1. Spelling errors respect morphology: a corpus study of Hebrew orthography

   • Amalia Bar-On
   • Victor Kuperman

   OriginalPaper 05 September 2018 Pages: 1107 - 1128

   

2. The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality

   • Younie Jang
   • Junkyu Lee

   OriginalPaper 05 September 2018 Pages: 1129 - 1148

3. Investigating multiple source use among students with and without dyslexia

   • Anette Andresen
   • Øistein Anmarkrud
   • Ivar Bråten

   OriginalPaper 08 September 2018 Pages: 1149 - 1174

   

4. Multimedia-assisted self-learning materials: the benefits of E-flashcards for vocabulary learning in Chinese as a foreign language

   • Jui-Teng Li
   • Fuhui Tong

   OriginalPaper 18 September 2018 Pages: 1175 - 1195

   

5. Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication

   • Margaret Troyer
   • James S. Kim
   • Catherine Armstrong

   OriginalPaper 19 September 2018 Pages: 1197 - 1218

   

6. Motivational predictors of struggling readers’ reading comprehension: the effects of mindset, achievement goals, and engagement

   • Eunsoo Cho
   • Jessica R. Toste
   • Unhee Ju

   OriginalPaper 25 September 2018 Pages: 1219 - 1242

   

7. The effects of emotional significance of foveal words on the parafoveal processing of N + 2 words in reading Chinese sentences

   • Ming Yan
   • Werner Sommer

   OriginalPaper 17 October 2018 Pages: 1243 - 1256

   

8. Cross-linguistic transfer of handwriting performance: a comparison of Arabic bilingual and monolingual elementary school students

   • Abeer Salameh-Matar
   • Nasir Basal
   • Naomi Weintraub

   OriginalPaper 22 October 2018 Pages: 1257 - 1274

9. The role of morphological awareness in L2 Chinese lexical inference: from a perspective of word semantic transparency

   • Tianxu Chen

   OriginalPaper 27 October 2018 Pages: 1275 - 1293

   

10. Dimensions of the Adult Reading History Questionnaire and their relationships with reading ability

    • Suzanne E. Welcome
    • Rebecca A. Meza

    OriginalPaper 31 October 2018 Pages: 1295 - 1317

11. Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing

    • Young-Suk Grace Kim
    • Seo-Hyun Park

    OriginalPaper 08 November 2018 Pages: 1319 - 1343