nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Accelerating the development ofreading, spelling and phonemicawareness skills in initial readers
|
Rhona S. Johnston |
|
2004 |
|
4 |
p. 327-357 31 p. |
artikel |
2 |
Accuracy feedback improves word learning from context: evidence from a meaning-generation task
|
Frishkoff, Gwen A. |
|
2016 |
|
4 |
p. 609-632 |
artikel |
3 |
Accuracy in identifying students’ miscues during oral reading: a taxonomy of scorers’ mismarkings
|
Reed, Deborah K. |
|
2018 |
|
4 |
p. 1009-1035 |
artikel |
4 |
A comparison of schools: teacher knowledge of explicit code-based reading instruction
|
Cohen, Rebecca A. |
|
2016 |
|
4 |
p. 653-690 |
artikel |
5 |
Acquisition of the alphabetic principle in deaf and hard-of-hearing preschoolers: the role of phonology in letter-sound learning
|
Goldberg, Hanah R. |
|
2014 |
|
4 |
p. 509-525 |
artikel |
6 |
A cross-linguistic comparison of phonological awareness and wordrecognition
|
Ayd Yücesan Durgunolu |
|
1999 |
|
4 |
p. 281-299 19 p. |
artikel |
7 |
A developmental investigation of word lengtheffects in reading using a new on-line word identificationparadigm
|
Ranka Bijeljac-Babic |
|
2004 |
|
4 |
p. 411-431 21 p. |
artikel |
8 |
A longitudinal investigation of the double dissociation between reading and spelling deficits: the role of linguistic and executive function skills
|
Papadopoulos, Timothy C. |
|
|
|
4 |
p. 1075-1104 |
artikel |
9 |
An investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexia
|
Larsen, Linda |
|
2018 |
|
4 |
p. 991-1015 |
artikel |
10 |
Applying a multiple group causal indicator modeling framework to the reading comprehension skills of third, seventh, and tenth grade students
|
Tighe, Elizabeth L. |
|
2014 |
|
4 |
p. 439-466 |
artikel |
11 |
Aspects of pronominal resolution as markers of reading comprehension: the role of antecedent variability
|
Elbro, Carsten |
|
2016 |
|
4 |
p. 813-827 |
artikel |
12 |
Associated effects of automated essay evaluation software on growth in writing quality for students with and without disabilities
|
Wilson, Joshua |
|
2016 |
|
4 |
p. 691-718 |
artikel |
13 |
A synthesis of fluency interventions for secondary struggling readers
|
Wexler, Jade |
|
2007 |
|
4 |
p. 317-347 |
artikel |
14 |
Book Review: Children’s Literacy Development by Catherine MCBride-Chang. First published in Great Britain by Arnold, a member of the Hodder Headline group. Published in 2004, Distributed in the United States of America by Oxford University Press, 202 pp, Paperback
|
Aaron, P. G. |
|
2005 |
|
4 |
p. 377-384 |
artikel |
15 |
Children with dyslexia show an inhibition domain-specific deficit in reading
|
Van Reybroeck, Marie |
|
|
|
4 |
p. 907-933 |
artikel |
16 |
Children with handwriting difficulties: developing orthographic knowledge of alphabet-letters to improve capacity to write alphabet symbols
|
Mathwin, Kathryn P. |
|
|
|
4 |
p. 919-942 |
artikel |
17 |
Choosing how to plan informative synthesis texts: Effects of strategy-based interventions on overall text quality
|
van Ockenburg, Liselore |
|
|
|
4 |
p. 997-1023 |
artikel |
18 |
Cognitive and environmental predictors of early literacy skills
|
Davidse, Neeltje J. |
|
2010 |
|
4 |
p. 395-412 |
artikel |
19 |
Cognitive and linguistic factors in reading acquisition
|
Verhoeven, Ludo |
|
2010 |
|
4 |
p. 387-394 |
artikel |
20 |
Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?
|
Taylor, Karen S. |
|
2018 |
|
4 |
p. 983-1007 |
artikel |
21 |
Collaborative sense-making in print and digital text environments
|
Davis, Dennis S. |
|
2011 |
|
4 |
p. 831-856 |
artikel |
22 |
Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice
|
Granado-Peinado, Miriam |
|
|
|
4 |
p. 909-936 |
artikel |
23 |
Comparing the effects of different book reading techniques on young children’s language development
|
Şimşek, Zeynep Ceren |
|
|
|
4 |
p. 817-839 |
artikel |
24 |
Conceptual coherence, comprehension, and vocabulary acquisition: A knowledge effect?
