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Vol. 22: Open Issue (2022)
Vol. 22: Open Issue (2022)
Published:
2022-02-08
Articles
Reported Evidence-Based Writing Practices and Teachers’ Beliefs in Catalonia, Spain: An Exploratory Study
Marilisa Birello, Llorenç Comajoan-Colomé, Natxo Sorolla
1-27
PDF
Literature—a high risk implementation route to literacy?
Maria Löfgren, Per-Olof Erixon
1-27
PDF
Swedish (L1) and English (L2) Argumentative Writing of Upper Secondary Students with Reading Difficulties
Pär Sehlström, Christian Waldmann, Anders Steinvall, Maria Levlin
1-22
PDF
Effects of a visual literacy programme for the improvement of reading comprehension in primary and secondary school students.
Dimitrinka G. Níkleva, Francisco J. Rodríguez-Muñoz
1-19
PDF
The new words kids hear from translated picturebooks.
Luísa Araújo, Sara de Almeida Leite, Rita Brito, Sandrina Esteves
1-51
PDF
Going off the rails with Sally Jones: Promoting literary understanding in character-focused read-aloud discussions
Robert Walldén
1-24
PDF
Teaching verb spelling through explicit direct instruction
Robert Chamalaun, Anna Bosman, Mirjam Ernestus
1-29
PDF
Teacher and student perceptions of L1-oral language lessons in Dutch secondary education
Anneke Wurth, Dineke Tigelaar, Hans Hulshof, Jaap de Jong, Wilfried Admiraal
1-27
PDF
Understanding L1 and L2 teachers’ talk about ‘digitalisation’
Discourses during the process of integrating digital technology in the educational practice
Petra Magnusson
1-27
PDF
Measuring epistemic beliefs about grammar
Astrid Wijnands, Jimmy van Rijt, Peter-Arno Coppen
1-29
PDF
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