Volume 26, Issue 3, March 2013

ISSN: 0922-4777 (Print) 1573-0905 (Online)

In this issue (7 articles)

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    Prediction of learning and comprehension when adolescents read multiple texts: the roles of word-level processing, strategic approach, and reading motivation

    Ivar Bråten, Leila E. Ferguson, Øistein Anmarkrud, Helge I. Strømsø Pages 321-348
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    Examining the structure of reading comprehension: do literal, inferential, and evaluative comprehension truly exist?

    Deni Basaraba, Paul Yovanoff, Julie Alonzo, Gerald Tindal Pages 349-379
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    Do dyslexics misread a ROWS for a ROSE?

    Beth A. O’Brien, Guy C. Van Orden, Bruce F. Pennington Pages 381-402
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    Inference generation, story comprehension, and language skills in the preschool years

    Virginia Tompkins, Ying Guo, Laura M. Justice Pages 403-429
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    The technical adequacy of curriculum-based writing measures with English learners

    Heather Campbell, Christine A. Espin, Kristen McMaster Pages 431-452
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    Executive function and early reading skills

    Judith G. Foy, Virginia A. Mann Pages 453-472
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    Instruction matters: spelling of vowels by children in England and the US

    Rebecca Treiman, Susan E. Stothard, Margaret J. Snowling Pages 473-487
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