|
Cervetti, Gina N. |
|
2016 |
|
4 |
p. 761-779 |
artikel |
25 |
Content and alignment of state writing standards and assessments as predictors of student writing achievement: an analysis of 2007 National Assessment of Educational Progress data
|
Troia, Gary A. |
|
2017 |
|
4 |
p. 835-864 |
artikel |
26 |
Contextual effects on predicting risk for reading difficulties in first and second grade
|
Foorman, Barbara R. |
|
2007 |
|
4 |
p. 371-394 |
artikel |
27 |
Copying skills in children with and without dyslexia
|
Blampain, Elise |
|
|
|
4 |
p. 859-885 |
artikel |
28 |
Cross-language transfer of reading skills: an empirical investigation of bidirectionality and the influence of instructional environments
|
Kim, Young-Suk Grace |
|
2018 |
|
4 |
p. 839-871 |
artikel |
29 |
Cultural influences on the relation between executive functions and academic achievement
|
Georgiou, George K. |
|
|
|
4 |
p. 991-1013 |
artikel |
30 |
Defining the relationship between fine motor visual-spatial integration and reading and spelling
|
Mohamed, Malikka Begum Habib |
|
|
|
4 |
p. 877-898 |
artikel |
31 |
Defying expectations: Vocabulary growth trajectories of high performing language minority students
|
Hwang, Jin Kyoung |
|
2016 |
|
4 |
p. 829-856 |
artikel |
32 |
Depth of reading vocabulary in hearing and hearing-impaired children
|
Coppens, Karien M. |
|
2010 |
|
4 |
p. 463-477 |
artikel |
33 |
Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills
|
Cheong, Choo Mui |
|
2017 |
|
4 |
p. 779-811 |
artikel |
34 |
Differential Reading, Naming, and Transcribing Speeds of Japanese Romaji and Hiragana
|
Yamada, Jun |
|
2005 |
|
4 |
p. 303-323 |
artikel |
35 |
Discourse synthesis: Textual transformations in writing from sources
|
Nelson, Nancy |
|
|
|
4 |
p. 769-808 |
artikel |
36 |
Dispositional factors affecting motivation during learning in adult basic and secondary education programs
|
Mellard, Daryl F. |
|
2012 |
|
4 |
p. 515-538 |
artikel |
37 |
Does audio-visual binding as an integrative function of working memory influence the early stages of learning to write?
|
Davies, S. J. |
|
|
|
4 |
p. 835-857 |
artikel |
38 |
Does previewing answer choice options improve performance on reading tests?
|
Guo, Qian |
|
2016 |
|
4 |
p. 745-760 |
artikel |
39 |
Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders
|
Cordeiro, Carolina |
|
|
|
4 |
p. 813-833 |
artikel |
40 |
Do null phonemic masking effects reflectstrategic control of phonology?
|
Iris Berent |
|
2003 |
|
4 |
p. 349-376 28 p. |
artikel |
41 |
Dynamic assessment of phonological awareness in young foreign language learners: predictability and modifiability
|
Lu, Ying-Ying |
|
2018 |
|
4 |
p. 891-908 |
artikel |
42 |
Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses
|
Bowyer-Crane, Claudine |
|
2016 |
|
4 |
p. 771-790 |
artikel |
43 |
E-book as facilitator of vocabulary acquisition: support of adults, dynamic dictionary and static dictionary
|
Korat, Ofra |
|
2013 |
|
4 |
p. 613-629 |
artikel |
44 |
Effects of Familiarity and Type of Encoding on Proofreading of Text
|
Pilotti, Maura |
|
2005 |
|
4 |
p. 325-341 |
artikel |
45 |
Effects of metalinguistic awareness on Chinese as a second language spelling through the mediation of reading and copying
|
Wong, Yu Ka |
|
|
|
4 |
p. 853-875 |
artikel |
46 |
Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills
|
Grolig, Lorenz |
|
2018 |
|
4 |
p. 1061-1084 |
artikel |
47 |
Effects of variations in orthographic information on Asian andAmerican readers English text reading
|
Nancy Ewald Jackson |
|
1999 |
|
4 |
p. 345-379 35 p. |
artikel |
48 |
Effects of Visual and Phonological Distinctness on Visual–verbal Paired Associate Learning in Dutch Dyslexic and Normal Readers
|
Messbauer, Vera C. S. |
|
2006 |
|
4 |
p. 393-426 |
artikel |
49 |
Effects of word spacing on children’s reading: Evidence from eye movements
|
Li, Sainan |
|
|
|
4 |
p. 1019-1033 |
artikel |
50 |
Effects of working memory training on reading in children with special needs
|
