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

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

Open Issue

Published: 2024-01-31

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

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CiteScore

Scopus CiteScore 2023:

2.0

https://www.scopus.com/sourceid/145569

82nd percentile

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