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2025. The relation of metalinguistic skills and vocabulary to spelling in Korean children with hearing loss. Reading and Writing 38:6 ► pp. 1581 ff.
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2025. İyi Bir Okuma Becerisi İçin Önemli Bir Bileşen: Yazım/İmla Bilgisi. Ana Dili Eğitimi Dergisi 13:2 ► pp. 315 ff.
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2025. Chinese morphological awareness assessment and its relation to reading acquisition: a cross-cultural meta-analysis. Humanities and Social Sciences Communications 12:1
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2025. Language experience and reading ability modulate word recognition in deaf readers. The Journal of Deaf Studies and Deaf Education
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2025. Phonological and orthographic processing during second language handwritten production of Chinese–English bilinguals. Reading and Writing
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2025. Orthographic neighbor priming effects in L2 english for Japanese-English bilinguals: a test of the lexical quality hypothesis. Reading and Writing
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2025. Effet de l’enseignement de l’orthographe et de l’enseignement du sens des mots sur l’apprentissage des phonèmes multigraphémiques et des lettres muettes par des élèves de 7-8 ans. Canadian Journal of Applied Linguistics 27:3 ► pp. 52 ff.
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2025. An EF-Based Multi-Component Word Reading Intervention for Students with Reading Difficulties: Effects on Literacy, Metalinguistic Awareness, Cognitive and EF Skills. Reading & Writing Quarterly► pp. 1 ff.
2025. Same Spelling, Different Meaning: An EF-Based Homograph Reading Intervention for Struggling Readers. Reading & Writing Quarterly 41:1 ► pp. 28 ff.
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2025. What do we know about reading and spelling in shallow orthographies?. Revista de Investigación en Logopedia 15 ► pp. 7 ff.
2025. Do Faster Learners Know More? How the Learning of Orthographic Regularities Affects Reading in German Primary School Children. Scientific Studies of Reading 29:5 ► pp. 500 ff.
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2025. Investigating the Contribution of Spelling Practice to the Multisyllabic Word Reading Skills of Upper Elementary Students With Dyslexia. Learning Disability Quarterly
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2025. What’s in a Word? Analyzing Students’ Oral Reading Fluency to Inform Instructional Decision-Making. Intervention in School and Clinic 60:5 ► pp. 251 ff.
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2025. Bimodal Input in Processing and Learning of Novel Vocabulary During Reading: An Eye‐Tracking Study. Language Learning
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2025. Learning specialized vocabulary in the second language: Does transfer from the first language help?. Language Teaching Research 29:4 ► pp. 1458 ff.
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2025. Effects of word length, contextual support, and prior second language proficiency on the learning of technical words in a second language. PLOS One 20:10 ► pp. e0334038 ff.
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2025. Spaces or colors? The role of marking word boundaries on reading aloud in Javanese script. Journal of Cultural Cognitive Science 9:1 ► pp. 89 ff.
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2025. Computer-Delivered Morphology-Focused Vocabulary Instruction: A Pilot Study. American Journal of Speech-Language Pathology 34:2 ► pp. 818 ff.
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2025. Speechreading ability is related to phonological awareness and reading comprehension in adults with hearing impairment in China. Clinical Linguistics & Phonetics 39:6-8 ► pp. 602 ff.
2025. Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: a longitudinal perspective. Bilingualism: Language and Cognition 28:2 ► pp. 327 ff.
2025. The Effect of Speed Reading Technique on Second-Grade Students’ Reading Comprehension Levels. SAGE Open 15:3
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2024. Children’s Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording. Scientific Studies of Reading 28:2 ► pp. 214 ff.
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2024. Lexical Morphology as a Source of Risk and Resilience for Learning to Read With Dyslexia: An fNIRS Investigation. Journal of Speech, Language, and Hearing Research 67:7 ► pp. 2269 ff.
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2024. English foreign language reading and spelling diagnostic assessments informing teaching and learning of young learners. Language Testing 41:1 ► pp. 60 ff.
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2024. Teaching EFL reading in Senegal: Current practices and recommendations. Southern African Linguistics and Applied Language Studies 42:2 ► pp. 164 ff.
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2024. The Children and Young People’s Books Lexicon (CYP-LEX): A large-scale lexical database of books read by children and young people in the United Kingdom. Quarterly Journal of Experimental Psychology 77:12 ► pp. 2418 ff.
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2024. Development of basic reading skills in Latin: a corpus-based tool for computer-assisted fluency training. Cogent Education 11:1
2024. How lexical quality predicts L2 reading comprehension in early bilingual education. International Journal of Bilingual Education and Bilingualism 27:7 ► pp. 993 ff.
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2024. Learning Concrete and Abstract Novel Words in Emotional Contexts: Evidence from Incidental Vocabulary Learning. Language Learning and Development 20:2 ► pp. 158 ff.
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2024. A gradient-based preference for sonority markedness constraints in reading: evidence for intact phonological grammar in developmental dyslexia. Applied Psycholinguistics 45:6 ► pp. 1016 ff.
2025. Tracking Developmental Changes in the Use of Syllables as Segmental and Prelexical Reading Units: A Longitudinal Approach in French Children. Reading Research Quarterly 60:2
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2024. Le PhonoTELEQ : l’élaboration d’un test de conscience phonologique pour les enfants franco-québécois de la 1re à la 6e année du primaire. Mesure et évaluation en éducation 47:1 ► pp. 190 ff.
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2024. Word reading experience enhances fundamental language skill in Chinese kindergarteners across Beijing and Hong Kong. Current Psychology 43:16 ► pp. 14921 ff.
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2024. Low Literacy Levels Among U.S. Adults and Difficult Ballot Propositions. Journal of Learning Disabilities 57:6 ► pp. 339 ff.
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2024. Spelling Errors in Children With Mild to Moderate Hearing Loss: Relations to Linguistic and Audiologic Factors. Exceptional Children 91:1 ► pp. 41 ff.
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2024. When more is more: effect of context and stimulus set size on orthographic learning. Journal of Cognitive Psychology 36:2 ► pp. 183 ff.
2024. Enhancing spelling competence for English as a foreign language young learners through digital escape rooms. Frontiers in Education 9
Salins, Andrea, Linda Cupples, Greg Leigh & Anne Castles
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2024. Unveiling mode effects in grade 1 vocabulary assessment: the intriguing influence of test mode. Frontiers in Education 9
Shidler, Linda, Kelly Payne & Jeffrey Cutchin
2024. Programming for adult learners’ success in developmental reading and writing: Equity and access. Journal of Adult and Continuing Education 30:1 ► pp. 267 ff.
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2024. English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?. Reading and Writing 37:10 ► pp. 2831 ff.
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2024. The relationship between oral language abilities and reading: The case of children with developmental language disorder. Reading Psychology 45:8 ► pp. 803 ff.
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2024. DIME CÓMO LEES Y TE DIRÉ CUÁNTO APRENDES
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2024. Εμπλουτίζοντας τις προσεγγίσεις γραμματισμού για παιδιά με Διαταραχή Αυτιστικού Φάσματος (ΔΑΦ) με στοιχεία Πολυγραμματισμών. Έρευνα στην Εκπαίδευση 13:2 ► pp. 92 ff.
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2023. Effectiveness of a group intervention for lexical enrichment in 6-to-10-year-old children with developmental language disorder. Child Language Teaching and Therapy 39:3 ► pp. 218 ff.
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2023. Proficiency versus lexical processing efficiency as a measure of L2 lexical quality: Individual differences in word-frequency effects in L2 visual word recognition. Memory & Cognition 51:8 ► pp. 1858 ff.
Baker, Doris Luft & Lana Santoro
2023. Quality Read‐alouds Matter: How you Teach is Just as Important as What you Teach. The Reading Teacher 77:3 ► pp. 310 ff.
