The roles of handwriting and keyboarding in writing: a meta-analytic review von Feng, Luxi, Lindner, Amanda, Ji, Xuejun Ryan, Malatesha Joshi, R.

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Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling von Peng, Peng, Lee, Kejin, Luo, Jie, Li, Shuting, Joshi, R. Malatesha, Tao, Sha

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Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading von Hudson, Alida K., Moore, Karol A., Han, Bing, Wee Koh, Poh, Binks-Cantrell, Emily, Malatesha Joshi, R.

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Longitudinal relations between verbal working memory and reading in students from diverse linguistic backgrounds von Zhang, Shuai, Malatesha Joshi, R.

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English Spelling Performance in Writing Samples Among Spanish-Speaking ELLs von Lindner, Amanda L., Wijekumar, Kausalai, Joshi, R. Malatesha

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Investigating the Asymmetrical Roles of Syllabic and Phonemic Awareness in Akshara Processing von Nakamura, Pooja R., Joshi, R. Malatesha, Ji, Xuejun Ryan

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Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach von Zhang, Shuai, Breuer, Esther Odilia, Grünke, Matthias, Joshi, R. Malatesha

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What do teacher educators know about English spelling? von Pittman, Ramona T., Lindner, Amanda L., Zhang, Shuai, Binks-Cantrell, Emily, Malatesha Joshi, R.

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Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers’ self-efficacy: a latent class analysis von Feng, Luxi, Hodges, Tracey S., Waxman, Hersh C., Joshi, R. Malatesha

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Cognitive Component of Componential Model of Reading Applied to Different Orthographies von Joshi, R. Malatesha, Tao, Sha, Aaron, P. G., Quiroz, Blanca

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Why Elementary Teachers Might Be Inadequately Prepared to Teach Reading von Malatesha Joshi, R., Binks, Emily, Hougen, Martha, Dahlgren, Mary E., Ocker-Dean, Emily, Smith, Dennie L.

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International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series von Joshi, R. Malatesha, Wijekumar, Kausalai, Gillespie Rouse, Amy

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Second-Language Reading Difficulties Among Native Chinese-Speaking Students Learning to Read English: The Roles of Native- and Second-Language Skills von Li, Shifeng, Tao, Sha, Joshi, R. Malatesha, Xu, Qinfang

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Introduction: teacher perception, self-efficacy and teacher knowledge relating to literacy von Malatesha Joshi, R., Wijekumar, Kausalai (Kay)

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Models of Reading in Different Orthographies: An Introduction von Joshi, R. Malatesha, McCardle, Peggy

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Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students von Ji, Xuejun Ryan, Beerwinkle, Andrea, Wijekumar, Kausalai (Kay), Lei, Puiwa, Malatesha Joshi, R., Zhang, Shuai

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The Role of Phonology, Morphology, and Orthography in English and Russian Spelling von Boulware-Gooden, Regina, Malatesha Joshi, R., Grigorenko, Elena

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Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD von Aaron, P.G., Joshi, R. Malatesha, Gooden, Regina, Bentum, Kwesi E.

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Becoming literate in Chinese: a comparison of native‐speaking and non‐native‐speaking children von Wang, Ying, McBride, Catherine, Zhou, Yanling, Malatesha Joshi, R., Farver, Jo Ann M.

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Correction to: What do teacher educators know about English spelling? von Pittman, Ramona T., Lindner, Amanda L., Zhang, Shuai, Binks-Cantrell, Emily, Malatesha Joshi, R.

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