What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum Suzanne T. M. Bogaerds-HazenbergJacqueline Evers-VermeulHuub van den Bergh OriginalPaper Open access 06 January 2022 Pages: 1497 - 1523
Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge Afnan Khoury-MetanisAsaid Khateb OriginalPaper 16 January 2022 Pages: 1525 - 1547
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
Business-as-usual reading instruction in 2nd grade: teacher centered and rarely evidence-based Martin T. PetersNatalie FörsterElmar Souvignier OriginalPaper Open access 27 January 2022 Pages: 1569 - 1597
Teacher practices for teaching writing in Greek primary schools Asimina M. RalliIoannis C. DimakosAsimenia Papoulidi OriginalPaper 02 February 2022 Pages: 1599 - 1626
Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC Jana HasenäckerSascha Schroeder OriginalPaper Open access 03 February 2022 Pages: 1627 - 1650
Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths Selma BabayiğitGraham J. HitchMeesha Warmington OriginalPaper Open access 10 February 2022 Pages: 1651 - 1673
Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary Astrid HaaseClaudia Steinbrink OriginalPaper Open access 10 February 2022 Pages: 1675 - 1709
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 MartínezLuis CastejónSoledad González-Pumariega OriginalPaper Open access 10 February 2022 Pages: 1711 - 1730
Effects of an executive function-based text support on strategy use and comprehension–integration of conflicting informational texts D. Jake FollmerJoseph Tise OriginalPaper 10 February 2022 Pages: 1731 - 1758