ISSN 0141-0423 (Print); ISSN 1467-9817 (Online)
on behalf of
the United Kingdom Reading Association
Self‐assessment methods in writing instruction: a conceptual framework, successful practices and essential strategies
The predictive relations between non‐alphanumeric rapid naming and growth in regular and irregular word decoding in at‐risk readers
Kruk, Richard S.; Mayer, Jesse; Funk, Leah
Points of view: reconceptualising literacies through an exploration of adult and child interactions in a virtual world
Burnett, Cathy; Merchant, Guy
Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills
Johnston, Rhona; McGeown, Sarah; Moxon, Gerri Elizabeth
Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment
Sawyer, Brook E.; Justice, Laura M.; Guo, Ying; Logan, Jessica A.R.; Petrill, Stephen A.; Glenn‐Applegate, Katherine; Kaderavek, Joan N.; Pentimonti, Jill M.
The relationship between inhibition and working memory in predicting children's reading difficulties
Booth, Josephine N.; Boyle, James M.E.; Kelly, Steve W.
Can gains from early literacy interventions be sustained? The case of Reading Recovery
Jesson, Rebecca; Limbrick, Libby