Reading and Writing

Article	Citations
Spelling morphology in Hebrew: Comparing monolingual and bilingual children	46
The role of teacher–child relationships in kindergarten on children’s motivation and reading skills in grade 1	45
Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students	35
Teachers’ goals for teaching writing to economically disadvantaged students: relations with beliefs and writing instruction	35
Identification of main ideas in expository texts: selection versus deletion	31
Prosody and developmental dyslexia: a meta-analysis	27
Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text	26
Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1–3	26
Mathematics-writing synthesis: Kindergarten through Grade 12 mathematics-writing outcomes and instructional methods	24
The effect of student-directed writing goals on writing outcomes for adolescent developing writers	24
Phonological decoding does not affect incidental Chinese novel word learning in Uyghur readers: evidence from eye movements	24
Inhibitory control and dissociation for Chinese real words and pseudowords in the orthographic neighborhood size effect	23
Examining teachers’ early writing knowledge and practices	20
Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis	19
Accuracy and consistency in morphological spelling: evidence from Greek-speaking children with and without spelling difficulties	18
The deficit profile of executive function in Chinese children with different types of reading difficulties	17
Computer-assisted morphology training of reading with grade 2 and grade 3 poor readers	16
Spelling abilities of Dutch children with developmental language disorder on words differing in complexity	16
The contribution of emotion vocabulary to the reading comprehension of the text and the task	15
Can objective second language (L2) ages of acquisition (AoA) surpass subjective L2 AoA? Quantifying and comparing objective and subjective L2 AoA for 3500 + L2 English words	15
From knowing to doing: assessing the skills used to teach reading and writing	14
Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading	14
Typing /s/—morphology between the keys?	14
Evaluating the Spelling and Handwriting Legibility Test (SaHLT): a tool for the concurrent assessment of spelling and handwriting	13
A quick briefing on the new version of Eye and Pen (version 3.01): news and update	13

Initial validation of the handwriting proficiency screening questionnaire (HPSQ-C) translated to Spanish	13
Component awareness facilitates Chinese character recognition in non-native Chinese speakers: analysis of the multiple mediation effect	13
Early prediction of reading development in Japanese hiragana and kanji: a longitudinal study from kindergarten to grade 1	12
Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome	12
Belief bias when adolescents read to comprehend multiple conflicting texts	12
Modeling the interrelation of reading and mathematics achievement trajectories: is their development intertwined?	11
Reading attitudes in Vietnam: Initial study of the early school years	11
Executive functions mediate fine motor skills’ contribution to literacy achievement: a longitudinal study of Arabic-speaking children	11
A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework	11
Cross-lagged relationships between vocabulary knowledge and morphological awareness among Chinese children: a longitudinal study from grade 1 to grade 3	11
Reading strategy use scale: an analysis using the rasch rating scale model	11
The longitudinal interplay of mothers’ and fathers’ literacy teaching and Chinese preschool children’s literacy interest and word reading abilities	11
Research and teaching writing	10
Understanding middle graders’ language borrowing: how lexical and demographic characteristics predict similarity	10
Is spelling related to written composition? A longitudinal study in French	10
Profiles of phonological deficits and comorbidity in Chinese developmental dyslexia	10
The effects of narrative voice and focalization on literary text understanding: an ERP investigation	10
How orthographic knowledge is related to efficient word reading? Testing competing hypotheses	10
Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context	10
Understanding narratives in different media formats: Processes and products of elementary-school children’s comprehension of texts and videos	10
The relations of morphological awareness with vocabulary, word reading, and reading comprehension for Korean-speaking middle school students	9
Correction to: Effects of reading interventions implemented for upper elementary struggling readers: a look at recent research	9
What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum	9
Choosing how to plan informative synthesis texts: Effects of strategy-based interventions on overall text quality	9
How does the brain read different scripts? Evidence from English, Korean, and Chinese	9
Introduction to the 2021 special issue for the Association for Reading and Writing in Asia	9
Effects of massed and spaced task repetitions on L2 writing task performance and task emotions	9
Examining morphosyntactic representations in EFL written narratives among L1 Hebrew and Arabic-speaking 6th graders	9
Exploring kindergarten teachers’ classroom practices and beliefs in writing	8
Enhancing disciplinary literacy through integrated writing and process instruction: an intervention study	8
Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language	8
Spelling in Finnish: the case of the double consonant	8
Testing the impact of online training in areas of reading instruction on educator knowledge	8
Are the effects of SRSD for first grade writers moderated by initial skills and instructional tier?	8
The use of lined paper in child education: impact of line presence on handwriting quality	8
Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program	8
Graphic novel reading comprehension in Chinese children with developmental language disorder (DLD)	8
Reading in different scripts predicts different cognitive skills: evidence from Japanese	8
