Effects of a brief but intensive remedial computer intervention in a sub-sample of kindergartners with early literacy delays Verna A. C. Van der Kooy-HoflandAdriana G. BusKathleen Roskos OriginalPaper Open access 15 June 2011 Pages: 1479 - 1497
Writing quality in Chinese children: speed and fluency matter Cathy Ming Wai YanCatherine McBride-ChangHua Shu OriginalPaper 25 June 2011 Pages: 1499 - 1521
Examining the contribution of handwriting and spelling to written expression in kindergarten children Cynthia S. PuranikStephanie AlOtaiba OriginalPaper 22 June 2011 Pages: 1523 - 1546
Identification of sub-types of students with learning disabilities in reading and its implications for Chinese word recognition and instructional methods in Hong Kong primary schools Fuk-chuen HoLinda Siegel OriginalPaper 10 July 2011 Pages: 1547 - 1571
Building literacy in alphabetic, abjad and morphosyllabic systems Liliana TolchinskyIris LevinCatherine McBride-Chang OriginalPaper 24 July 2011 Pages: 1573 - 1598
Relationships among L1 print exposure and early L1 literacy skills, L2 aptitude, and L2 proficiency Richard L. SparksJon PattonNancy Humbach OriginalPaper 13 August 2011 Pages: 1599 - 1634
The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school C. Patrick ProctorRebecca D. SilvermanChristine Montecillo OriginalPaper 12 August 2011 Pages: 1635 - 1664
How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in good and poor reading comprehenders Menno van der SchootAlbert ReijntjesErnest C. D. M. van Lieshout OriginalPaper Open access 18 August 2011 Pages: 1665 - 1690
Teachers’ knowledge base for implementing response-to-intervention models in reading Louise Spear-SwerlingElaine Cheesman OriginalPaper 25 August 2011 Pages: 1691 - 1723
Before and after third grade: Longitudinal evidence for the shifting role of socioeconomic status in reading growth Michael J. Kieffer OriginalPaper 06 September 2011 Pages: 1725 - 1746
The effects of L1 and orthographic regularity and consistency in naming Chinese characters Chin-Hsi LinPenelope Collins OriginalPaper 22 September 2011 Pages: 1747 - 1767
Continued access to syntactic information in reading Reinold FunkeJasmin Sieger OriginalPaper 23 September 2011 Pages: 1769 - 1794
Erratum to: The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school C. Patrick ProctorRebecca D. SilvermanChristine Montecillo Erratum 01 December 2011 Pages: 1795 - 1795
