Vol. 21: Open issue (2021)

Published: 2022-02-07

Articles

Teachers' discourse in kindergarten An analysis of teachers' utterances in science lessons

Alejandra Menti, Maria P. Paolantonio, Sebastián Carignano, Maria P. Dutari

1-24
- PDF
Language teaching and critical literacy curriculum in Greek primary education Implementation and perspectives

Marianthi Oikonomakou, Evangelos Papakitsos

1-15
- PDF
Students' work with literary concepts in digitally rich L1 classrooms

Riitta Juvonen, Marie Nilsberth

1-31
- PDF
The case of 'Yummy Yummy' A replication of an intervention program

Alisa Amir, Hilla Atkin, Gert Rijlaarsdam

1-36
- PDF
Young writers ‘learning to mean’ From classroom discourse to personal intentions

Susan Jones

1-23
- PDF
Digging into the extremes A case study of figured worlds of early literacy instruction among homeroom teachers in more or less successful co-taught classrooms

Aslaug Fodstad Gourvennec

1-30
- PDF
Sound form signalization in L1 Polish, Czech and Slovak textbooks In search of best practices

Elżbieta Awramiuk, Jana Vlčková-Mejvaldová, Ľudmila Liptakova

1-27
- PDF
How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Anne Håland, Åse Kari H. Wagner, Erin McTigue

1-28
- PDF
Emergent literary literacy

Oscar Björk, Jenny Folkeryd

1-25
- PDF
The running text is dead Inviting the reader to learn from a bullet-pointed peritext-patchwork textbook

Jannike H. Nilssen

1-25
- PDF
Learning how to synthesize The design and evaluation of a reading-writing learning unit for high-school students

Liselore van Ockenburg, Daphne van Weijen, Gert Rijlaarsdam

1-33
- PDF
The revision of syntactic errors related to complex sentences in French L1 Strategies of secondary school advanced writers

Katrine Roussel, Marie-Claude Boivin

1-40
- PDF
Negotiating figurative language from literary texts Second-language instruction as a dual literacy practice

Robert Walldén, Pia Nygård Larsson

1-30
- PDF
Linguistic discrimination in pedagogical evaluation A study of teachers of Hungarian language and literature in Slovakia, Ukraine, Romania and Hungary

István Jánk

1-29
- PDF
An analytic description of ProjectExpert An instructional reading program for ninth grade vocational students

Kim Van Ammel, Koen Aesaert, Fien De Smedt, Flore De Meester, Hilde Van Keer

1-35
- PDF
Writing creative and argumentative texts: What's the difference? Exploring how task type affects students' writing behaviour and performance

Anouk ten Peze, Tanja Janssen, Gert Rijlarsdam, Daphne van Weijen

1-38
- PDF
Fluency and its relationship with typology, exposure and lexical retrieval in bilingual Persian-Swedish children's writing

Baran Johansson, Eva Lindgren

1-28
- PDF
Dialogic space in Norwegian early-years literacy education

Atle Skaftun, Arne Olav Nygard, Åse Kari H. Wagner

1-24
- PDF

Book Reviews

Book review: 'Robust comprehension instruction with questioning the author: 15 years smarter'

Monica Reichenberg

1-7
- PDF

Vol. 21: Open issue (2021)

Articles

Teachers' discourse in kindergarten An analysis of teachers' utterances in science lessons

Language teaching and critical literacy curriculum in Greek primary education Implementation and perspectives

Students' work with literary concepts in digitally rich L1 classrooms

The case of 'Yummy Yummy' A replication of an intervention program

Young writers ‘learning to mean’ From classroom discourse to personal intentions

Digging into the extremes A case study of figured worlds of early literacy instruction among homeroom teachers in more or less successful co-taught classrooms

Sound form signalization in L1 Polish, Czech and Slovak textbooks In search of best practices

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Emergent literary literacy

The running text is dead Inviting the reader to learn from a bullet-pointed peritext-patchwork textbook

Learning how to synthesize The design and evaluation of a reading-writing learning unit for high-school students

The revision of syntactic errors related to complex sentences in French L1 Strategies of secondary school advanced writers

Negotiating figurative language from literary texts Second-language instruction as a dual literacy practice

Linguistic discrimination in pedagogical evaluation A study of teachers of Hungarian language and literature in Slovakia, Ukraine, Romania and Hungary

An analytic description of ProjectExpert An instructional reading program for ninth grade vocational students

Writing creative and argumentative texts: What's the difference? Exploring how task type affects students' writing behaviour and performance

Fluency and its relationship with typology, exposure and lexical retrieval in bilingual Persian-Swedish children's writing

Dialogic space in Norwegian early-years literacy education

Book Reviews

Book review: 'Robust comprehension instruction with questioning the author: 15 years smarter'

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