Reading and writing

Keyphrases

Publications

2023

Sharlene A Kiuhara, Joel R Levin, Malynda Tolbert, Breda V O'Keeffe, Robert E O'Neill, J Matt Jameson
Teaching argument writing in math class: challenges and solutions to improve the performance of 4th and 5th graders with disabilities. Reading and writing (2023)
Jana Chi-San Ho, Catherine McBride, Kelvin Fai Hong Lui
What explains children's digital word reading performance in L2? Reading and writing (2023)
Yijun Ruan, Yanyan Ye, Catherine McBride
Effectiveness of parent coaching on the literacy skills of Hong Kong Chinese Children with and without dyslexia. Reading and writing (2023)
Yana Landrieu, Fien De Smedt, Hilde Van Keer, Bram De Wever
Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing. Reading and writing (2023)
Yijun Ruan, Yanyan Ye, Catherine McBride
Effectiveness of parent coaching on the literacy skills of Hong Kong Chinese Children with and without dyslexia. Reading and writing (2023)
Yana Landrieu, Fien De Smedt, Hilde Van Keer, Bram De Wever
Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing. Reading and writing (2023)
Sascha Couvee, Loes Wauters, Harry Knoors, Ludo Verhoeven, Eliane Segers
Predicting variation in word decoding development in deaf and hard-of-hearing children. Reading and writing (2023)
Paola Pilonieta, Colleen E Whittingham, Erin K Washburn
"Changing our teaching": first grade reading instruction and before and during COVID-19. Reading and writing (2023)
Sharlene A Kiuhara, Joel R Levin, Malynda Tolbert, Breda V O'Keeffe, Robert E O'Neill, J Matt Jameson
Teaching argument writing in math class: challenges and solutions to improve the performance of 4th and 5th graders with disabilities. Reading and writing (2023)
Jana Chi-San Ho, Catherine McBride, Kelvin Fai Hong Lui
What explains children's digital word reading performance in L2? Reading and writing (2023)
Gustaf B Skar, Steve Graham, Alan Huebner, Anne Holten Kvistad, Marita Byberg Johansen, Arne Johannes Aasen
A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2. Reading and writing (2023)
Paola Pilonieta, Colleen E Whittingham, Erin K Washburn
"Changing our teaching": first grade reading instruction and before and during COVID-19. Reading and writing (2023)
Gustaf B Skar, Steve Graham, Alan Huebner, Anne Holten Kvistad, Marita Byberg Johansen, Arne Johannes Aasen
A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2. Reading and writing (2023)
Sadao Otsuka, Toshiya Murai
The unique contribution of handwriting accuracy to literacy skills in Japanese adolescents. Reading and writing (2023)
Sadao Otsuka, Toshiya Murai
The unique contribution of handwriting accuracy to literacy skills in Japanese adolescents. Reading and writing (2023)
Sascha Couvee, Loes Wauters, Harry Knoors, Ludo Verhoeven, Eliane Segers
Predicting variation in word decoding development in deaf and hard-of-hearing children. Reading and writing (2023)

volume 37, number 8, 2023

Isabel Vargas, Mia C Daucourt, Colby Hall, Sara A Hart, Emily J Solari
Examining the Heterogeneous Early Literacy Profiles of First-Grade Students Who Are English Learners. Reading and writing 37 (8) (2023)

volume 36, number 6, 2023

Letitia R Naigles, Li Yi, Jing Zhao
Editorial for the Special Issue - Language and Reading in Autism: Perspectives from Chinese. Reading and writing 36 (6) (2023)

