Subskills and sub-knowledge in Chinese as a second language reading comprehension: a structural equation modeling study

2024-9-12

Typing /s/—morphology between the keys?

2024-8-30

Initial validation of the handwriting proficiency screening questionnaire (HPSQ-C) translated to Spanish

2024-8-21

Understanding narratives in different media formats: Processes and products of elementary-school children’s comprehension of texts and videos

2024-8-18

Profiling text cohesion in the development of L2 Chinese reading materials: variation by text level and genre

2024-8-14

Orthographic influences on phonological processing in children with and without reading difficulties: an eye-tracking study

2024-8-12

Higher reading spans mitigate context effects on lexical processing by low-proficiency L2 learners: a self-paced reading study

2024-8-6

Spelling morphology in Hebrew: Comparing monolingual and bilingual children

2024-8-5

The tango between perceived cognitive load and enjoyment of reading in determining reading achievement

2024-8-1

The home literacy environment and children’s emergent literacy development: a follow-up study

2024-7-29

Abstract word comprehension in sentences for primary school readers: its effects on first graders with different levels of equal sign knowledge proficiency

2024-7-26

Inhibitory control and dissociation for Chinese real words and pseudowords in the orthographic neighborhood size effect

2024-7-24

Evaluating the impact of vocabulary instruction on oral vocabulary, phonemic awareness and nonword reading

2024-7-23

Word recognition thresholds in novice readers: exploring when reading and listening comprehension are comparable

2024-7-23

The relation of metalinguistic skills and vocabulary to spelling in Korean children with hearing loss

2024-7-13

Orthographic facilitation of English vocabulary learning in monolingual and bilingual children

2024-7-12

On the relationship between word reading ability and spelling ability

2024-7-2

Exploring the profiles of foreign language learners’ writing self-regulation: focusing on individual differences

2024-7-2

Introduction to the 2022 and 2023 special issues for the Association for Reading and Writing in Asia

2024-6-30

Syntactic knowledge in a foreign language: examining cross-language transfer effects in L2 noun phrase comprehension

2024-6-27

Epistemic modality in upper elementary students’ argument writing: a feature of argumentation

2024-6-27

Examining the developmental trade-off between phonology and morphology in Hebrew reading acquisition

2024-6-26

Handwriting in primary school: comparing standardized tests and evaluating impact of grapho-motor parameters

2024-6-20

Predicting Chinese reading proficiency based on eye movement features and machine learning

2024-6-12

Reading and emotional-behavioural development in Finnish children: a longitudinal study of associations

2024-6-11

Effects a peer-tutorial story-map intervention on the reading and writing of students with and without German as a second language

2024-6-8

Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn

2024-6-5

The impact of orthographic knowledge on reading development in German third graders

2024-6-4

The mediating effect of metacognitive strategies on the relationship between reading motivation and reading achievement in multilingual and english-dominant students

2024-6-2

Listening instead of reading: using network drawing task as a re-constructed method and measure of knowledge in mind

2024-5-26

A simple view of reading analysis of Spanish-speaking multi-language learners and proficient English speakers

2024-5-25

The impact of teacher academic support and L2 writing self on feedback-seeking behavior

2024-5-25

Predictors of Chinese reading in Chinese monolingual and Chinese–English bilingual children in Mainland China

2024-5-24

Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1–3

2024-5-24

Comparing Tier 1 reading instruction with Tier 3 or special education intervention through an observational snapshot of school-implemented response to intervention across Grades 1–5

2024-5-20

Linguistically-driven text formatting improves reading comprehension for ELLs and EL1s

2024-5-12

Practices of teaching writing: an introduction to the special issue

2024-5-10

Preschool teachers’ literacy beliefs, their evaluations of children’s writing, and their recommendations for ways to support it

2024-5-6

Mathematics-writing synthesis: Kindergarten through Grade 12 mathematics-writing outcomes and instructional methods

2024-5-3

Longitudinal effects of socioeconomic status on first and second language reading development: evidence from Chinese children learning English

2024-4-27

Correction: Literacy instruction from afar: evidencefor the effectiveness of a remotely delivered language-rich reading programme

2024-4-27

Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis

2024-4-24

The representation of Chinese phonograms and their radicals during the visual word recognition

2024-4-24

What can writing-process data add to the assessment of spelling difficulties?

2024-4-22

Investigating the features of mathematics writing among chinese students

2024-4-20

The contributions of transcription skills to paper-based and computer-based text composing in the early years

2024-4-20

Phonological decoding does not affect incidental Chinese novel word learning in Uyghur readers: evidence from eye movements

2024-4-20

Spatial biases in processing mirror letters by literate subjects

2024-4-17

Correction: Developing a multi-dimensional phonological and morphological framework for understanding reading and spelling acquisition: A study in Malayalam literacy learning

2024-4-17

Exploring the writing attainment gap: profiling writing challenges and predictors for children with English as an additional language

2024-4-17