1. Prosodic and phonemic awareness in children’s reading of long and short words

   • Lesly Wade-Woolley

   OriginalPaper 27 October 2015 Pages: 371 - 382

2. Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study

   • Dongbo Zhang
   • Keiko Koda
   • Che Kan Leong

   OriginalPaper 06 November 2015 Pages: 383 - 407

   

3. Teachers’ reported practices for teaching writing in England

   • Julie E. Dockrell
   • Chloë R. Marshall
   • Dominic Wyse

   OriginalPaper Open access 21 November 2015 Pages: 409 - 434

   

4. Vocabulary does not complicate the simple view of reading

   • David Braze
   • Leonard Katz
   • Donald P. Shankweiler

   OriginalPaper Open access 17 December 2015 Pages: 435 - 451

   

5. Double consonants in English: graphemic, morphological, prosodic and etymological determinants

   • Kristian Berg

   OriginalPaper 28 December 2015 Pages: 453 - 474

   

6. Effects of induced orthographic and semantic knowledge on subsequent learning: a test of the partial knowledge hypothesis

   • Suzanne Adlof
   • Gwen Frishkoff
   • Charles Perfetti

   OriginalPaper 13 January 2016 Pages: 475 - 500

   

7. The effect of language specific factors on early written composition: the role of spelling, oral language and text generation skills in a shallow orthography

   • Barbara Arfé
   • Julie E. Dockrell
   • Bianca De Bernardi

   OriginalPaper 02 January 2016 Pages: 501 - 527

   

8. The dynamics of narrative writing in primary grade children: writing process factors predict story quality

   • Janne von Koss Torkildsen
   • Frøydis Morken
   • Turid Helland

   OriginalPaper Open access 31 December 2015 Pages: 529 - 554

9. Writing in the content areas: a Norwegian case study

   • Frøydis Hertzberg
   • Astrid Roe

   OriginalPaper 25 November 2015 Pages: 555 - 576