Corrigendum to the 'Evidence for a simplicity principle: teaching common complex grapheme-to-phonemes improves reading and motivation in at-risk readers' Journal of Research in Reading, 2014; 37(2): 196-214 von Chen, Victoria, S. Savage, Robert

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Journal of Research in Reading

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Journal of Research in Reading Volume 26 2003 VOLUME CONTENTS

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Call for papers for forthcoming special issue of the Journal of Research in Reading

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Editorial: The Silver Jubilee of the Journal of Research in Reading von Beech, John R.

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Announcement: Journal of Research in Reading - Proposed Special Issue: Computers and Literacy

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Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders von Kristensen, Jarl K., Andersson, Björn, Bratlie, Siri S., Torkildsen, Janne V. K.

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Inference Instruction for Struggling Readers: a Synthesis of Intervention Research von Hall, Colby S.

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Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: An eye-tracking study von Jones, Manon W., Obregón, Mateo, Louise Kelly, M., Branigan, Holly P.

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Detecting Children’s Fine Motor Skill Development using Machine Learning von Polsley, Seth, Powell, Larry, Kim, Hong-Hoe, Thomas, Xien, Liew, Jeffrey, Hammond, Tracy

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Understanding the nature and impact of young readers’ literacy interactions with talking books and during adult reading support von Wood, Clare, Pillinger, Claire, Jackson, Emma

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On the validity and sensitivity of the phonics screening check: erratum and further analysis von Gilchrist, James M., Snowling, Margaret J.

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Reading attitudes in Vietnam: Initial study of the early school years von Ho, Tien Thuy, Pham, Giang T., Dam, Quynh

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Reading & writing

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Reading & Writing

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Component skills of reading and their structural relations: evidence from three sub‐Saharan African languages with transparent orthographies von Kim, Young‐Suk Grace, Piper, Benjamin

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Phonemic analysis and reading development: some current issues von Stuart, Morag

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Reading & writing

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Abstracts: Reading & writing

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Chinese children's character recognition: Visuo-orthographic, phonological processing and morphological skills von Li, Hong, Shu, Hua, McBride-Chang, Catherine, Liu, Hongyun, Peng, Hong

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