LINGUIST List 23.186 Tue Jan 10 2012 TOC: Reading and Writing 25/1 (2012) Editor for this issue: Justin Petro <justinlinguistlist.org> Directory         1.     Jolanda Voogd , Reading and Writing Vol. 25, No. 1 (2012) Message 1: Reading and Writing Vol. 25, No. 1 (2012) Date: 10-Jan-2012 From: Jolanda Voogd <Jolanda.Voogdspringer.com> Subject: Reading and Writing Vol. 25, No. 1 (2012) E-mail this message to a friend Publisher: Springer http://www.springer.com Journal Title: Reading and Writing Volume Number: 25 Issue Number: 1 Issue Date: 2012 Main Text: DOI: 10.1007/s11145-010-9244-0 Title: Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study Author(s): Young-Suk Kim and Daniel Pallante pages: 1-22 DOI: 10.1007/s11145-010-9245-z Title: Adult word recognition and visual sequential memory Author(s): V. M. Holmes pages: 23-44 DOI: 10.1007/s11145-010-9247-x Title: Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help? Author(s): Adina Shamir, Ofra Korat and Renat Fellah pages: 45-69 DOI: 10.1007/s11145-010-9248-9 Title: Adult developmental dyslexia in a shallow orthography: Are there subgroups? Author(s): Marja Laasonen, Elisabet Service, Jari Lipsanen and Veijo Virsu pages: 71-108 DOI: 10.1007/s11145-010-9250-2 Title: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences Author(s): Stephanie Al Otaiba, Vickie E. Lake, Luana Greulich, Jessica S. Folsom and Lisa Guidry pages: 109-129 DOI: 10.1007/s11145-010-9260-0 Title: How prior knowledge affects word identification and comprehension Author(s): Sarah J. Priebe, Janice M. Keenan and Amanda C. Miller pages: 131-149 DOI: 10.1007/s11145-010-9251-1 Title: A longitudinal study of handwriting skills in pre-schoolers: the acquisition of syllable oriented programming strategies Author(s): Olga Soler Vilageliu and Sonia Kandel pages: 151-162 DOI: 10.1007/s11145-010-9252-0 Title: Toward modeling reading comprehension and reading fluency in English language learners Author(s): Zohreh Yaghoub Zadeh, Fataneh Farnia and Esther Geva pages: 163-187 DOI: 10.1007/s11145-010-9253-z Title: Modeling aspects of print-processing skill: implications for reading assessment Author(s): Darrell Morris, Woodrow Trathen, Richard G. Lomax, Jan Perney, Linda Kucan, Elizabeth M. Frye, Janet W. Bloodgood, Devery Ward and Robert Schlagal pages: 189-215 DOI: 10.1007/s11145-010-9254-y Title: Mother–child joint writing and storybook reading and their effects on kindergartners’ literacy: an intervention study Author(s): Iris Levin and Dorit Aram pages: 217-249 DOI: 10.1007/s11145-010-9261-z Title: The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English Author(s): Doris Luft Baker, Yonghan Park and Scott K. Baker pages: 251-281 DOI: 10.1007/s11145-010-9270-y Title: The ABC’s of Chinese: maternal mediation of Pinyin for Chinese children’s early literacy skills Author(s): Catherine McBride-Chang, Dan Lin, Phil D. Liu, Dorit Aram, Iris Levin, Jeung-Ryeul Cho, Hua Shu and Yuping Zhang pages: 283-300 DOI: 10.1007/s11145-010-9246-y Title: Book Review S. Ilaiyan: Difficulties facing the novice teacher at Arab schools in Israel Dar Elhuda Press, Kareem 2001 Ltd., Kufr-Qara, Israel, 2008, ISBN 978-965-528-027-2, Price: $15 Author(s): Elinor Saiegh-Hadadd pages: 301-303 Linguistic Field(s): Applied Linguistics                             Language Acquisition                             Psycholinguistics Subject Language(s): Arabic, Standard (arb)                             Chinese, Mandarin (cmn)                             English (eng)                             Spanish (spa)                             Valencian (cat) Read more issues|LINGUIST home page|Top of issue Page Updated: 10-Jan-2012       About LINGUIST    |   Contact Us       While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.