Exploring the interplay between writing feedback perception and Lexical Complexity among Chinese University students: a latent Profile Analysis and Retrodictive qualitative modeling study	8
Writing a synthesis versus reading: strategies involved and impact on comprehension	8
Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial	7
Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition	7
Letters directionality effects on the inhibition of mirror generalization in the recognition of objects: evidence from the negative priming paradigm	7
Parental anxiety, endorsement of literacy learning, and home literacy practices among Chinese parents of young children	7
Phonological and orthographic processing in basic literacy adults and dyslexic children	7
Chinese secondary students’ achievement goal profiles in reading: associations with antecedents and consequences	7
Constructing a 30-item test for character amnesia in Chinese	7
Correction: Explicit and evidence-based literacy instruction in middle school: an observation study	7
Exploring reading-writing connections in native English speakers and English language learners	7
The home literacy environment and children’s emergent literacy development: a follow-up study	7

Teaching writing during the COVID-19 pandemic in the 2021–2022 school year	7
Exploring literal and inferential reading comprehension among L2 adolescent learners: the roles of working memory capacity, syllogistic inference, and L2 linguistic knowledge	7
The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD	7
Stimulating inference-making in second grade children when reading and listening to narrative texts	7
The heterogeneity and interrelationships among theory of mind, executive function, and reading comprehension deficits in Hong Kong Chinese children with Autism	7
What explains children’s digital word reading performance in L2?	7
How do French students in primary grades process past participle inflections and their N-1 and N+1 in sentence dictation tasks? An analysis of the effects of verb frequency and verb consistency	7
Measuring reading anxiety in college students	7
Writing about the significance of historical agents: the effects of reading and writing instruction	6
How does first language achievement impact second language reading anxiety? Exploration of mediator variables	6
Methods for studying the writing time-course	6
Developmental trajectories of children’s radical awareness and Chinese character recognition in the early elementary grades and their influential factors: based on parallel process latent growth curve	6
The simple view of reading and its broad types of reading difficulties	6
Morphological density and reading comprehension in Hebrew novice readers	6
The impact of mathematical-content complexity on students’ mathematics-writing performance	6
Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school	6
Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses	6
Modeling chinese high school EFL writers’ language mindsets, goal orientations, and feedback-seeking behavior: the interaction effect between language mindsets and writing competence	6
Multilingual writing development: Relationships between writing proficiencies in German, heritage language and English	6
Disentangling family environmental factors in predicting children’s short-term memory capacity and social understanding competency	6
What do teacher educators know about English spelling?	6
An investigation of phonological predictors in Chinese developmental dyslexia using a machine learning approach	6
Role of transcription skills in young Chinese language learners’ sentence writing: a one year longitudinal study	6
Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States	6
Continuous texts or word lists? Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities	6
Epistemic modality in upper elementary students’ argument writing: a feature of argumentation	6
Correction to: Chinese secondary school students’ reading engagement profiles: associations with reading comprehension	6
Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension	6
Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography	6
Reading competencies in school-age children born preterm: the role of birth weight	5
Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context	5
Relationships between linguistic knowledge, linguistic awareness, and argumentative writing among upper elementary bilingual students	5
Does vocabulary knowledge matter in the effectiveness of instructing reading strategies? Differential responses from adolescents with low academic achievement on growth in reading comprehension	5
Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools	5
Testing the model of a proficient academic reader (PAR) in a postsecondary context	5
Two facets of context sensitivity and reading comprehension in L2 children	5
The impact of regularity and consistency on the satiation effect of Chinese characters	5
Discovery of the key contextual factors relevant to the reading performance of elementary school students from 61 countries/regions: insight from a machine learning-based approach	5
Response to Intervention in first-grade writing instruction: a large-scale feasibility study	5
Writing composition ability and spelling competence in deaf subjects: a psycholinguistic analysis of source of difficulties	5
Characteristics of preschoolers' early spelling in Hebrew	5
The COVID-19 impact on reading achievement growth of Grade 3–5 students in a U.S. urban school district: variation across student characteristics and instructional modalities	5
The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance	5
Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness	5
What do upper-elementary and middle school teachers know about the processes of text comprehension?	5
Family socialization and loneliness correlate with third graders’ reading comprehension	5
The contributions of transcription skills to paper-based and computer-based text composing in the early years	5
Spanish adaptation of a cloze procedure to assess reading comprehension beyond the sentence level	5
Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement	5