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2023. Procesamiento del léxico disciplinar en estudiantes novatos de Kinesiología: reporte de una tarea de decisión léxica. Lingüística y Literatura 44:84 ► pp. 61 ff.
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2023. Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher‐ and lower‐proficiency readers. Foreign Language Annals 56:3 ► pp. 786 ff.
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2023. Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children?. Reading and Writing 36:3 ► pp. 517 ff.
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2023. Word Learning With Orthographic Support in Nonspeaking and Minimally Speaking School-Age Autistic Children. Journal of Speech, Language, and Hearing Research 66:6 ► pp. 2047 ff.
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2023. Word Reading: The Role of the Speech-Language Pathologist. Perspectives of the ASHA Special Interest Groups 8:6 ► pp. 1168 ff.
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2023. Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill. Reading Research Quarterly 58:1 ► pp. 113 ff.
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2023. Handwriting processes when spelling morphologically complex words in children with and without Developmental Language Disorder. Frontiers in Psychology 14
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2023. Direct and Indirect Effects of Inhibition and Flexibility to Reading Comprehension, Reading Fluency, and Decoding in Spanish. Reading Psychology 44:2 ► pp. 117 ff.
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2023. Lexical restructuring stimulates phonological awareness among emerging English–French bilingual children’s literacy. Journal of Child Language 50:3 ► pp. 685 ff.
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2023. Multiple dimensions of affix spelling complexity: analyzing the performance of children with dyslexia and typically developing controls. Reading and Writing 36:9 ► pp. 2373 ff.
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2023. Evidence-Based Assessment in Special Education Research: Advancing the Use of Evidence in Assessment Tools and Empirical Processes. Exceptional Children 89:4 ► pp. 467 ff.
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2023. Looking for a word or for its meaning? The impact of induction tasks on adolescents' visual search for verbal material. Memory & Cognition 51:7 ► pp. 1562 ff.
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2023. How does spelling contribute to reading comprehension in Chinese beginning readers? Testing the mediating role of word reading fluency. Journal of Research in Reading 46:4 ► pp. 393 ff.
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2022. Cognate and meaning frequency effects on homonym processing. International Journal of Bilingualism 26:6 ► pp. 732 ff.
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2022. Exploring Relationships Between L2 Chinese Character Writing and Reading Acquisition From Embodied Cognitive Perspectives: Evidence From HSK Big Data. Frontiers in Psychology 12
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2022. Evaluation of the Computer-Based Orthographic Processing Assessment: An Application of Cognitive Diagnostic Modeling. Journal of Psychoeducational Assessment 40:2 ► pp. 271 ff.
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2022. Investigating L2 reading aloud and silent reading in typically developing readers and dyslexic adolescents from grades 6 to 9. Dyslexia 28:1 ► pp. 40 ff.
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2022. Acesso Lexical na Leitura:
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2022. Evaluation of a Spelling Intervention Program for Third Graders at Risk for Learning Disabilities. Reading & Writing Quarterly 38:6 ► pp. 544 ff.
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2022. Semantic priming and reading skills among Spanish-speaking dual language learners. International Journal of Bilingual Education and Bilingualism 25:5 ► pp. 1894 ff.
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2022. Attentional Competition and Semantic Integration in Low- and High-Span Readers. Frontiers in Psychology 13
Harris, Lindsay N., Benjamin Creed, Charles A. Perfetti & Benjamin B. Rickles
2022. The role of word knowledge in error detection: a challenge to the broken error monitor account of dyslexia. Annals of Dyslexia 72:2 ► pp. 384 ff.
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2022. Interference effects of radical markings and stroke order animations on Chinese character learning among L2 learners. Frontiers in Psychology 13
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2022. Learning new words through reading: do robust spelling–sound mappings boost learning of word forms and meanings?. Royal Society Open Science 9:12
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2022. The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula. Reading Research Quarterly 57:1 ► pp. 255 ff.
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2022. An Attempt at Describing Learning Curves for a Complex Sub-Task in Reading Acquisition. Alsic Vol. 25, n° 1
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2022. Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency. Reading Research Quarterly 57:2 ► pp. 669 ff.
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2022. The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia. Applied Psycholinguistics 43:5 ► pp. 1165 ff.
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2022. The Study on Implicational Relationship among Sub-characteristics of Vocabulary Knowledge. The Korean Association of General Education 16:2 ► pp. 231 ff.
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2022. Maximising access to reading intervention: comparing small group and one‐to‐one protocols of Reading Rescue. Journal of Research in Reading 45:3 ► pp. 299 ff.
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2022. The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes. Frontiers in Psychology 13
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2022. “It’s difficult since there is no rhyme or reason”: Spelling relevance in an EFL context. Reading and Writing 35:1 ► pp. 245 ff.
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2022. Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding. Reading Research Quarterly 57:2 ► pp. 629 ff.
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2022. Contribution of Lexical Quality and Sign Language Variables to Reading Comprehension. The Journal of Deaf Studies and Deaf Education 27:4 ► pp. 355 ff.
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2022. The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12. Reading Research Quarterly 57:3 ► pp. 1003 ff.
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2022. Consonant and vowel transposition effects during reading development: A study on Italian children and adults. Quarterly Journal of Experimental Psychology 75:11 ► pp. 2023 ff.
2022. What’s in a word? Cross‐linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development. Child Development 93:1 ► pp. 84 ff.
2022. Adolescents and Verb Spelling: The Impact of Gender and Educational Track on Rule Knowledge and Linguistic Attitudes. Dutch Journal of Applied Linguistics 11
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2022. How vocabulary breadth and depth influence bilingual reading comprehension: Direct and indirect pathways. Learning and Individual Differences 100 ► pp. 102227 ff.
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2022. The Word Nerds project: Findings from a research–practice partnership focused on spelling instruction. Journal of Research in Reading 45:3 ► pp. 385 ff.
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2022. From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension. Scientific Studies of Reading 26:6 ► pp. 514 ff.
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2022. Lexical Competition Without Phonology: Masked Orthographic Neighbor Priming With Deaf Readers. The Journal of Deaf Studies and Deaf Education 27:2 ► pp. 151 ff.
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2022. Validated tests for language research with university students whose native language is English: Tests of vocabulary, general knowledge, author recognition, and reading comprehension. Behavior Research Methods 55:3 ► pp. 1036 ff.
Wang, Jun & Na An
2022. What are the characteristics of good Chinese second language readers? Evidence from eye movements. Journal of Chinese Writing Systems 6:1 ► pp. 17 ff.
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2022. Oral vocabulary knowledge and learning to read new words: A theoretical review. Australian Journal of Learning Difficulties 27:2 ► pp. 253 ff.
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2022. John Effect in Literacy Acquisition: The Role of Morphological Awareness in Literacy Acquisition in Different Orthographies. In Developing Language and Literacy [Literacy Studies, 23], ► pp. 369 ff.
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2022. The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Language Teaching Research 26:4 ► pp. 696 ff.
Åsberg Johnels, Jakob, Elisabeth Fernell, Liselotte Kjellmer, Christopher Gillberg & Fritjof Norrelgen
2022. Language/cognitive predictors of literacy skills in 12-year-old children on the autism spectrum. Logopedics Phoniatrics Vocology 47:3 ► pp. 166 ff.
Antzaka, Alexia, Joana Acha, Manuel Carreiras & Marie Lallier
2021. The Deployment of Young Readers´ Visual Attention across Orthographic Strings: The Influence of Stems and Suffixes. Scientific Studies of Reading 25:3 ► pp. 193 ff.
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2021. English Learners’ Acquisition of Academic Vocabulary: Instruction Matters, but So Do Word Characteristics. Reading Research Quarterly 56:3 ► pp. 559 ff.
