Reading and Writing

Article	Citations
Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students	53
Teachers’ goals for teaching writing to economically disadvantaged students: relations with beliefs and writing instruction	37
Identification of main ideas in expository texts: selection versus deletion	33
Examining teachers’ early writing knowledge and practices	29
The role of teacher–child relationships in kindergarten on children’s motivation and reading skills in grade 1	26
Spelling morphology in Hebrew: Comparing monolingual and bilingual children	26
Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text	22
Prosody and developmental dyslexia: a meta-analysis	22
Mathematics-writing synthesis: Kindergarten through Grade 12 mathematics-writing outcomes and instructional methods	22
Phonological decoding does not affect incidental Chinese novel word learning in Uyghur readers: evidence from eye movements	19
The effect of student-directed writing goals on writing outcomes for adolescent developing writers	19
Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1–3	18
How do children with developmental dyslexia in Chinese integrate sentence–picture information?	17
Inhibitory control and dissociation for Chinese real words and pseudowords in the orthographic neighborhood size effect	16
The contribution of emotion vocabulary to the reading comprehension of the text and the task	15
Computer-assisted morphology training of reading with grade 2 and grade 3 poor readers	15
Initial validation of the handwriting proficiency screening questionnaire (HPSQ-C) translated to Spanish	14
From knowing to doing: assessing the skills used to teach reading and writing	14
Spelling abilities of Dutch children with developmental language disorder on words differing in complexity	14
A quick briefing on the new version of Eye and Pen (version 3.01): news and update	14
Typing /s/—morphology between the keys?	14
Exploring the bi-factor model representation of social behavior strategies in second language (L2) writing context: insights from Chinese universities	13
The word and character frequency effect in Chinese natural reading	13
Belief bias when adolescents read to comprehend multiple conflicting texts	13
Evaluating the Spelling and Handwriting Legibility Test (SaHLT): a tool for the concurrent assessment of spelling and handwriting	13

The longitudinal interplay of mothers’ and fathers’ literacy teaching and Chinese preschool children’s literacy interest and word reading abilities	13
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	12
Component awareness facilitates Chinese character recognition in non-native Chinese speakers: analysis of the multiple mediation effect	12
Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading	12
Psychological and ecological factors predict reading interest in Chinese primary school children: a two-year investigation	12
Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis	11
Understanding narratives in different media formats: Processes and products of elementary-school children’s comprehension of texts and videos	11
The relations of morphological awareness with vocabulary, word reading, and reading comprehension for Korean-speaking middle school students	11
Choosing how to plan informative synthesis texts: Effects of strategy-based interventions on overall text quality	11
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	11
A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework	10
Reading strategy use scale: an analysis using the rasch rating scale model	10
Cross-lagged relationships between vocabulary knowledge and morphological awareness among Chinese children: a longitudinal study from grade 1 to grade 3	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
Profiles of phonological deficits and comorbidity in Chinese developmental dyslexia	10
Writing a synthesis versus reading: strategies involved and impact on comprehension	9
Enhancing disciplinary literacy through integrated writing and process instruction: an intervention study	9
What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum	9
Modeling the interrelation of reading and mathematics achievement trajectories: is their development intertwined?	9
Examining morphosyntactic representations in EFL written narratives among L1 Hebrew and Arabic-speaking 6th graders	9
How does the brain read different scripts? Evidence from English, Korean, and Chinese	9
Spelling in Finnish: the case of the double consonant	9
The use of lined paper in child education: impact of line presence on handwriting quality	9
Effects of massed and spaced task repetitions on L2 writing task performance and task emotions	9
Executive functions mediate fine motor skills’ contribution to literacy achievement: a longitudinal study of Arabic-speaking children	9
Graphic novel reading comprehension in Chinese children with developmental language disorder (DLD)	9
Introduction to the 2021 special issue for the Association for Reading and Writing in Asia	9
Are the effects of SRSD for first grade writers moderated by initial skills and instructional tier?	9
The impact of handwriting and typing on the reading acquisition process: a study using an unfamiliar orthography	9
Investigating transposed-character preview effects in Chinese reading	9
Is spelling related to written composition? A longitudinal study in French	9
Digging deeper to unpack the current trends of teachers’ morphology content and pedagogical knowledge	9
Writing growth among non-English learners and English learners in grades 6–8 using automated writing evaluation	8
What explains children’s digital word reading performance in L2?	8
Phonological and orthographic processing in basic literacy adults and dyslexic children	8
Stimulating inference-making in second grade children when reading and listening to narrative texts	8
Exploring reading-writing connections in native English speakers and English language learners	8
