| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic vocabulary and middle school English learners: an intervention study
|
Townsend, Dianna
|
|
2008
|
|
9 |
p. 993-1019
|
artikel
|
| 2 |
A comparison of orthographic processing in children with and without reading and spelling disorder in a regular orthography
|
Rothe, Josefine
|
|
2015
|
|
9 |
p. 1307-1332
|
artikel
|
| 3 |
Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn
|
Chen, Ying-Chih
|
|
|
|
9 |
p. 2275-2317
|
artikel
|
| 4 |
Adult dyslexic readers do not demonstrate regularity effects in sentence processing: evidence from eye-movements
|
Jones, Manon Wyn
|
|
2007
|
|
9 |
p. 933-943
|
artikel
|
| 5 |
An analysis of the ecological components within a text structure intervention
|
Beerwinkle, Andrea L.
|
|
2018
|
|
9 |
p. 2041-2064
|
artikel
|
| 6 |
An analysis of the ecological components within a text structure intervention
|
Beerwinkle, Andrea L.
|
|
|
|
9 |
p. 2041-2064
|
artikel
|
| 7 |
A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency
|
Kim, James S.
|
|
2009
|
|
9 |
p. 1109-1129
|
artikel
|
| 8 |
Associations between inattention, hyperactivity and pre-reading skills before and after formal reading instruction begins
|
Dittman, Cassandra K.
|
|
2016
|
|
9 |
p. 1771-1791
|
artikel
|
| 9 |
A structural model of the effects of preschool attention on kindergarten literacy
|
Dice, Jaime L.
|
|
2012
|
|
9 |
p. 2205-2222
|
artikel
|
| 10 |
Author Index Volume 17 (2004)
|
|
|
2004
|
|
9 |
p. 947-948
2 p.
|
artikel
|
| 11 |
Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography
|
Bar-Kochva, Irit
|
|
|
|
9 |
p. 2357-2379
|
artikel
|
| 12 |
Can educational technology effectively differentiate instruction for reader profiles?
|
Baron, Lauren S.
|
|
2019
|
|
9 |
p. 2327-2352
|
artikel
|
| 13 |
Characteristics of the preschool home literacy environment which predict writing skills at school
|
Adams, Anne-Marie
|
|
|
|
9 |
p. 2203-2225
|
artikel
|
| 14 |
Chinese secondary school students’ reading engagement profiles: associations with reading comprehension
|
Lin, Jiangze
|
|
|
|
9 |
p. 2257-2287
|
artikel
|
| 15 |
Clusters of second and third grade dysfluent urban readers
|
Pierce, Margaret E.
|
|
2007
|
|
9 |
p. 885-907
|
artikel
|
| 16 |
Code-oriented instruction for kindergarten students at risk for reading difficulties: a replication and comparison of instructional groupings
|
Vadasy, Patricia F.
|
|
2008
|
|
9 |
p. 929-963
|
artikel
|
| 17 |
Cognition, engagement, and motivation as factors in the reading comprehension of Dual Language Learners and English Speakers: Unified or distinctive models?
|
Taboada Barber, Ana
|
|
|
|
9 |
p. 2249-2279
|
artikel
|
| 18 |
Common core writing and language standards and aligned state assessments: a national survey of teacher beliefs and attitudes
|
Troia, Gary A.
|
|
2016
|
|
9 |
p. 1719-1743
|
artikel
|
| 19 |
Comparative signaling generated for expository texts by 4th–8th graders: variations by text structure strategy instruction, comprehension skill, and signal word
|
Meyer, Bonnie J. F.
|
|
2018
|
|
9 |
p. 1937-1968
|
artikel
|
| 20 |
Concurrent and longitudinal predictors of beginning writing in Chinese: the unique role of copying skills
|
Ye, Yanyan
|
|
|
|
9 |
p. 2417-2437
|
artikel
|
| 21 |
Constructed dialogs reveal skill development in argumentive writing
|
Shi, Yuchen
|
|
|
|
9 |
p. 2311-2335
|
artikel
|
| 22 |
Contents Volume 17 (2004)
|
|
|
2004
|
|
9 |
p. 943-946
4 p.
|
artikel
|
| 23 |
Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade
|
Esmaeeli, Zahra
|
|
2019
|
|
9 |
p. 2375-2399
|
artikel
|
| 24 |
Contributions of phonological processing skills to reading skills in Arabic speaking children
|
Taibah, Nadia J.
