| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school
|
Gillon, Gail
|
|
2019
|
32 |
8 |
p. 1989-2012
|
artikel
|
| 2 |
Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: evidence from a longitudinal mediation model
|
Zhao, Ying
|
|
2019
|
32 |
8 |
p. 2013-2036
|
artikel
|
| 3 |
Development of vocabulary sophistication across genres in English children’s writing
|
Durrant, Philip
|
|
2018
|
32 |
8 |
p. 1927-1953
|
artikel
|
| 4 |
How do L2 learners and L1 writers differ in their reliance on working memory during the formulation subprocess?
|
Gunnarsson-Largy, Cecilia
|
|
2019
|
32 |
8 |
p. 2083-2110
|
artikel
|
| 5 |
Knowing what we don’t know: cognitive correlates of early spelling of different target types
|
de Bree, Elise
|
|
2019
|
32 |
8 |
p. 2125-2148
|
artikel
|
| 6 |
Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing
|
Tate, Tamara P.
|
|
2019
|
32 |
8 |
p. 2059-2082
|
artikel
|
| 7 |
Literacy development beyond early schooling: a 4-year follow-up study of Croatian
|
Keresteš, Gordana
|
|
2019
|
32 |
8 |
p. 1955-1988
|
artikel
|
| 8 |
Read sideways or not: vertical saccade advantage in sentence reading
|
Yan, Ming
|
|
2018
|
32 |
8 |
p. 1911-1926
|
artikel
|
| 9 |
Teaching to write collaborative argumentative syntheses in higher education
|
Granado-Peinado, Miriam
|
|
2019
|
32 |
8 |
p. 2037-2058
|
artikel
|
| 10 |
To answer questions from text, one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill
|
Cerdán, R.
|
|
2019
|
32 |
8 |
p. 2111-2124
|
artikel
|
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