Written Language & Literacy 18:1
[Written Language & Literacy, 18:1] 2015. iii, 199 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
Producing written noun phrases in FrenchSeverine Maggio, Florence Chenu, Guillemette Bes de Berc, Blandine Pesci, Bernard Lété, Harriet Jisa & Michel Fayol | pp. 1–24
Overcoming preferred argument structure in written French: Development, modality, text typeAudrey Mazur-Palandre | pp. 25–55
Spoken and written narration in Hebrew: A case studyDorit Ravid & Yehudit Chen-Djemal | pp. 56–81
Aer yuo looking cloesly? Even good spellers are impacted by partial cue readingTru E. Kwong, Malinda Desjarlais & Megan L. Duffy | pp. 82–103
From t-bias to d-bias in Dutch: Evidence from children’s spelling and pronunciationEsther Hanssen, Robert Schreuder & Anneke Neijt | pp. 104–120
Implicit and explicit instruction: The case of spelling acquisitionKim A.H. Cordewener, Anna M.T. Bosman & Ludo Verhoeven | pp. 121–152
Orthographic constraints on the spelling of German a-soundsAnnalen Appelt, Miriam Balestra & Martin Neef | pp. 153–174
Community consensus and social identity in alphabet development: The relationship between Kala and JabêmChristine Schreyer | pp. 175–199
Cited by 2 other publications
Safko, Emily D.
Scott, Sean M.
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