32.234, TOC: Reading and Writing 33 / 5 (2020)

[The LINGUIST List]

LINGUIST List: Vol-32-234. Sat Jan 16 2021. ISSN: 1069 - 4875.

Subject: 32.234, TOC:  Reading and Writing 33 / 5 (2020)

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================================================================


Date: Sat, 16 Jan 2021 14:25:38
From: Laura de Kreij [Laura.dekreij at Springernature.com]
Subject: Reading and Writing Vol. 33, No. 5 (2020)

 
Publisher:	Springer
			http://www.springer.com 
			
Journal Title:  Reading and Writing 
Volume Number:  33 
Issue Number:  5 
Issue Date:  2020 


Main Text:  

DOI: https://doi.org/10.1007/s11145-019-09995-y
Title: Easy-to-read German put to the test: Do adults with intellectual
disability or functional illiteracy benefit from compound segmentation?
Author(s): Pappert, S., Bock, R.M.
pages: 1105-1131
 
DOI: https://doi.org/10.1007/s11145-019-09997-w
Title: Phonological decoding enhances orthographic facilitation of vocabulary
learning in first graders
Author(s): Chambrè, S.J., Ehri, L.C., Ness, M.
pages: 1133-1162
 
DOI: https://doi.org/10.1007/s11145-019-09996-x
Title: Visual search and reading comprehension in Chinese children: the
mediation of word detection skill
Author(s): Liu, D., Chen, X.
pages: 1163-1182
 
DOI: https://doi.org/10.1007/s11145-019-10003-6
Title: The summer learning effect in writing in New Zealand
Author(s): Meyer, F., Yao, E.S., Meissel, K.
pages: 1183-1210
 
DOI: https://doi.org/10.1007/s11145-019-10004-5
Title: Reading comprehension and strategy use in fourth- and fifth-grade
French immersion students
Author(s): Frid, B., Friesen, D.C.
pages: 1213-1233
 
DOI: https://doi.org/10.1007/s11145-019-10007-2
Title: Effects of linguistic and affective variables on middle school
students’ writing performance in the context of English as a foreign language:
an approach using structural equation modeling
Author(s): Lee, J.
pages: 1235-1262
 
DOI: https://doi.org/10.1007/s11145-019-10006-3
Title: Untangling Chinese preschoolers’ early writing development:
associations among early reading, executive functioning, and early writing
skills
Author(s): Zhang, C., Bingham, G.E., Zhang, X., Schmitt, S.A., Purpura, D.J.,
Yang, F.
pages: 1263-1294
 
DOI: https://doi.org/10.1007/s11145-019-10005-4
Title: Understanding prosody and morphology in school-age children’s reading
Author(s): Chan, J.S., Wade-Woolley, L., Heggie, L., Kirby, J.R.
pages: 1295-1324
 
DOI: https://doi.org/10.1007/s11145-019-10012-5
Title: Portuguese spelling in primary grades: complexity, length and
lexicality effects
Author(s): Mesquita, A., Carvalhais, L., Limpo, T., Castro, S.L.
pages: 1325-1349
 
DOI: https://doi.org/10.1007/s11145-019-10010-7
Title: Vocabulary, metacognitive knowledge and task orientation as predictors
of narrative picture book comprehension: from preschool to grade 3 (OA)
Author(s): Lepola, J., Kajamies, A., Laakkonen, E., Niemi, P.
pages: 1351-1373
 



Linguistic Field(s): Anthropological Linguistics
                     Applied Linguistics
                     Discourse Analysis
                     General Linguistics
                     Language Acquisition
                     Language Documentation
                     Ling & Literature
                     Linguistic Theories
                     Morphology
                     Neurolinguistics
                     Sociolinguistics
                     Syntax
                     Text/Corpus Linguistics



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