nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('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 |
artikel |
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 |
artikel |
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 |
artikel |
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 |
artikel |
5 |
Children’s integration of information across texts: reading processes and knowledge representations
|
Beker, Katinka |
|
2018 |
32 |
3 |
p. 663-687 |
artikel |
6 |
Error patterns in word reading and spelling in Persian: Is spelling more difficult than reading?
|
Rahbari, Noriyeh |
|
2018 |
32 |
3 |
p. 585-601 |
artikel |
7 |
Examining the visual attention span deficit hypothesis in Chinese developmental dyslexia
|
Chen, Nga Ting |
|
2018 |
32 |
3 |
p. 639-662 |
artikel |
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 |
artikel |
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 |
artikel |
10 |
Speed of reading texts in Arabic and Hebrew
|
Eviatar, Zohar |
|
2018 |
32 |
3 |
p. 537-559 |
artikel |
11 |
Understanding the influence of text complexity and question type on reading outcomes
|
Spencer, Mercedes |
|
2018 |
32 |
3 |
p. 603-637 |
artikel |
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 |
artikel |
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 |
artikel |