| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An Analysis of Primary Literacy Policy in England using Barthes’ Notion of ‘Readerly’ and ‘Writerly’ Texts
|
Hall, Kathy
|
|
2001
|
|
2 |
p. 153-165
|
artikel
|
| 2 |
An Analysis of Primary Literacy Policy in England using Barthes’ Notion of ‘Readerly’ and ‘Writerly’ Texts
|
Hall, Kathy
|
|
2001
|
|
2 |
p. 153-165
|
artikel
|
| 3 |
An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms
|
Dynia, Jaclyn M
|
|
2018
|
|
2 |
p. 239-263
|
artikel
|
| 4 |
Are we asking the right questions? An analysis of research on the effect of teachers’ questioning on children’s language during shared book reading with young children
|
Walsh, Rosalind L
|
|
2018
|
|
2 |
p. 264-294
|
artikel
|
| 5 |
A Shillady (ed.), Spotlight on young children: Exploring language and literacy
|
Callow, Jon
|
|
2017
|
|
2 |
p. 280-282
|
artikel
|
| 6 |
Barbie Girls and Xtractaurs: Discourse and identity in virtual worlds for young children
|
Black, Rebecca W
|
|
2014
|
|
2 |
p. 265-285
|
artikel
|
| 7 |
Bill Green and Catherine Beavis (eds.), Literacy in 3D: An integrated perspective in theory and practice.
|
Rowsell, Jennifer
|
|
2014
|
|
2 |
p. 286-287
|
artikel
|
| 8 |
BookFun – ‘There's more to it than reading a book’ – Implementing a Danish early literacy programme that supports professionalism, language development and social inclusion
|
Clasen, Line Engel
|
|
2017
|
|
2 |
p. 254-279
|
artikel
|
| 9 |
Book Review
|
Wolfe, Amelia T.
|
|
2011
|
|
2 |
p. 267-271
|
artikel
|
| 10 |
Book Review
|
Margetts, Kay
|
|
2011
|
|
2 |
p. 262-266
|
artikel
|
| 11 |
Book Review: Becoming Biliterate: Young Children Learning Different Writing Systems
|
Bloch, Carole
|
|
2006
|
|
2 |
p. 213-217
|
artikel
|
| 12 |
BookReview: E. Gregory, Learning to Read in a New Language. London: SAGE, 2008. 240 pp. ISBN 978—1—4129—2857—1
|
Drury, Rose
|
|
2009
|
|
2 |
p. 261-263
|
artikel
|
| 13 |
Book Review: Eve Bearne and Helen Wolstencroft, Visual Approaches to Teaching Writing. London: Paul Chapman Publishing, 2008. 195 pp. ISBN: 978—1—412— 93034—5, £21.99 (pbk)
|
Wolfe, Sylvia
|
|
2010
|
|
2 |
p. 234-237
|
artikel
|
| 14 |
Book Review: Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms
|
Sánchez, Patricia
|
|
2006
|
|
2 |
p. 220-224
|
artikel
|
| 15 |
Book Review: Getting Beyond ‘I like the book’: Creating Space for Critical Literacy in K-6 Classrooms
|
kerkham, Lyn
|
|
2005
|
|
2 |
p. 185-187
|
artikel
|
| 16 |
Book review: Janet Evans (ed.), Talking Beyond the Page: Reading and Responding to Picturebooks. Abingdon: Routledge, 2009. 194 pp. ISBN 978—0—415—47696—6, £23.99 (pbk)
|
Payler, Jane
|
|
2010
|
|
2 |
p. 231-234
|
artikel
|
| 17 |
Book Review: New Literacies: Changing Knowledge and Classroom Learning, What Video Games Have to Teach Us about Learning and Literacy, Multimodal Literacy
|
kerin, Rosie
|
|
2005
|
|
2 |
p. 175-184
|
artikel
|
| 18 |
BookReview: R. Drury, Young Bilingual Learners at Home and School-researching Multilingual Voices. Stoke on Trent: Trentham, 2007. ISBN10: 1—85856—355—0, ISBN13: 978—1—85856—355—8, £15.99 (pbk)
|
Pagett, Linda
|
|
2009
|
|
2 |
p. 263-264
|
artikel
|
| 19 |
Book Reviews
|
Millard, Elaine
|
|
2001
|
|
2 |
p. 225-227
|
artikel
|
| 20 |
Book Reviews
|
Davies, Julia
|
|
2003
|
|
2 |
p. 208-211
|
artikel
|
| 21 |
Book Reviews
|
Long, Susi
|
|
2002
|
|
2 |
p. 221-226
|
artikel
|
| 22 |
Book Reviews
|
Harris, Pauline
|
|
2002
|
|
2 |
p. 229-231
|
artikel
|
| 23 |
Book Reviews
|
|
|
2004
|
|
2 |
p. 234-240
|
artikel
|
| 24 |
Book Reviews
|
Millard, Elaine
|
|
2001
|
|
2 |
p. 225-227
|
artikel
|
| 25 |
Book Reviews
|
Gillen, Julia
|
|
2001
|
|
2 |
p. 227-230
|
artikel
|
| 26 |
Book Reviews
|
Bloch, Carole
|
|
2001
|
|
2 |
p. 230-232
|
artikel
|
| 27 |
Book Reviews
|
Bloch, Carole
|
|
2001
|
|
2 |
p. 230-232
|
artikel
|
| 28 |
Book Reviews
|
Gillen, Julia
|
|
2001
|
|
2 |
p. 227-230
|
artikel
|
| 29 |
Book Reviews
|
Stuart, Denise H.