Reading in different scripts predicts different cognitive skills: evidence from Japanese	8
Parental anxiety, endorsement of literacy learning, and home literacy practices among Chinese parents of young children	8
Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program	8
Letters directionality effects on the inhibition of mirror generalization in the recognition of objects: evidence from the negative priming paradigm	8
The heterogeneity and interrelationships among theory of mind, executive function, and reading comprehension deficits in Hong Kong Chinese children with Autism	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
Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language	8
The home literacy environment and children’s emergent literacy development: a follow-up study	8
Chain mediating role of English writing anxiety and English writing self-efficacy between teacher support, peer support, and English writing engagement among middle school students in China	8
Exploring the relationship between Chinese children’s semantic radical knowledge, character recognition, and vocabulary knowledge: a cross-lagged study	7
Dyslexia in higher education: specific and global components of the reading profile	7
Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States	7

Methods for studying the writing time-course	7
Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial	7
Teaching writing during the COVID-19 pandemic in the 2021–2022 school year	7
Modeling chinese high school EFL writers’ language mindsets, goal orientations, and feedback-seeking behavior: the interaction effect between language mindsets and writing competence	7
Investigating factors related to Chinese–English emergent bilingual children’s English letter knowledge	7
The simple view of reading and its broad types of reading difficulties	7
Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school	7
Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition	7
Exploring literal and inferential reading comprehension among L2 adolescent learners: the roles of working memory capacity, syllogistic inference, and L2 linguistic knowledge	7
Measuring reading anxiety in college students	7
Chinese secondary students’ achievement goal profiles in reading: associations with antecedents and consequences	7
Epistemic modality in upper elementary students’ argument writing: a feature of argumentation	7
The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD	7
Morphological density and reading comprehension in Hebrew novice readers	7
Role of transcription skills in young Chinese language learners’ sentence writing: a one year longitudinal study	7
Correction: Explicit and evidence-based literacy instruction in middle school: an observation study	7
Constructing a 30-item test for character amnesia in Chinese	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
Writing about the significance of historical agents: the effects of reading and writing instruction	7
Does ChatGPT simplify texts like expert teachers? Linguistic features of simplified texts	6
What do teacher educators know about English spelling?	6
The impact of mathematical-content complexity on students’ mathematics-writing performance	6
Context facilitates the decoding of lexically ambiguous words for adult literacy learners	6
Modeling the relations between reading skills and assessment methods in adults who struggle with foundational reading skills	6
Testing the model of a proficient academic reader (PAR) in a postsecondary context	6
Disentangling family environmental factors in predicting children’s short-term memory capacity and social understanding competency	6
EAL reading growth during and beyond an undergraduate transition program: a 4-year longitudinal eye-movement study	6
Multilingual writing development: Relationships between writing proficiencies in German, heritage language and English	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
Two facets of context sensitivity and reading comprehension in L2 children	6
Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension	6
Functions of Spanish-use during writing interactions: experiences of newcomer elementary students in an English-medium classroom	6
How does first language achievement impact second language reading anxiety? Exploration of mediator variables	6
An investigation of phonological predictors in Chinese developmental dyslexia using a machine learning approach	6
Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography	6
What do upper-elementary and middle school teachers know about the processes of text comprehension?	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
Long-term effects of an SRSD writing intervention for elementary school children	5
Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness	5
Reading competencies in school-age children born preterm: the role of birth weight	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
Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context	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
The role of causal and concessive connectives in comprehending and producing L2 English discourse	5
The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder	5
The contributions of transcription skills to paper-based and computer-based text composing in the early years	5
“Writing with them, not for them”: Examining teacher candidates’ pedagogical reasoning during and after simulated elementary writing conferences	5
Characteristics of preschoolers' early spelling in Hebrew	5
Semantic radical transparency significantly affects incidental vocabulary learning of Chinese: evidence from eye-movement tracking	5
PISA reading achievement: identifying predictors and examining model generalizability for multilingual students	5
The impact of regularity and consistency on the satiation effect of Chinese characters	5
Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools	5