Baxter, Peta, Mienke Droop, Marianne van den Hurk, Harold Bekkering, Ton Dijkstra & Frank Leoné
2021. Contrasting Similar Words Facilitates Second Language Vocabulary Learning in Children by Sharpening Lexical Representations. Frontiers in Psychology 12
Cabrera-Pommiez, Marcela, Francia Lara-Inostroza & Juana Puga-Larraín
2021. Evaluación de la lectura académica en estudiantes que ingresan a la Educación Superior. Ocnos 20:3
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2021. When two vowels go walking: An ERP study of the vowel team rule. Psychophysiology 58:9
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2021. A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings. Social Inclusion 9:4 ► pp. 12 ff.
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2021. Knowing How You Know: Toddlers Reevaluate Words Learned From an Unreliable Speaker. Open Mind 5 ► pp. 1 ff.
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2021. Bridging form and meaning: support from derivational suffixes in word learning. Journal of Research in Reading 44:1 ► pp. 27 ff.
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2021. Linguistic but Not Cognitive Weaknesses in Deaf or Hard-of-Hearing Poor Comprehenders. The Journal of Deaf Studies and Deaf Education 26:3 ► pp. 351 ff.
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2021. Word reading, vocabulary, and mental health problems in adolescent girls and boys with intellectual and developmental disabilities. International Journal of Developmental Disabilities 67:2 ► pp. 131 ff.
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2021. Interdisciplinary approaches to researching L2 lexical acquisition, processing, and use: An introduction to the special issue. Second Language Research 37:2 ► pp. 189 ff.
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2021. The roles of morphology, phonology, and prosody in reading and spelling multisyllabic words. Applied Psycholinguistics 42:4 ► pp. 865 ff.
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2021. Word skipping during the lexical acquisition process. Quarterly Journal of Experimental Psychology 74:3 ► pp. 548 ff.
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2021. Morpholexical Processes in Children with Autism Spectrum Disorder: Evidence from Artificial Word Learning. Folia Phoniatrica et Logopaedica 73:3 ► pp. 248 ff.
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2021. A cluster‐randomized trial measuring the effects of a digital learning tool supporting decoding and reading for meaning in grade 2. Journal of Computer Assisted Learning 37:2 ► pp. 287 ff.
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2021. Are better young readers more likely to confuse their mother with their mohter?. Quarterly Journal of Experimental Psychology 74:9 ► pp. 1542 ff.
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2021. Fuzzy Lexical Representations in Adult Second Language Speakers. Frontiers in Psychology 12
Hassanein, Elsayed E. A., Evelyn S. Johnson, Yousef Alshaboul, Sayed Ibrahim, Ahmed Megreya, Maha Al-Hendawi & Asma Al-Attiyah
2021. Developing a Test of Early Arabic Literacy Skills. Reading Psychology 42:3 ► pp. 241 ff.
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2021. Comprehension Monitoring during Reading: An Eye-tracking Study with Children Learning English as an Additional Language. Scientific Studies of Reading 25:2 ► pp. 159 ff.
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2021. The roles of cognitive abilities and hearing acuity in older adults’ recognition of words taken from fast and spectrally reduced speech. Applied Psycholinguistics 42:3 ► pp. 763 ff.
Jasińska, Kaja K., Lan Shuai, Airey N. L. Lau, Stephen Frost, Nicole Landi & Kenneth R. Pugh
2021. Functional connectivity in the developing language network in 4‐year‐old children predicts future reading ability. Developmental Science 24:2
Kim, James S., Jackie Eunjung Relyea, Mary A. Burkhauser, Ethan Scherer & Patrick Rich
2021. Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication. Educational Psychology Review 33:4 ► pp. 1935 ff.
Kim, Young-Suk Grace
2021. Inferencing Skill and Attentional Control Account for the Connection Between Reading Comprehension and Mathematics. Frontiers in Psychology 12
Li, Luan, Eva Marinus, Anne Castles, Miao-Ling Hsieh & Hua-Chen Wang
2021. Semantic and Phonological Decoding in Children’s Orthographic Learning in Chinese. Scientific Studies of Reading 25:4 ► pp. 319 ff.
Luo, Yuzhi, Hongwen Song, Li Wan & Xiaochu Zhang
2021. The Effect of Vocabulary Depth and Breadth on English Listening Comprehension Can Depend on How Comprehension Is Measured. Frontiers in Psychology 12
Marecka, Marta, Agnieszka Otwinowska & Anna Jelec
2021. Standardized and tailor-made tests probe different factors influencing the acquisition of second language vocabulary by children
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2021. Sensitivity to distributional properties of the orthography in the spelling of Italian children with dyslexia. Quarterly Journal of Experimental Psychology 74:6 ► pp. 1007 ff.
2021. Training der Worterkennung mit Willy Wortbär: Ein silbenbasiertes Leseförderprogramm für die Grundschule. Praxis der Kinderpsychologie und Kinderpsychiatrie 70:4 ► pp. 356 ff.
Shakory, Sharry, Xi Chen & S. Hélène Deacon
2021. Learning Orthographic and Semantic Representations Simultaneously During Shared Reading. Journal of Speech, Language, and Hearing Research 64:3 ► pp. 909 ff.
Shapland, Chin Yang, Ellen Verhoef, George Davey Smith, Simon E. Fisher, Brad Verhulst, Philip S. Dale & Beate St Pourcain
2021. Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies. npj Science of Learning 6:1
Snowling, Margaret J. & Charles Hulme
2021. Annual Research Review: Reading disorders revisited – the critical importance of oral language. Journal of Child Psychology and Psychiatry 62:5 ► pp. 635 ff.
Sterpin, Lucas Federico, Sofía Soledad Ortiz, Jésica Formoso & Juan Pablo Barreyro
2021. The role of vocabulary knowledge on inference generation: A meta-analysis. Psychology of Language and Communication 25:1 ► pp. 168 ff.
2021. The development of a measure of orthographic knowledge in the Arabic language: A psychometric evaluation. Applied Psycholinguistics 42:3 ► pp. 739 ff.
Tolchinsky, Liliana
2021. Linguistic patterns of spelling of isolated words to dictation and text-composing in Catalan across elementary school (Patrones lingüísticos de la ortografía en el dictado de palabras aisladas y en la composición de textos en catalán en la escuela primaria). Journal for the Study of Education and Development: Infancia y Aprendizaje 44:1 ► pp. 183 ff.
Valentini, Alessandra & Ludovica Serratrice
2021. What Can Bilingual Children Tell Us About the Developmental Relationship Between Vocabulary and Grammar?. Cognitive Science 45:11
Valentini, Alessandra & Ludovica Serratrice
2023. Longitudinal Predictors of Listening Comprehension in Bilingual Primary School‐Aged Children. Language Learning 73:1 ► pp. 5 ff.
Wissell, Shae, Leila Karimi & Tanya Serry
2021. Adults with dyslexia: A snapshot of the demands on adulthood in Australia. Australian Journal of Learning Difficulties 26:2 ► pp. 153 ff.
Wood, Carla & Christopher Schatschneider
2021. Examining Writing Measures and Achievement for Students of Varied Language Abilities and Linguistic Backgrounds Using Structural Equation Modeling. Reading & Writing Quarterly 37:1 ► pp. 65 ff.
Zarić, Jelena, Marcus Hasselhorn & Telse Nagler
2021. Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness. European Journal of Psychology of Education 36:1 ► pp. 21 ff.
Zarić, Jelena & Telse Nagler
2021. Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency. Reading and Writing 34:8 ► pp. 2031 ff.
