Do 2nd and 3rd grade teachers’ linguistic knowledge and instructional practices predict spelling gains in weaker spellers? Alison PuliatteLinnea C. Ehri OriginalPaper 13 October 2017 Pages: 239 - 266
Secondary science teachers’ implementation of CCSS and NGSS literacy practices: a survey study Sally Valentino DrewJeffrey Thomas OriginalPaper 23 October 2017 Pages: 267 - 291
The contribution of vocabulary knowledge and semantic orthographic fluency to text quality through elementary school in Catalan Cristina CastilloLiliana Tolchinsky OriginalPaper 24 October 2017 Pages: 293 - 323
Fostering writing in upper primary grades: a study into the distinct and combined impact of explicit instruction and peer assistance Fien De SmedtHilde Van Keer OriginalPaper 24 October 2017 Pages: 325 - 354
The direct and indirect effects of word reading and vocabulary on adolescents’ reading comprehension: Comparing struggling and adequate comprehenders Eric L. OslundNathan H. ClemensLeslie E. Simmons OriginalPaper 25 October 2017 Pages: 355 - 379
Role of narrative skills on reading comprehension: Spanish–English and Cantonese–English dual language learners Yuuko UchikoshiLu YangSiwei Liu OriginalPaper 31 October 2017 Pages: 381 - 404
Lexical quality and executive control predict children’s first and second language reading comprehension Henriette RaudszusEliane SegersLudo Verhoeven OriginalPaper Open access 02 November 2017 Pages: 405 - 424
Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students Linnea C. EhriBert Flugman OriginalPaper 28 October 2017 Pages: 425 - 456
A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction Katia CiampaTiffany L. Gallagher OriginalPaper 23 October 2017 Pages: 457 - 481
Direct and indirect effects of print exposure on silent reading fluency Quintino R. ManoJulia M. Guerin OriginalPaper 27 October 2017 Pages: 483 - 502