Effects of searching for rhetorical relations on university-level text comprehension in L2 Tamara Sladoljev-AgejevSvjetlana Kolić-Vehovec OriginalPaper 20 October 2021 Pages: 1035 - 1057
Examining undergraduates’ text-based evidence identification, evaluation, and use Alexandra ListHongcui DuBailing Lyu OriginalPaper 28 October 2021 Pages: 1059 - 1089
The mediating effects of reading amount and strategy use in the relationship between intrinsic reading motivation and comprehension: differences between Grade 4 and Grade 6 students Xian LiaoXinhua ZhuPengfei Zhao OriginalPaper 29 October 2021 Pages: 1091 - 1118
The relationship of handwriting ability and literacy in kindergarten: a systematic review Karen RayKerry DallyAlison E. Lane ReviewPaper 10 November 2021 Pages: 1119 - 1155
Spelling in Finnish: the case of the double consonant Eva MarinusMinna TorppaMikko Aro OriginalPaper Open access 12 November 2021 Pages: 1157 - 1176
Early writing skills of English Language Learners (ELLs) and Native English Speakers (NESs): examining predictors of contextualized spelling, writing fluency, and writing quality Fan ZhangYe ShenDavid L. Coker Jr. OriginalPaper 13 November 2021 Pages: 1177 - 1200
Relationships between self-regulation, social skills and writing achievement in digital schools Stuart McNaughtonNaomi RosedaleRebecca Jesson OriginalPaper 03 January 2022 Pages: 1201 - 1219
Clozing in on reading comprehension: a deep cloze test of global inference making Katrine Lyskov JensenCarsten Elbro OriginalPaper 12 January 2022 Pages: 1221 - 1237
Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context Camilla NilviusIdor Svensson OriginalPaper Open access 20 December 2021 Pages: 1239 - 1264
Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context Cyril WealerSilke FrickePascale M. J. Engel de Abreu OriginalPaper Open access 05 January 2022 Pages: 1265 - 1288
How syntactic awareness might influence reading comprehension in English–French bilingual children Juwairia SohailTamara Sorenson DuncanXi Chen OriginalPaper 28 January 2022 Pages: 1289 - 1313
