Publishing Partner: Cambridge University Press CUP Extra Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

Vowel Length From Latin to Romance

By Michele Loporcaro

This book "draws on extensive empirical data, including from lesser known varieties" and "puts forward a new account of a well-known diachronic phenomenon."


New from Cambridge University Press!

ad

Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

This book "challenges the assumption that there is only one 'legitimate' and homogenous form of English or of any other language" and "supports the view of different/alternative histories of the English language and will appeal to readers who are skeptical of 'standard' language ideology."



Email this page

TOC Description

Email this message to a friend

Journal Title: Reading and Writing
Volume/Issue:   26 / 1
Issue Title: Special Issue on Writing Development and Instruction
Date: 2013
Table of Contents: Special Issue: Writing Development and Instruction

DOI: 10.1007/s11145-012-9395-2
Title: Writing: importance, development, and instruction
Author(s): Steve Graham/Amy Gillespie/Debra McKeown
pages: 1-15

DOI: 10.1007/s11145-012-9379-2
Title: Relationships between writing motivation, writing activity, and writing performance: effects of grade, sex, and ability
Author(s): Gary A. Troia/Allen G. Harbaugh/Rebecca K. Shankland/Kimberly A. Wolbers/Ann M. Lawrence
pages: 17-44

DOI: 10.1007/s11145-012-9392-5
Title: The relationship between vocabulary and writing quality in three genres
Author(s): Natalie G. Olinghouse/Joshua Wilson
pages: 45-65

DOI: 10.1007/s11145-012-9381-8
Title: Teaching critical questions about argumentation through the revising process: effects of strategy instruction on college students’ argumentative essays
Author(s): Yi Song/Ralph P. Ferretti
pages: 67-90

DOI: 10.1007/s11145-012-9384-5
Title: Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development
Author(s): Sharon Zumbrunn/Roger Bruning
pages: 91-110

DOI: 10.1007/s11145-012-9386-3
Title: Comparing effects of different writing activities on reading comprehension: A meta-analysis
Author(s): Michael Hebert/Amy Simpson/Steve Graham
pages: 111-138
Publisher: Springer
Linguistic Field(s): General Linguistics
 
LL Issue: 24.660