| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Characteristics of the written compositions of Spanish children with dyslexia and their relationship with spelling difficulties
|
Afonso, Olivia
|
|
|
|
10 |
p. 2473-2496
|
artikel
|
| 2 |
Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency
|
Liao, Xian
|
|
|
|
10 |
p. 2529-2557
|
artikel
|
| 3 |
Does a truly symmetrically transparent orthography exist? Spelling is more difficult than reading even in an orthography considered highly transparent for both reading and spelling
|
Babayiğit, Selma
|
|
|
|
10 |
p. 2453-2472
|
artikel
|
| 4 |
Does vocabulary knowledge matter in the effectiveness of instructing reading strategies? Differential responses from adolescents with low academic achievement on growth in reading comprehension
|
Okkinga, M.
|
|
|
|
10 |
p. 2549-2575
|
artikel
|
| 5 |
Early literacy in Arabic: the role of SES, home literacy environment, mothers’ early literacy beliefs and estimation of their children’s literacy skills
|
Hassunah-Arafat, Safieh Muhamad
|
|
|
|
10 |
p. 2603-2625
|
artikel
|
| 6 |
Effect of alternating-color words on oral reading in grades 2–5 Chinese children: evidence from eye movements
|
Song, Ziming
|
|
|
|
10 |
p. 2627-2643
|
artikel
|
| 7 |
Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficiency
|
Baker, Doris Luft
|
|
|
|
10 |
p. 2697-2724
|
artikel
|
| 8 |
Effects of German reading skills and bilingualism on early learning of English as a foreign language in primary school children
|
Maurer, U.
|
|
|
|
10 |
p. 2673-2689
|
artikel
|
| 9 |
Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books
|
Gu, Yi-xin
|
|
|
|
10 |
p. 2581-2602
|
artikel
|
| 10 |
Exploring the dimensionality of kindergarten written composition
|
Puranik, Cynthia
|
|
|
|
10 |
p. 2481-2510
|
artikel
|
| 11 |
How does first language achievement impact second language reading anxiety? Exploration of mediator variables
|
Sparks, Richard L.
|
|
|
|
10 |
p. 2667-2692
|
artikel
|
| 12 |
How do French students in primary grades process past participle inflections and their N-1 and N+1 in sentence dictation tasks? An analysis of the effects of verb frequency and verb consistency
|
Negro, Isabelle
|
|
|
|
10 |
p. 2313-2340
|
artikel
|
| 13 |
Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms
|
Lin, Tzu-Jung
|
|
|
|
10 |
p. 2549-2575
|
artikel
|
| 14 |
Joint book reading, library visits and letter teaching in families: relations to parent education and children’s reading behavior
|
Pfost, Maximilian
|
|
|
|
10 |
p. 2627-2647
|
artikel
|
| 15 |
Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition
|
Gunnerud, Hilde Lowell
|
|
|
|
10 |
p. 2365-2387
|
artikel
|
| 16 |
Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth
|
Querido, Luís
|
|
|
|
10 |
p. 2459-2479
|
artikel
|
| 17 |
PISA reading achievement: identifying predictors and examining model generalizability for multilingual students
|
Dai, Shenghai
|
|
|
|
10 |
p. 2763-2795
|
artikel
|
| 18 |
Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis
|
Chen, Yi-Jui Iva
|
|
|
|
10 |
p. 2559-2580
|
artikel
|
| 19 |
Relation between executive function and early language and literacy development in Bengali, Chinese, and Hindi
|
Chan, Stephanie W. Y.
|
|
|
|
10 |
p. 2341-2364
|
artikel
|
| 20 |
Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement
|
Li, Wentao
|
|
|
|
10 |
p. 2409-2431
|
artikel
|
| 21 |
Self-teaching new words among English language learners
|
Li, Yixun
|
|
|
|
10 |
p. 2389-2408
|
artikel
|
| 22 |
Study of the orthographic neighborhood frequency effect on Chinese compound characters
|
Liu, Yanchi
|
|
|
|
10 |
p. 2717-2738
|
artikel
|
| 23 |
Syntactic complexity measures: variation by genre, grade-level, students’ writing abilities, and writing quality
|
Jagaiah, Thilagha
|
|
|
|
10 |
p. 2577-2638
|
artikel
|
| 24 |
Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers
|
Hsiang, Tien Ping
|
|
|
|
10 |
p. 2511-2548
|
artikel
|
| 25 |
Teaching writing in grades 4–6 in urban schools in Chile: a national survey
|
Bañales, Gerardo
|
|
|
|
10 |
p. 2661-2696
|
artikel
|
| 26 |
Textual borrowing in science summaries: upper-elementary and middle school students learning to write the language of science
|
Qin, Wenjuan
|
|
|
|
10 |
p. 2505-2528
|
artikel
|
| 27 |
The contribution of morphological awareness to reading comprehension in Arabic-speaking second graders
|
Vaknin-Nusbaum, Vered
|
|
|
|
10 |
p. 2413-2436
|
artikel
|
| 28 |
The different linguistic profiles in Arabic speaking kindergarteners and relation to emergent literacy
|
Mansour‑Adwan, Jasmeen
|
|
|
|
10 |
p. 2577-2603
|
artikel
|
| 29 |
The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade
|
Sun, Ting
|
|
|
|
10 |
p. 2497-2522
|
artikel
|
| 30 |
The relationship between grammatical understanding and writing skills in Finnish secondary L1 education
|
Marjokorpi, Jenni
|
|
|
|
10 |
p. 2605-2625
|
artikel
|
| 31 |
The relationship between motivation to read and reading comprehension in chilean elementary students
|
Orellana, Pelusa
|
|
|
|
10 |
p. 2437-2458
|
artikel
|
| 32 |
The role of morphological awareness in the development of reading comprehension in Hebrew-speaking second-graders
|
Vaknin-Nusbaum, Vered
|
|
|
|
10 |
p. 2645-2671
|
artikel
|
| 33 |
“To give someone a fish or teach them how to fish?”: effects of a self-reflection tool on orthographic performance in Portuguese children
|
Silva, Cristina
|
|
|
|
10 |
p. 2481-2503
|
artikel
|
| 34 |
Toward a better understanding of skill integration in integrated writing: a structural equation modeling study of EFL secondary learners’ test performance
|
Ye, Wei
|
|
|
|
10 |
p. 2739-2762
|
artikel
|
| 35 |
Typical 6-year-old children’s confusion between “b” and “d” in reading cannot be assimilated to reversal
|
Fischer, Jean-Paul
|
|
|
|
10 |
p. 2433-2451
|
artikel
|
| 36 |
Validity of automated text evaluation tools for written-expression curriculum-based measurement: a comparison study
|
Keller-Margulis, Milena A.
|
|
|
|
10 |
p. 2461-2480
|
artikel
|
| 37 |
What is the role of audiovisual associative learning in Chinese reading?
|
Zhao, Xingnan
|
|
|
|
10 |
p. 2693-2715
|
artikel
|
| 38 |
Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency
|
Chen, Tianxu
|
|
|
|
10 |
p. 2639-2660
|
artikel
|
| 39 |
Word processing difficulty and executive control interactively shape comprehension monitoring in a second language: an eye-tracking study
|
Hessel, Annina K.
|
|
|
|
10 |
p. 2287-2312
|
artikel
|
| 40 |
Word reading by sequential trilingual: the relative strength of lexical and sub-lexical processing in Arabic and English orthographies
|
Asadi, Ibrahim A.
|
|
|
|
10 |
p. 2649-2666
|
artikel
|
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