| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A comparison of inter-professional education programs in preparing prospective teachers and speech and language pathologists for collaborative language–literacy instruction
|
Wilson, Leanne
|
|
2016
|
|
6 |
p. 1179-1201
|
artikel
|
| 2 |
Adolescent writing and writing instruction: introduction to the special issue
|
Graham, Steve
|
|
2014
|
|
6 |
p. 969-972
|
artikel
|
| 3 |
Adult spelling strategies
|
Virginia M. Holmes
|
|
2004
|
|
6 |
p. 537-566
30 p.
|
artikel
|
| 4 |
A meta-analysis on the cognitive and linguistic correlates of reading skills among children with ASD
|
Wang, Ying
|
|
|
|
6 |
p. 1487-1514
|
artikel
|
| 5 |
An analysis of differential response patterns on the Peabody Picture Vocabulary Test-IIIB in struggling adult readers and third-grade children
|
Pae, Hye K.
|
|
2011
|
|
6 |
p. 1239-1258
|
artikel
|
| 6 |
An evaluation of the written texts of children with SLI: the contributions of oral language, reading and phonological short-term memory
|
Mackie, Clare J.
|
|
2012
|
|
6 |
p. 865-888
|
artikel
|
| 7 |
An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults
|
Landi, Nicole
|
|
2009
|
|
6 |
p. 701-717
|
artikel
|
| 8 |
Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties
|
Harris, Karen R.
|
|
2018
|
|
6 |
p. 1459-1482
|
artikel
|
| 9 |
Argumentative writing: theory, assessment, and instruction
|
Ferretti, Ralph P.
|
|
2019
|
|
6 |
p. 1345-1357
|
artikel
|
| 10 |
Assessing more than you teach: the difficult case of transfer
|
Hines, Sara J.
|
|
2007
|
|
6 |
p. 539-552
|
artikel
|
| 11 |
Assessment-based instructional coaching provided to reading intervention teachers
|
Denton, Carolyn A.
|
|
2007
|
|
6 |
p. 569-590
|
artikel
|
| 12 |
A structural equation model of the writing process in typically-developing sixth grade children
|
Koutsoftas, Anthony D.
|
|
2012
|
|
6 |
p. 941-966
|
artikel
|
| 13 |
A study of a multiple component feedback approach to substantive revision for secondary ELL and multilingual writers
|
Early, Jessica Singer
|
|
2013
|
|
6 |
p. 995-1014
|
artikel
|
| 14 |
Audiovisual speech perception and its relation with temporal processing in children with and without autism
|
Feng, Shuyuan
|
|
|
|
6 |
p. 1419-1440
|
artikel
|
| 15 |
Behavioral and neurophysiological effects of morphological awareness training on spelling and reading
|
Weiss, Silvana
|
|
2009
|
|
6 |
p. 645-671
|
artikel
|
| 16 |
Beyond alphabetic processes: literacy and its acquisition in the alphasyllabic languages
|
Nag, Sonali
|
|
2010
|
|
6 |
p. 615-622
|
artikel
|
| 17 |
Bilingual PA and its influence on biliteracy for Korean English as a foreign language learners
|
Kang, Jennifer Yusun
|
|
2011
|
|
6 |
p. 1307-1326
|
artikel
|
| 18 |
Children’s oral narrative and reading skills in the first 3 years of reading instruction
|
Reese, Elaine
|
|
2009
|
|
6 |
p. 627-644
|
artikel
|
| 19 |
Children’s surface, textbase, and situation model representations of written and illustrated written narrative text
|
Seger, Benedikt T.
|
|
|
|
6 |
p. 1415-1440
|
artikel
|
| 20 |
Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution
|
Sumner, Emma
|
|
2012
|
|
6 |
p. 991-1008
|
artikel
|
| 21 |
Choosing the right question: the effect of different question types on multiple text integration
|
Primor, Liron
|
|
|
|
6 |
p. 1539-1567
|
artikel
|
| 22 |
Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji
|
Inoue, Tomohiro
|
|
2017
|
|
6 |
p. 1335-1360
|
artikel
|
| 23 |
Cognitive profiles of poor readers of Kannada
|
Nag, Sonali
|
|
2010
|
|
6 |
p. 657-676
|
artikel
|
| 24 |
Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders
|
Chan, Won Shing Raymond
|
|
2007
|
|
6 |
p. 661-674
|
artikel
|
| 25 |
Component skills affecting elementary students’ informational text comprehension
|
Liebfreund, Meghan D.