Dahlin, Karin I. E. |
|
2010 |
|
4 |
p. 479-491 |
artikel |
51 |
Erratum to: The cognitive processes involved in learning to read in Arabic
|
Taouk, Miriam |
|
2016 |
|
4 |
p. 945 |
artikel |
52 |
Executive functions and components of oral reading fluency through the lens of text complexity
|
Nguyen, Tin Q. |
|
|
|
4 |
p. 1037-1073 |
artikel |
53 |
Executive functions and pragmatics in children with high-functioning autism
|
Filipe, Marisa G. |
|
|
|
4 |
p. 859-875 |
artikel |
54 |
Experimental intervention research on students with specific poor comprehension: a systematic review of treatment outcomes
|
Lee, Sung Hee |
|
2016 |
|
4 |
p. 917-943 |
artikel |
55 |
Explaining common variance shared by early numeracy and literacy
|
Davidse, N. J. |
|
2013 |
|
4 |
p. 631-648 |
artikel |
56 |
Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms
|
Ryder, Janice F. |
|
2007 |
|
4 |
p. 349-369 |
artikel |
57 |
Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading
|
Carlisle, Joanne F. |
|
2009 |
|
4 |
p. 457-486 |
artikel |
58 |
Exploring English and Spanish rhyme awareness and beginning sound segmentation skills in prekindergarten Spanish-speaking English Learners
|
Raynolds, Laura B. |
|
2016 |
|
4 |
p. 719-737 |
artikel |
59 |
Exploring the reading–writing relationship in young Chinese language learners’ sentence writing
|
Wong, Yu Ka |
|
2018 |
|
4 |
p. 945-964 |
artikel |
60 |
Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits
|
McGeown, Sarah P. |
|
2014 |
|
4 |
p. 545-569 |
artikel |
61 |
First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes
|
Brady, Susan |
|
2009 |
|
4 |
p. 425-455 |
artikel |
62 |
Fluency Transfer: Differential Gains in Reading Speed and Accuracy Following Isolated Word and Context Training
|
Martin-Chang, Sandra Lyn |
|
2005 |
|
4 |
p. 343-376 |
artikel |
63 |
Foreign language reading anxiety and its correlates: a meta-analysis
|
Li, Rui |
|
|
|
4 |
p. 995-1018 |
artikel |
64 |
Four methods of identifying change in the context of a multiple component reading intervention for struggling middle school readers
|
Frijters, Jan C. |
|
2012 |
|
4 |
p. 539-563 |
artikel |
65 |
Further evidence for teacher knowledge: supporting struggling readers in grades three through five
|
McCutchen, Deborah |
|
2009 |
|
4 |
p. 401-423 |
artikel |
66 |
Handwriting in signing deaf middle-school students and relationship with text composition and spelling
|
Alamargot, Denis |
|
2018 |
|
4 |
p. 1017-1038 |
artikel |
67 |
Hong Kong senior secondary students’ reading motivation and classical Chinese reading comprehension
|
Lau, Kit-Ling |
|
2018 |
|
4 |
p. 963-982 |
artikel |
68 |
How logical reasoning mediates the relation between lexical quality and reading comprehension
|
Segers, Eliane |
|
2016 |
|
4 |
p. 577-590 |
artikel |
69 |
How Quality of Writing Instruction Impacts High-risk Fourth Graders’ Writing
|
Moats, Louisa |
|
2006 |
|
4 |
p. 363-391 |
artikel |
70 |
Improving vocational students’ consideration of source information when deciding about science controversies
|
Stadtler, Marc |
|
2016 |
|
4 |
p. 705-729 |
artikel |
71 |
Individual and group sensitivity to remedial reading program design: examining reading gains across three middle school reading projects
|
Calhoon, Mary Beth |
|
2013 |
|
4 |
p. 565-592 |
artikel |
72 |
Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences
|
Calhoon, Mary Beth |
|
2013 |
|
4 |
p. 489-494 |
artikel |
73 |
Introduction: Linguistic processes in reading across orthographies
|
Esther Geva |
|
1999 |
|
4 |
p. 275-280 6 p. |
artikel |
74 |
Introduction to the special issue about perspectives on teachers’ disciplinary knowledge of reading processes, development, and pedagogy
|
Cunningham, Anne |
|
2009 |
|
4 |
p. 375-378 |
artikel |
75 |
Introduction to the special issue: early literacy among monolingual and bilingual children
|
Shaul, Shelley |
|
2013 |
|
4 |
p. 609-611 |
artikel |
76 |
Introduction to the 2020 special issue for the Association for Reading and Writing in Asia (ARWA)
|
