34.1921, TOC: Reading and Writing 35 / 8 (2023)

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LINGUIST List: Vol-34-1921. Fri Jun 16 2023. ISSN: 1069 - 4875.

Subject: 34.1921, TOC: Reading and Writing 35 / 8 (2023)

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Date: 27-Jan-2023
From: Cameron de Kreij [cameron.dekreij at springernature.com]
Subject: Reading and Writing Vol. 35, No. 8 (2023)


Publisher: Springer Nature
                        http://www.springer.com

Journal Title: Reading and Writing
Volume Number: 35
Issue Number: 8
Issue Date: 2023-01-26

Main Text:

DOI: https://doi.org/10.1007/s11145-022-10262-w
Title: Belief bias when adolescents read to comprehend multiple
conflicting texts
Author(s): Braasch, J.L.G., Haverkamp, Y.E., Latini, N., Shaw, S.,
Arshad, M.S., Bråten, I.
pages: 1759-1785

DOI: https://doi.org/10.1007/s11145-022-10265-7
Title: Task-oriented reading efficiency: interplay of general
cognitive ability, task demands, strategies and reading fluency (OA)
Author(s): Hautala, J., Salmerón, L., Tolvanen, A., Loberg, O.,
Leppänen, P.
pages: 1787-1813

DOI: https://doi.org/10.1007/s11145-021-10249-z
Title: Joint contributions of teacher’s pedagogical content knowledge
and book reading to preschooler’s growth in language skill
Author(s): Phillips, B.M., Funari, C., Oliver, F., Berrien, J.,
Burris, P.W., Mesa, M.P.
pages: 1815-1838

DOI: https://doi.org/10.1007/s11145-022-10271-9
Title: Middle school matters: examining the effects of a schoolwide
professional development model to improve reading comprehension
Author(s): Stevens, E.A., Murray, C.S., Scammacca, N., Haager, D.,
Vaughn, S.
pages: 1839-1864

DOI: https://doi.org/10.1007/s11145-022-10261-x
Title: Early phonological training preceding kindergarten training:
effects on reading and spelling (OA)
Author(s): Wolff, U., Gustafsson, JE.
pages: 1865-1887

DOI: https://doi.org/10.1007/s11145-022-10272-8
Title: Predicting native Chinese readers’ perception of sentence
boundaries in written Chinese texts (OA)
Author(s): Sun, K., Lu, X.
pages: 1889-1910

DOI: https://doi.org/10.1007/s11145-022-10256-8
Title: The role of transcription and executive functions in writing: a
longitudinal study in the transition from primary to intermediate
Grades
Author(s): Rocha, R.S., Castro, S.L., Limpo, T.
pages: 1911-1932

DOI: https://doi.org/10.1007/s11145-022-10270-w
Title: Prereaders’ knowledge about the nature of book reading
Author(s): Farry-Thorn, M., Treiman, R.
pages: 1933-1952

DOI: https://doi.org/10.1007/s11145-022-10275-5
Title: A computational model of TE-dominant noticing, repetition,
prior knowledge and grammatical knowledge acquisition (OA)
Author(s): Yang, J., Qi, X.F., Liu, R., Wang, L., Sun, B.
pages: 1953-1974

DOI: https://doi.org/10.1007/s11145-022-10288-0
Title: Teaching Chinese characters to students in grades 1 to 3
through emergency remote instruction during the COVID-19 pandemic
Author(s): Hsiang, T.P., Graham, S., Wang, Z., Wang, C., Skar, G.B.
pages: 1975-2014

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




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