| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Handwriting production in Spanish children with dyslexia: spelling or motor difficulties?
|
Martínez-García, Cristina
|
|
|
34 |
3 |
p. 565-593
|
article
|
| 2 |
Interactions in EFL argumentative writing: effects of topic, L1 background, and L2 proficiency on interactional metadiscourse
|
Yoon, Hyung-Jo
|
|
|
34 |
3 |
p. 705-725
|
article
|
| 3 |
IRT analyses of Arabic letter knowledge in Kindergarten
|
Tibi, Sana
|
|
|
34 |
3 |
p. 791-816
|
article
|
| 4 |
Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference
|
Manu, Mari
|
|
|
34 |
3 |
p. 753-771
|
article
|
| 5 |
Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge
|
Umarji, Osman
|
|
|
34 |
3 |
p. 627-657
|
article
|
| 6 |
Readers extract semantic information from parafoveal two-character synonyms in Chinese reading
|
Zhu, Mengyan
|
|
|
34 |
3 |
p. 773-790
|
article
|
| 7 |
Syntactic complexity revisited: sensitivity of China’s AES-generated scores to syntactic measures, effects of discourse-mode and topic
|
Qian, Leyi
|
|
|
34 |
3 |
p. 681-704
|
article
|
| 8 |
The contribution of morphological awareness to vocabulary among L1 and L2 French-speaking 4th-graders
|
Fejzo, Anila
|
|
|
34 |
3 |
p. 659-679
|
article
|
| 9 |
The immediate and delayed effects of text–diagram reading instruction on reading comprehension and learning processes: evidence from eye movements
|
Jian, Yu-Cin
|
|
|
34 |
3 |
p. 727-752
|
article
|
| 10 |
The origin of centrality deficit in text memory and comprehension by poor comprehenders: a think-aloud study
|
Yeari, Menahem
|
|
|
34 |
3 |
p. 595-625
|
article
|
Journal description