nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Double consonants in English: graphemic, morphological, prosodic and etymological determinants
|
Berg, Kristian |
|
2015 |
29 |
3 |
p. 453-474 |
artikel |
2 |
Effects of induced orthographic and semantic knowledge on subsequent learning: a test of the partial knowledge hypothesis
|
Adlof, Suzanne |
|
2016 |
29 |
3 |
p. 475-500 |
artikel |
3 |
Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study
|
Zhang, Dongbo |
|
2015 |
29 |
3 |
p. 383-407 |
artikel |
4 |
Prosodic and phonemic awareness in children’s reading of long and short words
|
Wade-Woolley, Lesly |
|
2015 |
29 |
3 |
p. 371-382 |
artikel |
5 |
Teachers’ reported practices for teaching writing in England
|
Dockrell, Julie E. |
|
2015 |
29 |
3 |
p. 409-434 |
artikel |
6 |
The dynamics of narrative writing in primary grade children: writing process factors predict story quality
|
Torkildsen, Janne von Koss |
|
2015 |
29 |
3 |
p. 529-554 |
artikel |
7 |
The effect of language specific factors on early written composition: the role of spelling, oral language and text generation skills in a shallow orthography
|
Arfé, Barbara |
|
2016 |
29 |
3 |
p. 501-527 |
artikel |
8 |
Vocabulary does not complicate the simple view of reading
|
Braze, David |
|
2015 |
29 |
3 |
p. 435-451 |
artikel |
9 |
Writing in the content areas: a Norwegian case study
|
Hertzberg, Frøydis |
|
2015 |
29 |
3 |
p. 555-576 |
artikel |