The role of causal and concessive connectives in comprehending and producing L2 English discourse	5
Context facilitates the decoding of lexically ambiguous words for adult literacy learners	5
PISA reading achievement: identifying predictors and examining model generalizability for multilingual students	5
Modeling the relations between reading skills and assessment methods in adults who struggle with foundational reading skills	5
The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder	5
Transfer? Reading, writing, and parental factors in Hong Kong Chinese families across Chinese and English	4
Correction: Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge	4
Does brief exposure to a written text affect spelling performance in a second language?	4
Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context	4
Chinese adolescents learning to read in English: How do different types of morphological awareness contribute to vocabulary knowledge and comprehension?	4
Intensive and explicit derivational morphology training in school-aged children: an effective way to improve morphological awareness, spelling and reading?	4
Meanings within meanings: skilled readers activate irrelevant meanings of radicals in Chinese	4
Covid-19 and literacy: an introduction to the special issue	4
Mathematics-writing profiles for students with mathematics difficulty	4
Examining the relations between mothers’ reading skills, home literacy environment, and Chinese children’s word reading across contexts	4
Comprehension of grammatical aspect markers le and zai in a diverse sample of Mandarin-exposed preschool children with autism spectrum disorder	4
Write, talk and rewrite: the effectiveness of a dialogic writing intervention in upper elementary education	4
How do executive functions explain early Chinese reading and writing?	4
Correction: Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students	4
The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade	4
Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes	4
Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary	4
Parafoveal grouping of characters facilitates encoding of morphological hierarchical structure during sentence reading	4
Effects of working memory and visual search skill on Chinese reading comprehension: examining the simple view of reading	4
Children with handwriting difficulties: developing orthographic knowledge of alphabet-letters to improve capacity to write alphabet symbols	4
Identifying kindergarteners at-risk of writing difficulties based on foundational literacy skills	4
Reading and math skills development among Finnish primary school children before and after COVID-19 school closure	4
The representation of Chinese phonograms and their radicals during the visual word recognition	4
Integrating prior knowledge and multiple texts: expanding the Documents Model Framework	4
Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn	4
Effectiveness of parent coaching on the literacy skills of Hong Kong Chinese Children with and without dyslexia	4

Facilitators and barriers to writing instruction in Chile: teachers’ preparation and knowledge about teaching writing	4
Introduction to the 2020 special issue for the Association for Reading and Writing in Asia (ARWA)	4
The dynamic relationship between phonological awareness, morphological awareness and character reading in chinese early readers: a three-year longitudinal study	4
Verbal fluency as a predictor of autism spectrum disorder diagnosis and co-occurring attention-deficit/hyperactivity disorder symptoms	3
Storybooks as a context for theory of mind intervention: a systematic review	3
The impact of handwriting fluency on bursts of written language and text quality in undergraduates	3
A simple view of reading analysis of Spanish-speaking multi-language learners and proficient English speakers	3
The relationship between specific reading difficulties and reading motivation dimensions	3
Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students	3
Spatial biases in processing mirror letters by literate subjects	3
Dimensionality of writing attitude, strategic use, and confidence: an investigation on Grade 4 students in a largely Hispanic setting	3
Subskills and sub-knowledge in Chinese as a second language reading comprehension: a structural equation modeling study	3
Online interventions to help college students to improve the degree of integration of their argumentative synthesis	3
The influence of romanizing a non-alphabetic L1 on L2 reading: the case of Hindi-English visual word recognition	3
Effects of feedback on deep-level features of argumentative writing over multiple drafts: Insights from an intervention study with secondary EFL students	3
Morphological awareness and reading comprehension: to what extent do semantic relations in the classic sentence completion task influence associations?	3
Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study	3
An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: critical implications	3
Texts for reading instruction and the most common words in modern standard Arabic: an investigation	3
What do teachers know about dyslexia? It’s complicated!	3
Crosslinguistic influence on spelling in written compositions: Evidence from English-Spanish dual language learners in primary grades	3
Capturing writers’ typing while visually attending the emerging text: a methodological approach	3
Sensitivity to morphological spelling regularities in Chinese-English bilinguals and English monolinguals	3
Explicit and evidence-based literacy instruction in middle school: an observation study	3
Effects a peer-tutorial story-map intervention on the reading and writing of students with and without German as a second language	3
Students’ sociodemographic characteristics and writing performance: a systematic literature review	3
Exploring the frequency contours in close reading texts	3
Pathways to reading comprehension in Amharic vary by reading profile	3
Heterogeneity in reading achievement and mindset of readers with reading difficulties	3
