issue 1

• Effects of transcription ability and transcription mode on translation: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboard

  Beers, S.F.; Mickail, T.; Abbott, R. & Berninger, V.W.

  volume 9 issue 1,

  1-25

  DOI: 10.17239/jowr-2017.09.01.01

  PDF
• Scaffolding tertiary students’ writing in a genre-based writing intervention.

  Kuiper, C.; Smit, J.; De Wachter, L. & Elen, J.

  volume 9 issue 1,

  27-59

  DOI: 10.17239/jowr-2017.09.01.02

  PDF
• The development of a new instrument to assess metacognitive strategy knowledge about academic writing and its relation to self-regulated writing and writing performance

  Karlen, Y.

  volume 9 issue 1,

  61-86

  DOI: 10.17239/jowr-2017.09.01.03

  PDF
• Book review: Written and Spoken Language Development across the Lifespan

  Claire Gosse & Marie Van Reybroeck

  volume 9 issue 1,

  87-96

  DOI: 10.17239/jowr-2017.09.01.04

  PDF