LINGUIST List 32.1116

Sat Mar 27 2021

TOC: Reading and Writing 34 / 3 (2021)

Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>



Date: 02-Mar-2021
From: Laura de Kreij <Laura.dekreijSpringernature.com>
Subject: Reading and Writing Vol. 34, No. 3 (2021)
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Publisher: Springer
http://www.springer.com

Journal Title: Reading and Writing
Volume Number: 34
Issue Number: 3
Issue Date: 2021


Main Text:

DOI: https://doi.org/10.1007/s11145-020-10082-w
Title: Handwriting production in Spanish children with dyslexia: spelling or motor difficulties?
Author(s): Martínez-García, C., Afonso, O., Cuetos, F., Suárez-Coalla, P.
pages: 565-593

DOI: https://doi.org/10.1007/s11145-020-10083-9
Title: The origin of centrality deficit in text memory and comprehension by poor comprehenders: a think-aloud study
Author(s): Yeari, M., Lantin, S.
pages: 595-625

DOI: https://doi.org/10.1007/s11145-020-10081-x
Title: Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge
Author(s): Umarji, O., Day, S., Xu, Y., Zargar, E., Yu, R., Connor, C.
pages: 627-657

DOI: https://doi.org/10.1007/s11145-020-10084-8
Title: The contribution of morphological awareness to vocabulary among L1 and L2 French-speaking 4th-graders
Author(s): Fejzo, A.
pages: 659-679

DOI: https://doi.org/10.1007/s11145-020-10087-5
Title: Syntactic complexity revisited: sensitivity of China’s AES-generated scores to syntactic measures, effects of discourse-mode and topic
Author(s): Qian, L., Yang, Y., Zhao, Y.
pages: 681-704

DOI: https://doi.org/10.1007/s11145-020-10085-7
Title: Interactions in EFL argumentative writing: effects of topic, L1 background, and L2 proficiency on interactional metadiscourse
Author(s): Yoon, HJ.
pages: 705-725

DOI: https://doi.org/10.1007/s11145-020-10089-3
Title: The immediate and delayed effects of text–diagram reading instruction on reading comprehension and learning processes: evidence from eye movements
Author(s): Jian, YC.
pages: 727-752

DOI: https://doi.org/10.1007/s11145-020-10090-w
Title: Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference (OA)
Author(s): Manu, M., Torppa, M., Eklund, K., Poikkeus, AM., Lerkkanen, MK., Niemi, P.
pages: 753-771

DOI: https://doi.org/10.1007/s11145-020-10092-8
Title: Readers extract semantic information from parafoveal two-character synonyms in Chinese reading
Author(s): Zhu, M., Zhuang, X., Ma, G.
pages: 773-790

DOI: https://doi.org/10.1007/s11145-020-10086-6
Title: IRT analyses of Arabic letter knowledge in Kindergarten
Author(s): Tibi, S., Edwards, A.A., Schatschneider, C., Lombardino, L.J., Kirby, J.R., Salha, S.H.
pages: 791-816


Linguistic Field(s): Applied Linguistics
                            Cognitive Science
                            Discourse Analysis
                            Language Acquisition
                            Language Documentation
                            Lexicography
                            Ling & Literature
                            Neurolinguistics
                            Philosophy of Language
                            Pragmatics
                            Psycholinguistics
                            Text/Corpus Linguistics
                            Translation
                            Typology
                            Writing Systems


Page Updated: 27-Mar-2021