Handwriting production in Spanish children with dyslexia: spelling or motor difficulties? Cristina Martínez-GarcíaOlivia AfonsoPaz Suárez-Coalla OriginalPaper 09 August 2020 Pages: 565 - 593
The origin of centrality deficit in text memory and comprehension by poor comprehenders: a think-aloud study Menahem YeariShirley Lantin OriginalPaper 14 August 2020 Pages: 595 - 625
Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge Osman UmarjiStephanie DayCarol Connor OriginalPaper 18 August 2020 Pages: 627 - 657
The contribution of morphological awareness to vocabulary among L1 and L2 French-speaking 4th-graders Anila Fejzo OriginalPaper 24 August 2020 Pages: 659 - 679
Syntactic complexity revisited: sensitivity of China’s AES-generated scores to syntactic measures, effects of discourse-mode and topic Leyi QianYong YangYali Zhao OriginalPaper 29 August 2020 Pages: 681 - 704
Interactions in EFL argumentative writing: effects of topic, L1 background, and L2 proficiency on interactional metadiscourse Hyung-Jo Yoon OriginalPaper 03 September 2020 Pages: 705 - 725
The immediate and delayed effects of text–diagram reading instruction on reading comprehension and learning processes: evidence from eye movements Yu-Cin Jian OriginalPaper 05 September 2020 Pages: 727 - 752
Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference Mari ManuMinna TorppaPekka Niemi OriginalPaper Open access 10 September 2020 Pages: 753 - 771
Readers extract semantic information from parafoveal two-character synonyms in Chinese reading Mengyan ZhuXiangling ZhuangGuojie Ma OriginalPaper 10 September 2020 Pages: 773 - 790
IRT analyses of Arabic letter knowledge in Kindergarten Sana TibiAshley A. EdwardsSoheil H. Salha OriginalPaper 16 September 2020 Pages: 791 - 816