|
|
2010
|
|
9 |
p. 1019-1042
|
artikel
|
| 25 |
Correction to: Chinese secondary school students’ reading engagement profiles: associations with reading comprehension
|
Lin, Jiangze
|
|
|
|
9 |
p. 2289
|
artikel
|
| 26 |
Correction to: What do teacher educators know about English spelling?
|
Pittman, Ramona T.
|
|
|
|
9 |
p. 2075-2076
|
artikel
|
| 27 |
Correction to: What do upper‑elementary and middle school teachers know about the processes of text comprehension?
|
Davis, Dennis S.
|
|
|
|
9 |
p. 2285
|
artikel
|
| 28 |
Correction to: Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners
|
Tong, Xiuhong
|
|
2017
|
|
9 |
p. 2211
|
artikel
|
| 29 |
Description and interactions of informative text structure knowledge and skills of French-speaking Grade 6 students
|
Turcotte, Catherine
|
|
2018
|
|
9 |
p. 2147-2164
|
artikel
|
| 30 |
Developmental changes in character-complexity and word-length effects when reading Chinese script
|
Su, Yi-Fen
|
|
2009
|
|
9 |
p. 1085-1108
|
artikel
|
| 31 |
Developmental stability and changes in the impact of root consistency on children’s spelling
|
Deacon, S. Hélène
|
|
2009
|
|
9 |
p. 1055-1069
|
artikel
|
| 32 |
Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy
|
Limpo, Teresa
|
|
|
|
9 |
p. 2173-2204
|
artikel
|
| 33 |
Development of comprehension monitoring in beginner readers
|
Yeomans-Maldonado, Gloria
|
|
2017
|
|
9 |
p. 2039-2067
|
artikel
|
| 34 |
Differential relationships between language skills and working memory in Turkish–Dutch and native-Dutch first-graders from low-income families
|
Bosman, Anna M. T.
|
|
2017
|
|
9 |
p. 1945-1964
|
artikel
|
| 35 |
Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation
|
Ronald W. Stringer
|
|
2004
|
|
9 |
p. 891-914
24 p.
|
artikel
|
| 36 |
Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review
|
Graham, Steve
|
|
2014
|
|
9 |
p. 1703-1743
|
artikel
|
| 37 |
do i know its wrong: children’s and adults’ use of unconventional grammar in text messaging
|
Kemp, Nenagh
|
|
2014
|
|
9 |
p. 1585-1602
|
artikel
|
| 38 |
Doing more with less: the impact of lexicon on dual-language learners’ writing
|
Woolpert, Darin
|
|
2016
|
|
9 |
p. 1865-1887
|
artikel
|
| 39 |
Dyslexia heterogeneity: cognitive profiling of Portuguese children with dyslexia
|
Pacheco, Andreia
|
|
2014
|
|
9 |
p. 1529-1545
|
artikel
|
| 40 |
Early prediction of reading comprehension within the simple view framework
|
Catts, Hugh W.
|
|
2015
|
|
9 |
p. 1407-1425
|
artikel
|
| 41 |
Effective practices to enhance immigrant kindergarteners’ second language vocabulary learning through storybook reading
|
Chlapana, Elissavet
|
|
2014
|
|
9 |
p. 1619-1640
|
artikel
|
| 42 |
Effects of collaborative small-group discussions on early adolescents’ social reasoning
|
Lin, Tzu-Jung
|
|
2019
|
|
9 |
p. 2223-2249
|
artikel
|
| 43 |
Effects of oral language and decoding skills on reading comprehension performance across multiple assessments: a longitudinal study
|
Kapalková, Svetlana
|
|
|
|
9 |
p. 2345-2372
|
artikel
|
| 44 |
Effects of removing morphemic information and adding interword spacing on reading in Chinese experienced and inexperienced readers
|
Bassetti, Benedetta
|
|
2012
|
|
9 |
p. 2291-2314
|
artikel
|
| 45 |
Effects of working memory and relevant knowledge on reading texts and infographics
|
Liu, Chia-Yu
|
|
|
|
9 |
p. 2319-2343
|
artikel
|
| 46 |
Erratum to: Improving word reading speed: individual differences interact with a training focus on successes or failures
|
Steenbeek-Planting, Esther G.
