Reading and Writing 2006: Vol 19 Table of Contents

2006·0.95 MB·English

Reading and Writing (2000)
Contents Volume 19 / 2006
Volume 19 No. 1 February 2006
Special Issue on Reading Comprehension — Part II
Guest Editor: Jane Oakhill
Editorial
Matthew A. Kerr and Sonya E. Symons /C omputerized presentation of
text: Effects on children’s reading of informational material
Nonie K. Lesaux, M. Rufina Pearson and Linda S. Siegel / The effects
of timed and untimed testing conditions on the reading comprehen-
sion performance of adults with reading disabilities
Loes N. Wauters, Wim H. J. Van Bon and Agnes E.J.M. Tellings
Reading comprehension of Dutch deaf children
N. Botting, Z. Simkin and G. Conti-Ramsden / Associated reading skills
in children with a history of Specific Language Impairment (SLI)
Nonie K. Lesaux, Orly Lipka and Linda S. Siegel / Investigating
cognitive and linguistic abilities that influence the reading
comprehension skills of children from diverse linguistic
backgrounds
Volume 19 No. 2 March 2006
Brendan S. Weekes, Anne E. Castleasn d Robert A. Davies / Effects of
consistency and age of acquisition on reading and spelling among
developing readers 169
A. Protopapas / On the use and usefulness of stress diacritics in read-
ing Greek 198
Louise Spear-Swerling / Children’s reading comprehension and oral
reading fluency in easy text 220
Inez E. Berends and Pieter Reitsma / Remediation of fluency: Word
specific or generalised training effects?
CONTENTS VOLUME 19
Volume 19 No. 3 April 2006
Nick Hagiliassis, Chris Pratt and Michael Johnston /O rthographic and
phonological processes in reading
T. Nergard-Nilssen / Word-decoding deficits in Norwegian: The
impact of psycholinguistic marker effects
R. Cohen Mimran / Reading disabilities among Hebrew-speaking
children in upper elementary grades: The role of phonological and
nonphonological language skills
Sonia Kandel, Olga Soler, Sylviane Valdois and Celine Gros
Graphemes as motor units in the acquisition of writing skills
Volume 19 No. 4 June 2006
Timothy C. Johnston and John R. Kirby /T he contribution of naming
speed to the simple view of reading
Louisa Moats, Barbara Foorman and Patrick Taylor /H ow quality of
writing instruction impacts high-risk fourth graders’ writing
Vera C.S. Messbauer and Peter F. de Jong / Effects of visual and
phonological distinctness on visual—verbal paired associate learning
in Dutch dyslexic and normal readers
Volume 19 No. 5 July 2006
Randy G. Floyd, Renee Bergeron and Vincent C. Alfonso / Cattell
Horn—Carroll cog£ nitive ability; profiles of pI oor comprehenders
Jerome L. Packard, Xi Chen, Wenling Li, Xinchun Wu, Janet S.
Gaffney, Hong Li and Richard C. Anderson / Explicit instruction
in orthographic structure and word morphology helps Chinese
children learn to write characters
Dorit Aram / Early literacy interventions: The relative roles of story-
book reading, alphabetic activities, and their combination
Sandra Lyn Martin-Chang and Betty Ann Levy / Word reading
fluency: A transfer appropriate processing account of fluency
transfer
CONTENTS VOLUME 19
Volume 19 No. 6 August 2006
David W. Chan, Connie S.-H. Ho, Suk-Man Tsang, Suk-Han Lee and
Kevin K.H. Chung / Exploring the reading—writing connection in
Chinese children with dyslexia in Hong Kong
Raphiq Ibrahim /M orpho-Phonemic similarity within and between
languages: A factor to be considered in processing Arabic and
Hebrew
Styliani N. Tsesmeli and Philip H.K. Seymour / Derivational mor-
phology and spelling in dyslexia
Andrea Rolla San Francisco, Elaine Mo, Maria Carlo, Diane August,
Catherine Snow / The influences of language of literacy instruction
and vocabulary on the spelling of Spanish-English bilingsuuadl s
Volume 19 No. 7 October 2006
Special Issue: Morphology in Word Identification and Word Spelling
Guest Editors: Ludo Verhoeven and Joanne F. Carlisle
Ludo Verhoeven and Joanne F. Carlisle / Introduction to the special
issue: Morphology in word identification and word spelling 643-650
Ludo Verhoeven, Robert Schreuder and Vera Haarman / Prefix
identification in the reading of Dutch bisyllabic words 651-668
Joanne F. Carlisle and Lauren A. Katz / Effects of word and morpheme
familiarity on reading of derived words 669-693
C. Mcbride-Chang, H. Cheung, B.W.-Y. Chow, C.S.-L. Chow and
L. Choi / Metalinguistic skills and vocabulary knowledge in
Chinese (L1) and English (L2) 695-716
M. Fayol, Corinne Totereau and Pierre Barrouillet /D isentangling the
impact of semantic and formal factors in the acquisition of number
inflections: Noun, adjective and verb agreement in written French
Nenagh Kemp / Children’s spelling of base, inflected, and derived
words: Links with morphological awareness
Terezinha Nunes, P. Bryant and Miriam Bindman / The effects of
learning to spell on children’s awareness of morphology 767-787
CONTENTS VOLUME 19
Volume 19 No. 8 November 2006
Dorit Ravid and Rachel Schiff / Roots and patterns in Hebrew
language development: evidence from written morphological
analogies 789-818
Joanne Walker and Laura Boynton Hauerwas / Development of
phonological, morphological, and orthographic knowledge in young
spellers: The case of inflected verbs 819-843
Tami Katzir, Youngsuk Kim, Maryanne Wolf, Becky Kennedy,
Maureen Lovett and Robin Morris / The relationship of spelling
recognition, RAN, and phonological awareness to reading skills in
older poor readers and younger reading-matched controls
L. Figueredo / Using the known to chart the unknown: A review of
first-language influence on the development of English-as-a-
second-language spelling skill
Volume 19 No. 9 December 2006
Nicole Patton Terry / Relations between dialect variation, grammar,
and early spelling skills 931
Suzanne M. Adlof, Hugh W. Catts and Todd D. Little /S hould the
simple view of reading include a fluency component? 958
Mary Ann Evans, Michelle Bell, Deborah Shaw, Shelley Moretti and
Jodi Page Letter names, letter sounds and phonological
awareness: an examination of kindergarten children across letters
and of letters across children 989
Rebecca Blair and Robert Savage /N ame writing but not environmen-
tal print recognition is related to letter-sound knowledge and
phonological awareness in pre-readers 99] 1016
Contents Volume 19
Author Index Volume 19
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