| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adolescent students’ reading during writing behaviors and relationships with text quality: an eyetracking study
|
Beers, Scott F.
|
|
2009
|
|
7 |
p. 743-775
|
artikel
|
| 2 |
Age of acquisition and the completeness ofphonological representations
|
Josephine Mobaghan
|
|
2002
|
|
7 |
p. 759-788
30 p.
|
artikel
|
| 3 |
A longitudinal analysis of English language learners’ word decoding and reading comprehension
|
Nakamoto, Jonathan
|
|
2006
|
|
7 |
p. 691-719
|
artikel
|
| 4 |
Analogy without priming in early spelling development
|
Marie-Line Bosse
|
|
2003
|
|
7 |
p. 693-716
24 p.
|
artikel
|
| 5 |
Analysis of lexical quality and its relation to writing quality for 4th grade, primary school students in Chile
|
Gómez Vera, Gabriela
|
|
2016
|
|
7 |
p. 1317-1336
|
artikel
|
| 6 |
An emergent interaction between reading fluency and vocabulary in the prediction of reading comprehension among French immersion elementary students
|
Lee, Kathleen
|
|
2018
|
|
7 |
p. 1657-1679
|
artikel
|
| 7 |
An exploratory study of middle-school learners’ historical reading in an internet environment
|
Cho, Byeong-Young
|
|
2018
|
|
7 |
p. 1525-1549
|
artikel
|
| 8 |
Ann Browne, Developing Language and Literacy 38
|
Liz Nathan
|
|
2002
|
|
7 |
p. 811-812
2 p.
|
artikel
|
| 9 |
Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison
|
Jiang, H.
|
|
2018
|
|
7 |
p. 1449-1477
|
artikel
|
| 10 |
A sentence-combining intervention for struggling writers: response to intervention
|
Walter, Kirsty
|
|
|
|
7 |
p. 1825-1850
|
artikel
|
| 11 |
Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergarteners
|
Miles, Katharine Pace
|
|
2018
|
|
7 |
p. 1681-1704
|
artikel
|
| 12 |
Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary
|
Haase, Astrid
|
|
|
|
7 |
p. 1675-1709
|
artikel
|
| 13 |
A twin study of the etiology of high readingability
|
Richard Boada
|
|
2002
|
|
7 |
p. 683-707
25 p.
|
artikel
|
| 14 |
Auditory processing, linguistic prosody awareness, and word reading in Mandarin-speaking children learning English
|
Chung, Wei-Lun
|
|
2017
|
|
7 |
p. 1407-1429
|
artikel
|
| 15 |
Author index Volume 15 (2002)
|
|
|
2002
|
|
7 |
p. 817-818
2 p.
|
artikel
|
| 16 |
Before and after third grade: Longitudinal evidence for the shifting role of socioeconomic status in reading growth
|
Kieffer, Michael J.
|
|
2011
|
|
7 |
p. 1725-1746
|
artikel
|
| 17 |
Building literacy in alphabetic, abjad and morphosyllabic systems
|
Tolchinsky, Liliana
|
|
2011
|
|
7 |
p. 1573-1598
|
artikel
|
| 18 |
Business-as-usual reading instruction in 2nd grade: teacher centered and rarely evidence-based
|
Peters, Martin T.
|
|
|
|
7 |
p. 1569-1597
|
artikel
|
| 19 |
Chinese orthographic decomposition and logographic structure
|
Cheng, Chao-Ming
|
|
2012
|
|
7 |
p. 1111-1131
|
artikel
|
| 20 |
Cognitive predictors of word reading in Sinhala
|
Wijaythilake, M. A. D. K.
|
|
2018
|
|
7 |
p. 1881-1907
|
artikel
|
| 21 |
Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia
|
Chung, Kevin K. H.
|
|
2010
|
|
7 |
p. 835-859
|
artikel
|
| 22 |
Comparing the phonological and double deficithypotheses for developmental dyslexia
|
Bruce F. Pennington
|
|
2001
|
|
7 |
p. 707-755
49 p.
|
artikel
|
| 23 |
Component awareness facilitates Chinese character recognition in non-native Chinese speakers: analysis of the multiple mediation effect
|
Nguyen, Thi Phuong
|
|
|
|
7 |
p. 1685-1704
|
artikel
|
| 24 |
Comprehension and rate during silent reading: Why do some students do poorly?
