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Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review

Reading & writing, 2014-10, Vol.27 (9), p.1703-1743

2014

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Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

Reading & writing, 2015-04, Vol.28 (4), p.545-569

2015

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How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study

Reading & writing, 2020-09, Vol.33 (7), p.1745-1767

2020

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Writing: importance, development, and instruction

Reading & writing, 2013, Vol.26 (1), p.1-15

2013

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Shifting epistemologies during instructional conversations about “good” argumentative writing in a high school English language arts classroom

Reading & writing, 2019-06, Vol.32 (6), p.1359-1382

2019

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Correction to: Automated extraction of revision events from keystroke data

Reading & writing, 2024-02, Vol.37 (2), p.509-509

2024

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E-book reading in kindergarten and story comprehension support

Reading & writing, 2022, Vol.35 (1), p.155-175

2022

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Correction to: Does brief exposure to a written text affect spelling performance in a second language?

Reading & writing, 2023-09, Vol.36 (7), p.1937-1937

2023

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Capturing writers’ typing while visually attending the emerging text: a methodological approach

Reading & writing, 2024-02, Vol.37 (2), p.265-289

2024

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Correction to: Morphological structure influences saccade generation in Chinese reading

Reading & writing, 2023-05, Vol.36 (5), p.1357-1357

2023

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Time to read Young Adult fiction: print exposure and linguistic correlates in adolescents

Reading & writing, 2020-03, Vol.33 (3), p.741-760

2020

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Correction to: Properties of a combined measure of reading and writing: the Assessment of Writing, Self-Monitoring, and Reading (AWSM Reader)

Reading & writing, 2023-03, Vol.36 (3), p.745-745

2023

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Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books

Reading & writing, 2021-12, Vol.34 (10), p.2581-2602

2021

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Correction to: What do teacher educators know about English spelling?

Reading & writing, 2022-11, Vol.35 (9), p.2075-2076

2022

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Correction to: What do upper‑elementary and middle school teachers know about the processes of text comprehension?

Reading & writing, 2022-11, Vol.35 (9), p.2285-2285

2022

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What’s your pleasure? exploring the predictors of leisure reading for fiction and nonfiction

Reading & writing, 2021-06, Vol.34 (6), p.1387-1414

2021

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Covid-19 and literacy: an introduction to the special issue

Reading & writing, 2023-02, Vol.36 (2), p.241-243

2023

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Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills

Reading & writing, 2019-04, Vol.32 (4), p.1061-1084

2019

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Differential identification of females and males with reading difficulties: A meta-analysis

Reading & writing, 2018-05, Vol.31 (5), p.1039-1061

Quinn, Jamie M.

2018

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Correction to: “It’s difficult since there is no rhyme or reason”: Spelling relevance in an EFL context

Reading & writing, 2022, Vol.35 (1), p.273-273

2022

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Correction to: Chinese secondary school students’ reading engagement profiles: associations with reading comprehension

Reading & writing, 2021-11, Vol.34 (9), p.2289-2289

2021

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Correction to: The relationships between paired associate learning and Chinese word writing in kindergarten children

Reading & writing, 2021-10, Vol.34 (8), p.2149-2149

2021

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Correction to: Effects of reading interventions implemented for upper elementary struggling readers: a look at recent research

Reading & writing, 2021-10, Vol.34 (8), p.1979-1983

2021

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Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge

Reading & writing, 2021-03, Vol.34 (3), p.627-657

2021

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Correction to: The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers

Reading & writing, 2021-09, Vol.34 (7), p.1823-1823

2021

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Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study

Writing: importance, development, and instruction

Shifting epistemologies during instructional conversations about “good” argumentative writing in a high school English language arts classroom

Correction to: Automated extraction of revision events from keystroke data

E-book reading in kindergarten and story comprehension support

Correction to: Does brief exposure to a written text affect spelling performance in a second language?

Capturing writers’ typing while visually attending the emerging text: a methodological approach

Correction to: Morphological structure influences saccade generation in Chinese reading

Time to read Young Adult fiction: print exposure and linguistic correlates in adolescents

Correction to: Properties of a combined measure of reading and writing: the Assessment of Writing, Self-Monitoring, and Reading (AWSM Reader)

Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books

Correction to: What do teacher educators know about English spelling?

Correction to: What do upper‑elementary and middle school teachers know about the processes of text comprehension?

What’s your pleasure? exploring the predictors of leisure reading for fiction and nonfiction

Covid-19 and literacy: an introduction to the special issue

Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills

Differential identification of females and males with reading difficulties: A meta-analysis

Correction to: “It’s difficult since there is no rhyme or reason”: Spelling relevance in an EFL context

Correction to: Chinese secondary school students’ reading engagement profiles: associations with reading comprehension

Correction to: The relationships between paired associate learning and Chinese word writing in kindergarten children

Correction to: Effects of reading interventions implemented for upper elementary struggling readers: a look at recent research

Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge

Correction to: The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers

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