|
|
2016
|
|
6 |
p. 1141-1160
|
artikel
|
| 26 |
Components of reading comprehension in adolescent first-language and second-language students from low-track schools
|
Marx, Alexandra
|
|
2015
|
|
6 |
p. 891-914
|
artikel
|
| 27 |
Comprehension of grammatical aspect markers le and zai in a diverse sample of Mandarin-exposed preschool children with autism spectrum disorder
|
Su, Yi (Esther)
|
|
|
|
6 |
p. 1369-1392
|
artikel
|
| 28 |
Concreteness and imageability and their influences on Chinese two-character word recognition
|
Li, Degao
|
|
|
|
6 |
p. 1443-1476
|
artikel
|
| 29 |
Coordination of reading and spelling in early literacy development:An examination of the discrepancy hypothesis
|
Claire M. Fletcher-Flinn
|
|
2004
|
|
6 |
p. 617-644
28 p.
|
artikel
|
| 30 |
Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors
|
Saiegh-Haddad, Elinor
|
|
2005
|
|
6 |
p. 559-582
|
artikel
|
| 31 |
Cortical network for reading linear words in an alphasyllabary
|
Das, Tanusree
|
|
2010
|
|
6 |
p. 697-707
|
artikel
|
| 32 |
Cross-lagged relations between vocabulary and word reading in multi-scripts
|
Georgiou, George K.
|
|
|
|
6 |
p. 1343-1358
|
artikel
|
| 33 |
Cross-language activation of phonology in young bilingual readers
|
Jared, Debra
|
|
2011
|
|
6 |
p. 1327-1343
|
artikel
|
| 34 |
Derivational morphology and spelling in dyslexia
|
Tsesmeli, Styliani N.
|
|
2006
|
|
6 |
p. 587-625
|
artikel
|
| 35 |
Developmental and individual differences in Chinese writing
|
Guan, Connie Qun
|
|
2012
|
|
6 |
p. 1031-1056
|
artikel
|
| 36 |
Developmental associations between verbal and visualshort-term memory and the acquisition of decoding skill
|
Ann Meyler
|
|
1998
|
|
6 |
p. 519-540
22 p.
|
artikel
|
| 37 |
Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling
|
Walgermo, Bente Rigmor
|
|
2018
|
|
6 |
p. 1379-1399
|
artikel
|
| 38 |
Discourse prominence effects on interpretation of reflexive pronoun “ziji” in children with ASD
|
Wuyun, Gaowa
|
|
|
|
6 |
p. 1393-1417
|
artikel
|
| 39 |
Diversity among Spanish-speaking English language learners: profiles of early literacy skills in kindergarten
|
Ford, Karen L.
|
|
2012
|
|
6 |
p. 889-912
|
artikel
|
| 40 |
Does teachers’ pedagogical content knowledge affect their fluency instruction?
|
Hurk, H. T. G. Van den
|
|
2017
|
|
6 |
p. 1231-1249
|
artikel
|
| 41 |
Dynamics of mirror writing compared to conventional writing in typical preliterate children
|
Portex, Marine
|
|
2018
|
|
6 |
p. 1435-1448
|
artikel
|
| 42 |
Early reading skills in Chinese children with autism spectrum disorder
|
Yin, Li
|
|
|
|
6 |
p. 1515-1537
|
artikel
|
| 43 |
Editorial for the Special Issue - Language and Reading in Autism: Perspectives from Chinese
|
Naigles, Letitia R.
|
|
|
|
6 |
p. 1359-1368
|
artikel
|
| 44 |
Effectiveness of a group-based program for parents of children with dyslexia
|
Multhauf, Bettina
|
|
2016
|
|
6 |
p. 1203-1223
|
artikel
|
| 45 |
Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties
|
Ray, Amber B.
|
|
2018
|
|
6 |
p. 1507-1529
|
artikel
|
| 46 |
Emergent writing forms in Spanish
|
Ana María Borzone de Manrique
|
|
1998
|
|
6 |
p. 499-517
19 p.
