Prosodic and phonemic awareness in children’s reading of long and short words Lesly Wade-Woolley OriginalPaper 27 October 2015 Pages: 371 - 382
Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study Dongbo ZhangKeiko KodaChe Kan Leong OriginalPaper 06 November 2015 Pages: 383 - 407
Teachers’ reported practices for teaching writing in England Julie E. DockrellChloë R. MarshallDominic Wyse OriginalPaper Open access 21 November 2015 Pages: 409 - 434
Vocabulary does not complicate the simple view of reading David BrazeLeonard KatzDonald P. Shankweiler OriginalPaper Open access 17 December 2015 Pages: 435 - 451
Double consonants in English: graphemic, morphological, prosodic and etymological determinants Kristian Berg OriginalPaper 28 December 2015 Pages: 453 - 474
Effects of induced orthographic and semantic knowledge on subsequent learning: a test of the partial knowledge hypothesis Suzanne AdlofGwen FrishkoffCharles Perfetti OriginalPaper 13 January 2016 Pages: 475 - 500
The effect of language specific factors on early written composition: the role of spelling, oral language and text generation skills in a shallow orthography Barbara ArféJulie E. DockrellBianca De Bernardi OriginalPaper 02 January 2016 Pages: 501 - 527
The dynamics of narrative writing in primary grade children: writing process factors predict story quality Janne von Koss TorkildsenFrøydis MorkenTurid Helland OriginalPaper Open access 31 December 2015 Pages: 529 - 554
Writing in the content areas: a Norwegian case study Frøydis HertzbergAstrid Roe OriginalPaper 25 November 2015 Pages: 555 - 576