Zhao, Ying, Xinchun Wu, Peng Sun & Hongjun Chen
2021. Relationship Between Vocabulary Knowledge and Reading Comprehension in Deaf and Hard of Hearing Students. The Journal of Deaf Studies and Deaf Education 26:4 ► pp. 546 ff.
Andrews, Sally, Aaron Veldre & Indako E. Clarke
2020. Measuring Lexical Quality: The Role of Spelling Ability. Behavior Research Methods 52:6 ► pp. 2257 ff.
Auphan, Pauline, Jean Ecalle & Annie Magnan
2020. High Potential of Computer-Based Reading Assessment. Canadian Journal of Learning and Technology 46:1
Bargetto Fernández, Miguel Ángel
2020. Las redes semánticas en estudiantes novatos de pedagogía: el efecto de la edad y los estudios previos. Lingüística y Literatura 41:77 ► pp. 11 ff.
Bhide, Adeetee, Marta Ortega-Llebaria, Scott H. Fraundorf & Charles A. Perfetti
2020. The contribution of orthographic input, phonological skills, and rise time discrimination to the learning of non-native phonemic contrasts. Applied Psycholinguistics 41:3 ► pp. 481 ff.
Binder, Katherine S., Kathryn A. Tremblay & Alison Joseph
2020. Vocabulary accessibility and acquisition: do you get more from a financestor or a sociophite?. Journal of Research in Reading 43:4 ► pp. 395 ff.
Cai, Yuyang & Antony John Kunnan
2020. Mapping the fluctuating effect of strategy use ability on English reading performance for nursing students: A multi-layered moderation analysis approach. Language Testing 37:2 ► pp. 280 ff.
Chambrè, Susan J., Linnea C. Ehri & Molly Ness
2020. Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders. Reading and Writing 33:5 ► pp. 1133 ff.
Chambré, Susan J., Linnea C. Ehri & Molly Ness
2017. Orthographic facilitation of first graders’ vocabulary learning: does directing attention to print enhance the effect?. Reading and Writing 30:5 ► pp. 1137 ff.
Colenbrander, Danielle
2020. Oral Vocabulary And Reading Comprehension. Journal of Clinical Practice in Speech-Language Pathology 22:1 ► pp. 10 ff.
Ding, Yuan, Liping Li & Xinchun Wu
2020. The Reciprocal Relationship Between Handwriting Fluency and Spelling Accuracy in Chinese: A Longitudinal Study. Frontiers in Psychology 11
Durda, Tabea, Cordula Artelt, Clemens M. Lechner, Beatrice Rammstedt & Alexandra Wicht
2020. Proficiency level descriptors for low reading proficiency: An integrative process model. International Review of Education 66:2-3 ► pp. 211 ff.
Ehri, Linnea C.
2020. The Science of Learning to Read Words: A Case for Systematic Phonics Instruction. Reading Research Quarterly 55:S1
Endlich, Darius, Tobias Richter, Peter Marx, Wolfgang Lenhard, Kristina Moll, Björn Witzel & Gerd Schulte-Körne
2020. Spelling Error Detection. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52:1-2 ► pp. 25 ff.
Feller, Daniel P., Joseph Magliano, John Sabatini, Tenaha O’Reilly & Ryan D. Kopatich
2020. Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers. Discourse Processes 57:5-6 ► pp. 473 ff.
Galuschka, Katharina, Ruth Görgen, Julia Kalmar, Stefan Haberstroh, Xenia Schmalz & Gerd Schulte-Körne
2020. Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist 55:1 ► pp. 1 ff.
Georgiou, George K., Minna Torppa, Karin Landerl, Alain Desrochers, George Manolitsis, Peter F. de Jong & Rauno Parrila
2020. Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?. Child Development 91:2
Goldenberg, Claude
2020. Reading Wars, Reading Science, and English Learners. Reading Research Quarterly 55:S1
Guan, Connie Qun & Scott H. Fraundorf
2020. Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach. Frontiers in Psychology 11
Guerra, Ernesto & Edmundo Kronmüller
2020. Adult Vocabulary Modulates Speed of Word Integration Into Preceding Text Across Sentence Boundaries: Evidence From Self‐Paced Reading. Reading Research Quarterly 55:4 ► pp. 663 ff.
Hasenäcker, Jana, Elisabeth Beyersmann & Sascha Schroeder
2020. Morphological Priming in Children: Disentangling the Effects of School-grade and Reading Skill. Scientific Studies of Reading 24:6 ► pp. 484 ff.
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2020. Word learning from context in school-age children: relations with language ability and executive function. Journal of Child Language 47:5 ► pp. 1006 ff.
Humphreys, Michael S., Gerald Tehan, Oliver Baumann & Shayne Loft
2020. Explaining short-term memory phenomena with an integrated episodic/semantic framework of long-term memory. Cognitive Psychology 123 ► pp. 101346 ff.
2020. Phonological specificity relates to phonological awareness and reading ability in English–French bilingual children. Reading and Writing 33:2 ► pp. 267 ff.
Lim, Rosemarie YH, Melvin J Yap & Chi-Shing Tse
2020. Individual differences in Cantonese Chinese word recognition: Insights from the Chinese Lexicon Project. Quarterly Journal of Experimental Psychology 73:4 ► pp. 504 ff.
2020. Morphological awareness and orthographic awareness link Chinese writing to reading comprehension. Reading and Writing 33:7 ► pp. 1701 ff.
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2020. Understanding and Supporting Literacy Development Among English Learners: A Deep Dive Into the Role of Language Comprehension. AERA Open 6:1
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2020. English Word and Pseudoword Spellings and Phonological Awareness: Detailed Comparisons From Three L1 Writing Systems. Frontiers in Psychology 11
Mengisidou, Maria, Chloë R. Marshall & Stavroula Stavrakaki
2020. Semantic fluency difficulties in developmental dyslexia and developmental language disorder (DLD): poor semantic structure of the lexicon or slower retrieval processes?. International Journal of Language & Communication Disorders 55:2 ► pp. 200 ff.
2020. Stability of Deficits in Reading Fluency and/or Spelling. Scientific Studies of Reading 24:3 ► pp. 241 ff.
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2020. Individual differences in L2 frequency effects in different script bilinguals. International Journal of Bilingualism 24:4 ► pp. 672 ff.
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2020. Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention. Language, Speech, and Hearing Services in Schools 51:3 ► pp. 544 ff.
Niolaki, Georgia Z., Janet Vousden, Aris R. Terzopoulos, Laura M. Taylor, Shani Sephton & Jackie Masterson
2020. Predictors of single word spelling in English speaking children: a cross sectional study. Journal of Research in Reading 43:4 ► pp. 577 ff.
O’Leary, Robin & Linnea C. Ehri
2020. Orthography Facilitates Memory for Proper Names in Emergent Readers. Reading Research Quarterly 55:1 ► pp. 75 ff.
Pan, Jue & Dan Lin
2020. Visuospatial memory uniquely predicts Chinese reading comprehension in Hong Kong typically developing kindergarteners. Reading and Writing 33:9 ► pp. 2205 ff.
Petscher, Yaacov, Donald L. Compton, Laura Steacy & Hannah Kinnon
2020. Past perspectives and new opportunities for the explanatory item response model. Annals of Dyslexia 70:2 ► pp. 160 ff.
Proctor, C. Patrick, Samantha G. Daley, Yang Xu, Steve Graham, Zhushan Li & Tracey E. Hall
2020. Shared Knowledge between Reading and Writing among Middle School Adolescent Readers. The Elementary School Journal 120:3 ► pp. 507 ff.
Proctor, C. Patrick, Rebecca D. Silverman, Jeffrey R. Harring, Renata Love Jones & Anna M. Hartranft
2020. Teaching Bilingual Learners: Effects of a Language‐Based Reading Intervention on Academic Language and Reading Comprehension in Grades 4 and 5. Reading Research Quarterly 55:1 ► pp. 95 ff.
