| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL
|
Schoonen, Rob
|
|
2018
|
32 |
3 |
p. 511-535
|
article
|
| 2 |
Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers
|
Tighe, Elizabeth L.
|
|
|
32 |
3 |
p. 787-818
|
article
|
| 3 |
Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers
|
Tighe, Elizabeth L.
|
|
|
32 |
3 |
p. 787-818
|
article
|
| 4 |
Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries
|
Phillips Galloway, Emily
|
|
2018
|
32 |
3 |
p. 729-759
|
article
|
| 5 |
Children’s integration of information across texts: reading processes and knowledge representations
|
Beker, Katinka
|
|
2018
|
32 |
3 |
p. 663-687
|
article
|
| 6 |
Error patterns in word reading and spelling in Persian: Is spelling more difficult than reading?
|
Rahbari, Noriyeh
|
|
2018
|
32 |
3 |
p. 585-601
|
article
|
| 7 |
Examining the visual attention span deficit hypothesis in Chinese developmental dyslexia
|
Chen, Nga Ting
|
|
2018
|
32 |
3 |
p. 639-662
|
article
|
| 8 |
Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents
|
Crosson, Amy C.
|
|
2018
|
32 |
3 |
p. 689-727
|
article
|
| 9 |
Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English
|
Tragant Mestres, Elsa
|
|
2018
|
32 |
3 |
p. 819-838
|
article
|
| 10 |
Speed of reading texts in Arabic and Hebrew
|
Eviatar, Zohar
|
|
2018
|
32 |
3 |
p. 537-559
|
article
|
| 11 |
Understanding the influence of text complexity and question type on reading outcomes
|
Spencer, Mercedes
|
|
2018
|
32 |
3 |
p. 603-637
|
article
|
| 12 |
When a silent reading fluency test measures more than reading fluency: academic language features predict the test performance of students with a non-German home language
|
Berendes, Karin
|
|
2018
|
32 |
3 |
p. 561-583
|
article
|
| 13 |
Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language
|
Rahimi, Muhammad
|
|
2018
|
32 |
3 |
p. 761-786
|
article
|
Journal description