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Table of Contents:
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DOI: 10.1007/s11145-012-9371-x
Title: Prediction of learning and comprehension when adolescents read multiple texts: the roles of word-level processing, strategic approach, and reading motivation
Author(s): Ivar Bråten, Leila E. Ferguson, Øistein Anmarkrud, Helge I. Strømsø
pages: 321-348
DOI: 10.1007/s11145-012-9372-9
Title: Examining the structure of reading comprehension: do literal, inferential, and evaluative comprehension truly exist?
Author(s): Deni Basaraba, Paul Yovanoff, Julie Alonzo, Gerald Tindal
pages: 349-379
DOI: 10.1007/s11145-012-9373-8
Title: Do dyslexics misread a ROWS for a ROSE?
Author(s): Beth A. O’Brien, Guy C. Van Orden, Bruce F. Pennington
pages: 384-402
DOI: 10.1007/s11145-012-9374-7
Title: Inference generation, story comprehension, and language skills in the preschool years
Author(s): Virginia Tompkins, Ying Guo, Laura M. Justice
pages: 403-429
DOI: 10.1007/s11145-012-9375-6
Title: The technical adequacy of curriculum-based writing measures with English learners
Author(s): Heather Campbell, Christine A. Espin, Kristen McMaster
pages: 431-452
DOI: 10.1007/s11145-012-9376-5
Title: Executive function and early reading skills
Author(s): Judith G. Foy, Virginia A. Mann
pages: 453-472
DOI: 10.1007/s11145-012-9377-4
Title: Instruction matters: spelling of vowels by children in England and the US
Author(s): Rebecca Treiman, Susan E. Stothard, Margaret J. Snowling
pages: 473-487
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