34.356, TOC: Reading and Writing 35 / 1 (2023)

[The LINGUIST List]

LINGUIST List: Vol-34-356. Fri Jan 27 2023. ISSN: 1069 - 4875.

Subject: 34.356, TOC:  Reading and Writing 35 / 1 (2023)

Moderators:

Editor for this issue: Sarah Goldfinch <sgoldfinch at linguistlist.org>
================================================================


Date: Fri, 27 Jan 2023 23:20:03
From: Cameron de Kreij [cameron.dekreij at Springernature.com]
Subject: Reading and Writing Vol. 35, No. 1 (2023)

 
Publisher:	Springer Nature
			http://www.springer.com 
			
Journal Title:  Reading and Writing 
Volume Number:  35 
Issue Number:  1 
Issue Date:  2023-01-26 


Main Text:  

DOI: https://doi.org/10.1007/s11145-021-10168-z
Title: Pausing and breathing while reading aloud: development from 2nd to 7th
grade in French speaking children
Author(s): Godde, E., Bailly, G. & Bosse, ML.
pages: 1-27
 
DOI: https://doi.org/10.1007/s11145-021-10172-3
Title: Fostering word fluency of struggling third graders from Germany through
motivational peer-tutorial reading racetracks (OA)
Author(s): Barwasser, A., Urton, K., Grünke, M., Sperling, M., Coker, D.L.
pages: 29-53
 
DOI: https://doi.org/10.1007/s11145-021-10173-2
Title: Effects of orthography in the picture-word task: Evidence from Japanese
scripts (OA)
Author(s): Dylman, A.S., Kikutani, M., Sasaki, M., Barry, C.
pages: 55-91
 
DOI: https://doi.org/10.1007/s11145-021-10176-z
Title: Discovery of the key contextual factors relevant to the reading
performance of elementary school students from 61 countries/regions: insight
from a machine learning-based approach
Author(s): Hu, J., Dong, X., Peng, Y.
pages: 93-127
 
DOI: https://doi.org/10.1007/s11145-021-10169-y
Title: Handwriting versus keyboarding: Does writing modality affect quality of
narratives written by beginning writers? (OA)
Author(s): Spilling, E.F., Rønneberg, V., Rogne, W.M., Roeser, J., Torrance,
M.
pages: 129-153
 
DOI: https://doi.org/10.1007/s11145-021-10175-0
Title: E-book reading in kindergarten and story comprehension support
Author(s): Korat, O., Tourgeman, M., Segal-Drori, O. 
pages: 155-175
 
DOI: https://doi.org/10.1007/s11145-021-10177-y
Title: Teachers’ text use in middle school content-area classrooms
Author(s): Murray, C.S., Stevens, E.A., Vaughn, S.
pages: 177-197
 
DOI: https://doi.org/10.1007/s11145-021-10179-w
Title: Testing the impact of online training in areas of reading instruction
on educator knowledge
Author(s): Donovan, S.L., Odegard, T.N., Farris, E.A., Flipse, J.L.
pages: 199-221
 
DOI: https://doi.org/10.1007/s11145-021-10180-3
Title: Family socialization and loneliness correlate with third graders’
reading comprehension
Author(s): Yu, L., Tong, X.
pages: 223-244
 
DOI: https://doi.org/10.1007/s11145-021-10178-x
Title: “It’s difficult since there is no rhyme or reason”: Spelling relevance
in an EFL context
Author(s): Saban, M., Kahn-Horwitz, J.
pages: 245-272
 
DOI: https://doi.org/10.1007/s11145-021-10189-8
Title: Correction to: “It’s difficult since there is no rhyme or reason”:
Spelling relevance in an EFL context
Author(s): Saban, M., Kahn-Horwitz, J.
pages: 273
 



Linguistic Field(s): Discourse Analysis
                     Language Acquisition
                     Language Documentation
                     Text/Corpus Linguistics
                     Writing Systems



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LINGUIST List: Vol-34-356	
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