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Reading and Writing

Articles from the last few issues of Reading and Writing © Springer
  • Progress monitoring: an integral part of instruction
    Reading and Writing, Vol. 20, No. 6. (August 2007), pp. 535-537.
    by Santi, Kristi, Vaughn, Sharon
  • Assessing more than you teach: the difficult case of transfer
    Reading and Writing, Vol. 20, No. 6. (August 2007), pp. 539-552.
    by Hines, Sara, Speece, Deborah, Walker, Caroline, Dadeppo, Lisa
  • Using curriculum-based measurement to inform reading instruction
    Reading and Writing, Vol. 20, No. 6. (August 2007), pp. 553-567.
    by Fuchs, Lynn, Fuchs, Douglas, Hamlett, Carol
  • Assessment-based instructional coaching provided to reading intervention teachers
    Reading and Writing, Vol. 20, No. 6. (August 2007), pp. 569-590.
    by Denton, Carolyn, Swanson, Elizabeth, Mathes, Patricia
  • Preparing special educators to teach reading and use curriculum-based assessments
    Reading and Writing, Vol. 20, No. 6. (August 2007), pp. 591-617.
    by Al Otaiba, Stephanie, Lake, Vickie
  • The effectiveness of classroom-based instructional assessments for progress monitoring purposes in Texas Reading First schools
    Reading and Writing, Vol. 20, No. 6. (August 2007), pp. 619-641.
    by Romain, Melissa, Millner, Keith, Moss, Victoria, Held, Marguerite
  • Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words
    Reading and Writing, Vol. 20, No. 5. (July 2007), pp. 413-439.
    by Tamaoka, Katsuo
  • Morphological awareness and learning to read Chinese
    Reading and Writing, Vol. 20, No. 5. (July 2007), pp. 441-461.
    by Chung, Wei-Lun, Hu, Chieh-Fang
    posted by 2 people garyfeng ReadingLab
  • An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten
    Reading and Writing, Vol. 20, No. 5. (July 2007), pp. 463-494.
    by Assel, Michael, Landry, Susan, Swank, Paul, Gunnewig, Susan
  • Context-sensitive rules and word naming in Italian children
    Reading and Writing, Vol. 20, No. 5. (July 2007), pp. 495-509.
    by Barca, Laura, Ellis, Andrew, Burani, Cristina
    posted by 2 people garyfeng ReadingLab
  • The role of orthographic and phonological processing skills in the reading and spelling of monolingual Persian children
    Reading and Writing, Vol. 20, No. 5. (July 2007), pp. 511-533.
    by Rahbari, Noriyeh, Senechal, Monique, Arab-Moghaddam, Narges
    posted by 2 people garyfeng ReadingLab
  • Syllable frequency in lexical decision and naming of English words
    Reading and Writing, Vol. 20, No. 4. (June 2007), pp. 295-331.
    by Macizo, Pedro, Petten, Cyma
  • Text composition by deaf and hearing middle-school students: The role of working memory
    Reading and Writing, Vol. 20, No. 4. (June 2007), pp. 333-360.
    by Alamargot, Denis, Lambert, Eric, Thebault, Claire, Dansac, Christophe
  • Maternal mediation in book reading, home literacy environment, and childrens emergent literacy: a comparison between two social groups
    Reading and Writing, Vol. 20, No. 4. (June 2007), pp. 361-398.
    by Korat, Ofra, Klein, Pnina, Segal-Drori, Ora
  • The sbelling of sdops: Preliterate childrens spelling of stops after /s/
    Reading and Writing, Vol. 20, No. 4. (June 2007), pp. 399-412.
    by Hannam, Rachel, Fraser, Helen, Byrne, Brian
  • The role of literacy in the conceptualization of words: Data from Kannada-speaking children and non-literate adults
    Reading and Writing, Vol. 20, No. 3. (April 2007), pp. 173-199.
    by Ramachandra, Vijayachandra, Karanth, Prathibha
    posted by 2 people garyfeng ReadingLab
  • Letter Processing and the Formation of Memory Representations in Children with Naming Speed Deficits
    Reading and Writing, Vol. 20, No. 3. (April 2007), pp. 201-223.
    by Conrad, Nicole, Levy, Betty
    posted by 2 people garyfeng ReadingLab
  • Readingwriting connections: Discourse-oriented research
    Reading and Writing, Vol. 20, No. 3. (April 2007), pp. 225-250.
    by Parodi, Giovanni
  • Writing through retellings: an exploratory study of language-impaired and dyslexic populations
    Reading and Writing, Vol. 20, No. 3. (April 2007), pp. 251-272.
    by Puranik, Cynthia, Lombardino, Linda, Altmann, Lori
  • Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic
    Reading and Writing, Vol. 20, No. 3. (April 2007), pp. 273-294.
    by Elbeheri, Gad, Everatt, John
    posted by 2 people garyfeng ReadingLab
  • Relations Between Dialect Variation, Grammar, and Early Spelling Skills
    Reading and Writing, Vol. 19, No. 9. (December 2006), pp. 907-931.
    by Terry, Nicole
  • Should the Simple View of Reading Include a Fluency Component?
