LINGUIST List 29.3601
Wed Sep 19 2018
TOC: Reading and Writing 31 / 6 (2018)
Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>
***************** LINGUIST List Support *****************
Fund Drive 2018
28 years of LINGUIST List!
Please support the LL editors and operation with a donation at:
https://funddrive.linguistlist.org/donate/
Date: 18-Sep-2018
From: Helen van der Stelt <Helen.vanderStelt
springer.com>
Subject: Reading and Writing Vol. 31, No. 6 (2018)
E-mail this message to a friend Publisher: Springer
http://www.springer.com Journal Title: Reading and Writing
Volume Number: 31
Issue Number: 6
Issue Date: 2018
Subtitle: Testing the Effectiveness of Handwriting Interventions Issue Editors: Teresa Limpo, Rui Alexandre Alves, Vincent Connelly
Main Text:
Special Issue: Testing the Effectiveness of Handwriting Interventions Issue Editors: Teresa Limpo, Rui Alexandre Alves, Vincent Connelly
DOI:
https://doi.org/10.1007/s11145-018-9862-5 Title: Testing the effectiveness of handwriting interventions: introduction to the special issue
Author(s): Teresa Limpo, Rui A. Alves, Vincent Connelly
pages: 1249-1253
DOI:
https://doi.org/10.1007/s11145-018-9831-z Title: Visual–motor symbol production facilitates letter recognition in young children
Author(s): Deborah Zemlock, Sophia Vinci-Booher, Karin H. James
pages: 1255-1271
DOI:
https://doi.org/10.1007/s11145-018-9822-0 Title: The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial
Author(s): Steve Graham, Karen R. Harris, Mary Adkins
pages: 1273-1294
DOI:
https://doi.org/10.1007/s11145-018-9825-x Title: Impact of handwriting training on fluency, spelling and text quality among third graders
Author(s): Sibylle Hurschler Lichtsteiner, Werner Wicki, Péter Falmann
pages: 1295-1318
DOI:
https://doi.org/10.1007/s11145-018-9845-6 Title: Finger-writing intervention impacts the spelling and handwriting skills of children with developmental language disorder: a multiple single-case study
Author(s): Marie Van Reybroeck, Nathalie Michiels
pages: 1319-1341
DOI:
https://doi.org/10.1007/s11145-017-9814-5 Title: Promoting handwriting fluency in fifth graders with slow handwriting: a single-subject design study
Author(s): Teresa Limpo, Naiana Parente, Rui A. Alves
pages: 1343-1366
DOI:
https://doi.org/10.1007/s11145-018-9854-5 Title: Handwriting instruction: a commentary on five studies
Author(s): Steve Graham
pages: 1367-1377
DOI:
https://doi.org/10.1007/s11145-018-9843-8 Title: Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling
Author(s): Bente Rigmor Walgermo, Njål Foldnes, Per Henning Uppstad, Oddny Judith Solheim
pages: 1379-1399
DOI:
https://doi.org/10.1007/s11145-018-9839-4 Title: Operationalizing and validating disciplinary literacy in secondary education
Author(s): Hiller A. Spires, Shea N. Kerkhoff, Abbey C. K. Graham, Isaac Thompson,
John K. Lee
pages: 1401-1434
DOI:
https://doi.org/10.1007/s11145-018-9838-5 Title: Dynamics of mirror writing compared to conventional writing in typical preliterate children
Author(s): Marine Portex, Carolane Hélin, Corinne Ponce, Jean-Noël Foulin
pages: 1435-1448
Linguistic Field(s): Applied Linguistics
Cognitive Science
Neurolinguistics
Psycholinguistics
Page Updated: 19-Sep-2018