Correction: Literacy instruction from afar: evidencefor the effectiveness of a remotely delivered language-rich reading programme Cameron DowningGwennant Evans-JonesManon Jones Correction Open access 27 April 2024
The representation of Chinese phonograms and their radicals during the visual word recognition Yinuo ZhuMengmeng CaiXin Chang OriginalPaper 24 April 2024
Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis Steve GrahamYucheng CaoCarol Booth Olson OriginalPaper 24 April 2024
What can writing-process data add to the assessment of spelling difficulties? Åsa WengelinSanna KraftJohn Rack OriginalPaper Open access 22 April 2024
Investigating the features of mathematics writing among chinese students Xiaonan HanXin Lin OriginalPaper 20 April 2024
Phonological decoding does not affect incidental Chinese novel word learning in Uyghur readers: evidence from eye movements Yang HanYongsheng WangXuejun Bai OriginalPaper 20 April 2024
The contributions of transcription skills to paper-based and computer-based text composing in the early years Anabela Anabela MalpiqueMustafa AsilTimothy Teo OriginalPaper Open access 20 April 2024
Correction: Developing a multi-dimensional phonological and morphological framework for understanding reading and spelling acquisition: A study in Malayalam literacy learning Mithun HaridasNirmala VasudevanPrema Nedungadi Correction 17 April 2024
Spatial biases in processing mirror letters by literate subjects Katarzyna PatroAntonia GrossClaudia Friedrich OriginalPaper Open access 17 April 2024
Exploring the writing attainment gap: profiling writing challenges and predictors for children with English as an additional language Sophie A. BootonPrerna MenonVictoria A. Murphy OriginalPaper Open access 17 April 2024
Co-occurrence and cognitive basis of low language and low reading skills in children speaking a transparent language Joanna KamykowskaMagdalena ŁuniewskaEwa Haman OriginalPaper Open access 16 April 2024
The meta-linguistic and domain-specific executive function profile of children with decoding or comprehension difficulties Wenxiu ZhangPeng PengYan Wang OriginalPaper 16 April 2024
Typical spelling errors of Grade 1 spellers of Polish: An exploratory study adapting the POMAS classification to the Polish orthography Marta ŁockiewiczNatalia Barzowska OriginalPaper Open access 15 April 2024
Proficiency and compensatory strategies in bilingual children’s Mandarin Chinese narrative He SunJustina TanLin Feng OriginalPaper 12 April 2024
Continuous texts or word lists? Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities Mareike EhlertJan BeckElmar Souvignier OriginalPaper Open access 11 April 2024
Assessing penmanship of Chinese handwriting: a deep learning-based approach Zebo XuPrerit S. MittalZhenguang G. Cai OriginalPaper Open access 10 April 2024
Morphological density and reading comprehension in Hebrew novice readers Vered Vaknin-Nusbaum OriginalPaper 06 April 2024
Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text Sietske van ViersenAngeliki AltaniAthanassios Protopapas OriginalPaper Open access 03 April 2024
The contributions of executive functions, transcription skills and text-specific skills to text quality in narratives Julie PhilippekRebecca Maria KreutzAlfred Schabmann OriginalPaper Open access 01 April 2024
Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis Emma ShanahanEmily RenoKristen L. McMaster ReviewPaper 01 April 2024
Reciprocal relationships among reading and vocabulary over time: a longitudinal study from grade 1 to 5 Callula KillinglyLinda J. GrahamPamela Snow OriginalPaper Open access 30 March 2024
A longitudinal eye-movement study of text-diagram integrative processing during multimedia reading among upper elementary children Yu-Cin JianLeo Yuk Ting Cheung OriginalPaper 26 March 2024
Sensitivity to morphological spelling regularities in Chinese-English bilinguals and English monolinguals Haruka Sophia IwaoSally AndrewsAaron Veldre OriginalPaper Open access 23 March 2024
The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD Li-Chih WangKevin Kien-Hoa ChungRong-An Jhuo OriginalPaper Open access 23 March 2024
