| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Accuracy feedback improves word learning from context: evidence from a meaning-generation task
|
Frishkoff, Gwen A.
|
|
2016
|
29 |
4 |
p. 609-632
|
artikel
|
| 2 |
Conceptual coherence, comprehension, and vocabulary acquisition: A knowledge effect?
|
Cervetti, Gina N.
|
|
2016
|
29 |
4 |
p. 761-779
|
artikel
|
| 3 |
Does previewing answer choice options improve performance on reading tests?
|
Guo, Qian
|
|
2016
|
29 |
4 |
p. 745-760
|
artikel
|
| 4 |
How logical reasoning mediates the relation between lexical quality and reading comprehension
|
Segers, Eliane
|
|
2016
|
29 |
4 |
p. 577-590
|
artikel
|
| 5 |
Improving vocational students’ consideration of source information when deciding about science controversies
|
Stadtler, Marc
|
|
2016
|
29 |
4 |
p. 705-729
|
artikel
|
| 6 |
Lexical characteristics of Spanish and English words and the development of phonological awareness skills in Spanish-speaking language-minority children
|
Goodrich, J. Marc
|
|
2016
|
29 |
4 |
p. 683-704
|
artikel
|
| 7 |
The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners
|
Reed, Deborah K.
|
|
2016
|
29 |
4 |
p. 633-657
|
artikel
|
| 8 |
The link between text difficulty, reading speed and exploration of printed text during shared book reading
|
Roy-Charland, Annie
|
|
2016
|
29 |
4 |
p. 731-743
|
artikel
|
| 9 |
The spelling strategies of francophone dyslexic students
|
Ruberto, Noémia
|
|
2015
|
29 |
4 |
p. 659-681
|
artikel
|
| 10 |
The unique role of lexical accessibility in predicting kindergarten emergent literacy
|
Verhoeven, Ludo
|
|
2016
|
29 |
4 |
p. 591-608
|
artikel
|
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