|
|
2012
|
|
9 |
p. 2315-2318
|
artikel
|
| 47 |
Examining teachers’ early writing knowledge and practices
|
Bingham, Gary E.
|
|
|
|
9 |
p. 2201-2227
|
artikel
|
| 48 |
Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German
|
Huschka, Sina S.
|
|
|
|
9 |
p. 2317-2336
|
artikel
|
| 49 |
Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school
|
Leider, Christine Montecillo
|
|
2013
|
|
9 |
p. 1459-1485
|
artikel
|
| 50 |
Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2
|
Brevik, Lisbeth M.
|
|
2019
|
|
9 |
p. 2281-2310
|
artikel
|
| 51 |
Eye movements in shared book reading with children from kindergarten to Grade 4
|
Roy-Charland, Annie
|
|
2007
|
|
9 |
p. 909-931
|
artikel
|
| 52 |
Fathers’ and mothers’ home learning environments and children’s early academic outcomes
|
Foster, Tricia D.
|
|
2016
|
|
9 |
p. 1845-1863
|
artikel
|
| 53 |
From knowing to doing: assessing the skills used to teach reading and writing
|
Phelps, Geoffrey
|
|
|
|
9 |
p. 2023-2048
|
artikel
|
| 54 |
General and special education teachers’ knowledge about reading comprehension processes and instructional practices
|
Jakobson, Kristi
|
|
|
|
9 |
p. 2229-2256
|
artikel
|
| 55 |
How do different cognitive and linguistic variables contribute to reading in Arabic? A cross-sectional study from first to sixth grade
|
Asadi, Ibrahim A.
|
|
2017
|
|
9 |
p. 1835-1867
|
artikel
|
| 56 |
How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9?
|
Foorman, Barbara R.
|
|
|
|
9 |
p. 2281-2309
|
artikel
|
| 57 |
How do textual features of L2 argumentative essays differ across proficiency levels? A multidimensional cross-sectional study
|
Kim, Jeong-eun
|
|
2019
|
|
9 |
p. 2251-2279
|
artikel
|
| 58 |
Hyphens for disambiguating phrases: effectiveness for young and older adults
|
Anema, Inge
|
|
2011
|
|
9 |
p. 2091-2106
|
artikel
|
| 59 |
Identifying and discriminating expository text structures: An experiment with 4th and 5th grade struggling readers
|
Hebert, Michael
|
|
2018
|
|
9 |
p. 2115-2145
|
artikel
|
| 60 |
Identifying profiles of struggling adult readers: relative strengths and weaknesses in lower-level and higher-level competencies
|
Talwar, Amani
|
|
|
|
9 |
p. 2155-2171
|
artikel
|
| 61 |
“If I point, do they look?”: The impact of attention–orientation strategies on text exploration during shared book reading
|
Roy-Charland, Annie
|
|
2015
|
|
9 |
p. 1285-1305
|
artikel
|
| 62 |
Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure instruction
|
Wijekumar, Kausalai
|
|
2017
|
|
9 |
p. 1969-1996
|
artikel
|
| 63 |
Improving Hindi decoding skills via a mobile game
|
Bhide, Adeetee
|
|
2019
|
|
9 |
p. 2149-2178
|
artikel
|
| 64 |
Improving the reading of bisyllabic words that involve context-sensitive spelling rules: focus on successes or on failures?
|
Steenbeek-Planting, Esther G.
|
|
2013
|
|
9 |
p. 1437-1458
|
artikel
|
| 65 |
Improving word reading speed: individual differences interact with a training focus on successes or failures
|
Steenbeek-Planting, Esther G.
|
|
2011
|
|
9 |
p. 2061-2089
|
artikel
|
| 66 |
Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice
|
Shany, Michal
|
|
2009
|
|
9 |
p. 1071-1083
|
artikel
|
| 67 |
Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis
|
Clinton, Virginia
|
|
|
|
9 |
p. 2223-2248
|
artikel
|
| 68 |
Introduction to the special issue on literacy in Arabic
|
Mahfoudhi, Abdessatar
|
|
2011
|
|
9 |
p. 1011-1018
|
artikel
|
| 69 |
Introduction to the special issue on practitioner knowledge to support reading and writing: new directions and approaches
|
Phillips, Beth M.
|
|
|
|
9 |
p. 2015-2022
|
artikel
|
| 70 |
Investigating profiles of lexical quality in preschool and their contribution to first grade reading
|
Murphy, Kimberly A.
