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A guide to English grammar and usage for the twenty-first century, pairing grammar rules with interesting and humorous quotations from American popular culture.

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The Cambridge Handbook of Endangered Languages

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Journal Title: Reading and Writing
Volume/Issue:   26 / 5
Date: 2013
Table of Contents: DOI: 10.1007/s11145-012-9378-3
Title: What do spelling errors tell us? Classification and analysis of errors made by Greek schoolchildren with and without dyslexia
Author(s): Athanassios Protopapas, Aikaterini Fakou, Styliani Drakopoulou, Christos Skaloumbakas, Angleliki Mouzaki
pages: 615-646

DOI: 10.1007/s11145-012-9382-7
Title: Vowel representations in the invented spellings of Spanish–English bilingual kindergartners
Author(s): Laura B. Raynolds, Joanna K. Uhry, Jessica Brunner
pages: 647-664

Title: Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills
Author(s): Katherine S. Binder, Elizabeth Tighe, Yue Jiang, Katharine Kaftanski, Cyntha Qi, Scott P. Ardoin
pages: 665-680

DOI: 10.1007/s11145-012-9383-6
Title: Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children
Author(s): Susanna S. S. Yeung, Linda S. Siegel, Carol K. K. Chan
pages: 681-704

DOI: 10.1007/s11145-012-9387-2
Title: Beyond spelling: the writing skills of students with dyslexia in higher education
Author(s): W. Tops, C. Callens, E. Van Cauwenberghe, J. Adriaens, M. Brysbaert
pages: 705-720

DOI: 10.1007/s11145-012-9388-1
Title: Lexical and sub-lexical effects on accuracy, reaction time and response duration: impaired and typical word and pseudoword reading in a transparent orthography
Author(s): Robert Davies, Javier Rodríguez-Ferreiro, Paz Suárez, Fernando Cuetos
pages: 721-738

DOI: 10.1007/s11145-012-9389-0
Title: Links between early rhythm skills, musical training, and phonological awareness
Author(s): Catherine Moritz, Sasha Yampolsky, Georgios Papadelis, Jennifer Thomson, Maryanne Wolf
pages: 739-769

DOI: 10.1007/s11145-012-9390-7
Title: Using environmental print to enhance emergent literacy and print motivation
Author(s): Michelle M. Neumann, Michelle Hood, Ruth M. Ford
pages: 771-793

DOI: 10.1007/s11145-013-9429-4
Title: Erratum to: 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, Lisa Guidry
pages: 795-797
Publisher: Springer
Linguistic Field(s): Applied Linguistics
LL Issue: 24.1879