Koh, Poh Wee |
|
|
|
4 |
p. 797-801 |
artikel |
77 |
Introduction to the special issue on synthesis tasks: where reading and writing meet
|
Vandermeulen, Nina |
|
|
|
4 |
p. 747-768 |
artikel |
78 |
Investigating the validity of two widely used quantitative text tools
|
Cunningham, James W. |
|
2018 |
|
4 |
p. 813-833 |
artikel |
79 |
Is the consonant primacy script-universal or script-specific? Evidence from non-Roman script Korean Hangul
|
Pae, Hye K. |
|
2018 |
|
4 |
p. 1085-1106 |
artikel |
80 |
Knowledge foundations for teaching reading and spelling
|
Moats, Louisa |
|
2009 |
|
4 |
p. 379-399 |
artikel |
81 |
Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education
|
Casado-Ledesma, Lidia |
|
|
|
4 |
p. 965-996 |
artikel |
82 |
Learning to read in Arabic: the long and winding road
|
Asaad, Hanan |
|
2013 |
|
4 |
p. 649-664 |
artikel |
83 |
Lexical characteristics of Spanish and English words and the development of phonological awareness skills in Spanish-speaking language-minority children
|
Goodrich, J. Marc |
|
2016 |
|
4 |
p. 683-704 |
artikel |
84 |
Lexical processes in the recognition of Japanese horizontal and vertical compounds
|
Miwa, Koji |
|
2016 |
|
4 |
p. 791-812 |
artikel |
85 |
Lexical stress assignment in Italian developmental dyslexia
|
Paizi, Despina |
|
2010 |
|
4 |
p. 443-461 |
artikel |
86 |
Literacy in vocational education and training: scenario-based reading and writing education
|
Konstantinidou, Liana |
|
|
|
4 |
p. 1025-1052 |
artikel |
87 |
Longitudinal effects of different aspects of morphological awareness skills on early spelling development
|
Grigorakis, Ioannis |
|
|
|
4 |
p. 945-979 |
artikel |
88 |
Long-term outcome of the early identification and intervention of reading disabilities
|
Partanen, Marita |
|
2013 |
|
4 |
p. 665-684 |
artikel |
89 |
Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities
|
Fuchs, Douglas |
|
2007 |
|
4 |
p. 413-436 |
artikel |
90 |
Mapping multiple documents: From constructing multiple document models to argumentative writing
|
Barzilai, Sarit |
|
|
|
4 |
p. 809-847 |
artikel |
91 |
Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups
|
Korat, Ofra |
|
|
|
4 |
p. 361-398 |
artikel |
92 |
Meaningful reading gains by adult literacy learners
|
Scarborough, Hollis S. |
|
2012 |
|
4 |
p. 593-613 |
artikel |
93 |
Morphological processing in developmental handwriting production: evidence from kinematics
|
Hess, Stefan |
|
|
|
4 |
p. 899-917 |
artikel |
94 |
Online interventions to help college students to improve the degree of integration of their argumentative synthesis
|
Luna, María |
|
|
|
4 |
p. 937-963 |
artikel |
95 |
Oral reading fluency of Chinese second language learners
|
Yang, Shuyi |
|
|
|
4 |
p. 981-1001 |
artikel |
96 |
Orthographic awareness, phonemic awareness,syntactic processing, and working memory skillin hyperlexic children
|
Richard L. Sparks |
|
2004 |
|
4 |
p. 359-386 28 p. |
artikel |
97 |
Orthographic knowledge: clarifications, challenges, and future directions
|
Apel, Kenn |
|
2018 |
|
4 |
p. 873-889 |
artikel |
98 |
Parental anxiety, endorsement of literacy learning, and home literacy practices among Chinese parents of young children
|
Chen, Si |
|
|
|
4 |
p. 825-852 |
artikel |
99 |
Perception of the cursive handwriting movement in writers and pre-writers
|
Bonneton-Botté, Nathalie |
|
2018 |
|
4 |
p. 927-943 |
artikel |
100 |
Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions
|
Greenberg, Daphne |
|
2012 |
|
4 |
p. 495-514 |
artikel |
101 |
Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers
|
Russak, Susie |
|
2010 |
|
4 |
p. 427-442 |
artikel |
102 |
Predicting early spelling: the contribution of children’s early literacy, private speech during spelling, behavioral regulation, and parental spelling support
|
Aram, Dorit |
|
2013 |
|
4 |
p. 685-707 |
artikel |
103 |
Predicting students’ writing performance on the NAEP from student- and state-level variables
|
Mo, Ya |
|
2016 |
|
4 |
p. 739-770 |
artikel |
104 |
