33.42, TOC: Reading and Writing 34 / 8 (2021)

[The LINGUIST List]

LINGUIST List: Vol-33-42. Sat Jan 08 2022. ISSN: 1069 - 4875.

Subject: 33.42, TOC:  Reading and Writing 34 / 8 (2021)

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Date: Sat, 08 Jan 2022 23:13:30
From: Cameron de Kreij [cameron.dekreij at Springernature.com]
Subject: Reading and Writing Vol. 34, No. 8 (2021)

 
Publisher:	Springer Nature
			http://www.springer.com 
			
Journal Title:  Reading and Writing 
Volume Number:  34 
Issue Number:  8 
Issue Date:  2021 


Main Text:  

DOI: https://doi.org/10.1007/s11145-021-10123-y
Title: Effects of reading interventions implemented for upper elementary
struggling readers: A look at recent research
Author(s): Donegan, R.E., Wanzek, J.
pages: 1943-1977
 
DOI: https://doi.org/10.1007/s11145-021-10170-5
Title: Correction to: Effects of reading interventions implemented for upper
elementary struggling readers: a look at recent research
Author(s): Donegan, R.E., Wanzek, J.
pages: 1979-1983
 
DOI: https://doi.org/10.1007/s11145-021-10131-y
Title: The longitudinal relationship between early inhibitory control skills
and emergent literacy in preschool children (OA)
Author(s): Gandolfi, E., Traverso, L., Zanobini, M., Usai, M.C., Viterbori, P.
pages: 1985-2009
 
DOI: https://doi.org/10.1007/s11145-021-10132-x
Title: Compensatory cross-modal effects of sentence context on visual word
recognition in adults
Author(s): Clark, C., Guediche, S., Lallier, M.
pages: 2011-2029
 
DOI: https://doi.org/10.1007/s11145-021-10126-9
Title: Reading comprehension on word- and sentence-level can be predicted by
orthographic knowledge for German children with poor reading proficiency (OA)
Author(s): Zarić, J., Nagler, T.
pages: 2031-2057
 
DOI: https://doi.org/10.1007/s11145-021-10134-9
Title: Introducing phonics to learners who struggle: content and embedded
cognitive elements
Author(s): Vadasy, P.F., Sanders, E.A.
pages: 2059-2080
 
DOI: https://doi.org/10.1007/s11145-021-10136-7
Title: Does perspective taking matter for writing? Perspective taking in
source-based analytical writing of secondary students
Author(s): Cho, M., Kim, YS.G., Olson, C.B.
pages: 2081-2101
 
DOI: https://doi.org/10.1007/s11145-021-10129-6
Title: Semantic and syntactic constraints in resolving homography: a
developmental study in Hebrew
Author(s): Bar-On, A., Oron, T. & Peleg, O.
pages: 2103-2126
 
DOI: https://doi.org/10.1007/s11145-021-10138-5
Title: The relationships between paired associate learning and Chinese word
writing in kindergarten children
Author(s): Liu, C., Chung, K.K.H.
pages: 2127-2148
 
DOI: https://doi.org/10.1007/s11145-021-10151-8
Title: Correction to: The relationships between paired associate learning and
Chinese word writing in kindergarten children
Author(s): Liu, C., Chung, K.K.H.
pages: 2149
 
DOI: https://doi.org/10.1007/s11145-021-10140-x
Title: A multi-dimensional examination of adolescent writing: considering the
writer, genre and task demands
Author(s): Collins, P., Tate, T.P., won Lee, J., Krishnan, J.A., Warschauer,
M.
pages: 2151-2173
 
DOI: https://doi.org/10.1007/s11145-021-10144-7
Title: Supporting struggling readers at secondary school: an intervention of
reading strategy instruction
Author(s): Wu, L., Valcke, M., Van Keer, H.
pages: 2175-2201
 



Linguistic Field(s): Language Acquisition
                     Language Documentation
                     Ling & Literature
                     Text/Corpus Linguistics
                     Writing Systems



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