29.1490, TOC: Reading and Writing 31 / 4 (2018)

[The LINGUIST List]

LINGUIST List: Vol-29-1490. Thu Apr 05 2018. ISSN: 1069 - 4875.

Subject: 29.1490, TOC: Reading and Writing 31 / 4 (2018)

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Date: Thu, 05 Apr 2018 12:09:31
From: Helen van der Stelt [Helen.vanderStelt at springer.com]
Subject: Reading and Writing Vol. 31, No. 4 (2018)

 
Publisher:	Springer
			http://www.springer.com 
			
Journal Title:  Reading and Writing 
Volume Number:  31 
Issue Number:  4 
Issue Date:  2018 


Main Text:  

DOI: https://doi.org/10.1007/s11145-017-9808-3
Title: Writing regulation processes in higher education: a review of two
decades of empirical research
Author(s): Anna Sala-Bubaré, Montserrat Castelló
pages: 757-777
 
DOI: https://doi.org/10.1007/s11145-017-9811-8
Title: Differences between the relationship of L1 learners’ performance in
integrated writing with both independent listening and independent reading
cognitive skills
Author(s): Choo Mui Cheong, Xinhua Zhu, Xian Liao
pages: 779-811
 
DOI: https://doi.org/10.1007/s11145-017-9815-4
Title: Investigating the validity of two widely used quantitative text tools
Author(s): James W. Cunningham, Elfrieda H. Hiebert, Heidi Anne Mesmer
pages: 813-833
 
DOI: https://doi.org/10.1007/s11145-017-9816-3
Title: Content and alignment of state writing standards and assessments as
predictors of student writing achievement: an analysis of 2007 National
Assessment of Educational Progress data
Author(s): Gary A. Troia, Natalie G. Olinghouse, Mingcai Zhang, Joshua Wilson,
Kelly A. Stewart, Ya Mo, Lisa Hawkins
pages: 835-864
 
DOI: https://doi.org/10.1007/s11145-018-9817-x
Title: Supporting first-grade writers who fail to learn: multiple single-case
evaluation of a Response to Intervention approach
Author(s): María Arrimada, Mark Torrance, Raquel Fidalgo
pages: 865-891
 
DOI: https://doi.org/10.1007/s11145-018-9818-9
Title: Writing proficiency level and writing development of low-achieving
adolescents: the roles of linguistic knowledge, fluency, and metacognitive
knowledge
Author(s): Mirjam Trapman, Amos van Gelderen, Erik van Schooten, Jan Hulstijn
pages: 893-926
 
DOI: https://doi.org/10.1007/s11145-018-9819-8
Title: Perception of the cursive handwriting movement in writers and
pre-writers
Author(s): Nathalie Bonneton-Botté, Florence Bara, Nathalie Marec-Breton,
Fanny De La haye-Nicolas, Corentin Gonthier
pages: 927-943
 
DOI: https://doi.org/10.1007/s11145-018-9820-2
Title: Exploring the reading–writing relationship in young Chinese language
learners’ sentence writing
Author(s): Yu Ka Wong
pages: 945-964
 
DOI: https://doi.org/10.1007/s11145-018-9821-1
Title: The moderating influence of instructional intensity and word type on
the acquisition of academic vocabulary in young English language learners
Author(s): Diane August, Lauren Artzi, Christopher Barr, David Francis
pages: 965-989
 
DOI: https://doi.org/10.1007/s11145-018-9823-z
Title: An investigation of grapheme parsing and grapheme-phoneme knowledge in
two children with dyslexia
Author(s): Linda Larsen, Saskia Kohnen, Genevieve McArthur, Lyndsey Nickels
pages: 991-1015
 
DOI: https://doi.org/10.1007/s11145-018-9824-y
Title: Handwriting in signing deaf middle-school students and relationship
with text composition and spelling
Author(s): Denis Alamargot, Marie-France Morin, Érika Simard-Dupuis
pages: 1017-1038
 



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

Subject Language(s): American Sign Language (ase)
                     Chinese, Mandarin (cmn)



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