, S., & Large, B. (1990). ‘Interactions in the development of spelling, reading and phonological skills’ and ‘A longitudinal study of reading development’. In The European inventory of longitudinal research (pp. 202-203). European Science Foundation.
Ellis, N. C., & Cataldo, S. (1992). Spelling is integral to learning to read. In C. Sterling & C. Robson (Eds.) Psychology, spelling and education (pp. 122-142). Avon: Multilingual Matters.
Ellis, N. C. (1991). Spelling and sound in learning to read. In M. J. Snowling & M. Thomson (Eds.) Dyslexia: Integrating theory and practice (pp. 80-94). London: Whurr Publishers Ltd.
Ellis, N. C. (1989). Reading development, dyslexia and phonological skills. The Irish Journal of Psychology, 10, 551-567. download
Ellis, N. C. (1988). The development of literacy and short-term memory. In M. M. Gruneberg, P. E. Morris & R. N. Sykes (Eds.) Practical aspects of memory: Current research and issues Volume 2: Clinical and educational implications (pp. 361-366). Chichester: Wiley.
Brown, G . D. A., & Ellis, N. C. (Eds.) (1994). Handbook of spelling: Theory, process and intervention. (542 pp.) Chichester: John Wiley & Sons Ltd. ISBN: 0-471-94342-8. Link to Google Book version