|
|
2002
|
|
2 |
p. 226-228
|
artikel
|
| 30 |
Book Reviews
|
Martens, Prisca
|
|
2003
|
|
2 |
p. 203-205
|
artikel
|
| 31 |
Book Reviews
|
Drobner, Sherry
|
|
2003
|
|
2 |
p. 205-208
|
artikel
|
| 32 |
Book Review: Scolding: Why it Hurts More Than it Helps
|
Nichols, Sue
|
|
2006
|
|
2 |
p. 224-228
|
artikel
|
| 33 |
Book Review: The RoutledgeFalmer Reader in Language and Literacy
|
fisher, Ros
|
|
2005
|
|
2 |
p. 188-190
|
artikel
|
| 34 |
Book Review: Understanding Research in Early Education: The Relevance for the Future of Lessons from the Past, 2nd edn., On Writing Educational Ethnographies: The Art of Collusion
|
Bearne, Eve
|
|
2006
|
|
2 |
p. 217-220
|
artikel
|
| 35 |
Book review: Yola Center, Beginning Reading: A Balanced Approach to Teaching Literacy During The First Three Years at School. Crows Nest, NSW: Allen and Unwin, 2005. 272 pp. ISBN 0—8264—8875—7 (pbk) £17.99
|
Badger, Lynne
|
|
2007
|
|
2 |
p. 253-256
|
artikel
|
| 36 |
Boy-talk around texts: Considering how a third grade boy transforms the shape of literacy in book talk discussionsI
|
Bausch, Linda S.
|
|
2007
|
|
2 |
p. 199-218
|
artikel
|
| 37 |
‘But what did they learn?’ Clearing third spaces in virtual dialogues with children
|
Britsch, Susan Jane
|
|
2005
|
|
2 |
p. 99-130
|
artikel
|
| 38 |
Call for papers for a special issue of the Journal of Early Childhood Literacy
|
Gillen, Julia
|
|
2019
|
|
2 |
p. 279-280
|
artikel
|
| 39 |
Cathy Burnett, Julia Davies, Guy Merchant and Jennifer Rowsell (eds), New literacies around the globe: Policy and pedagogy
|
Sharkey, Karen
|
|
2016
|
|
2 |
p. 279-282
|
artikel
|
| 40 |
Charmian Kenner, Becoming Biliterate: Young Children Learning Different Writing Systems
|
Zhang, Zheng
|
|
2013
|
|
2 |
p. 301-306
|
artikel
|
| 41 |
Children, Literacy and the Uk National Grid for Learning
|
Lankshear, Colin
|
|
2002
|
|
2 |
p. 167-194
|
artikel
|
| 42 |
Children's language ideologies in a first-grade dual-language class
|
Morren López, Minda
|
|
2012
|
|
2 |
p. 176-201
|
artikel
|
| 43 |
Children’s Perspectives on Family Literacy: Methodological Issues, Findings and Implications for Practice
|
Nutbrown, Cathy
|
|
2003
|
|
2 |
p. 115-145
|
artikel
|
| 44 |
Children’s social literacies: Meaning making and the emergence of graphical signs and texts in pretence
|
Worthington, Maulfry
|
|
2017
|
|
2 |
p. 147-175
|
artikel
|
| 45 |
Children’s spontaneous play in Writer’s Workshop
|
Lysaker, Judith T.