Rice, Caitlin A. & Natasha Tokowicz
2020. A REVIEW OF LABORATORY STUDIES OF ADULT SECOND LANGUAGE VOCABULARY TRAINING. Studies in Second Language Acquisition 42:2 ► pp. 439 ff.
Ricketts, Jessie, Arne Lervåg, Nicola Dawson, Lucy A. Taylor & Charles Hulme
2020. Reading and Oral Vocabulary Development in Early Adolescence. Scientific Studies of Reading 24:5 ► pp. 380 ff.
Seidenberg, Mark S., Matt Cooper Borkenhagen & Devin M. Kearns
2020. Lost in Translation? Challenges in Connecting Reading Science and Educational Practice. Reading Research Quarterly 55:S1
Vines, Nora, Jennifer Jordan & Amy D. Broemmel
2020. Reenvisioning Spelling Instruction: Developmental Word Study Nonnegotiables. The Reading Teacher 73:6 ► pp. 711 ff.
Wang, Zuowei, John Sabatini & Tenaha O’Reilly
2020. When Slower is Faster: Time Spent Decoding Novel Words Predicts Better Decoding and Faster Growth. Scientific Studies of Reading 24:5 ► pp. 397 ff.
Yung, Kevin Wai Ho & Yuyang Cai
2020. Do secondary school-leaving English examination results predict university students’ academic writing performance? A latent profile analysis. Assessment & Evaluation in Higher Education 45:4 ► pp. 629 ff.
Zhang, Haomin (Stanley)
2020. Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: a cross-lagged panel analysis. European Journal of Psychology of Education 35:4 ► pp. 911 ff.
Aryadoust, Vahid
2019. An Integrated Cognitive Theory of Comprehension. International Journal of Listening 33:2 ► pp. 71 ff.
Baker, Doris Luft, Maribel Granada Azcarrága, María Pilar Pomes Correa, Nancy Lepe-Martinez & Keith Smolkowski
2019. Exploring the Effects of a Spanish Vocabulary Intervention to Teach Words in Depth to Second-Grade Students in Chile. Reading & Writing Quarterly 35:3 ► pp. 204 ff.
2019. Resolving homography: The role of post-homograph context in reading aloud ambiguous sentences in Hebrew. Applied Psycholinguistics 40:6 ► pp. 1405 ff.
Callens, Maaike & Marc Brysbaert
2019. Cognitive Profile of Students with Dyslexia Entering Postsecondary Education. In The Wiley Handbook of Adult Literacy, ► pp. 193 ff.
Choi, William, Xiuli Tong & Helene Deacon
2019. From Cantonese Lexical Tone Awareness to Second Language English Vocabulary: Cross-Language Mediation by Segmental Phonological Awareness. Journal of Speech, Language, and Hearing Research 62:6 ► pp. 1875 ff.
Cockerill, Maria, Allen Thurston & Andy Taylor
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2019. To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?. Language, Speech, and Hearing Services in Schools 50:4 ► pp. 609 ff.
Commissaire, Eva & Anne‐Sophie Besse
2019. Investigating lexical and sub‐lexical orthographic processing skills in French 3rd and 5th graders. Journal of Research in Reading 42:2 ► pp. 268 ff.
Deacon, S. Hélène, Catherine Mimeau, Sheila Cira Chung & Xi Chen
2019. Young readers’ skill in learning spellings and meanings of words during independent reading. Journal of Experimental Child Psychology 181 ► pp. 56 ff.
DEACON, S. HÉLÈNE, ADRIAN PASQUARELLA, EVA MARINUS, TALISA TIMS & ANNE CASTLES
2019. Orthographic processing and children’s word reading. Applied Psycholinguistics 40:2 ► pp. 509 ff.
Deacon, S. Hélène, Xiuli Tong & Catherine Mimeau
2019. Morphological and Semantic Processing in Developmental Dyslexia. In Developmental Dyslexia across Languages and Writing Systems, ► pp. 327 ff.
Deng, Qinli, William Choi & Xiuli Tong
2019. Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers. Journal of Learning Disabilities 52:4 ► pp. 299 ff.
Fang, Xiaoping & Charles A. Perfetti
2019. Learning new meanings for known words: Perturbation of original meanings and retention of new meanings. Memory & Cognition 47:1 ► pp. 130 ff.
Helder, Anne, Charles A. Perfetti, Paul van den Broek, Joseph Z. Stafura & Regina C. Calloway
2019. ERP Indicators of local and global text influences on word-to-text integration. Language, Cognition and Neuroscience 34:1 ► pp. 13 ff.
Hsu, Lucy Shih-Ju, Ka I. Ip, Maria M. Arredondo, Twila Tardif & Ioulia Kovelman
2019. Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English. International Journal of Bilingual Education and Bilingualism 22:2 ► pp. 207 ff.
Humaidan, Abdulsamad Y. & Katherine I. Martin
2019. Instructor-Generated Orthographic Assessments in Intensive English Classes. In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom [Advances in Educational Technologies and Instructional Design, ], ► pp. 204 ff.
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2019. Comparing Effects of Instruction on Word Meaning and Word Form on Early Literacy Abilities in Kindergarten. Early Education and Development 30:3 ► pp. 375 ff.
Klimenko, Olena, Valentina Ochoa García & Luisa Fernanda Correa-Pérez
2019. Aproximación neuropsicopedagógica al concepto de comprensión lectora. Psicoespacios 13:23 ► pp. 71 ff.
Lau, Dustin Kai-Yan
2019. Grain size units of Chinese handwriting: development and disorder. Clinical Linguistics & Phonetics 33:10-11 ► pp. 899 ff.
Lawrence, Joshua Fahey, Aste Mjelve Hagen, Jin Kyoung Hwang, Grace Lin & Arne Lervåg
2019. Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge. Reading and Writing 32:2 ► pp. 285 ff.
Moreira, Bruna Fernanda Tolentino, Tatiana Salazar da Silva Pinto, Francis R. R. Justi & Antônio Jaeger
2019. Retrieval practice improves learning in children with diverse visual word recognition skills. Memory 27:10 ► pp. 1423 ff.
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2019. Lexical-Level Predictors of Reading Comprehension in Third Grade: Is Spelling a Unique Contributor?. American Journal of Speech-Language Pathology 28:4 ► pp. 1597 ff.
Murray, Bruce A., Mary Jane McIlwain, Chih‐hsuan Wang, Geralyn Murray & Stacie Finley
2019. How do beginners learn to read irregular words as sight words?. Journal of Research in Reading 42:1 ► pp. 123 ff.
Nakamura, Pooja, R. Malatesha Joshi & Xuejun Ryan Ji
2019. Biliteracy Spelling Acquisition in Akshara and English. In Handbook of Literacy in Akshara Orthography [Literacy Studies, 17], ► pp. 103 ff.
Paige, David D., Grant S. Smith, Timothy Victor Rasinski, William H. Rupley, Theresa Magpuri-Lavell & William D. Nichols
2019. A path analytic model linking foundational skills to Grade 3 state reading achievement. The Journal of Educational Research 112:1 ► pp. 110 ff.
Rossi, Maya, Sandra Martin-Chang & Gene Ouellette
2019. Exploring the Space Between Good and Poor Spelling: Orthographic Quality and Reading Speed. Scientific Studies of Reading 23:2 ► pp. 192 ff.
Sabatini, John, Zuowei Wang & Tenaha O’Reilly
2019. Relating Reading Comprehension to Oral Reading Performance in the NAEP Fourth‐Grade Special Study of Oral Reading. Reading Research Quarterly 54:2 ► pp. 253 ff.
