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Journal Title: Reading and Writing
Volume/Issue:   27 / 3
Date: 2014
Table of Contents: Title: Letter knowledge in parent–child conversations
Author(s): Sarah Robins, Rebecca Treiman, Nicole Rosales
pages: 407-429
DOI: 10.1007/s11145-013-9450-7

Title: Sensitivity to the positional information of morphemes inside Chinese compound words and its relationship with word reading
Author(s): Duo Liu, Kevin Kien Hoa Chung, Yimin Zhang, Zheng Lu
pages: 431-450
DOI: 10.1007/s11145-013-9451-6

Title: Predictors of at-risk kindergarteners’ later reading difficulty: examining learner-by-intervention interactions
Author(s): Deborah C. Simmons, Aaron B. Taylor, Eric L. Oslund, Leslie E. Simmons, Michael D. Coyne, Mary E. Little, D'Ann M. Rawlinson, Shanna Hagan-Burke, Oi-man Kwok, Mingjung Kim
pages: 451-479
DOI: 10.1007/s11145-013-9452-5

Title: Longitudinal correlates of reading comprehension difficulties in Chinese children
Author(s): Juan Zhang, Catherine McBride-Chang, Anita M-Y. Wong, Twila Tardif, Hua Shu, Yuping Zhang
pages: 481-501
DOI: 10.1007/s11145-013-9453-4

Title: Adolescents’ motivation for reading: group differences and relation to standardized achievement
Author(s): Christopher A. Wolters, Carolyn A. Denton, Mary J. York, David J. Francis
pages: 503-533
DOI: 10.1007/s11145-013-9454-3

Title: Theoretical beliefs and instructional practices used for teaching spelling in elementary classrooms
Author(s): Brigid McNeill, Cecilia Kirk
pages: 535-554
DOI: 10.1007/s11145-013-9457-0

Title: Phonological awareness skills in young African American English speakers
Author(s): Souraya Mansour Mitri, Nicole Patton Terry
pages: 555-569
DOI: 10.1007/s11145-013-9458-z

Title: The development of children’s sensitivity to bigram frequencies when spelling in Spanish, a transparent writing system
Author(s): María Soledad Carrillo, Jesús Alegría
pages: 571-590
DOI: 10.1007/s11145-013-9459-y

Title: Using method of instruction to predict the skills supporting initial reading development: insight from a synthetic phonics approach
Author(s): Sarah P. McGeown, Emma Medford
pages: 591-608
DOI: 10.1007/s11145-013-9460-5
Publisher: Springer
Linguistic Field(s): Applied Linguistics
Cognitive Science
Subject Language(s): Chinese, Mandarin
LL Issue: 25.685