|
Hiebert, Elfrieda H.
|
|
2018
|
|
7 |
p. 1795-1818
|
artikel
|
| 25 |
Content-area reading comprehension and teachers’ use of instructional time: effects on middle school students’ social studies knowledge
|
Toste, Jessica R.
|
|
2018
|
|
7 |
p. 1705-1722
|
artikel
|
| 26 |
Contents Volume 15 (2002)
|
|
|
2002
|
|
7 |
p. 813-815
3 p.
|
artikel
|
| 27 |
Contents Volume 14 (2001)
|
|
|
2001
|
|
7 |
p. 801-803
3 p.
|
artikel
|
| 28 |
Continued access to syntactic information in reading
|
Funke, Reinold
|
|
2011
|
|
7 |
p. 1769-1794
|
artikel
|
| 29 |
Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia
|
Chung, Kevin Kien Hoa
|
|
|
|
7 |
p. 1721-1743
|
artikel
|
| 30 |
Contributions of word-level and verbal skills to written expression: comparison of learners who speak English as a first (L1) and second language (L2)
|
Babayiğit, Selma
|
|
2013
|
|
7 |
p. 1207-1229
|
artikel
|
| 31 |
Correction to: Does brief exposure to a written text affect spelling performance in a second language?
|
Degani, Tamar
|
|
|
|
7 |
p. 1937
|
artikel
|
| 32 |
Correction to: Lexical processes in the recognition of Japanese horizontal and vertical compounds
|
Miwa, Koji
|
|
2018
|
|
7 |
p. 1909-1910
|
artikel
|
| 33 |
Correction to: Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES
|
Saiegh-Haddad, Elinor
|
|
|
|
7 |
p. 1893
|
artikel
|
| 34 |
Correction to: The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers
|
Traga Philippakos, Zoi A.
|
|
|
|
7 |
p. 1823
|
artikel
|
| 35 |
Correlates of Chinese kindergarteners’ word reading and writing: the unique role of copying skills?
|
Wang, Ying
|
|
2013
|
|
7 |
p. 1281-1302
|
artikel
|
| 36 |
Correlates of early reading performance in a transparent orthography
|
Kurt Müller
|
|
2001
|
|
7 |
p. 757-799
43 p.
|
artikel
|
| 37 |
Cross-lag analysis of early reading and spelling development for bilinguals learning English and Asian scripts
|
O’Brien, Beth A.
|
|
|
|
7 |
p. 1859-1891
|
artikel
|
| 38 |
Crosslinguistic influence on phonological awareness for Korean–English bilingual children
|
Kim, Young-Suk
|
|
2008
|
|
7 |
p. 843-861
|
artikel
|
| 39 |
Decisions about consonant doubling among non-native speakers of English: graphotactic and phonological influences
|
Yin, Li
|
|
|
|
7 |
p. 1839-1858
|
artikel
|
| 40 |
Developmental dyslexia in an orthography of intermediate depth: the case of European Portuguese
|
Sucena, Ana
|
|
2009
|
|
7 |
p. 791-810
|
artikel
|
| 41 |
Differences in reading development among Danish beginning-readers with high versus low phonemic awareness on entering grade one
|
Jørgen Frost
|
|
2001
|
|
7 |
p. 615-642
28 p.
|
artikel
|
| 42 |
Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?
|
Graham, Steve
|
|
|
|
7 |
p. 1915-1941
|
artikel
|
| 43 |
Does brief exposure to a written text affect spelling performance in a second language?