    Reading and Writing, Vol. 19, No. 9. (December 2006), pp. 933-958.
    by Adlof, Suzanne, Catts, Hugh, Little, Todd
  • Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children
    Reading and Writing, Vol. 19, No. 9. (December 2006), pp. 959-989.
    by Evans, Mary, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, Page, Jodi
  • Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers
    Reading and Writing, Vol. 19, No. 9. (December 2006), pp. 991-1016.
    by Blair, Rebecca, Savage, Robert
  • CattellHornCarroll cognitive ability profiles of poor comprehenders
    Reading and Writing, Vol. 19, No. 5. (July 2006), pp. 427-456.
    by Randy Floyd, Renee Bergeron, Vincent Alfonso
  • Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters
    Reading and Writing, Vol. 19, No. 5. (July 2006), pp. 457-487.
    by Packard, Jerome, Chen, Xi, Li, Wenling, Wu, Xinchun, Gaffney, Janet, Li, Hong, Anderson, Richard
  • Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination
    Reading and Writing, Vol. 19, No. 5. (July 2006), pp. 489-515.
    by Dorit Aram
  • Word reading fluency: A transfer appropriate processing account of fluency transfer
    Reading and Writing, Vol. 19, No. 5. (July 2006), pp. 517-542.
    by Martin-Chang, Sandra, Levy, Betty
  • The Contribution of Naming Speed to the Simple View of Reading
    Reading and Writing, Vol. 19, No. 4. (June 2006), pp. 339-361.
    by Johnston, Timothy, Kirby, John
    posted by 1 person 51clean
  • How Quality of Writing Instruction Impacts High-risk Fourth Graders Writing
    Reading and Writing, Vol. 19, No. 4. (June 2006), pp. 363-391.
    by Moats, Louisa, Foorman, Barbara, Taylor, Patrick
  • Effects of Visual and Phonological Distinctness on Visualverbal Paired Associate Learning in Dutch Dyslexic and Normal Readers
    Reading and Writing, Vol. 19, No. 4. (June 2006), pp. 393-426.
    by Messbauer, Vera, Jong, Peter
  • Orthographic and Phonological Processes in Reading
    Reading and Writing, Vol. 19, No. 3. (April 2006), pp. 235-263.
    by Nick Hagiliassis, Chris Pratt, Michael Johnston
  • Word-Decoding Deficits in Norwegian: The Impact of Psycholinguistic Marker Effects
    Reading and Writing, Vol. 19, No. 3. (April 2006), pp. 265-290.
    by T Nergard-Nilssen
  • Reading Disabilities Among Hebrew-speaking Children in Upper Elementary Grades: The Role of Phonological and Nonphonological Language Skills
    Reading and Writing, Vol. 19, No. 3. (April 2006), pp. 291-311.
    by R Mimran
  • Graphemes as Motor Units in the Acquisition of Writing Skills
    Reading and Writing, Vol. 19, No. 3. (April 2006), pp. 313-337.
    by Sonia Kandel, Olga Soler, Sylviane Valdois, Celine Gros
  • Effects of Consistency and Age of Acquisition on Reading and Spelling among Developing Readers
    Reading and Writing, Vol. 19, No. 2. (March 2006), pp. 133-169.
    by Brendan Weekes, Anne Castles, Robert Davies
  • On the Use and Usefulness of Stress Diacritics in Reading Greek
    Reading and Writing, Vol. 19, No. 2. (March 2006), pp. 171-198.
    by A Protopapas
  • Childrens Reading Comprehension and Oral Reading Fluency in Easy Text
    Reading and Writing, Vol. 19, No. 2. (March 2006), pp. 199-220.
    by Louise Spear-Swerling
  • Remediation of Fluency: Word Specific or Generalised Training Effects?
    Reading and Writing, Vol. 19, No. 2. (March 2006), pp. 221-234.
    by Inez Berends, Pieter Reitsma
  • Editorial
    Reading and Writing, Vol. 19, No. 1. (February 2006), pp. v-vii.
    by Jane Oakhill
  • Computerized Presentation of Text: Effects on Childrens Reading of Informational Material
    Reading and Writing, Vol. 19, No. 1. (February 2006), pp. 1-19.
    by Matthew Kerr, Sonya Symons
  • The Effects of Timed and Untimed Testing Conditions on the Reading Comprehension Performance of Adults with Reading Disabilities
    Reading and Writing, Vol. 19, No. 1. (February 2006), pp. 21-48.
    by Nonie Lesaux, M Pearson, Linda Siegel
  • Reading Comprehension of Dutch Deaf Children
    Reading and Writing, Vol. 19, No. 1. (February 2006), pp. 49-76.
    by Loes Wauters, Wim Bon, Agnes Tellings
    posted by 1 person vannesatvsp
  • Associated Reading Skills in Children with a History of Specific Language Impairment (SLI)
    Reading and Writing, Vol. 19, No. 1. (February 2006), pp. 77-98.
    by N Botting, Z Simkin, G Conti-Ramsden
  • Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds
    Reading and Writing, Vol. 19, No. 1. (February 2006), pp. 99-131.
    by Nonie Lesaux, Orly Lipka, Linda Siegel
  • Editorial
    Reading and Writing, Vol. 18, No. 7-9. (December 2005), pp. iii-vi.
    by Jane Oakhill
  • The Relations Between Childrens Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample
    Reading and Writing, Vol. 18, No. 7-9. (December 2005), pp. 583-616.
    by Deborah Goff, Chris Pratt, Ben Ong
  • Contribution of Working Memory Capacity to Childrens Reading Comprehension: A Longitudinal Investigation
    Reading and Writing, Vol. 18, No. 7-9. (December 2005), pp. 617-656.
    by Alix Seigneuric, Marie-France Ehrlich
  • Levels of Comprehension Monitoring and Working Memory in Good and Poor Comprehenders
    Reading and Writing, Vol. 18, No. 7-9. (December 2005), pp. 657-686.
    by Jane Oakhill, Joanne Hartt, Deborah Samols
  • How do You Know this Answer? Childrens Use of Text Data and General Knowledge in Story Comprehension
    Reading and Writing, Vol. 18, No. 7-9. (December 2005), pp. 687-713.
    by Ana Brandao, Jane Oakhill
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