Singh, Nandini Chatterjee & T. A Sumathi
2019. The Role of Phonological Processing and Oral Language in the Acquisition of Reading Skills in Devanagari. In Handbook of Literacy in Akshara Orthography [Literacy Studies, 17], ► pp. 261 ff.
Stella, Marianna & Paul E. Engelhardt
2019. Syntactic ambiguity resolution in dyslexia: An examination of cognitive factors underlying eye movement differences and comprehension failures. Dyslexia 25:2 ► pp. 115 ff.
van de Ven, Marco, Eliane Segers & Ludo Verhoeven
2019. Enhanced Second Language Vocabulary Learning Through Phonological Specificity Training in Adolescents. Language Learning 69:1 ► pp. 222 ff.
Van Der Ven, Sanne & Elise de Bree
2019. Variation is the Spice of Spelling: The Effect of Implicit Cues on Dutch Past Tense Spelling is Dependent on Age, Literacy, and Task Format. Scientific Studies of Reading 23:5 ► pp. 369 ff.
VAN GOCH, Merel M., Ludo VERHOEVEN & James M. MCQUEEN
2019. Success in learning similar-sounding words predicts vocabulary depth above and beyond vocabulary breadth. Journal of Child Language 46:1 ► pp. 184 ff.
Vibert, Nicolas, Jason L. G. Braasch, Daniel Darles, Anna Potocki, Christine Ros, Nematollah Jaafari & Jean-François Rouet
2019. Adolescents’ Developing Sensitivity to Orthographic and Semantic Cues During Visual Search for Words. Frontiers in Psychology 10
WHITFORD, VERONICA & DEBRA TITONE
2019. Lexical entrenchment and cross-language activation: Two sides of the same coin for bilingual reading across the adult lifespan. Bilingualism: Language and Cognition 22:1 ► pp. 58 ff.
2019. The Link Between a Set of Tangram-Based Tasks and Chinese and English Reading and Related Skills Among Chinese Kindergarteners. AERA Open 5:1
Wong, Yu Ka
2019. Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong. International Journal of Bilingual Education and Bilingualism 22:8 ► pp. 1016 ff.
2019. Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study. Autism 23:6 ► pp. 1449 ff.
Bermúdez-Margaretto, Beatriz, David Beltrán, Fernando Cuetos & Alberto Domínguez
2018. Brain Signatures of New (Pseudo-) Words: Visual Repetition in Associative and Non-associative Contexts. Frontiers in Human Neuroscience 12
Blythe, Hazel I., Jonathan H. Dickins, Colin R. Kennedy & Simon P. Liversedge
2018. Phonological processing during silent reading in teenagers who are deaf/hard of hearing: an eye movement investigation. Developmental Science 21:5
Caravolas, Markéta
2018. Growth of Word and Pseudoword Reading Efficiency in Alphabetic Orthographies: Impact of Consistency. Journal of Learning Disabilities 51:5 ► pp. 422 ff.
Castles, Anne, Kathleen Rastle & Kate Nation
2018. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest 19:1 ► pp. 5 ff.
2018. Understanding word learning mechanisms in beginning and proficient readers of Chinese: the roles of associative learning and linguistic knowledge. Reading and Writing 31:7 ► pp. 1575 ff.
Chow, Bonnie Wing-Yin
2019. Analytic character learning in Chinese children: evidence from associative pseudocharacter learning paradigm. Educational Psychology 39:2 ► pp. 223 ff.
Chung, Sheila Cira, Xi Chen & S. Hélène Deacon
2018. The relation between orthographic processing and spelling in grade 1 French immersion children. Journal of Research in Reading 41:2 ► pp. 290 ff.
Coch, Donna
2018. A Picture Is Worth… Both Spelling and Sound. Frontiers in Psychology 9
Daffern, Tessa
2018. Spelling Assessment, Learning, and Instruction in VET. In Handbook of Vocational Education and Training, ► pp. 1 ff.
Daffern, Tessa
2019. Spelling Assessment, Learning, and Instruction in VET. In Handbook of Vocational Education and Training, ► pp. 1429 ff.
2018. Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia 24:2 ► pp. 170 ff.
Gray, Susan H., Linnea C. Ehri & John L. Locke
2018. Morpho-phonemic analysis boosts word reading for adult struggling readers. Reading and Writing 31:1 ► pp. 75 ff.
Harvey, Hannah & Robin Walker
2018. Reading comprehension and its relationship with working memory capacity when reading horizontally scrolling text. Quarterly Journal of Experimental Psychology 71:9 ► pp. 1887 ff.
Hung, Yi-Hui, Stephen J. Frost & Kenneth R. Pugh
2018. Domain Generality and Specificity of Statistical Learning and its Relation with Reading Ability. In Reading and Dyslexia [Literacy Studies, 16], ► pp. 33 ff.
Le Brun, Isabelle, Marie-Line Bosse & Sylviane Valdois
2018. Améliorer l’orthographe chez les élèves de 10 à 13 ans : entrainement par dictées guidées. Nouveaux cahiers de la recherche en éducation 19:3 ► pp. 55 ff.
Lin, Dan, Guangyao Chen, Yingyi Liu, Jiaxin Liu, Jue Pan & Lei Mo
2018. Tracking the Eye Movement of Four Years Old Children Learning Chinese Words. Journal of Psycholinguistic Research 47:1 ► pp. 79 ff.
Liu, Yingyi, Huilin Sun, Dan Lin, Hong Li, Susanna Siu‐sze Yeung & Terry Tin‐Yau Wong
2018. The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension. British Journal of Educational Psychology 88:4 ► pp. 628 ff.
McKeown, Margaret G., Amy C. Crosson, Debra W. Moore & Isabel L. Beck
2018. Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students. American Educational Research Journal 55:3 ► pp. 572 ff.
Mehta, Sheena, Yi Ding, Molly Ness & Eric C. Chen
2018. Invented Spelling, Word Stress, and Syllable Awareness in Relation to Reading Difficulties in Children. Journal of Psycholinguistic Research 47:3 ► pp. 585 ff.
Miles, Katharine Pace, Gregory B. Rubin & Selenid Gonzalez‐Frey
2018. Rethinking Sight Words. The Reading Teacher 71:6 ► pp. 715 ff.
Mimeau, Catherine, Jessie Ricketts & S. Hélène Deacon
2018. The Role of Orthographic and Semantic Learning in Word Reading and Reading Comprehension. Scientific Studies of Reading 22:5 ► pp. 384 ff.
Nakamura, Pooja R., R. Malatesha Joshi & Xuejun Ryan Ji
2018. Investigating the Asymmetrical Roles of Syllabic and Phonemic Awareness in Akshara Processing. Journal of Learning Disabilities 51:5 ► pp. 499 ff.
Nouri, Nadia & Badia Zerhouni
2018. Lexical Frequency Effect on Reading Comprehension and Recall. SSRN Electronic Journal
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2018. Lexical Frequency Effect on Reading Comprehension and Recall. SSRN Electronic Journal
Nouwens, Suzan, Margriet A. Groen, Tijs Kleemans & Ludo Verhoeven
2018. The role of semantic retrieval in children's reading comprehension development in the upper primary grades. Journal of Research in Reading 41:3 ► pp. 597 ff.
2018. Lexical quality and executive control predict children’s first and second language reading comprehension. Reading and Writing 31:2 ► pp. 405 ff.
SARGIANI, RENAN DE ALMEIDA, LINNEA CARLSON EHRI & MARIA REGINA MALUF
2018. Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers. Applied Psycholinguistics 39:6 ► pp. 1405 ff.