|
Degani, Tamar
|
|
|
|
7 |
p. 1901-1935
|
artikel
|
| 44 |
Does sensitivity to orthographic regularities influence reading and spelling acquisition? A 1-year prospective study
|
Rothe, Josefine
|
|
2013
|
|
7 |
p. 1141-1161
|
artikel
|
| 45 |
Dutch elementary school children’s attribution of meaning to written pseudowords
|
Tellings, Agnes
|
|
2010
|
|
7 |
p. 801-812
|
artikel
|
| 46 |
Effectiveness of an SRSD writing intervention for low- and high-SES children
|
Salas, Naymé
|
|
|
|
7 |
p. 1653-1680
|
artikel
|
| 47 |
Effective teaching instructions for Hangul learning among Korean kindergartners
|
Cho, Jeung-Ryeul
|
|
|
|
7 |
p. 1791-1808
|
artikel
|
| 48 |
Effects of a brief but intensive remedial computer intervention in a sub-sample of kindergartners with early literacy delays
|
Kooy-Hofland, Verna A. C. Van der
|
|
2011
|
|
7 |
p. 1479-1497
|
artikel
|
| 49 |
Effects of an executive function-based text support on strategy use and comprehension–integration of conflicting informational texts
|
Follmer, D. Jake
|
|
|
|
7 |
p. 1731-1758
|
artikel
|
| 50 |
Effects of negative emotional valence on readers’ text processing and memory for text: an eye-tracking study
|
Arfé, Barbara
|
|
|
|
7 |
p. 1743-1768
|
artikel
|
| 51 |
Effects of pre-service teachers’ receptive vocabulary knowledge on their interactive read-alouds with elementary school students
|
Corrigan, Roberta
|
|
2010
|
|
7 |
p. 749-771
|
artikel
|
| 52 |
Effects of spell checkers on English as a second language students’ incidental spelling learning: a cognitive load perspective
|
Lin, Po-Han
|
|
2017
|
|
7 |
p. 1501-1525
|
artikel
|
| 53 |
Erratum to: Effects of spell checkers on English as a second language students’ incidental spelling learning: a cognitive load perspective
|
Lin, Po-Han
|
|
2017
|
|
7 |
p. 1527-1528
|
artikel
|
| 54 |
Erratum to: The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school
|
Proctor, C. Patrick
|
|
2011
|
|
7 |
p. 1795
|
artikel
|
| 55 |
Evaluating effects of different forms of revision instruction in upper-primary students
|
López, Paula
|
|
|
|
7 |
p. 1741-1767
|
artikel
|
| 56 |
Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations
|
Hebert, Michael A.
|
|
2016
|
|
7 |
p. 1511-1537
|
artikel
|
| 57 |
Examining the contribution of handwriting and spelling to written expression in kindergarten children
|
Puranik, Cynthia S.
|
|
2011
|
|
7 |
p. 1523-1546
|
artikel
|
| 58 |
Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text
|
Hebert, Michael
|
|
|
|
7 |
p. 1711-1740
|
artikel
|
| 59 |
Examining the underlying dimensions of morphological awareness and vocabulary knowledge
|
Spencer, Mercedes
|
|
2015
|
|
7 |
p. 959-988
|
artikel
|
| 60 |
Executive function: association with multiple reading skills
|
Cirino, Paul T.
|
|
2018
|
|
7 |
p. 1819-1846
|
artikel
|
| 61 |
Explaining the Predictive Accuracy of TeacherJudgments of Their Students' Reading Achievement: The Role of Gender, Classroom Behavior, and Emergent Literacy Skills in a Longitudinal Sample of Children Exposed to Poverty
|
Steven A. Hecht
|
|
2002
|
|
7 |
p. 789-809
21 p.
|
artikel
|
| 62 |
Exploring relationships between oral reading fluency and reading comprehension amongst English second language readers in South Africa
|
Pretorius, Elizabeth J.
|
|
2016
|
|
7 |
p. 1449-1471
|
artikel
|
| 63 |
Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?
|
Rodríguez-Málaga, Lucía
|
|
|
|
7 |
p. 1769-1790
|
artikel
|
| 64 |
Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge
|
Khoury-Metanis, Afnan
|
|
|
|
7 |
p. 1525-1547
|
artikel
|
| 65 |
Eye-movement patterns and reader characteristics of students with good and poor performance when reading scientific text with diagrams
|
Jian, Yu-Cin
|
|
2017
|
|
7 |
p. 1447-1472
|
artikel
|
| 66 |
Facilitators and barriers to writing instruction in Chile: teachers’ preparation and knowledge about teaching writing
|
Ahumada, Silza
|
|
|
|
7 |
p. 1867-1899
|
artikel
|
| 67 |
Factors that influence reading acquisition in L2 english for students in Bangalore, India
|
Shenoy, Sunaina
|
|
|
|
7 |
p. 1809-1838
|
artikel
|
| 68 |
Gender ratio and cognitive profiles in dyslexia: a cross-national study
|
Jiménez, Juan E.
