| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction
|
Ciampa, Katia
|
|
2017
|
31 |
2 |
p. 457-481
|
artikel
|
| 2 |
Direct and indirect effects of print exposure on silent reading fluency
|
Mano, Quintino R.
|
|
2017
|
31 |
2 |
p. 483-502
|
artikel
|
| 3 |
Do 2nd and 3rd grade teachers’ linguistic knowledge and instructional practices predict spelling gains in weaker spellers?
|
Puliatte, Alison
|
|
2017
|
31 |
2 |
p. 239-266
|
artikel
|
| 4 |
Fostering writing in upper primary grades: a study into the distinct and combined impact of explicit instruction and peer assistance
|
Smedt, Fien De
|
|
2017
|
31 |
2 |
p. 325-354
|
artikel
|
| 5 |
Lexical quality and executive control predict children’s first and second language reading comprehension
|
Raudszus, Henriette
|
|
2017
|
31 |
2 |
p. 405-424
|
artikel
|
| 6 |
Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students
|
Ehri, Linnea C.
|
|
2017
|
31 |
2 |
p. 425-456
|
artikel
|
| 7 |
Role of narrative skills on reading comprehension: Spanish–English and Cantonese–English dual language learners
|
Uchikoshi, Yuuko
|
|
2017
|
31 |
2 |
p. 381-404
|
artikel
|
| 8 |
Secondary science teachers’ implementation of CCSS and NGSS literacy practices: a survey study
|
Drew, Sally Valentino
|
|
2017
|
31 |
2 |
p. 267-291
|
artikel
|
| 9 |
The contribution of vocabulary knowledge and semantic orthographic fluency to text quality through elementary school in Catalan
|
Castillo, Cristina
|
|
2017
|
31 |
2 |
p. 293-323
|
artikel
|
| 10 |
The direct and indirect effects of word reading and vocabulary on adolescents’ reading comprehension: Comparing struggling and adequate comprehenders
|
Oslund, Eric L.
|
|
2017
|
31 |
2 |
p. 355-379
|
artikel
|
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