| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Correction to: “It’s difficult since there is no rhyme or reason”: Spelling relevance in an EFL context
|
Saban, Marlene
|
|
|
35 |
1 |
p. 273
|
artikel
|
| 2 |
Discovery of the key contextual factors relevant to the reading performance of elementary school students from 61 countries/regions: insight from a machine learning-based approach
|
Hu, Jie
|
|
|
35 |
1 |
p. 93-127
|
artikel
|
| 3 |
E-book reading in kindergarten and story comprehension support
|
Korat, Ofra
|
|
|
35 |
1 |
p. 155-175
|
artikel
|
| 4 |
Effects of orthography in the picture-word task: Evidence from Japanese scripts
|
Dylman, Alexandra S.
|
|
|
35 |
1 |
p. 55-91
|
artikel
|
| 5 |
Family socialization and loneliness correlate with third graders’ reading comprehension
|
Yu, Liyan
|
|
|
35 |
1 |
p. 223-244
|
artikel
|
| 6 |
Fostering word fluency of struggling third graders from Germany through motivational peer-tutorial reading racetracks
|
Barwasser, Anne
|
|
|
35 |
1 |
p. 29-53
|
artikel
|
| 7 |
Handwriting versus keyboarding: Does writing modality affect quality of narratives written by beginning writers?
|
Spilling, Eivor Finset
|
|
|
35 |
1 |
p. 129-153
|
artikel
|
| 8 |
“It’s difficult since there is no rhyme or reason”: Spelling relevance in an EFL context
|
Saban, Marlene
|
|
|
35 |
1 |
p. 245-272
|
artikel
|
| 9 |
Pausing and breathing while reading aloud: development from 2nd to 7th grade in French speaking children
|
Godde, Erika
|
|
|
35 |
1 |
p. 1-27
|
artikel
|
| 10 |
Teachers’ text use in middle school content-area classrooms
|
Murray, Christy S.
|
|
|
35 |
1 |
p. 177-197
|
artikel
|
| 11 |
Testing the impact of online training in areas of reading instruction on educator knowledge
|
Donovan, Shonna L.
|
|
|
35 |
1 |
p. 199-221
|
artikel
|
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