Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Yoshikawa, Lisa
and
Yamashita, Junko
2014.
Phonemic Awareness and Reading Comprehension among Japanese Adult Learners of English.
Open Journal of Modern Linguistics,
Vol. 04,
Issue. 04,
p.
471.
Kato, Shigeo
and
Tanaka, Kento
2015.
Reading Aloud Performance and Listening Ability in an L2: The Case of College-Level Japanese EFL Users.
Open Journal of Modern Linguistics,
Vol. 05,
Issue. 02,
p.
187.
Stenson, Nancy
and
Hickey, Tina M.
2016.
When regular is not easy: Cracking the code of Irish orthography.
Writing Systems Research,
Vol. 8,
Issue. 2,
p.
187.
Mori, Yoshiko
Omori, Motoko
and
Sato, Kumi
2016.
The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students.
Foreign Language Annals,
Vol. 49,
Issue. 4,
p.
729.
Zhang, Dongbo
2017.
Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context.
Learning and Individual Differences,
Vol. 56,
Issue. ,
p.
13.
Zhang, Dongbo
2017.
Word Reading in L1 and L2 Learners of Chinese: Similarities and Differences in the Functioning of Component Processes.
The Modern Language Journal,
Vol. 101,
Issue. 2,
p.
391.
Yamashita, Junko
2018.
Writing Systems, Reading Processes, and Cross-Linguistic Influences.
Vol. 7,
Issue. ,
p.
267.
Sorrell, David
and
Brown, Gavin T.L.
2018.
A comparative study of two interventions to support reading comprehension in primary-aged students.
International Journal of Comparative Education and Development,
Vol. 20,
Issue. 1,
p.
67.
Ahmed, Shafinaz
and
Han, ZhaoHong
2018.
The TESOL Encyclopedia of English Language Teaching.
p.
1.
Harrington, Michael
2018.
Lexical Facility.
p.
45.
Koda, Keiko
and
Ke, Sihui Echo
2018.
The Handbook of Advanced Proficiency in Second Language Acquisition.
p.
483.
Saletta, Meredith
2019.
Orthography and speech production in children with good or poor reading skills.
Applied Psycholinguistics,
Vol. 40,
Issue. 4,
p.
905.
Hassanzadeh, Zahra
Tamjid, Nasrin Hadidi
Ahangari, Saeideh
and
Martínez Agudo, Juan de Dios
2019.
The effect of lexical inference strategy instruction on Iranian EFL learners’ vocabulary depth and breadth.
Cogent Education,
Vol. 6,
Issue. 1,
Llombart-Huesca, Amàlia
and
Zyzik, Eve
2019.
Linguistic Factors and the Spelling Ability of Spanish Heritage Language Learners.
Frontiers in Education,
Vol. 4,
Issue. ,
Polio, Charlene
2019.
Keeping the language in second language writing classes.
Journal of Second Language Writing,
Vol. 46,
Issue. ,
p.
100675.
Ashton, Karen
2019.
Reading approach and strategy use across languages in an assessment context: does one-size fit all?.
The Language Learning Journal,
Vol. 47,
Issue. 1,
p.
34.
Tragant Mestres, Elsa
Llanes Baró, Àngels
and
Pinyana Garriga, Àngels
2019.
Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English.
Reading and Writing,
Vol. 32,
Issue. 3,
p.
819.
Roberts, Theresa A.
Vadasy, Patricia F.
and
Sanders, Elizabeth A.
2020.
Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter?.
Reading Research Quarterly,
Vol. 55,
Issue. 4,
p.
573.
Safi, Dima
Lefebvre, Pascal
and
Nader, Marie
2020.
Neurocognitive Development: Normative Development.
Vol. 173,
Issue. ,
p.
185.
Klassen, Kimberly
2020.
The Effect of Cultural Familiarity on Reading Comprehension: An Approximate Replication of Erten and Razi (2009).
Reading Psychology,
Vol. 41,
Issue. 3,
p.
205.