Relationships between linguistic knowledge, linguistic awareness, and argumentative writing among upper elementary bilingual students	5
Comprehension of grammatical aspect markers le and zai in a diverse sample of Mandarin-exposed preschool children with autism spectrum disorder	5
Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement	5
Texts for reading instruction and the most common words in modern standard Arabic: an investigation	4
How do executive functions explain early Chinese reading and writing?	4
Write, talk and rewrite: the effectiveness of a dialogic writing intervention in upper elementary education	4
Crosslinguistic influence on spelling in written compositions: Evidence from English-Spanish dual language learners in primary grades	4
The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade	4
A simple view of reading analysis of Spanish-speaking multi-language learners and proficient English speakers	4
Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary	4
The representation of Chinese phonograms and their radicals during the visual word recognition	4
Introduction to the 2020 special issue for the Association for Reading and Writing in Asia (ARWA)	4
Examining the relations between mothers’ reading skills, home literacy environment, and Chinese children’s word reading across contexts	4
Reading and math skills development among Finnish primary school children before and after COVID-19 school closure	4
Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes	4
Spatial biases in processing mirror letters by literate subjects	4
Morphological awareness and reading comprehension: to what extent do semantic relations in the classic sentence completion task influence associations?	4
Practices of teaching writing: an introduction to the special issue	4
Typical 6-year-old children’s confusion between “b” and “d” in reading cannot be assimilated to reversal	4
Facilitators and barriers to writing instruction in Chile: teachers’ preparation and knowledge about teaching writing	4
Integrating prior knowledge and multiple texts: expanding the Documents Model Framework	4
Transfer? Reading, writing, and parental factors in Hong Kong Chinese families across Chinese and English	4
Does brief exposure to a written text affect spelling performance in a second language?	4
Effects of working memory and visual search skill on Chinese reading comprehension: examining the simple view of reading	4
The influence of writing medium and gesture modality on early literacy skills	4
The dynamic relationship between phonological awareness, morphological awareness and character reading in chinese early readers: a three-year longitudinal study	4
Writing composition ability and spelling competence in deaf subjects: a psycholinguistic analysis of source of difficulties	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

Effects of feedback on deep-level features of argumentative writing over multiple drafts: Insights from an intervention study with secondary EFL students	4
Covid-19 and literacy: an introduction to the special issue	4
Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context	4
Intensive and explicit derivational morphology training in school-aged children: an effective way to improve morphological awareness, spelling and reading?	4
Chinese adolescents learning to read in English: How do different types of morphological awareness contribute to vocabulary knowledge and comprehension?	4
Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn	4
An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: critical implications	4
Effectiveness of parent coaching on the literacy skills of Hong Kong Chinese Children with and without dyslexia	4
Correction: Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge	4
Parafoveal grouping of characters facilitates encoding of morphological hierarchical structure during sentence reading	4
Mathematics-writing profiles for students with mathematics difficulty	4
Spanish adaptation of a cloze procedure to assess reading comprehension beyond the sentence level	4
Identifying kindergarteners at-risk of writing difficulties based on foundational literacy skills	4
Meanings within meanings: skilled readers activate irrelevant meanings of radicals in Chinese	4
Writing informative essays from social studies materials: a self-regulated strategy development study	4
Verbal fluency as a predictor of autism spectrum disorder diagnosis and co-occurring attention-deficit/hyperactivity disorder symptoms	3
Capturing writers’ typing while visually attending the emerging text: a methodological approach	3
Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills	3
The effect of communicative purpose and reading medium on pauses during different phases of the textualization process	3
The unique contribution of handwriting accuracy to literacy skills in Japanese adolescents	3
Grain size in Hausa literacy: a comparison of two approaches	3
Effects of context and discrepancy when reading multiple documents	3
Correction to: What do teacher educators know about English spelling?	3
What do teachers know about dyslexia? It’s complicated!	3
Pathways to reading comprehension in Amharic vary by reading profile	3
Secondary teachers’ use and beliefs about generative artificial intelligence and writing in school	3
Spelling errors by Spanish children when writing in English as a foreign language	3
Teachers’ content knowledge about oral language: measure development and evidence of initial validity	3
Same or different: Chinese character reading and word reading of young readers with development	3
Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study	3
The relationship between specific reading difficulties and reading motivation dimensions	3
Online interventions to help college students to improve the degree of integration of their argumentative synthesis	3
The impact of orthographic knowledge on reading development in German third graders	3
