Reading & Writing

05–486Balnaves, Edmund (U of Sydney, Australia; ejb@it.usyd.edu.au ), Systematic approaches to long term digital collection management. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 399–413. 05–487Barwell, Graham (U of Wollongong, Australia; gbarwell@uow.edu.au ), Original, authentic, copy: conceptual issues in digital texts. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 415–424. 05–488Beech, John R. & Kate A. Mayall (U of Leicester, UK; JRB@Leicester.ac.uk ), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 302–319. 05–489Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu ) & Alan Hirvela, Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 187–205. 05–490Bernhardt, Elisabeth (U of Minnesota, USA; ebernhar@stanford.edu ), Progress and procrastination in second language reading. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 133–150. 05–491Bishop, Dorothy (U of Oxford, UK; dorothy.bishop@psy.ox.ac.uk ), Caroline Adams, Annukka Lehtonen & Stuart Rosen, Effectiveness of computerised spelling training in children with language impairments: a comparison of modified and unmodified speech input. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 144–157. 05–492Bowey, Judith A., Michaela McGuigan & Annette Ruschena (U of Queensland, Australia; j.bowey@psy.uq.edu.au ), On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 400–422. 05–493Bowyer-Crane, Claudine & Margaret J. Snowling (U of York, UK; c.crane@psych.york.ac.uk ), Assessing children's inference generation: what do tests of reading comprehension measure?British Journal of Educational Psychology (Leicester, UK) 75.2 (2005), 189–201. 05–494Bruce, Ian (U of Waikato, Hamilton, New Zealand; ibruce@waikato.ac.nz ), Syllabus design for general EAP writing courses: a cognitive approach. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 239–256. 05–495Burrows, John (U of Newcastle, Australia; john.burrows@netcentral.com.au ), Who wroteShamela? Verifying the authorship of a parodic text. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 437–450. 05–496Clarke, Paula, Charles Hulme & Margaret Snowling (U of York, UK; CH1@york.ac.uk ), Individual differences in RAN and reading: a response timing analysis. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 73–86. 05–497Colledge, Marion (Metropolitan U, London, UK; m.colledge@londonmet.ac.uk ), Baby Bear or Mrs Bear? Young English Bengali-speaking children's responses to narrative picture books at school. Literacy (Oxford, UK) 39.1 (2005), 24–30. 05–498De Pew, Kevin Eric (Old Dominion U, Norfolk, USA; Kdepew@odu.edu ) & Susan Kay Miller, Studying L2 writers' digital writing: an argument for post-critical methods. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 259–278. 05–499Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu ) & Samantha D. Outcalt, A syntactic bias in scope ambiguity resolution in the processing of English French cardinality interrogatives: evidence for informational encapsulation. Language Learning (Malden, MA, USA) 55.1 (2005), 1–36. 05–500Fernández Toledo, Piedad (Universidad de Murcia, Spain; piedad@um.es ), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. Journal of Pragmatics37.7 (2005), 1059–1079. 05–501French, Gary (Chukyo U, Japan; french@lets.chukyo-u.ac.jp ), The cline of errors in the writing of Japanese university students. World Englishes (Oxford, UK) 24.3 (2005), 371–382. 05–502Green, Chris (Hong Kong Polytechnic U, Hong Kong, China), Profiles of strategic expertise in second language reading. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 1–16. 05–503Groom, Nicholas (U of Birmingham, UK; nick@nicholasgroom.fsnet.co.uk ), Pattern and meaning across genres and disciplines: an exploratory study. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 257–277. 05–504Harris, Pauline & Barbara McKenzie (U of Wollongong, Australia; pharris@uow.edu.au ), Networking aroundThe Waterholeand other tales: the importance of relationships among texts for reading and related instruction. Literacy (Oxford, UK) 39.1 (2005), 31–37. 05–505Harrison, Allyson G. & Eva Nichols (Queen's U, Canada; harrisna@post.queensu.ca ), A validation of the Dyslexia Adult Screening Test (DAST) in a post-secondary population. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 423–434. 05–506Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu ), Computer-based reading and writing across the curriculum: two case studies of L2 writers. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 337–356. 05–507Holdom, Shoshannah (Oxford U, UK; shoshannah.holdom@oucs.ox.ac.uk ), E-journal proliferation in emerging economies: the case of Latin America. Literary and Linguistic Computing (Oxford, UK) 20.3 (2005), 351–365. 05–508Hopper, Rosemary (U of Exeter, UK; r.hopper@ex.ac.uk ), What are teenagers reading? Adolescent fiction reading habits and reading choices. Literacy (Oxford, UK) 39.3 (2005), 113–120. 05–509Jarman, Ruth & Billy McClune (Queen's U, Northern Ireland; r.jarman@qub.ac.uk ), Space Science News: Special Edition, a resource for extending reading and promoting engagement with newspapers in the science classroom. Literacy (Oxford, UK) 39.3 (2005), 121–128. 05–510Jia-ling Charlene Yau (Ming Chuan U, Taiwan; jyau@mcu.edu.tw ), Two Mandarin readers in Tai

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