29.3601, TOC: Reading and Writing 31 / 6 (2018)

[The LINGUIST List]

LINGUIST List: Vol-29-3601. Wed Sep 19 2018. ISSN: 1069 - 4875.

Subject: 29.3601, TOC:  Reading and Writing 31 / 6 (2018)

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Date: Wed, 19 Sep 2018 11:13:14
From: Helen van der Stelt [Helen.vanderStelt at springer.com]
Subject: Reading and Writing Vol. 31, No. 6 (2018)

 
Publisher:	Springer
			http://www.springer.com 
			
Journal Title:  Reading and Writing 
Volume Number:  31 
Issue Number:  6 
Issue Date:  2018 


Subtitle:  Testing the Effectiveness of Handwriting Interventions Issue Editors: Teresa Limpo, Rui Alexandre Alves, Vincent Connelly   


Main Text:  

Special Issue: Testing the Effectiveness of Handwriting Interventions Issue
Editors: Teresa Limpo, Rui Alexandre Alves, Vincent Connelly
 
DOI: https://doi.org/10.1007/s11145-018-9862-5
Title: Testing the effectiveness of handwriting interventions: introduction to
the special issue
Author(s): Teresa Limpo, Rui A. Alves, Vincent Connelly
pages: 1249-1253
 
DOI: https://doi.org/10.1007/s11145-018-9831-z
Title: Visual–motor symbol production facilitates letter recognition in young
children
Author(s): Deborah Zemlock, Sophia Vinci-Booher, Karin H. James
pages: 1255-1271
 
DOI: https://doi.org/10.1007/s11145-018-9822-0
Title: The impact of supplemental handwriting and spelling instruction with
first grade students who do not acquire transcription skills as rapidly as
peers: a randomized control trial
Author(s): Steve Graham, Karen R. Harris, Mary Adkins
pages: 1273-1294
 
DOI: https://doi.org/10.1007/s11145-018-9825-x
Title: Impact of handwriting training on fluency, spelling and text quality
among third graders
Author(s): Sibylle Hurschler Lichtsteiner, Werner Wicki, Péter Falmann
pages: 1295-1318
 
DOI: https://doi.org/10.1007/s11145-018-9845-6
Title: Finger-writing intervention impacts the spelling and handwriting skills
of children with developmental language disorder: a multiple single-case study
Author(s): Marie Van Reybroeck, Nathalie Michiels
pages: 1319-1341
 
DOI: https://doi.org/10.1007/s11145-017-9814-5
Title: Promoting handwriting fluency in fifth graders with slow handwriting: a
single-subject design study
Author(s): Teresa Limpo, Naiana Parente, Rui A. Alves
pages: 1343-1366
 
DOI: https://doi.org/10.1007/s11145-018-9854-5
Title: Handwriting instruction: a commentary on five studies
Author(s): Steve Graham
pages: 1367-1377
 
DOI: https://doi.org/10.1007/s11145-018-9843-8
Title: Developmental dynamics of early reading skill, literacy interest and
readers’ self-concept within the first year of formal schooling
Author(s): Bente Rigmor Walgermo, Njål Foldnes, Per Henning Uppstad, Oddny
Judith Solheim
pages: 1379-1399
 
DOI: https://doi.org/10.1007/s11145-018-9839-4
Title: Operationalizing and validating disciplinary literacy in secondary
education
Author(s): Hiller A. Spires, Shea N. Kerkhoff, Abbey C. K. Graham, Isaac
Thompson, 
John K. Lee
pages: 1401-1434
 
DOI: https://doi.org/10.1007/s11145-018-9838-5
Title: Dynamics of mirror writing compared to conventional writing in typical
preliterate children
Author(s): Marine Portex, Carolane Hélin, Corinne Ponce, Jean-Noël Foulin
pages: 1435-1448
 



Linguistic Field(s): Applied Linguistics
                     Cognitive Science
                     Neurolinguistics
                     Psycholinguistics



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