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Journal Title: Reading and Writing
Volume/Issue:   27 / 1
Date: 2014
Table of Contents: Title: Both handwriting speed and selective attention are important to lecture note-taking
Author(s): Stephen T. Peverly, Joanna K. Garner, Pooja C. Vekaria
pages: 1-30
DOI: 10.1007/s11145-013-9431-x

Title: Why do deaf participants have a lower performance than hearing participants in a visual rhyming task: a phonological hypothesis
Author(s): Mario Aparicio, Elisabeth Demont, Marie-Noëlle Metz-Lutz, J. Leybaert, Jesús Alegria
pages: 31-54
DOI: 10.1007/s11145-013-9432-9

Title: Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties
Author(s): Jeanne Wanzek, Greg Roberts, Stephanie Al Otaiba
pages: 55-78
DOI: 10.1007/s11145-013-9433-8

Title: Is oral/text reading fluency a “bridge” to reading comprehension?
Author(s): Young-Suk Kim, Chea Hyeong Park, Richard K. Wagner
pages: 79-99
DOI: 10.1007/s11145-013-9434-7

Title: A dominance analysis approach to determining predictor importance in third, seventh, and tenth grade reading comprehension skills
Author(s): Elizabeth L. Tighe, Christopher Schatschneider
pages: 101-127
DOI: 10.1007/s11145-013-9435-6

Title: Language non-selective activation of orthography during spoken word processing in Hindi–English sequential bilinguals: an eye tracking visual world study
Author(s): Ramesh Kumar Mishra, Niharika Singh
pages: 129-151
DOI: 10.1007/s11145-013-9436-5

Title: Connecting goals and actions during reading: the role of illustrations
Author(s): Josetxu Orrantia, David Múñez, Julio Tarí
pages: 153-170
DOI: 10.1007/s11145-013-9437-4

Title: The time course of the syllable frequency effect in visual word recognition: evidence for both facilitatory and inhibitory effects in French
Author(s): Gwendoline Mahé, Anne Bonnefond, Nadège Doignon-Camus
pages: 171-187
DOI: 10.1007/s11145-013-9438-3

Title: Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’
Author(s): Richard L. Sparks, Jon Patton, Amy Murdoch
pages: 189-211
DOI: 10.1007/s11145-013-9439-2
Publisher: Springer
Linguistic Field(s): Applied Linguistics
Cognitive Science
Subject Language(s): English
LL Issue: 25.272