Volume 34
Number 3, June 2009
Editorial | |
Editor’s note Matthew Burns | 131 |
Articles | |
Written language assessment: introduction to the special series Edward A. Polloway | 132–133 |
Rubrics: heuristics for developing writing strategies Susan De La Paz | 134–146 |
The learning-to-learn strategies of adolescent students with disabilities: highlighting, note taking, planning, and writing expository texts Carol Sue Englert, Troy V. Mariage, Cynthia M. Okolo, et al | 147–161 |
Written language expression: assessment instruments and teacher tools Janet Penner-Williams, Tom E. C. Smith & Barbara C. Gartin | 162–169 |
Spelling assessment of students with disabilities: formal and informal procedures Mary Beirne-Smith & Tamar F. Riley | 170–177 |
Informal and qualitative assessment of writing skills in students with disabilities Lynda Miller | 178–191 |
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Volume 7
Number 2, June 2009
Editorial | |
Introducing issue 7(2): Thinking about the emancipatory aims of action research Hilary Bradbury Huang | 123–124 |
Call for papers | |
| The arts in action research: Call for papers | 125–126 |
Articles | |
Leveraging acculturation through action research: a case study of refugee and immigrant women in the United States Charles Okigbo, Jennifer Reierson & Shelly Stowman | 127–142 |
Participative research in a remote Australian Aboriginal setting Sue Kildea, Lesley Barclay, Molly Wardaguga & Margaret Dawumal | 143–163 |
Reflecting on community/academic 'collaboration': The challenge of 'doing' feminist participatory action research Debra Langan & Mavis Morton | 165–184 |
Dilemmas of trustworthiness in preservice teacher action research Donna Kalmbach Phillips & Kevin Carr | 207–226 |
Dissemination in action research Robert Sommer | 227–236 |
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Volume 43
Number 2, July 2009
Editorial | |
Literacy and identity Guy Merchant & Victoria Carrington | 63–64 |
Original Articles | |
The 'good' parent in relation to early childhood literacy: symbolic terrain and lived practice Sue Nichols, Helen Nixon & Jennifer Rowsell | 65–74 |
'That's more like how they know me as a person': one primary pre-service teacher's stories of her personal and 'professional' digital practices Cathy Burnett | 75–82 |
Interested reader or uninterested dissembler? The identities constructed by upper primary aged dyslexic pupils during silent reading sessions Rosemary Anderson | 83–90 |
Impressions, improvisations and compositions: reframing children's text production in social network sites Clare Dowdall | 91–99 |
Exploring 'learning lives': community, identity, literacy and meaning Ola Erstad, Øystein Gilje, Julian Sefton-Green & Kristin Vasbø | 100–106 |
It was a challenge but we did it! Digital worlds in a primary classroom Lynda Graham | 107–114 |
Book Reviews | |
Grassroots Literacy: Writing, Identity and Voice in Central Africa by Jan Blommaert Amy North | 115 |
Multilingual Learning Stories from Schools and Communities in Britain by Jean Conteh, Peter Martin & Leena Helvaara Robertson (Eds). Khadija Mohammed | 115–116 |
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Volume 32
Number 3, August 2009
Original articles | |
Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross-linguistic comparison Bjarte Furnes & Stefan Samuelsson | 275–292 |
Progress in International Reading Literacy Study 2006 (PIRLS): Pedagogical correlates of fourth-grade students in Hong Kong Wai Ming Cheung, Shek Kam Tse, Joseph W.I. Lam & Elizabeth Ka Yee Loh | 293–308 |
Bottom-up processing and reading comprehension in experienced adult readers Virginia M. Holmes | 309–326 |
Literacy skills in Maltese–English bilingual children Rachael Xuereb | 327–348 |
| Contributors | 349–349 |
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