| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Can educational technology effectively differentiate instruction for reader profiles?
|
Baron, Lauren S.
|
|
2019
|
32 |
9 |
p. 2327-2352
|
article
|
| 2 |
Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade
|
Esmaeeli, Zahra
|
|
2019
|
32 |
9 |
p. 2375-2399
|
article
|
| 3 |
Effects of collaborative small-group discussions on early adolescents’ social reasoning
|
Lin, Tzu-Jung
|
|
2019
|
32 |
9 |
p. 2223-2249
|
article
|
| 4 |
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
|
32 |
9 |
p. 2281-2310
|
article
|
| 5 |
How do textual features of L2 argumentative essays differ across proficiency levels? A multidimensional cross-sectional study
|
Kim, Jeong-eun
|
|
2019
|
32 |
9 |
p. 2251-2279
|
article
|
| 6 |
Improving Hindi decoding skills via a mobile game
|
Bhide, Adeetee
|
|
2019
|
32 |
9 |
p. 2149-2178
|
article
|
| 7 |
Literacy skills and online research and comprehension: struggling readers face difficulties online
|
Kanniainen, Laura
|
|
2019
|
32 |
9 |
p. 2201-2222
|
article
|
| 8 |
The effect of written scripts’ dissimilarity over ventral and dorsal reading pathway: combined fMRI & DTI study
|
Kumar, Uttam
|
|
2019
|
32 |
9 |
p. 2311-2325
|
article
|
| 9 |
Understanding the keystroke log: the effect of writing task on keystroke features
|
Conijn, Rianne
|
|
2019
|
32 |
9 |
p. 2353-2374
|
article
|
| 10 |
Using the MULTILIT literacy instruction program with children who have Down syndrome
|
Lim, Lisa
|
|
2019
|
32 |
9 |
p. 2179-2200
|
article
|
Journal description