|
|
2016
|
|
9 |
p. 1745-1770
|
artikel
|
| 71 |
Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study
|
Andreassen, Rune
|
|
2017
|
|
9 |
p. 1891-1916
|
artikel
|
| 72 |
Is typewriting more resources-demanding than handwriting in undergraduate students?
|
Bouriga, Sirine
|
|
|
|
9 |
p. 2227-2255
|
artikel
|
| 73 |
Knowledge and processes that predict proficiency in digital literacy
|
Bulger, Monica E.
|
|
2014
|
|
9 |
p. 1567-1583
|
artikel
|
| 74 |
Language proficiency and early literacy skills of Cantonese-speaking English language learners in the U.S. and Canada
|
Uchikoshi, Yuuko
|
|
2011
|
|
9 |
p. 2107-2129
|
artikel
|
| 75 |
Language skills and reading comprehension in English monolingual and Spanish–English bilingual children in grades 2–5
|
Silverman, Rebecca D.
|
|
2015
|
|
9 |
p. 1381-1405
|
artikel
|
| 76 |
Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade
|
Geva, Esther
|
|
2017
|
|
9 |
p. 1917-1944
|
artikel
|
| 77 |
Length awareness predicts spelling skills in Finnish
|
Annukka Lehtonen
|
|
2004
|
|
9 |
p. 875-890
16 p.
|
artikel
|
| 78 |
Letter names, letter sounds and phonological awareness:an examination of kindergarten children across lettersand of letters across children
|
Evans, Mary Ann
|
|
2006
|
|
9 |
p. 959-989
|
artikel
|
| 79 |
Lexical properties influencing visual word recognition in Hangul
|
Pae, Hye K.
|
|
|
|
9 |
p. 2391-2412
|
artikel
|
| 80 |
Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired
|
Gul, Nosheen
|
|
|
|
9 |
p. 2109-2129
|
artikel
|
| 81 |
Literacy skills and online research and comprehension: struggling readers face difficulties online
|
Kanniainen, Laura
|
|
2019
|
|
9 |
p. 2201-2222
|
artikel
|
| 82 |
Low-skilled adult readers look like typically developing child readers: a comparison of reading skills and eye movement behavior
|
Barnes, Adrienne E.
|
|
2016
|
|
9 |
p. 1889-1914
|
artikel
|
| 83 |
Minding morphology: How morphological awareness relates to reading for English language learners
|
Goodwin, Amanda P.
|
|
2012
|
|
9 |
p. 1387-1415
|
artikel
|
| 84 |
Monitoring elementary students’ writing progress using curriculum-based measures: grade and gender differences
|
McMaster, Kristen L.
|
|
2017
|
|
9 |
p. 2069-2091
|
artikel
|
| 85 |
Motivational predictors of reading comprehension in middle school: Role of self-efficacy and growth mindsets
|
Cho, Eunsoo
|
|
|
|
9 |
p. 2337-2355
|
artikel
|
| 86 |
Multiple dimensions of affix spelling complexity: analyzing the performance of children with dyslexia and typically developing controls
|
Schiff, Rachel
|
|
|
|
9 |
p. 2373-2407
|
artikel
|
| 87 |
Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers
|
Blair, Rebecca
|
|
2006
|
|
9 |
p. 991-1016
|
artikel
|
| 88 |
Nicholson, T. (2005). The Phonics Handbook. London. Whurr Publishers
|
Greaney, Keith
|
|
2007
|
|
9 |
p. 945-946
|
artikel
|
| 89 |
On the benefits of bi-literacy: just a head start in reading or specific orthographic insights?
|
Schwartz, Mila
|
|
2007
|
|
9 |
p. 905-927
|
artikel
|
| 90 |
Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals
|
Yeung, Pui-sze
|
|
2016
|
|
9 |
p. 1935-1958
|
artikel
|
| 91 |
Perceptual span in reading Aksharic Kannada
|
Pandey, Aparna
|
|
|
|
9 |
p. 2499-2521
|
artikel
|
| 92 |
Phonological and sensory short-term memory are correlates and both affected in developmental dyslexia
|
Laasonen, Marja
|
|
2012
|
|
9 |
p. 2247-2273
|
artikel
|
| 93 |
Pilot study of online training modules to improve speech-language pathology students’ explicit syntax knowledge
|
Brimo, Danielle
|
|
|
|
9 |
p. 2155-2175
|
artikel
|
| 94 |
Preschool predictors of dyslexia status in Chinese first graders with high or low familial risk
|
Ho, Connie Suk-han
|
|
2014
|
|
9 |
p. 1673-1701
|
artikel
|
| 95 |
Processing of expository and narrative texts by low- and high-comprehending children
|
Kraal, Astrid
|
|
2017
|
|
9 |
p. 2017-2040
|
artikel
|
| 96 |
Profiles of warm engagement and cold evaluation in multiple-document comprehension
|
Strømsø, Helge I.