Effects of the COVID-19 pandemic on reading performance of second grade children in Germany	3
Effects of word frequency and length in discrete and serial word reading	3
Reading intervention research with emergent bilingual students: a meta-analysis	3
Vocabulary, text coverage, word frequency and the lexical threshold in elementary school reading comprehension	3
The varied influence of the home literacy environment on Chinese preschoolers’ word reading skills	3
Does students’ exposure to websites moderate the positive relationship between print exposure and text comprehension?	3
Subskills and sub-knowledge in Chinese as a second language reading comprehension: a structural equation modeling study	3
Independent book reading and bilingual children’s language and literacy skills	3
Writing in adult education (W-AE): Preliminary results from the first round of implementation	3
Heterogeneity in reading achievement and mindset of readers with reading difficulties	3
Dimensionality of writing attitude, strategic use, and confidence: an investigation on Grade 4 students in a largely Hispanic setting	3
Storybooks as a context for theory of mind intervention: a systematic review	3
Sensitivity to morphological spelling regularities in Chinese-English bilinguals and English monolinguals	3
The influence of romanizing a non-alphabetic L1 on L2 reading: the case of Hindi-English visual word recognition	3
RAN and two languages: a meta-analysis of the RAN-reading relationship in bilingual children	3
Does a dialect-shifting curriculum help early readers who speak African American English? Results from a randomized controlled study	3
The use of advanced planning among emerging writers	3
The impact of spacing and exposure frequency on eye movement control during learning and scanning of pseudowords in Chinese native speakers	3
Students’ sociodemographic characteristics and writing performance: a systematic literature review	3
Typing as a window into chunking in language: top-down effects from multiword units	3
The impact of handwriting fluency on bursts of written language and text quality in undergraduates	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
Exploring the frequency contours in close reading texts	3
Text difficulty and oral reading prosody in Taiwanese children	2
Recursivity in source-based writing: a process analysis	2
Teachers’ self-reported knowledge and perceptions of intensive interventions: An initial investigation	2
Exploring the writing attainment gap: profiling writing challenges and predictors for children with English as an additional language	2
Emergent writing development and later reading abilities for monolingual and bilingual children identified as at risk for reading difficulties	2
Print referencing during e-storybook reading on a SMART board for kindergartners to promote early literacy skills	2
Individual differences in literacy: Effects of gender and language background on primary school writing	2
Assessing argumentation skills of middle school students: a learning progression approach	2
Prosodic sensitivity and phoneme awareness as predictors of reading fluency in German	2
Teaching writing in primary education (grades 1–6) in Australia: a national survey	2
Division of labor between phonology and semantics during reading and spelling in Chinese children with developmental dyslexia	2
Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students’ argumentative writing	2
Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment	2
Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children?	2
Predicting variation in word decoding development in deaf and hard-of-hearing children	2
Is the home literacy environment different depending on the media? Paper vs. tablet-based practices	2
The relationship between grammatical understanding and writing skills in Finnish secondary L1 education	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
Examining the developmental trade-off between phonology and morphology in Hebrew reading acquisition	2
The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4	2
Spelling development in Hong Kong early Chinese–English literacy learners	2
The effects of writing systems and scripts on cognition and beyond: An introduction	2
Perspective taking and writing quality for secondary students	2
Dynamic assessment as a predictor of reading development: a systematic review	2
Numeral comprehension in children with different levels of language proficiency	2
Reciprocal relationships among reading and vocabulary over time: a longitudinal study from grade 1 to 5	2
Punctuation: a missing link between awareness of prosody and reading comprehension	2
Relationships of writing self-efficacy, perceived value of writing, and writing apprehension to writing performance among Chinese children	2
What is the role of audiovisual associative learning in Chinese reading?	2
Unveiling beliefs and practices in Chinese vocabulary teaching: a sequential exploratory mixed-methods study	2
Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors	2
The interplay of home language use, oral language and early reading and writing skills in Singaporean bilingual children's English and Chinese languages	2
Correction to: Does brief exposure to a written text affect spelling performance in a second language?	2
Editorial for the Special Issue - Language and Reading in Autism: Perspectives from Chinese	2
Effect of an Instructional Program for Word Processing and efficient typing on ‘Year 4 students’ composition	2
Longitudinal predictors of single word spelling in Northern Sotho-English bilingual children: a cross-linguistic study	2
Longitudinal effects of socioeconomic status on first and second language reading development: evidence from Chinese children learning English	2
Evaluating the impact of vocabulary instruction on oral vocabulary, phonemic awareness and nonword reading	2