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Applies the principles of contemporary linguistics to the study of Latin and provides clear explanations of grammatical rules alongside diagrams to illustrate complex structures.


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Journal Title: Reading and Writing
Volume/Issue:   25 / 07
Date: 2012
Table of Contents: DOI: 10.1007/s11145-011-9328-5Open Access
Title: Effects of a brief but intensive remedial computer intervention in a sub-sample of kindergartners with early literacy delays
Author(s): Verna A. C. Van der Kooy-Hofland, Adriana G. Bus and Kathleen Roskos
Pages: 1479-1497

DOI: 10.1007/s11145-011-9330-y
Title: Writing quality in Chinese children: speed and fluency matter
Author(s): Cathy Ming Wai Yan, Catherine McBride-Chang, Richard K. Wagner, Juan Zhang, Anita M. Y. Wong and Hua Shu
Pages: 1499-1521

DOI: 10.1007/s11145-011-9331-x
Title: Examining the contribution of handwriting and spelling to written expression in kindergarten children
Author(s): Cynthia S. Puranik and Stephanie AlOtaiba
Pages: 1523-1546

DOI: 10.1007/s11145-011-9332-9
Title: Identification of sub-types of students with learning disabilities in reading and its implications for Chinese word recognition and instructional methods in Hong Kong primary schools
Author(s): Fuk-chuen Ho and Linda Siegel
Pages: 1547-1571

DOI: 10.1007/s11145-011-9334-7
Title: Building literacy in alphabetic, abjad and morphosyllabic systems
Author(s): Liliana Tolchinsky, Iris Levin, Dorit Aram and Catherine McBride-Chang
Pages: 1573-1598

DOI: 10.1007/s11145-011-9335-6
Title: Relationships among L1 print exposure and early L1 literacy skills, L2 aptitude, and L2 proficiency
Author(s): Richard L. Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach
Pages: 1599-1634

DOI: 10.1007/s11145-011-9336-5
Title: The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school
Author(s): C. Patrick Proctor, Rebecca D. Silverman, Jeffrey R. Harring and Christine Montecillo
Pages: 1635-1664

DOI: 10.1007/s11145-011-9337-4Open Access
Title: How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in good and poor reading comprehenders
Author(s): Menno van der Schoot, Albert Reijntjes and Ernest C. D. M. van Lieshout
Pages: 1665-1690

DOI: 10.1007/s11145-011-9338-3
Title: Teachers’ knowledge base for implementing response-to-intervention models in reading
Author(s): Louise Spear-Swerling and Elaine Cheesman
Pages: 1691-1723

DOI: 10.1007/s11145-011-9339-2
Title: Before and after third grade: Longitudinal evidence for the shifting role of socioeconomic status in reading growth
Author(s): Michael J. Kieffer
Pages: 1725-1746

DOI: 10.1007/s11145-011-9340-9
Title: The effects of L1 and orthographic regularity and consistency in naming Chinese characters
Author(s): Chin-Hsi Lin and Penelope Collins
Pages: 1747-1767

DOI: 10.1007/s11145-011-9341-8
Title: Continued access to syntactic information in reading
Author(s): Reinold Funke and Jasmin Sieger
Pages: 1769-1794

DOI: 10.1007/s11145-011-9351-6
Title: Erratum to: The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school
Author(s): C. Patrick Proctor, Rebecca D. Silverman, Jeffrey R. Harring and Christine Montecillo
Pages: 1795
Publisher: Springer
Linguistic Field(s): Applied Linguistics
Psycholinguistics
Writing Systems
Language Acquisition
Subject Language(s): Chinese, Mandarin
Dutch
English
German
Hebrew
Japanese
Spanish
Chinese, Yue
 
LL Issue: 23.3498