|
|
2010
|
|
2 |
p. 209-229
|
artikel
|
| 46 |
C McLachlan, T Nicholson, R Fielding-Barnsley, L Mercer and S Ohi, Literacy in early childhood and primary education: Issues, challenges and solutions
|
Fleet, Alma
|
|
2015
|
|
2 |
p. 284-286
|
artikel
|
| 47 |
Code-switching during parent—child reading interactions: Taking multiple theoretical perspectives
|
Kabuto, Bobbie
|
|
2010
|
|
2 |
p. 131-157
|
artikel
|
| 48 |
Collaborative Writing and Children’s Use of Literate Language: A Sequential Analysis of Social Interaction
|
Jones, Ithel
|
|
2003
|
|
2 |
p. 165-178
|
artikel
|
| 49 |
Critical literacies in the making: Social class and identities in the early reading classroom
|
Jones, Stephanie
|
|
2013
|
|
2 |
p. 197-224
|
artikel
|
| 50 |
Critical literacy in the first year of primary school: Some insights from Greek Cypriot classrooms
|
Ioannidou, Elena
|
|
2015
|
|
2 |
p. 177-202
|
artikel
|
| 51 |
Developmentally appropriate New Media Literacies: Supporting cultural competencies and social skills in early childhood education
|
Alper, Meryl
|
|
2013
|
|
2 |
p. 175-196
|
artikel
|
| 52 |
Discourses about reading among seven- and eight-year-old children in classroom pedagogic cultures
|
Davis, Pauline
|
|
2007
|
|
2 |
p. 219-252
|
artikel
|
| 53 |
Early adopters: Playing new literacies and pretending new technologies in print-centric classrooms
|
Wohlwend, Karen E.
|
|
2009
|
|
2 |
p. 117-140
|
artikel
|
| 54 |
Editorial
|
Lancaster, Lesley
|
|
2009
|
|
2 |
p. 114-116
|
artikel
|
| 55 |
Effects of a preschool bilingual family literacy programme
|
Hirst, Kath
|
|
2010
|
|
2 |
p. 183-208
|
artikel
|
| 56 |
Engagement with print: Low-income families and Head Start children
|
Lynch, Jacqueline
|
|
2008
|
|
2 |
p. 151-175
|
artikel
|
| 57 |
Engaging social imagination: The developmental work of wordless book reading
|
Lysaker, Judith T.
|
|
2013
|
|
2 |
p. 147-174
|
artikel
|
| 58 |
English language learners' writing behaviours during literacy-enriched block play
|
Snow, Marianne
|
|
2018
|
|
2 |
p. 189-213
|
artikel
|
| 59 |
Ephemera, Mess and Miscellaneous Piles: Texts and Practices in Families
|
Pahl, Kate
|
|
2002
|
|
2 |
p. 145-166
|
artikel
|
| 60 |
Erratum
|
|
|
2001
|
|
2 |
p. 232-232
|
artikel
|
| 61 |
Erratum
|
|
|
2001
|
|
2 |
p. 232
|
artikel
|
| 62 |
Eve Stirling and Dylan Yamada-Rice (eds.), Visual methods with children and young people: Academics and visual industries in dialogue
|
Lee, Jungmin
|
|
2018
|
|
2 |
p. 295-298
|
artikel
|
| 63 |
Evoking emotions and unpacking layered histories through young children’s illustrations of racial bus segregation
|
Kuby, Candace R.
|
|
2013
|
|
2 |
p. 271-300
|
artikel
|
| 64 |
Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children
|
Hu, Ran
|
|
2018
|
|
2 |
p. 214-238
|
artikel
|
| 65 |
Family Involvement in Early Writing Instruction
|
Wollman-Bonilla, Julie E.
|
|
2001
|
|
2 |
p. 167-192
|
artikel
|
| 66 |
Family Involvement in Early Writing Instruction
|
Wollman-Bonilla, Julie E.
|
|
2001
|
|
2 |
p. 167-192
|
artikel
|
| 67 |
Family literacy practices and home literacy resources: An Australian pilot study
|
Grieshaber, Susan
|
|
2012
|
|
2 |
p. 113-138
|
artikel
|
| 68 |
Features of gender: An analysis of the visual texts of third grade children
|
Albers, Peggy
|
|
2009
|
|
2 |
p. 234-260
|
artikel
|
| 69 |
‘From bricks to clicks’: Hybrid commercial spaces in the landscape of early literacy and learning
|
Nixon, Helen
|
|
2011
|
|
2 |
p. 114-140
|
artikel
|
| 70 |
Good practice for pupils learning English as an additional language: Lessons from effective literacy teachers in inner-city primary schools
|
Flynn, Naomi
|
|
2007
|
|
2 |
p. 177-198
|
artikel
|
| 71 |
Helping out, signing up and sitting down: The cultural production of “read-alouds” in three kindergarten classrooms
|
Moffatt, Lyndsay
|
|
2019
|
|
2 |
p. 147-174
|
artikel
|
| 72 |
Home–school book sharing comes in many forms: A microanalysis of teacher–child interaction during the activity of borrowing a school book
|
Deunk, Marjolein I.