|
|
2009
|
|
7 |
p. 729-747
|
artikel
|
| 69 |
Grammatical planning, execution, and control in written sentence production
|
Nottbusch, Guido
|
|
2009
|
|
7 |
p. 777-801
|
artikel
|
| 70 |
Graphic novel reading comprehension in Chinese children with developmental language disorder (DLD)
|
Wong, Simpson W. L.
|
|
|
|
7 |
p. 1631-1649
|
artikel
|
| 71 |
Growth in reading-related skills of language minority learners and their classmates: more evidence for early identification and intervention
|
Kieffer, Michael J.
|
|
2012
|
|
7 |
p. 1159-1194
|
artikel
|
| 72 |
Handwriting fluency and visuospatial generativity at primary school
|
Stievano, Paolo
|
|
2016
|
|
7 |
p. 1497-1510
|
artikel
|
| 73 |
How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in good and poor reading comprehenders
|
Schoot, Menno van der
|
|
2011
|
|
7 |
p. 1665-1690
|
artikel
|
| 74 |
How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study
|
Zhang, Su-Zhen
|
|
|
|
7 |
p. 1745-1767
|
artikel
|
| 75 |
Identification of sub-types of students with learning disabilities in reading and its implications for Chinese word recognition and instructional methods in Hong Kong primary schools
|
Ho, Fuk-chuen
|
|
2011
|
|
7 |
p. 1547-1571
|
artikel
|
| 76 |
Immediate and delayed effects of invented writing intervention in preschool
|
Hofslundsengen, Hilde
|
|
2016
|
|
7 |
p. 1473-1495
|
artikel
|
| 77 |
Influence of verb and noun bases on reading aloud derived nouns: evidence from children with good and poor reading skills
|
Traficante, Daniela
|
|
2013
|
|
7 |
p. 1303-1326
|
artikel
|
| 78 |
Introduction to ARWA special issue
|
Arciuli, Joanne
|
|
|
|
7 |
p. 1675-1677
|
artikel
|
| 79 |
Introduction to the special issue
|
Siegel, Linda S.
|
|
2009
|
|
7 |
p. 753-754
|
artikel
|
| 80 |
Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text
|
Haverkamp, Ymkje E.
|
|
|
|
7 |
p. 1589-1608
|
artikel
|
| 81 |
Knowledge, writing, and language outcomes for a reading comprehension and writing intervention
|
Mason, Linda H.
|
|
2012
|
|
7 |
p. 1133-1158
|
artikel
|
| 82 |
Large grain instruction and phonological awareness skill influence rime sensitivity, processing speed, and early decoding skill in adult L2 learners
|
Brennan, Christine
|
|
2015
|
|
7 |
p. 917-938
|
artikel
|
| 83 |
Learning about print: the development of orthographic processing and its relationship to word reading in first grade children in French immersion
|
Deacon, S. Hélène
|
|
2012
|
|
7 |
p. 1087-1109
|
artikel
|
| 84 |
Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness
|
Tseng, Chien-Chih
|
|
|
|
7 |
p. 1769-1795
|
artikel
|
| 85 |
Learning to spell and learning phonology: the spelling of consonant clusters in Kiswahili
|
Alcock, Katie
|
|
2006
|
|
7 |
p. 643-670
|
artikel
|
| 86 |
Learning to spell a regularly spelled language is not a trivial task patterns of errors in Kiswahili
|
Katherine J. Alcock
|
|
2003
|
|
7 |
p. 635-666
32 p.
|
artikel
|
| 87 |
Learning vocabulary through e-book reading of young children with various reading abilities
|
Lee, Sung Hee
|
|
2017
|
|
7 |
p. 1595-1616
|
artikel
|
| 88 |
Lecture note-taking in postsecondary students with attention-deficit/hyperactivity disorder
|
Vekaria, Pooja C.
|
|
2018
|
|
7 |
p. 1551-1573
|
artikel
|
| 89 |
List of contributors Volume 14 (2001)
|
|
|
2001
|
|
7 |
p. 805-805
1 p.
|
artikel
|
| 90 |
Literacy coaching as a component of professional development
|
Carlisle, Joanne F.