|
|
|
|
9 |
p. 2337-2359
|
artikel
|
| 97 |
Progressive treatment and self-assessment: effects on students’ automatisation of grammatical spelling and self-efficacy beliefs
|
Reybroeck, Marie Van
|
|
2017
|
|
9 |
p. 1965-1985
|
artikel
|
| 98 |
Promise and feasibility of teaching expository text structure: a primary grade pilot study
|
Al Otaiba, Stephanie
|
|
2017
|
|
9 |
p. 1997-2015
|
artikel
|
| 99 |
Rapid naming speed and reading across languages that vary in orthographic consistency
|
Georgiou, George K.
|
|
2007
|
|
9 |
p. 885-903
|
artikel
|
| 100 |
Reading and spelling acquisition in Thai children
|
Winskel, Heather
|
|
2009
|
|
9 |
p. 1021-1053
|
artikel
|
| 101 |
Reading argumentative texts: comprehension and evaluation goals and outcomes
|
Diakidoy, Irene-Anna N.
|
|
2017
|
|
9 |
p. 1869-1890
|
artikel
|
| 102 |
Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability
|
Zoccolotti, Pierluigi
|
|
2008
|
|
9 |
p. 1053-1079
|
artikel
|
| 103 |
Reading development in European Portuguese: relationships between oral reading fluency, vocabulary and reading comprehension
|
Fernandes, Sandra
|
|
2017
|
|
9 |
p. 1987-2007
|
artikel
|
| 104 |
Reading in multiple Arabics: effects of diglossia and orthography
|
Abu-Liel, Aula Khatteb
|
|
|
|
9 |
p. 2291-2316
|
artikel
|
| 105 |
Reading intervention research with emergent bilingual students: a meta-analysis
|
Graham, Steve
|
|
|
|
9 |
p. 2433-2464
|
artikel
|
| 106 |
Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years?
|
Rodrigues, Bruna
|
|
|
|
9 |
p. 2251-2273
|
artikel
|
| 107 |
Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension
|
Zhang, Juan
|
|
2011
|
|
9 |
p. 2183-2203
|
artikel
|
| 108 |
Relations Between Dialect Variation, Grammar, and Early Spelling Skills
|
Terry, Nicole Patton
|
|
2006
|
|
9 |
p. 907-931
|
artikel
|
| 109 |
Reliability and validity of the CTOPP Elision and Blending Words subtests for struggling adult readers
|
Nanda, Alice O.
|
|
2014
|
|
9 |
p. 1603-1618
|
artikel
|
| 110 |
Should the Simple View of Reading Include a Fluency Component?
|
Adlof, Suzanne M.
|
|
2006
|
|
9 |
p. 933-958
|
artikel
|
| 111 |
Simplifying informational text structure for struggling readers
|
Arfé, Barbara
|
|
2017
|
|
9 |
p. 2191-2210
|
artikel
|
| 112 |
Spelling development in Hong Kong early Chinese–English literacy learners
|
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Strategy effects on word searching in Japanese letter fluency tests: evidence from the NIRS findings
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Strategy instruction in writing for adult literacy learners
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Teachers’ implicit theories of learning to read: A cross-cultural study in Ibero-American countries
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Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study
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Text structure instruction: the research is moving forward
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Williams, Joanna P.
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The cognitive profile of adult dyslexics and its relation to their reading abilities
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Aram, Dorit
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Ju, Zhongkui
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The development of reading and spelling abilities in the first 3 years of learning Arabic
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Johnson, Lakeisha
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The efficacy of Collaborative Strategic Reading in middle school science and social studies classes
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The influence of reading and writing habits associated with education on the neuropsychological performance of Brazilian adults
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Understanding the keystroke log: the effect of writing task on keystroke features
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