30.922, TOC: Reading and Writing 32 / 2 (2019)

[The LINGUIST List]

LINGUIST List: Vol-30-922. Tue Feb 26 2019. ISSN: 1069 - 4875.

Subject: 30.922, TOC:  Reading and Writing 32 / 2 (2019)

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Date: Tue, 26 Feb 2019 16:01:46
From: Helen van der Stelt [Helen.vanderStelt at springer.com]
Subject: Reading and Writing Vol. 32, No. 2 (2019)

 
Publisher:	Springer
			http://www.springer.com 
			
Journal Title:  Reading and Writing 
Volume Number:  32 
Issue Number:  2 
Issue Date:  2019 


Main Text:  

DOI: https://doi.org/10.1007/s11145-018-9859-0
Title: Exploring individual and gender differences in early writing
performance
Author(s): Anne-Marie Adams, Fiona R. Simmons
pages: 235-263
 
DOI: https://doi.org/10.1007/s11145-018-9861-6
Title: Assessment of early handwriting skill in kindergarten children using a
Chinese name writing test
Author(s): Linda Fung Ling Tse, Andrew Man Hong Siu, Cecilia Wai Ping Li-Tsang
pages: 265-284
 
DOI: https://doi.org/10.1007/s11145-018-9865-2
Title: Academic vocabulary and reading comprehension: exploring the
relationships across measures of vocabulary knowledge
Author(s): Joshua Fahey Lawrence, Aste Mjelve Hagen, Jin Kyoung Hwang, Grace
LinArne Lervåg
pages: 285-306
 
DOI: https://doi.org/10.1007/s11145-018-9863-4
Title: Examining interest throughout multiple text use
Author(s): Alexandra List, Lori A. Stephens, Patricia A. Alexander
pages: 307-333
 
DOI: https://doi.org/10.1007/s11145-018-9868-z
Title: Direct and indirect effects of textual and individual factors on
source-content integration when reading about a socio-scientific issue
Author(s): Elisabeth Stang Lund, Ivar Bråten, Christian Brandmo, Eva W. Brante
pages: 335-356
 
DOI: https://doi.org/10.1007/s11145-018-9869-y
Title: The relationship between the processing of semantic relation
information and morphological awareness among Hong Kong Chinese children
Author(s): Zhengye Xu, Duo Liu
pages: 357-375
 
DOI: https://doi.org/10.1007/s11145-018-9872-3
Title: A latent variable analysis of the contribution of executive function to
adult readers’ comprehension of science text: the roles of vocabulary ability
and level of comprehension
Author(s): D. Jake Follmer, Rayne A. Sperling
pages: 377-403
 
DOI: https://doi.org/10.1007/s11145-018-9860-7
Title: Text-based writing in elementary classrooms: teachers’ conceptions and
practice
Author(s): Elaine Lin Wang, Lindsay Clare Matsumura
pages: 405-438
 
DOI: https://doi.org/10.1007/s11145-018-9873-2
Title: Differential contribution of psycholinguistic and cognitive skills to
written composition in Chinese as a second language
Author(s): Che Kan Leong, Mark Shiu Kee Shum, Chung Pui Tai, Wing Wah Ki,
Dongbo Zhang
pages: 439-466
 
DOI: https://doi.org/10.1007/s11145-018-9867-0
Title: Phonological awareness and reading in Thai children
Author(s): Kanokporn Vibulpatanavong, David Evans
pages: 467-491
 
DOI: https://doi.org/10.1007/s11145-018-9876-z
Title: Visual-motor integration and reading Chinese in children with/without
dyslexia
Author(s): Ze-Long Meng, Taeko N. Wydell, Hong-Yan Bi
pages: 493-510
 



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

Subject Language(s): Chinese, Mandarin (cmn)
                     Pinyin (pny)



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