2022

Gail Gillon, Brigid McNeill, Amy Scott, Alison Arrow, Megan Gath, Angus Macfarlane
A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework. Reading and writing (2022)
Eliane Segers, M In 't Zandt, J Stoep, L Daniels, J Roelofs, J Gubbels
Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools. Reading and writing (2022)
Marlon Kuntze, Lee Branum-Martin, Jessica A Scott
Pandemic effects on the reading trajectories of deaf and hard of hearing students: a pilot analysis. Reading and writing (2022)
Bruna Rodrigues, Iolanda Ribeiro, Irene Cadime
Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years? Reading and writing (2022)
Anabela de Abreu Malpique, Debora Valcan, Deborah Pino-Pasternak, Susan Ledger
Teaching writing in primary education (grades 1-6) in Australia: a national survey. Reading and writing (2022)
Margot De Rom, Arnaud Szmalec, Marie Van Reybroeck
The involvement of inhibition in word and sentence reading. Reading and writing (2022)
Ravit Cohen-Mimran, Liron Reznik-Nevet, Dana Gott, David L Share
Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography. Reading and writing (2022)
Régine Kolinsky, Méghane Tossonian
Phonological and orthographic processing in basic literacy adults and dyslexic children. Reading and writing (2022)
Cornelia Schoor, Jean-François Rouet, M Anne Britt
Effects of context and discrepancy when reading multiple documents. Reading and writing (2022)
Jasmine Kim, Joseph Burey, HyeJin Hwang, Kristen McMaster, Panayiota Kendeou
Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment. Reading and writing (2022)
Zhengye Xu, Duo Liu
Body-object interaction effect in word recognition and its relationship with screen time in Chinese children. Reading and writing (2022)
Ziyu Zhou, Steve Graham, Tien Ping Hsiang
Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study. Reading and writing (2022)
Kristy Dunn, George K Georgiou, Tomohiro Inoue, Robert Savage, Rauno Parrila
Home and school interventions aided at-risk students' literacy during Covid-19: a longitudinal analysis. Reading and writing (2022)
Johan van Driel, Jannet van Driel, Carla van Boxtel
Writing about the significance of historical agents: the effects of reading and writing instruction. Reading and writing (2022)
Ziyu Zhou, Steve Graham, Tien Ping Hsiang
Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study. Reading and writing (2022)
Natalie Förster, Boris Forthmann, Mitja D Back, Elmar Souvignier
Effects of the COVID-19 pandemic on reading performance of second grade children in Germany. Reading and writing (2022)
Ladislao Salmerón, Cristina Vargas, Pablo Delgado, Naomi Baron
Relation between digital tool practices in the language arts classroom and reading comprehension scores. Reading and writing (2022)
Rebecca A Marks, Rachel T Norton, Laura Mesite, Annie B Fox, Joanna A Christodoulou
Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19. Reading and writing (2022)
Megan Kuhfeld, Karyn Lewis, Tiffany Peltier
Reading achievement declines during the COVID-19 pandemic: evidence from 5 million U.S. students in grades 3-8. Reading and writing (2022)

volume 36, number 1, 2022

Samantha A Gesel, Rachel E Donegan, Jungyeong Heo, Yaacov Petscher, Jeanne Wanzek, Stephanie Al Otaiba, Christopher J Lemons
Heterogeneity in Reading Achievement and Mindset of Readers with Reading Difficulties. Reading and writing 36 (1) (2022)

volume 36, number 2, 2022

George K Georgiou, Rauno Parrila
Covid-19 and literacy: an introduction to the special issue. Reading and writing 36 (2) (2022)
Jasmine Kim, Joseph Burey, HyeJin Hwang, Kristen McMaster, Panayiota Kendeou
Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment. Reading and writing 36 (2) (2022)
Jasmine Kim, Joseph Burey, HyeJin Hwang, Kristen McMaster, Panayiota Kendeou
Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment. Reading and writing 36 (2) (2022)

volume 36, number 3, 2022

Alexa S Gonzalez, Kathryn A Tremblay, Katherine S Binder
Context Facilitates the Decoding of Lexically Ambiguous Words for Adult Literacy Learners. Reading and writing 36 (3) (2022)
Anthony R Gioia, Yusra Ahmed, Steven P Woods, Paul T Cirino
PROPERTIES OF A COMBINED MEASURE OF READING AND WRITING: THE ASSESSMENT OF WRITING, SELF-MONITORING, AND READING (AWSM READER). Reading and writing 36 (3) (2022)
Alexa S Gonzalez, Kathryn A Tremblay, Katherine S Binder
Context Facilitates the Decoding of Lexically Ambiguous Words for Adult Literacy Learners. Reading and writing 36 (3) (2022)
Anthony R Gioia, Yusra Ahmed, Steven P Woods, Paul T Cirino
PROPERTIES OF A COMBINED MEASURE OF READING AND WRITING: THE ASSESSMENT OF WRITING, SELF-MONITORING, AND READING (AWSM READER). Reading and writing 36 (3) (2022)
Anthony R Gioia, Yusra Ahmed, Steven P Woods, Paul T Cirino
PROPERTIES OF A COMBINED MEASURE OF READING AND WRITING: THE ASSESSMENT OF WRITING, SELF-MONITORING, AND READING (AWSM READER). Reading and writing 36 (3) (2022)

volume 36, number 8, 2022

Caroline G Richter, Cláudia Cardoso-Martins, Carolyn B Mervis
Longitudinal Predictors of Word Reading for Children with Williams Syndrome. Reading and writing 36 (8) (2022)

volume 35, number 7, 2022

Suzanne T M Bogaerds-Hazenberg, Jacqueline Evers-Vermeul, Huub van den Bergh
What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum. Reading and writing 35 (7) (2022)

volume 35, number 8, 2022

Tien Ping Hsiang, Steve Graham, Zhisheng Wang, Chuang Wang, Gustaf B Skar
Teaching Chinese characters to students in grades 1 to 3 through emergency remote instruction during the COVID-19 pandemic. Reading and writing 35 (8) (2022)
Elizabeth A Stevens, Christy S Murray, Nancy Scammacca, Diane Haager, Sharon Vaughn
Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension. Reading and writing 35 (8) (2022)