| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Accuracy and consistency in morphological spelling: evidence from Greek-speaking children with and without spelling difficulties
|
Pantazopoulou, Evangelia-Jessica
|
|
|
35 |
2 |
p. 275-302
|
article
|
| 2 |
Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome
|
Mervis, Carolyn B.
|
|
|
35 |
2 |
p. 377-397
|
article
|
| 3 |
Exploring kindergarten teachers’ classroom practices and beliefs in writing
|
Guo, Ying
|
|
|
35 |
2 |
p. 457-478
|
article
|
| 4 |
Growth in written academic word use in response to morphology-focused supplemental instruction
|
Wood, Carla
|
|
|
35 |
2 |
p. 399-426
|
article
|
| 5 |
Handwriting fluency and the quality of primary grade students’ writing
|
Skar, Gustaf B.
|
|
|
35 |
2 |
p. 509-538
|
article
|
| 6 |
Reading attitudes in Vietnam: Initial study of the early school years
|
Ho, Tien Thuy
|
|
|
35 |
2 |
p. 303-323
|
article
|
| 7 |
Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses
|
Ng, Clarence
|
|
|
35 |
2 |
p. 427-455
|
article
|
| 8 |
Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students
|
De La Paz, Susan
|
|
|
35 |
2 |
p. 353-376
|
article
|
| 9 |
What’s in a word? Effects of morphologically rich vocabulary instruction on writing outcomes among elementary students
|
McCutchen, Deborah
|
|
|
35 |
2 |
p. 325-351
|
article
|
| 10 |
Write this way: examining teachers’ supportive strategies to facilitate children’s early writing in preschool
|
Gabas, Clariebelle
|
|
|
35 |
2 |
p. 479-507
|
article
|
Journal description