Vol. 20: Open issue (2020)

Articles

• The impact of syntactic and lexical trainings on capitalization of nouns in German in grade five

  Linda Brucher, Sonja Ugen, Constanze Weth

  1-23

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• Written language in children with weak reading skills The role of oral language, phonological processing, verbal working memory and reading

  Maria Levlin, Christian Waldmann

  1-25

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• Cognitive activation in L1 literature classes A content-specific framework for the description of teaching quality

  Iris Winkler

  1-32

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• Identifying student- and class-level correlates of sixth-grade students' listening comprehension

  Heleen Bourdeaud'hui

  1-38

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• Do effective practices for teaching writing change students' relationship to writing? Exploratory study with students aged 10-12 years

  Stéphane Colognesi, Maurice Niwese

  1-25

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• ‘It is a dialect, not a language!'—Investigating teachers' beliefs about Mewati

  Prerna Bakshi

  1-24

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• Literature education in Nordic L1s Cultural models of national lower-secondary curricula in Denmark, Finland, Norway and Sweden

  Aslaug Fodstad Gourvennec, Heidi Höglund, Maritha Johansson, Kristine Kabel, Margrethe Sønneland

  1-32

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• Comparative analysis of the approach to L1 oracy in Polish and Portuguese early education curricula

  Michał Daszkiewicz, Otilia Sousa, Marta Łockiewicz, Dalila Lino, Martyna Piechowska, Marina J. Fuertes, Magdalena Wawrzyniak-Śliwska, Teresa Costa-Pereira

  1-17

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• Teachers' reading promotion activities Variation, structure and correlates

  Marlon Ruwette, Erik van Schooten, Kees de Glopper

  1-27

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• Emotions while reading literature in multicultural groups

  Ilana Elkad-Lehman, Yael Poyas

  1-21

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• Continuity of traditional and new tendencies in L1 teaching A scientific essay on the challenges and projections

  Milan Ligoš

  1-18

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• The effects of teaching strategies on primary school students' reading outcomes and interest in reading

  Maile Käsper, Krista Uibu, Jaan Mikk

  1-24

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• 'There is no writing that is writing without teachers' Teachers' role in the writing process of a seminar paper

  Irit Haskel-Shaham, Etty Cohen-Sayag, Revital Heimann

  1-27

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• Pre-primary and first grade primary school teachers' perceptions on the integration of pre-primary and first grade primary school curricula in Greece

  Zoi Apostolou, Nektarios Stellakis, Gerasimos Koustourakis

  1-21

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• Persistence of interference from L1 Arabic in written Hebrew

  Roni Henkin

  1-31

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• Communicating metaknowledge to L2 learners A fragile scaffold for participation in subject-related discourse?

  Robert Walldén

  1-23

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• Envisioning history Shaping literacy practices in the teaching of the early modern period in grade 6

  Robert Walldén

  1-26

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• Examining the polestar of reading comprehension One teacher's instruction in one L1 class-room and students' metacognitive knowledge of reading

  Camilla Magnusson

  1-35

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