| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A school-based phonological awareness intervention for struggling readers in early French immersion
|
Wise, Nancy
|
|
2015
|
29 |
2 |
p. 183-205
|
artikel
|
| 2 |
Dialect variation, dialect-shifting, and reading comprehension in second grade
|
Terry, Nicole Patton
|
|
2015
|
29 |
2 |
p. 267-295
|
artikel
|
| 3 |
Measuring teachers’ knowledge of vocabulary development and instruction
|
Duguay, Annie
|
|
2015
|
29 |
2 |
p. 321-347
|
artikel
|
| 4 |
Morphological awareness and reading in second and fifth grade: evidence from Hebrew
|
Vaknin-Nusbaum, Vered
|
|
2015
|
29 |
2 |
p. 229-244
|
artikel
|
| 5 |
Predictors of early versus later spelling development in Danish
|
Nielsen, Anne-Mette Veber
|
|
2015
|
29 |
2 |
p. 245-266
|
artikel
|
| 6 |
Relations between early reading and writing skills among Spanish-speaking language minority children
|
Goodrich, J. Marc
|
|
2015
|
29 |
2 |
p. 297-319
|
artikel
|
| 7 |
The contribution of morphological awareness to the spelling of morphemes and morphologically complex words in French
|
Fejzo, Anila
|
|
2015
|
29 |
2 |
p. 207-228
|
artikel
|
| 8 |
Toward a better understanding of student perceptions of writing feedback: a mixed methods study
|
Zumbrunn, Sharon
|
|
2015
|
29 |
2 |
p. 349-370
|
artikel
|
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