Severino, Lori, Mary Jean Tecce DeCarlo, Toni Sondergeld, Meltem Izzetoglu & Alia Ammar
2018. A Validation Study of a Middle Grades Reading Comprehension Assessment. RMLE Online 41:10 ► pp. 1 ff.
Slattery, Timothy J & Mark Yates
2018. Word skipping: Effects of word length, predictability, spelling and reading skill. Quarterly Journal of Experimental Psychology 71:1 ► pp. 250 ff.
SPÄTGENS, TESSA & ROB SCHOONEN
2018. The semantic network, lexical access, and reading comprehension in monolingual and bilingual children: An individual differences study. Applied Psycholinguistics 39:1 ► pp. 225 ff.
Trautwein, Jutta & Sascha Schroeder
2018. Orthographic Networks in the Developing Mental Lexicon. Insights From Graph Theory and Implications for the Study of Language Processing. Frontiers in Psychology 9
Tseng, Alison M., Martin C. Doppelt & Natasha Tokowicz
van Rijthoven, Robin, Tijs Kleemans, Eliane Segers & Ludo Verhoeven
2018. Beyond the phonological deficit: Semantics contributes indirectly to decoding efficiency in children with dyslexia. Dyslexia 24:4 ► pp. 309 ff.
van Rijthoven, Robin, Tijs Kleemans, Eliane Segers & Ludo Verhoeven
2021. Semantics impacts response to phonics through spelling intervention in children with dyslexia. Annals of Dyslexia 71:3 ► pp. 527 ff.
van Wingerden, Evelien, Eliane Segers, Hans van Balkom & Ludo Verhoeven
2018. Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children With Intellectual Disabilities. Scientific Studies of Reading 22:4 ► pp. 321 ff.
Zeguers, Maaike HT, HM Huizenga, MW van der Molen & P Snellings
2018. Time course analyses of orthographic and phonological priming effects in developing readers. Quarterly Journal of Experimental Psychology 71:8 ► pp. 1672 ff.
Adlof, Suzanne M. & Hannah Patten
2017. Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning. Journal of Speech, Language, and Hearing Research 60:3 ► pp. 682 ff.
2017. You see Froot, you think fruit: examining the effectiveness of pseudohomophone priming. European Journal of Marketing 51:5/6 ► pp. 885 ff.
Candry, Sarah, Irina Elgort, Julie Deconinck & June Eyckmans
2017. Word Writing vs. Meaning Inferencing in Contextualized L2 Vocabulary Learning: Assessing the Effect of Different Vocabulary Learning Strategies. The Canadian Modern Language Review 73:3 ► pp. 293 ff.
2017. When to Take Up Roots: The Effects of Morphology Instruction for Middle School and High School English Learners. Reading Psychology 38:3 ► pp. 262 ff.
Deacon, Robert Joel
2017. The Causes of English Spelling Errors by Arabic Learners of English. Eurasian Journal of Applied Linguistics 3:2 ► pp. 1 ff.
Deacon, S. Hélène, Alain Desrochers & Kyle Levesque
2017. Learning to Read French. In Learning to Read across Languages and Writing Systems,
Engelhardt, Paul E., Joel T. Nigg & Fernanda Ferreira
2017. Executive Function and Intelligence in the Resolution of Temporary Syntactic Ambiguity: An Individual Differences Investigation. Quarterly Journal of Experimental Psychology 70:7 ► pp. 1263 ff.
Geva, Esther, Kama Galili, Tami Katzir & Michal Shany
2017. Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade. Reading and Writing 30:9 ► pp. 1917 ff.
Harris, Lindsay N. & Charles A. Perfetti
2017. Individual Differences in Phonological Feedback Effects: Evidence for the Orthographic Recoding Hypothesis of Orthographic Learning. Scientific Studies of Reading 21:1 ► pp. 31 ff.
Huo, Shuting & Shufen Wang
2017. The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis. Frontiers in Education 2
Joshi, R. Malatesha, Pooja R. Nakamura & Nandini Chatterjee Singh
2017. Reading Research and Practice: Indian Perspective. New Directions for Child and Adolescent Development 2017:158 ► pp. 43 ff.
Juffs, Alan
2017. The importance of grain size in phonology and the possibility that phonological working memory is epiphenomenal. Applied Psycholinguistics 38:6 ► pp. 1329 ff.
Lin, Dan, Yingyi Liu, Huilin Sun, Richard Kwok Shing Wong & Susanna Siu-sze Yeung
2017. The pathway to English word reading in Chinese ESL children: the role of spelling. Reading and Writing 30:1 ► pp. 87 ff.
Mainz, Nina, Zeshu Shao, Marc Brysbaert & Antje S. Meyer
2017. Vocabulary Knowledge Predicts Lexical Processing: Evidence from a Group of Participants with Diverse Educational Backgrounds. Frontiers in Psychology 8
Muijselaar, Marloes M. L., Panayiota Kendeou, Peter F. de Jong & Paul W. van den Broek
2017. What Does the CBM-Maze Test Measure?. Scientific Studies of Reading 21:2 ► pp. 120 ff.
2017. Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders. Frontiers in Psychology 8
Ouellette, Gene, Sandra Martin-Chang & Maya Rossi
2017. Learning From Our Mistakes: Improvements in Spelling Lead to Gains in Reading Speed. Scientific Studies of Reading 21:4 ► pp. 350 ff.
Ouellette, Gene & Victor van Daal
2017. Introduction to the Special Issue. Orthographic Learning and Mental Representations in Literacy: Striving for a Better Understanding of a Complex Lead Role. Scientific Studies of Reading 21:1 ► pp. 1 ff.
Pascual-Gómez, Isabel & Isabel Carril-Martínez
2017. Relación entre la comprensión lectora, la ortografía y el rendimiento: un estudio en Educación Primaria.. Ocnos 16:1 ► pp. 7 ff.
2017. The comprehension problems for second‐language learners with poor reading comprehension despite adequate decoding: A meta‐analysis. Journal of Research in Reading 40:2 ► pp. 199 ff.
2017. Semantic and phonological influences on visual word learning in a transparent language. Quarterly Journal of Experimental Psychology 70:4 ► pp. 772 ff.
Sénéchal, Monique
2017. Testing a nested skills model of the relations among invented spelling, accurate spelling, and word reading, from kindergarten to grade 1. Early Child Development and Care 187:3-4 ► pp. 358 ff.
van Gorp, Karly, Eliane Segers & Ludo Verhoeven
2017. Enhancing Decoding Efficiency in Poor Readers via a Word Identification Game. Reading Research Quarterly 52:1 ► pp. 105 ff.
Brinchmann, Ellen Irén, Hanne Naess Hjetland & Solveig-Alma Halaas Lyster
2016. Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers. Reading Research Quarterly 51:2 ► pp. 165 ff.
Britt, M. Anne, Kristopher J. Kopp, Amanda M. Durik, Dylan Blaum & Peter Hastings
2016. Identifying General Cognitive Abilities Involved in Argument Comprehension and Evaluation. Zeitschrift für Pädagogische Psychologie 30:2-3 ► pp. 79 ff.
Burt, Jennifer S.
2016. Masked priming by misspellings: Word frequency moderates the effects of SOA and prime–target similarity. Memory & Cognition 44:2 ► pp. 262 ff.
Burt, Jennifer S. & Debra Jared
2016. The role of lexical expertise in reading homophones. Quarterly Journal of Experimental Psychology 69:7 ► pp. 1302 ff.
Chang, Li-Yun, David C. Plaut & Charles A. Perfetti
2016. Visual complexity in orthographic learning: Modeling learning across writing system variations. Scientific Studies of Reading 20:1 ► pp. 64 ff.
Damhuis, Carmen M. P., Eliane Segers, Femke Scheltinga & Ludo Verhoeven
2016. Effects of individualized word retrieval in kindergarten vocabulary intervention. School Effectiveness and School Improvement 27:3 ► pp. 441 ff.
