Works matching IS 09224777 AND DT 2017 AND VI 30 AND IP 2
Results: 10
Fostering parental involvement in writing: development and testing of the program Cultivating Writing.
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- Reading & Writing, 2017, v. 30, n. 2, p. 253, doi. 10.1007/s11145-016-9672-6
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- Article
The impact of L1 writing system on ESL knowledge of vowel and consonant spellings.
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- Reading & Writing, 2017, v. 30, n. 2, p. 279, doi. 10.1007/s11145-016-9673-5
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- Article
Effective beginning handwriting instruction: multi-modal, consistent format for 2 years, and linked to spelling and composing.
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- Reading & Writing, 2017, v. 30, n. 2, p. 299, doi. 10.1007/s11145-016-9674-4
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- Article
Diacritics improve comprehension of the Arabic script by providing access to the meanings of heterophonic homographs.
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- Reading & Writing, 2017, v. 30, n. 2, p. 319, doi. 10.1007/s11145-016-9677-1
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- Article
Reading comprehension, working memory and higher-level language skills in children with SLI and/or dyslexia.
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- Reading & Writing, 2017, v. 30, n. 2, p. 337, doi. 10.1007/s11145-016-9678-0
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- Article
Parents' support during different writing tasks: a comparison between parents of precocious readers, preschoolers, and school-age children.
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- Reading & Writing, 2017, v. 30, n. 2, p. 363, doi. 10.1007/s11145-016-9680-6
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- Article
Writing and reading knowledge of Spanish/English second-generation bilinguals.
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- Reading & Writing, 2017, v. 30, n. 2, p. 387, doi. 10.1007/s11145-016-9681-5
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- Article
Socioeconomic status, parent report of children's early language skills, and late literacy skills: a long term follow-up study among Chinese children.
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- Reading & Writing, 2017, v. 30, n. 2, p. 401, doi. 10.1007/s11145-016-9682-4
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- Article
The developmental relationship between bilingual morphological awareness and reading for Chinese EFL adult learners: a longitudinal study.
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- Reading & Writing, 2017, v. 30, n. 2, p. 417, doi. 10.1007/s11145-016-9683-3
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- Article
How strong and weak readers perform on the Developmental Eye Movement test (DEM): norms for Latvian school-aged children.
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- Reading & Writing, 2017, v. 30, n. 2, p. 233, doi. 10.1007/s11145-016-9671-7
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- Article