|
|
2013
|
|
2 |
p. 242-270
|
artikel
|
| 73 |
How Well Suited are Electronic Books to Supporting Literacy?
|
de Jong, Maria T.
|
|
2003
|
|
2 |
p. 147-164
|
artikel
|
| 74 |
‘i’Babies: Infants’ and toddlers’ emergent language and literacy in a digital culture of iDevices
|
Harrison, Eugene
|
|
2018
|
|
2 |
p. 163-188
|
artikel
|
| 75 |
‘I don’t know what literacy is’: Uncovering hidden literacies in a community library using ecological and participatory research methodologies with children
|
Pahl, Kate
|
|
2011
|
|
2 |
p. 190-213
|
artikel
|
| 76 |
`If she's left with books she'll just eat them': Considering inclusive multimodal literacy practices
|
Flewitt, Rosie
|
|
2009
|
|
2 |
p. 211-233
|
artikel
|
| 77 |
“I'm just trying to be tough, okay”: Masculine performances of everyday practices
|
Collier, Diane R.
|
|
2015
|
|
2 |
p. 203-226
|
artikel
|
| 78 |
Interactions, intersections and improvisations: Studying the multimodal texts and classroom talk of six- to seven-year-olds
|
Pahl, Kate
|
|
2009
|
|
2 |
p. 188-210
|
artikel
|
| 79 |
Jennifer Rowsell, Working with multimodality: rethinking literacy in a digital age.
|
Dowdall, Clare
|
|
2015
|
|
2 |
p. 281-284
|
artikel
|
| 80 |
Language Ideologies Mediating Literacy and Identity in Bilingual Contexts
|
MartÕnez-Rold¡n, Carmen M.
|
|
2004
|
|
2 |
p. 155-180
|
artikel
|
| 81 |
Lea McGee and Donald Richgels, Designing early literacy programs. Differentiated instruction in preschool & kindergarten
|
Aldaej, Amal
|
|
2016
|
|
2 |
p. 282-285
|
artikel
|
| 82 |
Learning the ABCs: What kinds of picture books facilitate young children’s learning?
|
Chiong, Cynthia
|
|
2013
|
|
2 |
p. 225-241
|
artikel
|
| 83 |
Linking home and school literacy in an inner city reception class
|
Feiler, Anthony
|
|
2005
|
|
2 |
p. 131-149
|
artikel
|
| 84 |
Literacy development of linguistically diverse first graders in a mainstream English classroom: Connecting speaking and writing
|
Kennedy, Eileen
|
|
2006
|
|
2 |
p. 163-189
|
artikel
|
| 85 |
‘Literacy nooks’: Geosemiotics and domains of literacy in home spaces
|
Rainbird, Sophia
|
|
2011
|
|
2 |
p. 214-231
|
artikel
|
| 86 |
Liz Chamberlain and Emma Kerrigan-Draper, Inspiring writing in the primary schools
|
Vaughn, Margaret
|
|
2019
|
|
2 |
p. 281-283
|
artikel
|
| 87 |
Making room for the transformation of literacy instruction in the digital classroom
|
Sofkova Hashemi, Sylvana
|
|
2017
|
|
2 |
p. 221-253
|
artikel
|
| 88 |
‘Many Differing Ladders, Many Ways to Climb...’: Literacy Events in the Bilingual Classroom, Homes, and Community of Three Puerto Rican Kindergartners
|
Volk, Dinah
|
|
2001
|
|
2 |
p. 193-224
|
artikel
|
| 89 |
‘Many Differing Ladders, Many Ways to Climb...’: Literacy Events in the Bilingual Classroom, Homes, and Community of Three Puerto Rican Kindergartners
|
Volk, Dinah
|
|
2001
|
|
2 |
p. 193-224
|
artikel
|
| 90 |
Maureen Walsh, Multimodal Literacy: Researching Classroom Practice
|
Rowsell, Jennifer
|
|
2012
|
|
2 |
p. 223-227
|
artikel
|
| 91 |
‘Mommy that's the exit.’: Empowering homeless mothers to support their children's daily literacy experiences
|
Di Santo, Aurelia
|
|
2016
|
|
2 |
p. 145-170
|
artikel
|
| 92 |
Mother–child interactions during shared literacy activities: Education in a fractured bilingual environment
|
Quiroz, Blanca
|
|
2012
|
|
2 |
p. 139-175
|
artikel
|
| 93 |
Mother—child shared reading with print and digital texts
|
Ji Eun Kim,
|
|
2008
|
|
2 |
p. 213-245
|
artikel
|
| 94 |
Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development
|
Weigel, Daniel J.