Demoulin, Catherine & Régine Kolinsky
2016. Does learning to read shape verbal working memory?. Psychonomic Bulletin & Review 23:3 ► pp. 703 ff.
Dobbs, Christina L. & Devin Kearns
2016. Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary. Reading and Writing 29:9 ► pp. 1817 ff.
Goodwin, Amanda P. & Sun-Joo Cho
2016. Unraveling Vocabulary Learning: Reader and Item-Level Predictors of Vocabulary Learning Within Comprehension Instruction for Fifth and Sixth Graders. Scientific Studies of Reading 20:6 ► pp. 490 ff.
Hamilton, Stephen, Erin Freed & Debra L. Long
2016. Word-Decoding Skill Interacts With Working Memory Capacity to Influence Inference Generation During Reading. Reading Research Quarterly 51:4 ► pp. 391 ff.
2016. Immediate and delayed effects of invented writing intervention in preschool. Reading and Writing 29:7 ► pp. 1473 ff.
Nielsen, Anne‐Mette Veber
2016. Boosting Orthographic Learning During Independent Reading. Reading Research Quarterly 51:3 ► pp. 305 ff.
Reed, Deborah K., Yaacov Petscher & Barbara R. Foorman
2016. The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners. Reading and Writing 29:4 ► pp. 633 ff.
Rimbey, Michelle, Margaret Mckeown, Isabel Beck & Cheryl Sandora
2016. Supporting Teachers to Implement Contextualized and Interactive Practices in Vocabulary Instruction. Journal of Education 196:2 ► pp. 69 ff.
Schmidtke, Jens
2016. The Bilingual Disadvantage in Speech Understanding in Noise Is Likely a Frequency Effect Related to Reduced Language Exposure. Frontiers in Psychology 7
Segers, Eliane & Ludo Verhoeven
2016. How logical reasoning mediates the relation between lexical quality and reading comprehension. Reading and Writing 29:4 ► pp. 577 ff.
2016. A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers. In Interventions in Learning Disabilities [Literacy Studies, 13], ► pp. 47 ff.
Terry, Nicole Patton, Carol McDonald Connor, Lakeisha Johnson, Adrienne Stuckey & Novell Tani
2016. Dialect variation, dialect-shifting, and reading comprehension in second grade. Reading and Writing 29:2 ► pp. 267 ff.
van Druten-Frietman, Loes, Heleen Strating, Eddie Denessen & Ludo Verhoeven
2016. Interactive Storybook-Based Intervention Effects on Kindergartners’ Language Development. Journal of Early Intervention 38:4 ► pp. 212 ff.
Al Ghanem, Reem & Devin M. Kearns
2015. Orthographic, Phonological, and Morphological Skills and Children's Word Reading in Arabic: A Literature Review. Reading Research Quarterly 50:1 ► pp. 83 ff.
Boudewyn, Megan A.
2015. Individual Differences in Language Processing: Electrophysiological Approaches. Language and Linguistics Compass 9:10 ► pp. 406 ff.
Daffern, Tessa, Noella Maree Mackenzie & Brian Hemmings
2015. The development of a spelling assessment tool informed by Triple Word Form Theory. The Australian Journal of Language and Literacy 38:2 ► pp. 72 ff.
Damhuis, Carmen M. P., Eliane Segers & Ludo Verhoeven
2015. Stimulating breadth and depth of vocabulary via repeated storybook readings or tests. School Effectiveness and School Improvement 26:3 ► pp. 382 ff.
de Zeeuw, Marlies, Robert Schreuder & Ludo T. W. Verhoeven
2015. Lexical processing of nominal compounds in first- and second-language learners across primary grades. Writing Systems Research 7:2 ► pp. 133 ff.
DIJKSTRA, TON, JANET G. VAN HELL & PASCAL BRENDERS
2015. Sentence context effects in bilingual word recognition: Cognate status, sentence language, and semantic constraint. Bilingualism: Language and Cognition 18:4 ► pp. 597 ff.
Huettig, Falk & Susanne Brouwer
2015. Delayed Anticipatory Spoken Language Processing in Adults with Dyslexia—Evidence from Eye‐tracking. Dyslexia 21:2 ► pp. 97 ff.
Johns, Clinton L., Kazunaga Matsuki & Julie A. Van Dyke
2015. Poor readers' retrieval mechanism: efficient access is not dependent on reading skill. Frontiers in Psychology 6
Ke, Sihui & Feng Xiao
2015. Cross-linguistic transfer of morphological awareness between Chinese and English. Language Awareness 24:4 ► pp. 355 ff.
Mackenzie, Noella M., Janet Scull & Terry Bowles
2015. Writing over time: An analysis of texts created by Year One students. The Australian Educational Researcher 42:5 ► pp. 567 ff.
Martin-Chang, Sandra & Kyle Levesque
2015. Reading Words In and Out of Connected Text: The Impact of Context on Semantic and Orthographic Processing. Scientific Studies of Reading 19:5 ► pp. 392 ff.
Moreno-Pérez, Francisco J., David Saldaña & Isabel R. Rodríguez-Ortiz
2015. Reading Efficiency of Deaf and Hearing People in Spanish. Journal of Deaf Studies and Deaf Education 20:4 ► pp. 374 ff.
Müller, Bettina, Axel Mayer, Tobias Richter, Ana Križan, Teresa Hecht & Marco Ennemoser
2015. Differential effects of reading trainings on reading processes: a comparison in Grade 2. Zeitschrift für Erziehungswissenschaft 18:3 ► pp. 489 ff.
Shore, Jane, John Sabatini, Jennifer Lentini, Steven Holtzman & Adjua McNeil
2015. Development of an Evidence-Based Reading Fluency Program for Adult Literacy Learners. Reading Psychology 36:1 ► pp. 86 ff.
Siddaiah, Anand & Prakash Padakannaya
2015. Rapid Automatized Naming and Reading: A Review. Psychological Studies 60:1 ► pp. 70 ff.
van den Broek, Paul, Katinka Beker & Marja Oudega
2015. Inference generation in text comprehension: automatic and strategic processes in the construction of a mental representation. In Inferences during Reading, ► pp. 94 ff.
Veenendaal, Nathalie J., Margriet A. Groen & Ludo Verhoeven
2015. What oral text reading fluency can reveal about reading comprehension. Journal of Research in Reading 38:3 ► pp. 213 ff.
Veenendaal, Nathalie J., Margriet A. Groen & Ludo Verhoeven
2016. Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective. Scientific Studies of Reading 20:3 ► pp. 189 ff.
Zhou, Lulin, Fiona J. Duff & Charles Hulme
2015. Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese. Scientific Studies of Reading 19:6 ► pp. 409 ff.
Ari, Omer
2014. Reading Fluency and Comprehension Instruction for Pre-Service Teacher Candidates. Journal of College Reading and Learning 45:1 ► pp. 96 ff.
Ari, Omer
2015. Building Reading Fluency in Developmental Readers. Community College Journal of Research and Practice 39:7 ► pp. 685 ff.
Elgort, Irina & Paul Warren
2014. L2 Vocabulary Learning From Reading: Explicit and Tacit Lexical Knowledge and the Role of Learner and Item Variables. Language Learning 64:2 ► pp. 365 ff.
Gilbert, Jennifer K., Amanda P. Goodwin, Donald L. Compton & Devin M. Kearns
2014. Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension. Journal of Learning Disabilities 47:1 ► pp. 34 ff.
Hamilton, Stephen T. & Jane V. Oakhill
2014. Establishing coherence across sentence boundaries: an individual differences approach. Language, Cognition and Neuroscience 29:10 ► pp. 1240 ff.
Joseph, Holly S.S.L., Elizabeth Wonnacott, Paul Forbes & Kate Nation
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