Works matching IS 09224777 AND DT 2016 AND VI 29 AND IP 3
Results: 9
Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study.
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- Reading & Writing, 2016, v. 29, n. 3, p. 383, doi. 10.1007/s11145-015-9603-y
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- Article
Teachers' reported practices for teaching writing in England.
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- Reading & Writing, 2016, v. 29, n. 3, p. 409, doi. 10.1007/s11145-015-9605-9
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- Article
Writing in the content areas: a Norwegian case study.
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- Reading & Writing, 2016, v. 29, n. 3, p. 555, doi. 10.1007/s11145-015-9607-7
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- Article
Vocabulary does not complicate the simple view of reading.
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- Reading & Writing, 2016, v. 29, n. 3, p. 435, doi. 10.1007/s11145-015-9608-6
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- Article
Double consonants in English: graphemic, morphological, prosodic and etymological determinants.
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- Reading & Writing, 2016, v. 29, n. 3, p. 453, doi. 10.1007/s11145-015-9610-z
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- Article
Effects of induced orthographic and semantic knowledge on subsequent learning: a test of the partial knowledge hypothesis.
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- Reading & Writing, 2016, v. 29, n. 3, p. 475, doi. 10.1007/s11145-015-9612-x
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- Article
The effect of language specific factors on early written composition: the role of spelling, oral language and text generation skills in a shallow orthography.
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- Reading & Writing, 2016, v. 29, n. 3, p. 501, doi. 10.1007/s11145-015-9617-5
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- Article
The dynamics of narrative writing in primary grade children: writing process factors predict story quality.
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- Reading & Writing, 2016, v. 29, n. 3, p. 529, doi. 10.1007/s11145-015-9618-4
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- Article
Prosodic and phonemic awareness in children's reading of long and short words.
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- Reading & Writing, 2016, v. 29, n. 3, p. 371, doi. 10.1007/s11145-015-9600-1
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- Article