Readers And Reading Practices Professors in Global

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William Johnson
Duke University Singapore
reading
readers
literary pursuits
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William Rupley
Texas A&M University United States of America
reading comprehension
reading acquisition
reading science
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George Georgiou
University of Alberta Canada
reading development
reading acquisition
literacy acquisition
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Hanne Knudsen
Aalborg University Denmark
reading comprehension
cognitive foundations of reading
intervention strategies for reading difficulties
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Irene Pieper
Freie Universität Berlin Germany
reading education
literature instruction
literature didactics
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Ruth Abbott
University of Cambridge United Kingdom
reading practices
compositional practices
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Philip Gough
University of Texas at Austin United States of America
reading
reading acquisition
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Roel Van Steensel
Erasmus University Rotterdam Netherlands
reading behavior
literacy
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Jay Mcclelland
Stanford University United States of America
reading
learning
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James Mcclelland
Stanford University United States of America
reading
learning
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Melanie Kuhn
Purdue University United States of America
reading education
literacy
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Danielle Colenbrander
Macquarie University Australia
reading comprehension
reading instruction
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Caroline Gordon
University of Edinburgh United Kingdom
literacy practices
language learning
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Florina Erbeli
Texas A&M University United States of America
reading development
predictive factors of reading achievement
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Nathan Clemens
University of Texas at Austin United States of America
reading comprehension
reading difficulties
word reading skills
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Deborah Mccutchen
University of Washington United States of America
cognitive processes in reading
teacher knowledge in reading instruction
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Dagny Bloland
Northwestern University United States of America
reading comprehension
literacy
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Kylie Bradfield
Monash University Australia
reading comprehension
literacy
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Nadine Gaab
Harvard Graduate School of Education United States of America
reading development
literacy development
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Stefan Samuelsson
Linköping University Sweden
reading development
learning
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Louise Smidt
Aarhus University Denmark
academic reading strategies
strategic reading
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