LINGUIST List 32.186

Tue Jan 12 2021

TOC: Reading and Writing 33 / 3 (2020)

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



Date: 23-Dec-2020
From: Laura de Kreij <Laura.dekreijSpringernature.com>
Subject: Reading and Writing Vol. 33, No. 3 (2020)
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Publisher: Springer
http://www.springer.com

Journal Title: Reading and Writing
Volume Number: 33
Issue Number: 3
Issue Date: 2020


Main Text:

DOI: https://doi.org/10.1007/s11145-019-09966-3
Title: The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: an eye-movement study
Author(s): Zargar, E., Adams, A.M., Connor, C.M.
pages: 511-545

DOI: https://doi.org/10.1007/s11145-019-09973-4
Title: Neighborhood effects in Chinese character recognition: Going beyond phonological perspectives to explain a possible underlying mechanism
Author(s): Li, MF., Gao, XY., Wu, JT.
pages: 547-570

DOI: https://doi.org/10.1007/s11145-019-09976-1
Title: Measurement of spelling ability: construction and validation of a phonological, orthographic and morphological pseudo-word instrument for students in Grades 3–6
Author(s): Daffern, T., Ramful, A.
pages: 571-603

DOI: https://doi.org/10.1007/s11145-019-09972-5
Title: Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader
Author(s): Collins, A.A., Compton, D.L., Lindström, E.R., Gilbert, J.K.
pages: 605-634

DOI: https://doi.org/10.1007/s11145-019-09981-4
Title: The association between children’s common Chinese stroke errors and spelling ability
Author(s): Kong, M.Y.
pages: 635-670

DOI: https://doi.org/10.1007/s11145-019-09982-3
Title: Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness
Author(s): Yeung, S.Ss., Ng, Ml., Qiao, S., Tsang, A.
pages: 671-689

DOI: https://doi.org/10.1007/s11145-019-09983-2
Title: Learning vocabulary from e-book reading and recorded word explanation for low-income elementary students with and without reading difficulties
Author(s): Lee, S.H.
pages: 691-717

DOI: https://doi.org/10.1007/s11145-019-09984-1
Title: Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach
Author(s): Cho, E., Compton, D.L., Josol, C.K.
pages: 719-739

DOI: https://doi.org/10.1007/s11145-019-09987-y
Title: Time to read Young Adult fiction: print exposure and linguistic correlates in adolescents
Author(s): Martin-Chang, S., Kozak, S., Rossi, M.
pages: 741-760

DOI: https://doi.org/10.1007/s11145-019-09988-x
Title: Effectiveness of volunteer-led strategy instruction on the story writing of third grade students experiencing difficulties learning to write
Author(s): Rogers, L.A., Graham, S.
pages: 761-782

DOI: https://doi.org/10.1007/s11145-019-09994-z
Title: Writing and reading performance in Year 1 Australian classrooms: associations with handwriting automaticity and writing instruction
Author(s): Malpique, A.A., Pino-Pasternak, D., Roberto, M.S.
pages: 783-805


Linguistic Field(s): Anthropological Linguistics
                            Applied Linguistics
                            Discourse Analysis
                            General Linguistics
                            Language Acquisition
                            Language Documentation
                            Ling & Literature
                            Linguistic Theories
                            Morphology
                            Neurolinguistics
                            Philosophy of Language
                            Psycholinguistics
                            Sociolinguistics
                            Syntax
                            Text/Corpus Linguistics
                            Writing Systems

Subject Language(s): English (eng)

Language Family(ies): English


Page Updated: 12-Jan-2021