Vol. 22: Open Issue (2022)

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