Predictors of reading literacy for first and second language learners
|
Netten, Andrea |
|
2010 |
|
4 |
p. 413-425 |
artikel |
105 |
Preschool children’s early writing: repeated measures reveal growing but variable trajectories
|
Campbell, Kelly |
|
2018 |
|
4 |
p. 939-961 |
artikel |
106 |
Processing inflected morphology in second language word recognition:Russian-speakers and English-speakers read Hebrew
|
Lesly Wade-Woolley |
|
1999 |
|
4 |
p. 321-343 23 p. |
artikel |
107 |
Proofreading by students: implications of executive and non-executive components of working memory in the detection of phonological, orthographical, and grammatical errors
|
Larigauderie, Pascale |
|
|
|
4 |
p. 1015-1036 |
artikel |
108 |
Prosodic sensitivity and reading fluency of musicians and non-musicians
|
Obergfell, Anja L. |
|
|
|
4 |
p. 887-909 |
artikel |
109 |
Rapid naming contributions to reading and writing acquisition of European Portuguese
|
Albuquerque, Cristina P. |
|
2011 |
|
4 |
p. 775-797 |
artikel |
110 |
Reasoning beyond history: examining students’ strategy use when completing a multiple text task addressing a controversial topic in education
|
List, Alexandra |
|
|
|
4 |
p. 1003-1048 |
artikel |
111 |
Reasoning in a reading context: Deductive inferences inbasal reading series
|
Bridget a. FRANKS |
|
1997 |
|
4 |
p. 285-312 28 p. |
artikel |
112 |
Recent developments in reading intervention research: Introduction to the special issue
|
Tunmer, William E. |
|
2007 |
|
4 |
p. 299-316 |
artikel |
113 |
Response to Intervention in first-grade writing instruction: a large-scale feasibility study
|
Arrimada, María |
|
|
|
4 |
p. 943-969 |
artikel |
114 |
Roles of paper-based reading ability and ICT-related skills in online reading performance
|
Liu, I-Fang |
|
2018 |
|
4 |
p. 1037-1059 |
artikel |
115 |
Sandhi-tone words prolong fixation duration during silent sentence reading in Chinese
|
Pan, Jinger |
|
|
|
4 |
p. 841-857 |
artikel |
116 |
Source inclusion in synthesis writing: an NLP approach to understanding argumentation, sourcing, and essay quality
|
Crossley, Scott |
|
|
|
4 |
p. 1053-1083 |
artikel |
117 |
Speech production deficits in early readers: predictors of risk
|
Foy, Judith G. |
|
2011 |
|
4 |
p. 799-830 |
artikel |
118 |
Spelling acquisition of novel English phonemesin Chinese children
|
Min Wang |
|
2003 |
|
4 |
p. 325-348 24 p. |
artikel |
119 |
Starting small: Building preschool teacher knowledge that supports early literacy development
|
Cunningham, Anne E. |
|
2009 |
|
4 |
p. 487-510 |
artikel |
120 |
Statistical learning is related to early literacy-related skills
|
Spencer, Mercedes |
|
2014 |
|
4 |
p. 467-490 |
artikel |
121 |
Supporting first-grade writers who fail to learn: multiple single-case evaluation of a Response to Intervention approach
|
Arrimada, María |
|
2018 |
|
4 |
p. 865-891 |
artikel |
122 |
Syllable frequency in lexical decision and naming of English words
|
Macizo, Pedro |
|
|
|
4 |
|
artikel |
123 |
Text-based writing of low-skilled postsecondary students: relation to comprehension, self-efficacy and teacher judgments
|
Perin, Dolores |
|
2016 |
|
4 |
p. 887-915 |
artikel |
124 |
Text composition by deaf and hearing middle-school students: The role of working memory
|
Alamargot, Denis |
|
|
|
4 |
p. 333-360 |
artikel |
125 |
The Contribution of Naming Speed to the Simple View of Reading
|
Johnston, Timothy C. |
|
2006 |
|
4 |
p. 339-361 |
artikel |
126 |
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 |
|
4 |
p. 633-657 |
artikel |
127 |
The core components of reading instruction in Chinese
|
Ho, Connie Suk-Han |
|
2011 |
|
4 |
p. 857-886 |
artikel |
128 |
The developmental trajectory of biliteracy for Chinese–English adult EFL learners: a longitudinal study
|
Xue, Jin |
|
|
|
4 |
p. 1089-1114 |
artikel |
129 |
The developmental trend of orthographic awareness in Chinese preschoolers
|
Qian, Yi |
|
2014 |
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4 |
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