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What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum.
- Published in:
- Reading & Writing, 2022, v. 35, n. 7, p. 1497, doi. 10.1007/s11145-021-10244-4
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- Article
Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge.
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- Reading & Writing, 2022, v. 35, n. 7, p. 1525, doi. 10.1007/s11145-021-10235-5
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- Article
Reading in print versus digital media uses different cognitive strategies: evidence from eye movements during science-text reading.
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- Reading & Writing, 2022, v. 35, n. 7, p. 1549, doi. 10.1007/s11145-021-10246-2
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- Article
Business-as-usual reading instruction in 2nd grade: teacher centered and rarely evidence-based.
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- Reading & Writing, 2022, v. 35, n. 7, p. 1569, doi. 10.1007/s11145-021-10252-4
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- Article
Teacher practices for teaching writing in Greek primary schools.
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- Reading & Writing, 2022, v. 35, n. 7, p. 1599, doi. 10.1007/s11145-022-10258-6
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- Publication type:
- Article
Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC.
- Published in:
- Reading & Writing, 2022, v. 35, n. 7, p. 1627, doi. 10.1007/s11145-021-10251-5
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- Publication type:
- Article
Vocabulary limitations undermine bilingual children's reading comprehension despite bilingual cognitive strengths.
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- Reading & Writing, 2022, v. 35, n. 7, p. 1651, doi. 10.1007/s11145-021-10240-8
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- Publication type:
- Article
Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary.
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- Reading & Writing, 2022, v. 35, n. 7, p. 1675, doi. 10.1007/s11145-021-10247-1
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- Publication type:
- Article
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.
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- Reading & Writing, 2022, v. 35, n. 7, p. 1711, doi. 10.1007/s11145-021-10250-6
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- Publication type:
- Article
Effects of an executive function-based text support on strategy use and comprehension–integration of conflicting informational texts.
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- Reading & Writing, 2022, v. 35, n. 7, p. 1731, doi. 10.1007/s11145-022-10257-7
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- Publication type:
- Article