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Bibliographic description
Author Search all publications by the author Moats, Louisa; Foorman, Barbara R.; Taylor, Patrick
Title How quality of writing instruction impacts high-risk fourth graders' writing
Written in English
Source Journal Reading and writing. - New York, NY : Springer Science+Business Media
Volume 19
Year 2006
Issue 4
Page 363-391
Classification
Domains / Applied linguistics / Language teaching / Evaluation criterion (language teaching)
Domains / Applied linguistics / Language teaching / Written language instruction / Writing instruction
Domains / Written/spoken language / Written language acquisition (psycholing.) / Dyslexia
Domains / Methodology / Research techniques / Longitudinal study
Domains / Psycholinguistics / Lexicon (psycholing.) / Orthographic representation
Domains / Psycholinguistics / Slip (psycholing.) / Slip of the pen
Domains / Psycholinguistics / Speech perception (psycholing.) / Reading (psycholing.) / Reading comprehension
Domains / Psycholinguistics / Speech production (psycholing.) / Writing (psycholing.)
Domains / Psycholinguistics / Word recognition
Indo-European languages / Germanic / English / American English
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Evaluation criterion (language teaching) ; Writing instruction ; Developmental dyslexia; Reading disability; Leseschwäche; Rechtschreibschwäche; Lese-Rechtschreibschwäche; LRS; Legasthenie; Dyslexia ; Longitudinal study ; Graphemic representation; Representation (graphem.) ; Orthographic representation ; Schreibfehler; Vertipper; Slip of the pen ; Sprachverständnis (Lesen) ; Textrezeption (Zweitspracherwerb) ; Text reception (second language acquisition) ; Reading comprehension ; Spelling (psycholing.) ; Coding (psycholing., graphem.) ; Kodierung (psycholing., graphem.) ; Writing (psycholing.) ; Lexikalischer Zugriff; Lexical decision; Lexical access; Word recognition ; English (American) ; USA (English language in the) ; USA (engl. Sprache in den) ; English in the USA; Englisch in den USA; American English