Literacy, Language and Communication

Popular

Reader, Come Home

Maryanne Wolf University of California Los Angeles

Teachers as Readers and Writers

Teresa Cremin The Open University

Maggie Snowling on Oral language deficits in familial dyslexia

University of Oxford

Latest

Standards as a social contract in curriculum-based qualifications

Jo-Anne Baird University of Oxford

Inscribing Difference: Code-Switching and the Metonymic Gap in Post-Colonial Literatures

Katalin Egri Ku-Mesu University of Leicester

Ready to write? Investigating the writing experiences of pre-service teachers and their readiness to teach writing

Paul Gardner Curtin University

Teaching Writing in a Digital and Global Age

Sarah Freedman University of California Berkeley

Biological evolution and human cognition are analogous information processing systems

Juan Cristobal Castro University of Birmingham

A manifesto for communication studies

Stephen Coleman University of Leeds

Brain Words: How the Science of Reading Informs Teaching

Richard Gentry Independent Scholar

Developing Academic Identities

Paula M. Carbone University of Southern California

Reader, Come Home

Maryanne Wolf University of California Los Angeles

Teachers as Readers and Writers

Teresa Cremin The Open University

Mapping points for a place-based pedagogy of practice

Katherine Bates University of Technology Sydney

Adults’ ad hoc practices in interviews with children

Katrin Velten Alice Salomon University

Journal Writing as a Self-Study Method

Judy Williams Monash University

English Teacher Education in the Time of COVID

Graham Parr Monash University

Paths to a Whole: Placing Music Education in Singapore

Nanyang Technological University

Acquisition of naïve and scientific conceptions

IU International University

Cultural relevance and linguistic flexibility in literature discussions with emergent bilingual children

DePaul University

Social Studies for Young Children

DePaul University

The Theory and Practice of Voice in Early Childhood

University of Strathclyde

Middle years students’ perceptions of aesthetic literacies

University of Southern Queensland

Digitally Mediated Parenting

University of South Australia

Pierre Bourdieu and Literacy Education

University of Newcastle

Cooperative Learning and World-Readiness Standards for Learning Languages

American University of Beirut

Supporting preschool age children’s wellbeing through home-based literacy development in three Fijian communities

University of South Australia

The generativity of feminist and environmental cartoons for environmental education research and teaching

RMIT University

Denouement: Untying the Knot

La Trobe University

International Student Experiences during the COVID-19 Pandemic

Newcastle University

Contemporary Canadian Picture Books

University of Saskatchewan

Towards an aesthetics of care

James Thompson University of Manchester

Assessment, Standards-Referencing and Standard Setting

Jim S. Tognolini University of Sydney

Sustaining Action Research

Anne Burns UNSW Sydney

Implicit Statistical Learning Across Modalities and Its Relationship With Reading in Childhood

Elpis Pavlidou University of York

What Works for Literacy Difficulties?

Greg Brooks University of Sheffield

Building teacher assessment capabilities to improve instrument quality and teacher marking reliability

Ken Purnell CQ University

Image Theatre as Reflective Practice in Teacher Education

Ellie Friedland Boston University
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