Teachers’ content knowledge about oral language: measure development and evidence of initial validity	3
Typical 6-year-old children’s confusion between “b” and “d” in reading cannot be assimilated to reversal	3
Practices of teaching writing: an introduction to the special issue	3
The varied influence of the home literacy environment on Chinese preschoolers’ word reading skills	3
The impact of orthographic knowledge on reading development in German third graders	3
Does students’ exposure to websites moderate the positive relationship between print exposure and text comprehension?	3
Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills	3
Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity	3
Spelling errors by Spanish children when writing in English as a foreign language	3
The unique contribution of handwriting accuracy to literacy skills in Japanese adolescents	3
Effects of the COVID-19 pandemic on reading performance of second grade children in Germany	3
RAN and two languages: a meta-analysis of the RAN-reading relationship in bilingual children	3
Same or different: Chinese character reading and word reading of young readers with development	3
Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students’ argumentative writing	2
Source inclusion in synthesis writing: an NLP approach to understanding argumentation, sourcing, and essay quality	2
Is the home literacy environment different depending on the media? Paper vs. tablet-based practices	2
Exploring the writing attainment gap: profiling writing challenges and predictors for children with English as an additional language	2
Reciprocal relationships among reading and vocabulary over time: a longitudinal study from grade 1 to 5	2
Teaching writing in primary education (grades 1–6) in Australia: a national survey	2
Relationships of writing self-efficacy, perceived value of writing, and writing apprehension to writing performance among Chinese children	2
Prosodic sensitivity and phoneme awareness as predictors of reading fluency in German	2
Evaluating the impact of vocabulary instruction on oral vocabulary, phonemic awareness and nonword reading	2
Mind the gap: semantic information constrains morphological knowledge in low SES	2
Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors	2
Correction to: What do teacher educators know about English spelling?	2
Division of labor between phonology and semantics during reading and spelling in Chinese children with developmental dyslexia	2
Vocabulary, text coverage, word frequency and the lexical threshold in elementary school reading comprehension	2
The relationship between grammatical understanding and writing skills in Finnish secondary L1 education	2
Reading intervention research with emergent bilingual students: a meta-analysis	2
Predicting variation in word decoding development in deaf and hard-of-hearing children	2
Comprehension and critique: an examination of students’ evaluations of information in texts	2
Recursivity in source-based writing: a process analysis	2
Dynamic assessment as a predictor of reading development: a systematic review	2
Effects of word spacing on children’s reading: Evidence from eye movements	2
Effects of context and discrepancy when reading multiple documents	2
What is the role of audiovisual associative learning in Chinese reading?	2
The use of advanced planning among emerging writers	2
Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis	2
The effects of writing systems and scripts on cognition and beyond: An introduction	2
Teachers’ self-reported knowledge and perceptions of intensive interventions: An initial investigation	2
Effect of an Instructional Program for Word Processing and efficient typing on ‘Year 4 students’ composition	2
Correction to: Does brief exposure to a written text affect spelling performance in a second language?	2
Effects of word frequency and length in discrete and serial word reading	2
Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19	2
The effect of communicative purpose and reading medium on pauses during different phases of the textualization process	2
Print referencing during e-storybook reading on a SMART board for kindergartners to promote early literacy skills	2
Growth in written academic word use in response to morphology-focused supplemental instruction	2
Write this way: examining teachers’ supportive strategies to facilitate children’s early writing in preschool	2
Does the reading acceleration program improve reading fluency and comprehension in emergent bilingual children?	2
Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children?	2
Emergent writing development and later reading abilities for monolingual and bilingual children identified as at risk for reading difficulties	2
Punctuation: a missing link between awareness of prosody and reading comprehension	2
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	2
Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment	2
Perspective taking and writing quality for secondary students	2
Relationship between implicit learning and early English reading skills is mediated by morphological awareness	2
Grain size in Hausa literacy: a comparison of two approaches	2
Longitudinal effects of socioeconomic status on first and second language reading development: evidence from Chinese children learning English	2
Does a dialect-shifting curriculum help early readers who speak African American English? Results from a randomized controlled study	2
Assessing argumentation skills of middle school students: a learning progression approach	2
Longitudinal predictors of single word spelling in Northern Sotho-English bilingual children: a cross-linguistic study	2
Spelling development in Hong Kong early Chinese–English literacy learners	2
Numeral comprehension in children with different levels of language proficiency	2
Examining the developmental trade-off between phonology and morphology in Hebrew reading acquisition	2
Text difficulty and oral reading prosody in Taiwanese children	2
The effect of a reading aloud program on reading rate and reading prosody in a group of sixth-grade low-achievement, language-minority, and/or low-SES readers	2