Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms Cynthia S. PuranikStephanie Al OtaibaLuana Greulich OriginalPaper 28 March 2013 Pages: 213 - 236
The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners Young-Suk KimStephanie Al OtaibaLuana Gruelich OriginalPaper 30 March 2013 Pages: 237 - 253
Beginning to disentangle the prosody-literacy relationship: a multi-component measure of prosodic sensitivity A. J. HollimanG. J. WilliamsS. Waldron OriginalPaper 06 April 2013 Pages: 255 - 266
What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study Anne FischbachTanja KönenMarcus Hasselhorn OriginalPaper 16 April 2013 Pages: 267 - 286
Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: evidence from the Early Childhood Longitudinal Study-Birth Cohort Annemarie H. HindmanLori E. SkibbeTricia D. Foster OriginalPaper 17 April 2013 Pages: 287 - 313
Individual differences in the development of early writing skills: testing the unique contribution of visuo-spatial working memory Lorna BourkeSimon J. DaviesCarolyn Green OriginalPaper 14 May 2013 Pages: 315 - 335
Spelling of derivational and inflectional suffixes by Greek-speaking children with and without dyslexia Vassiliki DiamantiNata GoulandrisRuth Campbell OriginalPaper 14 May 2013 Pages: 337 - 358
Spelling development in Arabic as a foreign language among native Hebrew speaking pupils Susie RussakAlon Fragman OriginalPaper 16 May 2013 Pages: 359 - 381
Cognitive preconditions of early reading and spelling: a latent-variable approach with longitudinal data Anna-Lena PreßlerTanja KönenKristin Krajewski OriginalPaper 08 May 2013 Pages: 383 - 406