1. What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum

   • Suzanne T. M. Bogaerds-Hazenberg
   • Jacqueline Evers-Vermeul
   • Huub van den Bergh

   OriginalPaper Open access 06 January 2022 Pages: 1497 - 1523

2. Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge

   • Afnan Khoury-Metanis
   • Asaid Khateb

   OriginalPaper 16 January 2022 Pages: 1525 - 1547

3. Reading in print versus digital media uses different cognitive strategies: evidence from eye movements during science-text reading

   • Yu-Cin Jian

   OriginalPaper 27 January 2022 Pages: 1549 - 1568

   

4. Business-as-usual reading instruction in 2nd grade: teacher centered and rarely evidence-based

   • Martin T. Peters
   • Natalie Förster
   • Elmar Souvignier

   OriginalPaper Open access 27 January 2022 Pages: 1569 - 1597

   

5. Teacher practices for teaching writing in Greek primary schools

   • Asimina M. Ralli
   • Ioannis C. Dimakos
   • Asimenia Papoulidi

   OriginalPaper 02 February 2022 Pages: 1599 - 1626

   

6. Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC

   • Jana Hasenäcker
   • Sascha Schroeder

   OriginalPaper Open access 03 February 2022 Pages: 1627 - 1650

   

7. Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths

   • Selma Babayiğit
   • Graham J. Hitch
   • Meesha Warmington

   OriginalPaper Open access 10 February 2022 Pages: 1651 - 1673

   

8. Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary

   • Astrid Haase
   • Claudia Steinbrink

   OriginalPaper Open access 10 February 2022 Pages: 1675 - 1709

9. The effect of efficient professional development on the teaching of code-focused skills in beginner readers: exploring the impact of professional development intensity and coaching on student outcomes

   • Verónica Martínez
   • Luis Castejón
   • Soledad González-Pumariega

   OriginalPaper Open access 10 February 2022 Pages: 1711 - 1730

   

10. Effects of an executive function-based text support on strategy use and comprehension–integration of conflicting informational texts

    • D. Jake Follmer
    • Joseph Tise

    OriginalPaper 10 February 2022 Pages: 1731 - 1758