|
artikel
|
| 47 |
Erratum to: Cognitive profiles of poor readers of Kannada
|
Nag, Sonali
|
|
2011
|
|
6 |
p. 677-678
|
artikel
|
| 48 |
Erratum to: Developmental and individual differences in Chinese writing
|
Guan, Connie Qun
|
|
2012
|
|
6 |
p. 1057
|
artikel
|
| 49 |
Erratum to: Preschool morphological training produces long-term improvements in reading comprehension
|
Lyster, Solveig-Alma Halaas
|
|
2016
|
|
6 |
p. 1289
|
artikel
|
| 50 |
Erratum to: Writing quality predicts Chinese learning
|
Guan, Connie Qun
|
|
2015
|
|
6 |
p. 915
|
artikel
|
| 51 |
Erratum to: Writing to the Common Core: teachers’ responses to changes in standards and assessments for writing in elementary schools
|
Wilcox, Kristen Campbell
|
|
2015
|
|
6 |
p. 1291
|
artikel
|
| 52 |
Examining the reading-related competencies of struggling adult readers: nuances across reading comprehension assessments and performance levels
|
Talwar, Amani
|
|
|
|
6 |
p. 1569-1592
|
artikel
|
| 53 |
Examining the text-based, on-demand, analytical writing of mainstreamed Latino English learners in a randomized field trial of the Pathway Project intervention
|
Matuchniak, Tina
|
|
2013
|
|
6 |
p. 973-994
|
artikel
|
| 54 |
Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices
|
Piasta, Shayne B.
|
|
|
|
6 |
p. 1399-1422
|
artikel
|
| 55 |
Exploring the reading–writing connection in Chinese children with dyslexia in Hong Kong
|
CHAN, DAVID W.
|
|
2006
|
|
6 |
p. 543-561
|
artikel
|
| 56 |
Exploring the syntactic skills of struggling adult readers
|
Taylor, Nicole A.
|
|
2011
|
|
6 |
p. 1385-1402
|
artikel
|
| 57 |
Eye movements reveal readers’ lexical quality and reading experience
|
Taylor, Jessica Nelson
|
|
2016
|
|
6 |
p. 1069-1103
|
artikel
|
| 58 |
Finger-writing intervention impacts the spelling and handwriting skills of children with developmental language disorder: a multiple single-case study
|
Reybroeck, Marie Van
|
|
2018
|
|
6 |
p. 1319-1341
|
artikel
|
| 59 |
Foreign language reading and spelling in gifted students with dyslexia in secondary education
|
Viersen, Sietske van
|
|
2017
|
|
6 |
p. 1173-1192
|
artikel
|
| 60 |
Fostering alphabet knowledge development: a comparison of two instructional approaches
|
Piasta, Shayne B.
|
|
2009
|
|
6 |
p. 607-626
|
artikel
|
| 61 |
General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: a comparison between Chinese-English and Korean-English bilingual children
|
Wang, Min
|
|
2007
|
|
6 |
p. 627-644
|
artikel
|
| 62 |
Handwriting instruction: a commentary on five studies
|
Graham, Steve
|
|
2018
|
|
6 |
p. 1367-1377
|
artikel
|
| 63 |
High school teachers use of writing to support students’ learning: a national survey
|
Gillespie, Amy
|
|
2013
|
|
6 |
p. 1043-1072
|
artikel
|
| 64 |
Historical argument writing: the role of interpretive work, argument type, and classroom instruction
|
Monte-Sano, Chauncey
|
|
2018
|
|
6 |
p. 1383-1410
|
artikel
|
| 65 |
How character complexity modulates eye movement control in Chinese reading
|
Ma, Guojie
|
|
2015
|
|
6 |
p. 747-761
|
artikel
|
| 66 |
How does the brain read different scripts? Evidence from English, Korean, and Chinese
|
Kim, Say Young
|
|
|
|
6 |
p. 1449-1473
|
artikel
|
| 67 |
‘How do I do it if I don’t like writing?’: Adolescents’ stances toward writing across disciplines
|
Jeffery, Jill V.