|
|
2006
|
|
2 |
p. 191-211
|
artikel
|
| 95 |
Multimodality, literacy and texts: Developing a discourse
|
Bearne, Eve
|
|
2009
|
|
2 |
p. 156-187
|
artikel
|
| 96 |
Navigating discourses in place in the world of Webkinz
|
Wohlwend, Karen E.
|
|
2011
|
|
2 |
p. 141-163
|
artikel
|
| 97 |
Negotiation of `how to' at the cross-section of cultural capital and habitus: Young children's procedural practices in a student-led literacy group
|
Christ, Tanya
|
|
2008
|
|
2 |
p. 177-211
|
artikel
|
| 98 |
Orchestrating literacies: Print literacy learning opportunities within multimodal intergenerational ensembles
|
McKee, Lori L
|
|
2015
|
|
2 |
p. 227-255
|
artikel
|
| 99 |
Paradigmatic literacy features in children’s argumentation in peer talk
|
Zadunaisky Ehrlich, Sara
|
|
2019
|
|
2 |
p. 224-251
|
artikel
|
| 100 |
Parents’ Construction of Their Children as Gendered, Literate Subjects: a Critical Discourse Analysis
|
Nichols, Sue
|
|
2002
|
|
2 |
p. 123-144
|
artikel
|
| 101 |
Parents' responses to a kindergarten-classroom lending-library component designed to support shared reading at home
|
Meyer, Lori E
|
|
2016
|
|
2 |
p. 256-278
|
artikel
|
| 102 |
Polylingual and polycultural learning ecologies: Mediating emergent academic literacies for dual language learners
|
Gutiérrez, Kris D.
|
|
2011
|
|
2 |
p. 232-261
|
artikel
|
| 103 |
Postmodernism and the approach to writing in Irish primary education
|
Doyle, John
|
|
2006
|
|
2 |
p. 123-143
|
artikel
|
| 104 |
Primary students’ understanding and appreciation of the artwork in picturebooks
|
Pantaleo, Sylvia
|
|
2016
|
|
2 |
p. 228-255
|
artikel
|
| 105 |
Print-related practices in low-income Latino homes and preschoolers’ school-readiness outcomes
|
Schick, Adina R
|
|
2016
|
|
2 |
p. 171-198
|
artikel
|
| 106 |
Read-alouds in preschool – A matter of discipline?
|
Damber, Ulla
|
|
2015
|
|
2 |
p. 256-280
|
artikel
|
| 107 |
Reading aloud in an era of common core: An exploratory study of the perspectives of primary teachers serving African American children in low-income communities
|
Duggins, Shaunté
|
|
2019
|
|
2 |
p. 252-278
|
artikel
|
| 108 |
Receptive English vocabulary in a foreign language context: A case study of preschoolers in Mauritius
|
Owodally, Ambarin Mooznah Auleear
|
|
2014
|
|
2 |
p. 198-239
|
artikel
|
| 109 |
Representing the ways of the world: How children under three start to use syntax in graphic signs
|
Lancaster, Lesley
|
|
2007
|
|
2 |
p. 123-154
|
artikel
|
| 110 |
Researching early childhood literacy in place
|
Nichols, Sue
|
|
2011
|
|
2 |
p. 107-113
|
artikel
|
| 111 |
Revealing Invisible Worlds: Connecting the Mainstream with Bilingual Children’s Home and Community Learning
|
Parke, Tim
|
|
2002
|
|
2 |
p. 195-220
|
artikel
|
| 112 |
R Ewing, J Callow and K Rushton, Language and literacy development in early childhood
|
Hoyte, Frances
|
|
2018
|
|
2 |
p. 299-303
|
artikel
|
| 113 |
Semiotic resourcefulness: A young child's email exchange as design
|
Mavers, Diane
|
|
2007
|
|
2 |
p. 155-176
|
artikel
|
| 114 |
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