| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Double consonants in English: graphemic, morphological, prosodic and etymological determinants
|
Berg, Kristian
|
|
2015
|
29 |
3 |
p. 453-474
|
article
|
| 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
|
article
|
| 3 |
Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study
|
Zhang, Dongbo
|
|
2015
|
29 |
3 |
p. 383-407
|
article
|
| 4 |
Prosodic and phonemic awareness in children’s reading of long and short words
|
Wade-Woolley, Lesly
|
|
2015
|
29 |
3 |
p. 371-382
|
article
|
| 5 |
Teachers’ reported practices for teaching writing in England
|
Dockrell, Julie E.
|
|
2015
|
29 |
3 |
p. 409-434
|
article
|
| 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
|
article
|
| 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
|
article
|
| 8 |
Vocabulary does not complicate the simple view of reading
|
Braze, David
|
|
2015
|
29 |
3 |
p. 435-451
|
article
|
| 9 |
Writing in the content areas: a Norwegian case study
|
Hertzberg, Frøydis
|
|
2015
|
29 |
3 |
p. 555-576
|
article
|
Journal description