|
|
2013
|
|
6 |
p. 1095-1117
|
artikel
|
| 68 |
Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing
|
McKeown, Debra
|
|
2016
|
|
6 |
p. 1105-1140
|
artikel
|
| 69 |
Impact of handwriting training on fluency, spelling and text quality among third graders
|
Hurschler Lichtsteiner, Sibylle
|
|
2018
|
|
6 |
p. 1295-1318
|
artikel
|
| 70 |
In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms
|
Vander Hart, Nanho
|
|
2009
|
|
6 |
p. 673-699
|
artikel
|
| 71 |
Integrative processing of verbal and graphical information during re-reading predicts learning from illustrated text: an eye-movement study
|
Mason, Lucia
|
|
2015
|
|
6 |
p. 851-872
|
artikel
|
| 72 |
Introduction to the special issue of reading and writing: “Lexical representations in reading and writing”
|
Arciuli, Joanne
|
|
2009
|
|
6 |
p. 633-635
|
artikel
|
| 73 |
Is instant messaging the same in every language? A basque perspective
|
Cenoz, Jasone
|
|
2016
|
|
6 |
p. 1225-1243
|
artikel
|
| 74 |
Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing
|
Ferretti, Ralph P.
|
|
2018
|
|
6 |
p. 1411-1430
|
artikel
|
| 75 |
Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language
|
Dolean, Dacian Dorin
|
|
|
|
6 |
p. 1491-1512
|
artikel
|
| 76 |
Language specific speech perception and the onset of reading
|
Denis Burnham
|
|
2003
|
|
6 |
p. 573-609
37 p.
|
artikel
|
| 77 |
Learning from texts: activation of information from previous texts during reading
|
Beker, Katinka
|
|
2016
|
|
6 |
p. 1161-1178
|
artikel
|
| 78 |
Lexical expertise and reading skill: bottom-up and top-down processing of lexical ambiguity
|
Andrews, Sally
|
|
2008
|
|
6 |
p. 687-711
|
artikel
|
| 79 |
Linguistic constraints on the cross-linguistic variations in L2 word recognition
|
Li, Xiaomeng
|
|
|
|
6 |
p. 1401-1424
|
artikel
|
| 80 |
Linguistic processing in Hebrew-speaking children from low and high SES backgrounds
|
Schiff, Rachel
|
|
2011
|
|
6 |
p. 1427-1448
|
artikel
|
| 81 |
Listening comprehension and readingcomprehension in poor decoders: Evidence forthe importance of syntactic and semantic skillsas well as phonological skills
|
Bente E. Hagtvet
|
|
2003
|
|
6 |
p. 505-539
35 p.
|
artikel
|
| 82 |
lol: new language and spelling in instant messaging
|
Varnhagen, Connie K.
|
|
2009
|
|
6 |
p. 719-733
|
artikel
|
| 83 |
Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls
|
Johnston, Rhona S.
|
|
2011
|
|
6 |
p. 1365-1384
|
artikel
|
| 84 |
Matthew effects in writing productivity during second grade
|
Wood, Carla
|
|
|
|
6 |
p. 1377-1398
|
artikel
|
| 85 |
Meanings within meanings: skilled readers activate irrelevant meanings of radicals in Chinese
|
Wang, Tianlin
|
|
|
|
6 |
p. 1381-1399
|
artikel
|
| 86 |
Metalinguistic contributions to reading and spelling in second and third grade students
|
Apel, Kenn
|
|
2011
|
|
6 |
p. 1283-1305
|
artikel
|
| 87 |
Modeling the relationship between lexico-grammatical and discourse organization skills in middle grade writers: insights into later productive language skills that support academic writing
|
Galloway, Emily Phillips
|
|
2015
|
|
6 |
p. 797-828
|
artikel
|
| 88 |
Morphological awareness and early and advanced word recognition and spelling in Dutch
|
Rispens, Judith E.
|
|
2007
|
|
6 |
p. 587-607
|
artikel
|
| 89 |
Morpho-Phonemic Similarity within and between Languages: A Factor to be Considered in Processing Arabic and Hebrew
|
Ibrahim, Raphiq
|
|
2006
|
|
6 |
p. 563-586
|
artikel
|
| 90 |
Noun or verb? Adult readers’ sensitivity to spelling cues to grammatical category in word endings
|
Kemp, Nenagh
|
|
2008
|
|
6 |
p. 661-685
|
artikel
|
| 91 |
On the acquisition of some basic word spelling mechanisms in a deep (French) and a shallow (Spanish) system
|
Carrillo, María Soledad
|
|
2012
|
|
6 |
p. 799-819
|
artikel
|
| 92 |
On the use of lexical stress in reading Spanish
|
Gutiérrez-Palma, Nicolás
|
|
2007
|
|
6 |
p. 645-660
|
artikel
|
| 93 |
Operationalizing and validating disciplinary literacy in secondary education
|
Spires, Hiller A.
