Works matching IS 09224777 AND DT 2025 AND VI 38 AND IP 4

Results: 12

Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1–3.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 1177, doi. 10.1007/s11145-024-10556-1

By:

Cao, Yucheng;
Kim, Young-Suk Grace

Publication type:

Article

Comparing Tier 1 reading instruction with Tier 3 or special education intervention through an observational snapshot of school-implemented response to intervention across Grades 1–5.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 1129, doi. 10.1007/s11145-024-10534-7

By:

Al Otaiba, Stephanie;
Stewart, Jennifer;
van Dijk, Wilhelmina;
Conner, Carlin;
Freudenthal, Dayna Russell;
Rivas, Brenna;
Yovanoff, Paul;
Allor, Jill

Publication type:

Article

The impact of teacher academic support and L2 writing self on feedback-seeking behavior.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 1197, doi. 10.1007/s11145-024-10557-0

By:

Zhang, Ya

Publication type:

Article

Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 1, doi. 10.1007/s11145-024-10539-2

By:

Graham, Steve;
Cao, Yucheng;
Kim, Young-Suk Grace;
Lee, Joongwon;
Tate, Tamara;
Collins, Penelope;
Cho, Minkyung;
Moon, Youngsun;
Chung, Huy Quoc;
Olson, Carol Booth

Publication type:

Article

The representation of Chinese phonograms and their radicals during the visual word recognition.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 947, doi. 10.1007/s11145-024-10538-3

By:

Zhu, Yinuo;
Cai, Mengmeng;
Wang, Pei;
Chang, Xin

Publication type:

Article

Predictors of Chinese reading in Chinese monolingual and Chinese–English bilingual children in Mainland China.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 1153, doi. 10.1007/s11145-024-10552-5

By:

Zang, Xuan;
Wong, Yu Ka;
Lau, Kit-ling

Publication type:

Article

Preschool teachers' literacy beliefs, their evaluations of children's writing, and their recommendations for ways to support it.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 1083, doi. 10.1007/s11145-024-10549-0

By:

Besser-Biron, Shira;
Bergman Deitcher, Deborah;
Elimelech, Adi;
Aram, Dorit

Publication type:

Article

Linguistically-driven text formatting improves reading comprehension for ELLs and EL1s.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 1107, doi. 10.1007/s11145-024-10548-1

By:

Dempsey, Jack;
Christianson, Kiel;
Van Dyke, Julie A.

Publication type:

Article

The contributions of transcription skills to paper-based and computer-based text composing in the early years.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 911, doi. 10.1007/s11145-024-10543-6

By:

Malpique, Anabela Anabela;
Asil, Mustafa;
Pino-Pasternak, Deborah;
Ledger, Susan;
Teo, Timothy

Publication type:

Article

Longitudinal effects of socioeconomic status on first and second language reading development: evidence from Chinese children learning English.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 1, doi. 10.1007/s11145-024-10542-7

By:

Pan, Jinger;
McBride, Catherine;
Kwan, Joyce Lok Yin;
Shu, Hua

Publication type:

Article

Phonological decoding does not affect incidental Chinese novel word learning in Uyghur readers: evidence from eye movements.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 889, doi. 10.1007/s11145-024-10535-6

By:

Han, Yang;
Wang, Yongsheng;
Liang, Feifei;
Li, Xin;
Ma, Jie;
Bai, Xuejun

Publication type:

Article

Mathematics-writing synthesis: Kindergarten through Grade 12 mathematics-writing outcomes and instructional methods.

Published in:

Reading & Writing, 2025, v. 38, n. 4, p. 1039, doi. 10.1007/s11145-024-10530-x

By:

Arsenault, Tessa L.;
Powell, Sarah R.;
King, Sarah G.

Publication type:

Article