| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Assessing argumentation skills of middle school students: a learning progression approach
|
Song, Yi
|
|
|
37 |
1 |
p. 103-127
|
artikel
|
| 2 |
Do learners need semantics to spell syntactic markers? Plural spellings in real vs. pseudowords in a French L2 setting
|
Klasen, Lisa
|
|
|
37 |
1 |
p. 129-145
|
artikel
|
| 3 |
Evaluating the Spelling and Handwriting Legibility Test (SaHLT): a tool for the concurrent assessment of spelling and handwriting
|
Downing, Cameron
|
|
|
37 |
1 |
p. 147-172
|
artikel
|
| 4 |
How RAN stimulus type and repetition affect RAN’s relation with decoding efficiency and reading comprehension
|
Poulsen, Mads
|
|
|
37 |
1 |
p. 89-102
|
artikel
|
| 5 |
On the readability of texts presented in sentence-by-sentence segments to beginner readers: Evidence from self-paced reading and eye tracking
|
Koornneef, Arnout
|
|
|
37 |
1 |
p. 69-87
|
artikel
|
| 6 |
Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills
|
Hand, Eric D.
|
|
|
37 |
1 |
p. 25-48
|
artikel
|
| 7 |
Role of transcription skills in young Chinese language learners’ sentence writing: a one year longitudinal study
|
Wong, Yu Ka
|
|
|
37 |
1 |
p. 1-24
|
artikel
|
| 8 |
Spelling processing during handwriting and typing and the role of reading and visual-motor skills when typing is less practiced than handwriting
|
Cerni, Tania
|
|
|
37 |
1 |
p. 205-237
|
artikel
|
| 9 |
The impact of academic buoyancy and emotions on university students’ self-regulated learning strategies in L2 writing classrooms
|
Xu, Jian
|
|
|
37 |
1 |
p. 49-67
|
artikel
|
| 10 |
The secret life of connectives: a taxonomy to study individual differences in mid-adolescents’ use of connectives in writing to persuade
|
Andreev, Linda
|
|
|
37 |
1 |
p. 173-204
|
artikel
|
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