|
|
2010
|
|
7 |
p. 773-800
|
artikel
|
| 91 |
Longitudinal associations of phonological processing skills, Chinese word reading, and arithmetic
|
Yang, Xiujie
|
|
|
|
7 |
p. 1679-1699
|
artikel
|
| 92 |
Looking at the keyboard or the monitor: relationship with text production processes
|
Johansson, Roger
|
|
2009
|
|
7 |
p. 835-851
|
artikel
|
| 93 |
Metalinguistic contribution to writing competence: a study of monolingual children in China and bilingual children in Singapore
|
Sun, Baoqi
|
|
2018
|
|
7 |
p. 1499-1523
|
artikel
|
| 94 |
Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students
|
Yeung, Pui-sze
|
|
2012
|
|
7 |
p. 1195-1221
|
artikel
|
| 95 |
Models of English and Chinese word reading for adolescent Chinese–English bilinguals
|
Gottardo, Alexandra
|
|
2017
|
|
7 |
p. 1377-1406
|
artikel
|
| 96 |
Morphological awareness and orthographic awareness link Chinese writing to reading comprehension
|
Liu, Yingyi
|
|
|
|
7 |
p. 1701-1720
|
artikel
|
| 97 |
Morphological effects in word identification: tracking the developmental trajectory of derivational suffixes in Spanish
|
Lázaro, Miguel
|
|
2018
|
|
7 |
p. 1669-1684
|
artikel
|
| 98 |
Morphosyntax in poor comprehenders
|
Adlof, Suzanne M.
|
|
2015
|
|
7 |
p. 1051-1070
|
artikel
|
| 99 |
Multi-literate experience as a treasure chest for young learners of English as a foreign language
|
Schwartz, Mila
|
|
2016
|
|
7 |
p. 1293-1315
|
artikel
|
| 100 |
Multiple dimensions of adolescents’ reading attitudes and their relationship with reading comprehension
|
Jang, Bong Gee
|
|
2018
|
|
7 |
p. 1769-1793
|
artikel
|
| 101 |
Oculomotor planning in RAN and reading: a strong test of the visual scanning hypothesis
|
Henry, Regina
|
|
2018
|
|
7 |
p. 1619-1643
|
artikel
|
| 102 |
Online emotional inferences in written and auditory texts: a study with children and adults
|
Diergarten, Anna Katharina
|
|
2016
|
|
7 |
p. 1383-1407
|
artikel
|
| 103 |
Oral sentence generation training to improve fifth and 10th graders’ writing
|
Arfé, Barbara
|
|
|
|
7 |
p. 1851-1883
|
artikel
|
| 104 |
Orthographic analogies and early reading: Explorations ofperformance and variation in two transfer tasks
|
Robert Savage
|
|
2001
|
|
7 |
p. 571-598
28 p.
|
artikel
|
| 105 |
Orthographic consistency and individual learner differences in second language literacy acquisition
|
Kim, Sun-A
|
|
2016
|
|
7 |
p. 1409-1434
|
artikel
|
| 106 |
Passage independence within standardized reading comprehension tests
|
Roy-Charland, Annie
|
|
2017
|
|
7 |
p. 1431-1446
|
artikel
|
| 107 |
Peer selection and influence on children’s reading skills in early primary grades: a social network approach
|
Kiuru, Noona
|
|
2017
|
|
7 |
p. 1473-1500
|
artikel
|
| 108 |
Phoneme awareness and pathways into literacy:A comparison of German and American children
|
Virginia Mann
|
|
2002
|
|
7 |
p. 653-682
30 p.
|
artikel
|
| 109 |
Phonemic awareness development in 2.5- and 3.5-year-old children: an examination of emergent, receptive, knowledge and skills
|
Kenner, Brandi Biscoe
|
|
2017
|
|
7 |
p. 1575-1594
|
artikel
|
| 110 |
Phonological and orthographic processing in basic literacy adults and dyslexic children
|
Kolinsky, Régine
|
|
|
|
7 |
p. 1705-1742
|
artikel
|
| 111 |
Phonological involvement in the processing ofJapanese at the lexical and sentence levels
|
Aiko Morita
|
|
2002
|
|
7 |
p. 633-651
19 p.
|
artikel
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| 112 |
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