How orthographic knowledge is related to efficient word reading? Testing competing hypotheses Sophia GiazitzidouAngeliki MouzakiSusana Padeliadu OriginalPaper 23 March 2024
Developing a multi-dimensional phonological and morphological framework for understanding reading and spelling acquisition: A study in Malayalam literacy learning Mithun HaridasNirmala VasudevanPrema Nedungadi OriginalPaper 02 March 2024
An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: critical implications Sharlene A. KiuharaKaren R. HarrisDebra McKeown OriginalPaper 02 March 2024
Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences Ivar BråtenYmkje E. HaverkampØistein Anmarkrud OriginalPaper Open access 28 February 2024
Identifying kindergarteners at-risk of writing difficulties based on foundational literacy skills Juan E. JiménezCristina RodríguezJennifer Balade OriginalPaper Open access 27 February 2024
Effects of parents’ questioning and feedback strategies in shared reading on Children’s language development Yang DongXuecong MiaoHaoyuan Zheng OriginalPaper 22 February 2024
Punctuation: a missing link between awareness of prosody and reading comprehension Alexandra M. RykenLesly Wade-WoolleyS. Hélène Deacon OriginalPaper 22 February 2024
Effects of working memory and visual search skill on Chinese reading comprehension: examining the simple view of reading Sisi LiuNing LiDuo Liu OriginalPaper Open access 15 February 2024
Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program Kit-Ling LauQuan Qian OriginalPaper Open access 12 February 2024
Relationships of writing self-efficacy, perceived value of writing, and writing apprehension to writing performance among Chinese children Pui-sze YeungKevin Kien-hoa ChungElaine Sau-wai Chan OriginalPaper 10 February 2024
The effects of foreign language anxiety on English word reading among Chinese students at risk of English learning difficulties Kevin ChanPui-sze YeungKevin Kien Hoa Chung OriginalPaper Open access 10 February 2024
The implementation of writing pedagogies in the Write to Read intervention in low-SES primary schools in Ireland Eithne KennedyGerry Shiel OriginalPaper Open access 10 February 2024
Bridging to academic success: the impact of reading gains in an English bridging program on GPAs Daniel SchmidtkeSeina YamadaAnna L. Moro OriginalPaper 01 February 2024
Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial Young-Suk Grace KimJonathan SternStephen Taylor OriginalPaper Open access 01 February 2024
Does the reading acceleration program improve reading fluency and comprehension in emergent bilingual children? Miao LiYueming XiWei Zhao OriginalPaper 22 January 2024
Constructing a 30-item test for character amnesia in Chinese Steven LangsfordZebo XuZhenguang G. Cai OriginalPaper Open access 19 January 2024
Current writing assessment practices of kindergarten through second grade educators Meaghan McKennaHope GerdeNicolette Grasley-Boy OriginalPaper 13 January 2024
Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme Cameron DowningGwennant Evans-JonesManon Jones OriginalPaper Open access 06 January 2024
Testing the model of a proficient academic reader (PAR) in a postsecondary context Gal KaldesKaryn HiggsJoseph P. Magliano OriginalPaper 03 January 2024
Exploring the frequency contours in close reading texts Heidi Anne E. Mesmer OriginalPaper 02 January 2024
Correction: Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge Oddny Judith SolheimJulie ArntzenNjål Foldnes Correction Open access 28 December 2023
Dimensionality of writing attitude, strategic use, and confidence: an investigation on Grade 4 students in a largely Hispanic setting Shuai ZhangDebra MckeownJulie Owens OriginalPaper 26 December 2023
Correction: Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students Anna HawrotJi Zhou Correction Open access 21 December 2023
English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway? Paz Suárez-CoallaLuis CastejónCristina Martínez-García OriginalPaper Open access 12 December 2023
Sensitivity to derivational morphology as cues to lexical stress among English as second language learners Jinglei RenMin Wang OriginalPaper 12 December 2023
Methods for studying the writing time-course Mark TorranceRianne Conijn ReviewPaper Open access 08 December 2023 Pages: 239 - 251