|
|
2018
|
|
6 |
p. 1401-1434
|
artikel
|
| 94 |
Oral vocabulary affects children’s orthographic learning in Chinese
|
Li, Luan
|
|
|
|
6 |
p. 1369-1385
|
artikel
|
| 95 |
Orthographic characteristics speed Hindi word naming but slow Urdu naming: evidence from Hindi/Urdu biliterates
|
Rao, Chaitra
|
|
2010
|
|
6 |
p. 679-695
|
artikel
|
| 96 |
Parent–child interactions longitudinally mediate the association between shared literacy activities and emergent literacy and oral language skills
|
Meng, Christine
|
|
|
|
6 |
p. 1593-1612
|
artikel
|
| 97 |
Pauses in written composition: on the importance of where writers pause
|
Medimorec, Srdan
|
|
2017
|
|
6 |
p. 1267-1285
|
artikel
|
| 98 |
Phonological and visual processing deficits can dissociatein developmental dyslexia: Evidence from two case studies
|
Sylviane Valdois
|
|
2003
|
|
6 |
p. 541-572
32 p.
|
artikel
|
| 99 |
Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES
|
Saiegh-Haddad, Elinor
|
|
|
|
6 |
p. 1649-1674
|
artikel
|
| 100 |
Predicting Foreign Language Reading Achievement in Elementary School Students
|
Kahn-Horwitz, Janina
|
|
2005
|
|
6 |
p. 527-558
|
artikel
|
| 101 |
Predictors of English reading comprehension: Cantonese-speaking English language learners in the U.S.
|
Uchikoshi, Yuuko
|
|
2012
|
|
6 |
p. 913-939
|
artikel
|
| 102 |
Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language
|
Bellocchi, Stéphanie
|
|
2017
|
|
6 |
p. 1311-1334
|
artikel
|
| 103 |
Preparing special educators to teach reading and use curriculum-based assessments
|
Al Otaiba, Stephanie
|
|
2007
|
|
6 |
p. 591-617
|
artikel
|
| 104 |
Preschool morphological training produces long-term improvements in reading comprehension
|
Lyster, Solveig-Alma Halaas
|
|
2016
|
|
6 |
p. 1269-1288
|
artikel
|
| 105 |
Print exposure across the reading life span
|
Grolig, Lorenz
|
|
|
|
6 |
p. 1423-1441
|
artikel
|
| 106 |
Prior knowledge and its activation in elementary classroom discourse
|
Hattan, Courtney
|
|
|
|
6 |
p. 1617-1647
|
artikel
|
| 107 |
Probing what’s behind the test score: application of multi-CDM to diagnose EFL learners’ reading performance
|
Du, Wenbo
|
|
|
|
6 |
p. 1441-1466
|
artikel
|
| 108 |
Progress monitoring: an integral part of instruction
|
Santi, Kristi
|
|
2007
|
|
6 |
p. 535-537
|
artikel
|
| 109 |
Promoting handwriting fluency in fifth graders with slow handwriting: a single-subject design study
|
Limpo, Teresa
|
|
2018
|
|
6 |
p. 1343-1366
|
artikel
|
| 110 |
Radical sensitivity is the key to understanding Chinese character acquisition in children
|
Tong, Xiuhong
|
|
2017
|
|
6 |
p. 1251-1265
|
artikel
|
| 111 |
Reading and writing: what is the relationship with anxiety and depression?
|
Bonifacci, Paola
|
|
2007
|
|
6 |
p. 609-625
|
artikel
|
| 112 |
Reading different orthographic structures in the shallow-pointed Hebrew script: a cross-grade study in elementary school
|
Shany, Michal
|
|
2011
|
|
6 |
p. 1217-1238
|
artikel
|
| 113 |
Reading fluency from grade 2–6: a longitudinal examination
|
Lipka, Orly
|
|
2017
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