Vol. 24 No. 1 (2024): Open Issue

Articles

• A literature review on the benefits of wordless picture books for children’s development.

  Claire Goriot, Wenckje Jongstra, Lotte Mensink

  1-26

  • PDF

• Effects of a Comparative Feedback Method on Peer Feedback Characteristics and Revision Quality

  Janneke Stuulen, Renske Bouwer, Huub van den Bergh

  1-21

  • PDF

• The Impact of [Meta] Talk about Writing on Metalinguistic Understanding and Written Outcomes: A Review

  Ruth Newman

  1-27

  • PDF

• Direct vocabulary teaching practices by preschool teachers

  Elissavet Chlapana, Varvara Vasileiou

  1-25

  • PDF

• “Above all, there’s our humanity”: Teachers’ intertextual responses to reading an ancient Hebrew text

  Esty Teomim-Ben Menachem, Ilana Elkad-Lehman

  1-23

  • PDF

• Writing and Power Conceptualising Early School Writing Instruction from a Critical Discourse Analytical Perspective

  Oscar Björk

  1-30

  • PDF

• “She doesn’t consider it to be real literature” Student Conceptions of the Term ‘Literature’ and the Notion of Literary Competence

  Jeroen Dera

  1-25

  • PDF

• Place-based reading Literature Didactics outside the classroom

  Dorte Eggersen

  1-19

  • PDF

• Exploring silent, small-group and adult mediated reading with nonfiction picturebooks: children's responses and educational potential in elementary school.

  Laura Perez-Martinez, Diana Muela-Bermejo

  1-22

  • pdf