LINGUIST List 30.1279
Wed Mar 20 2019
TOC: Reading and Writing 32 / 3 (2019)
Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>
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Date: 12-Mar-2019
From: Helen van der Stelt <Helen.vanderStelt
springer.com>
Subject: Reading and Writing Vol. 32, No. 3 (2019)
E-mail this message to a friend Publisher: Springer
http://www.springer.com Journal Title: Reading and Writing
Volume Number: 32
Issue Number: 3
Issue Date: 2019
Main Text:
DOI:
https://doi.org/10.1007/s11145-018-9874-1 Title: Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL
Author(s): Rob Schoonen
pages: 511-535
DOI:
https://doi.org/10.1007/s11145-018-9877-y Title: Speed of reading texts in Arabic and Hebrew
Author(s): Eviatar, Z., Ibrahim, R., Karelitz, T.M., Simon, A.B.
pages: 537-559
DOI:
https://doi.org/10.1007/s11145-018-9878-x Title: When a silent reading fluency test measures more than reading fluency: academic language features predict the test performance of students with a non-German home language
Author(s): Berendes, K., Wagner, W., Meurers, D. , Trautweun, U.
pages: 561-583
DOI:
https://doi.org/10.1007/s11145-018-9884-z Title: Error patterns in word reading and spelling in Persian: Is spelling more difficult than reading?
Author(s): Rahbari, N. Read Writ
pages: 585-601
DOI:
https://doi.org/10.1007/s11145-018-9883-0 Title: Understanding the influence of text complexity and question type on reading outcomes
Author(s): Spencer, M., Gilmour, A.F., Miller, A.C., Emerson, A.C., Saha, N.M, Cutting, L.E.
pages: 603-637
DOI:
https://doi.org/10.1007/s11145-018-9882-1 Title: Examining the visual attention span deficit hypothesis in Chinese developmental dyslexia
Author(s): Chen, N.T., Zheng, M. & Ho, C.SH. Read Writ
pages: 639-662
DOI:
https://doi.org/10.1007/s11145-018-9879-9 Title: Children’s integration of information across texts: reading processes and knowledge representations
Author(s): Beker, K., van den Broek, P. & Jolles, D.
pages: 663-687
DOI:
https://doi.org/10.1007/s11145-018-9885-y Title: Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents
Author(s): Crosson, A.C., McKeown, M.G., Moore, D.W., Ye, F.
pages: 689-727
DOI:
https://doi.org/10.1007/s11145-018-9880-3 Title: Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries
Author(s): Phillips Galloway, E. & Uccelli, P.
pages: 729-759
DOI:
https://doi.org/10.1007/s11145-018-9887-9 Title: Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language
Author(s): Rahimi, M. & Zhang, L.J.
pages: 761-786
DOI:
https://doi.org/10.1007/s11145-018-9881-2 Title: Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers
Author(s): Tighe, E.L., Little, C.W., Arrastia-Chisholm, M.C., Schatschneider, C., Diehm, E., Quinn, J.M., Edwards, A.A.
pages: 878-818
DOI:
https://doi.org/10.1007/s11145-018-9886-x Title: Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English
Author(s): Tragant Mestres, E., Llanes Baró, À. & Pinyana Garriga, À.
pages: 819-838
Linguistic Field(s): Applied Linguistics
Cognitive Science
Language Acquisition
Morphology
Writing Systems
Subject Language(s):
Arabic, Standard (arb) Chinese, Mandarin (cmn) Dari (prs) Dutch (nld) English (eng) German (deu) Hebrew (heb) Persian, Iranian (pes)
Page Updated: 20-Mar-2019