32.1116, TOC: Reading and Writing 34 / 3 (2021)

[The LINGUIST List]

LINGUIST List: Vol-32-1116. Sat Mar 27 2021. ISSN: 1069 - 4875.

Subject: 32.1116, TOC:  Reading and Writing 34 / 3 (2021)

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Date: Sat, 27 Mar 2021 16:07:09
From: Laura de Kreij [Laura.dekreij at Springernature.com]
Subject: Reading and Writing Vol. 34, No. 3 (2021)

 
Publisher:	Springer
			http://www.springer.com 
			
Journal Title:  Reading and Writing 
Volume Number:  34 
Issue Number:  3 
Issue Date:  2021 


Main Text:  

DOI: https://doi.org/10.1007/s11145-020-10082-w
Title: Handwriting production in Spanish children with dyslexia: spelling or
motor difficulties?
Author(s): Martínez-García, C., Afonso, O., Cuetos, F., Suárez-Coalla, P.
pages: 565-593
 
DOI: https://doi.org/10.1007/s11145-020-10083-9
Title: The origin of centrality deficit in text memory and comprehension by
poor comprehenders: a think-aloud study
Author(s): Yeari, M., Lantin, S.
pages: 595-625
 
DOI: https://doi.org/10.1007/s11145-020-10081-x
Title: Opening the black box: user-log analyses of children’s e-Book reading
and associations with word knowledge
Author(s): Umarji, O., Day, S., Xu, Y., Zargar, E., Yu, R., Connor, C.
pages: 627-657
 
DOI: https://doi.org/10.1007/s11145-020-10084-8
Title: The contribution of morphological awareness to vocabulary among L1 and
L2 French-speaking 4th-graders
Author(s): Fejzo, A.
pages: 659-679
 
DOI: https://doi.org/10.1007/s11145-020-10087-5
Title: Syntactic complexity revisited: sensitivity of China’s AES-generated
scores to syntactic measures, effects of discourse-mode and topic
Author(s): Qian, L., Yang, Y., Zhao, Y.
pages: 681-704
 
DOI: https://doi.org/10.1007/s11145-020-10085-7
Title: Interactions in EFL argumentative writing: effects of topic, L1
background, and L2 proficiency on interactional metadiscourse
Author(s): Yoon, HJ.
pages: 705-725
 
DOI: https://doi.org/10.1007/s11145-020-10089-3
Title: The immediate and delayed effects of text–diagram reading instruction
on reading comprehension and learning processes: evidence from eye movements
Author(s): Jian, YC.
pages: 727-752
 
DOI: https://doi.org/10.1007/s11145-020-10090-w
Title: Kindergarten pre-reading skills predict Grade 9 reading comprehension
(PISA Reading) but fail to explain gender difference (OA)
Author(s): Manu, M., Torppa, M., Eklund, K., Poikkeus, AM., Lerkkanen, MK.,
Niemi, P.
pages: 753-771
 
DOI: https://doi.org/10.1007/s11145-020-10092-8
Title: Readers extract semantic information from parafoveal two-character
synonyms in Chinese reading
Author(s): Zhu, M., Zhuang, X., Ma, G.
pages: 773-790
 
DOI: https://doi.org/10.1007/s11145-020-10086-6
Title: IRT analyses of Arabic letter knowledge in Kindergarten
Author(s): Tibi, S., Edwards, A.A., Schatschneider, C., Lombardino, L.J.,
Kirby, J.R., Salha, S.H.
pages: 791-816
 



Linguistic Field(s): Applied Linguistics
                     Cognitive Science
                     Discourse Analysis
                     Language Acquisition
                     Language Documentation
                     Lexicography
                     Ling & Literature
                     Neurolinguistics
                     Philosophy of Language
                     Pragmatics
                     Psycholinguistics
                     Text/Corpus Linguistics
                     Translation
                     Typology
                     Writing Systems



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