From: Jolanda Voogd <Jolanda.Voogdspringer.com>
Subject: Reading and Writing Vol. 24, No. 2 (2011)
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Journal Title: Reading and Writing
Volume Number: 24
Issue Number: 2
Issue Date: 2011
DOI: 117-119, DOI: 10.1007/s11145-010-9268-5
Title: Introduction to special issue on writing
Author(s): Brett Miller, Victoria Molfese and Virginia Berninger
From the issue entitled "Special issue on Writing Development from Early
to Middle Childhood"
DOI: 121-132, DOI: 10.1007/s11145-010-9267-6
Title: Reflections on the need for continued research on writing
Author(s): Brett Miller and Peggy McCardle
DOI: 133-150, DOI: 10.1007/s11145-010-9265-8
Title: Evidence of alphabetic knowledge in writing: connections to letter and
word identification skills in preschool and kindergarten
Author(s): Victoria J. Molfese, Jennifer L. Beswick, Jill L. Jacobi-Vessels,
Natalie E. Armstrong, Brittany L. Culver, Jamie M. White, Melissa C. Ferguson,
Kathleen Moritz Rudasill and Dennis L. Molfese
DOI: 151-182, DOI: 10.1007/s11145-010-9262-y
Title: Child writers’ construction and reconstruction of single sentences and
construction of multi-sentence texts: contributions of syntax and transcription
Author(s): Virginia W. Berninger, William Nagy and Scott Beers
DOI: 183-202, DOI: 10.1007/s11145-010-9264-9
Title: Writing development in four genres from grades three to seven: syntactic
complexity and genre differentiation
Author(s): Scott F. Beers and William E. Nagy
DOI: 203-220, DOI: 10.1007/s11145-010-9266-7
Title: Modeling the development of written language
Author(s): Richard K. Wagner, Cynthia S. Puranik, Barbara Foorman, Elizabeth
Foster, Laura Gehron Wilson, Erika Tschinkel and Patricia Thatcher Kantor
DOI: 221-252, DOI: 10.1007/s11145-010-9263-x
Title: Concurrent and longitudinal neuropsychological contributors to written
language expression in first and second grade students
Author(s): Stephen R. Hooper, Lara-Jeane Costa, Matthew McBee, Kathleen L.
Anderson, Donna C. Yerby, Sean B. Knuth and Amy Childress
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