| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Critical Analysis of Dyslexia Legislation in Three States
|
Worthy, Jo
|
|
2017
|
|
1 |
p. 406-421
|
artikel
|
| 2 |
Albert J. Kingston Award
|
Castek, Jill
|
|
2016
|
|
1 |
p. 18-20
|
artikel
|
| 3 |
Albert J. Kingston Award
|
Castek, Jill
|
|
2017
|
|
1 |
p. 20-22
|
artikel
|
| 4 |
Albert J. Kingston Award
|
Castek, Jill
|
|
2015
|
|
1 |
p. 16-18
|
artikel
|
| 5 |
Albert J. Kingston Award
|
Powell, Jennifer Jones
|
|
2018
|
|
1 |
p. 17-19
|
artikel
|
| 6 |
Albert J. Kingston Award: Virginia Goatley
|
Powell, Jennifer Jones
|
|
2019
|
|
1 |
p. 16-19
|
artikel
|
| 7 |
A Model of Joint Action for Literacy Coaching: The Intersection of Consonance and Dissonance With Responsive and Directive Approaches
|
Reichenberg, Jennifer Sharples
|
|
2018
|
|
1 |
p. 109-130
|
artikel
|
| 8 |
And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit
|
Coppola, Rick
|
|
2019
|
|
1 |
p. 226-249
|
artikel
|
| 9 |
An Examination of the Relations Between Oral Vocabulary and Phonological Awareness in Early Childhood
|
Cassano, Christina M.
|
|
2015
|
|
1 |
p. 227-248
|
artikel
|
| 10 |
Assembled Identities and Intersectional Advocacy in Literacy Research
|
Brochin, Carol
|
|
2018
|
|
1 |
p. 164-179
|
artikel
|
| 11 |
Authoring Self: GED Students Transforming Their Identities in a Composition Makerspace
|
Gruen, Rachael
|
|
2018
|
|
1 |
p. 131-146
|
artikel
|
| 12 |
Authoring Selves in School: Adolescent Writing Identity
|
Williamson, Thea
|
|
2019
|
|
1 |
p. 250-270
|
artikel
|
| 13 |
Children’s Eye Movements, Miscue Analysis Patterns, and Retellings When Reading a Counterpoint Picture Book
|
Liwanag, Maria Perpetua Socorro U.
|
|
2016
|
|
1 |
p. 253-267
|
artikel
|
| 14 |
Coerced Literacies: A Critical Discourse Analysis of Volunteered Skills Training in Prison
|
Litchfield, Kathrina
|
|
2018
|
|
1 |
p. 394-409
|
artikel
|
| 15 |
Confronting Biological Reductionism From a Social Justice Agenda: Transformative Agency and Activist Stance
|
Stetsenko, Anna
|
|
2018
|
|
1 |
p. 44-63
|
artikel
|
| 16 |
Corrigendum to Preface
|
|
|
2016
|
|
1 |
p. NP1
|
artikel
|
| 17 |
Creating New Opportunities for Lesson Study in an Online Reading Clinic
|
Sharma, Sue Ann
|
|
2015
|
|
1 |
p. 415-428
|
artikel
|
| 18 |
Crossing Boundaries in Literacy Research
|
Almasi, Janice F.
|
|
2016
|
|
1 |
p. 24-46
|
artikel
|
| 19 |
Cultivando La Voz Mujer: Latina Adolescent Girls and Their Mothers Rewriting Their Pasts and Imagining Their Futures
|
Flores, Tracey T.
|
|
2018
|
|
1 |
p. 211-227
|
artikel
|
| 20 |
Dangling Literate Identities in Imagined Futures
|
Buchholz, Beth A.
|
|
2016
|
|
1 |
p. 124-140
|
artikel
|
| 21 |
Developing Mentoring Practices Through Video-Focused Responsive Discourse Analysis
|
Mosley Wetzel, Melissa
|
|
2015
|
|
1 |
p. 359-378
|
artikel
|
| 22 |
Dialogism
|
Kerkhoff, Shea N.
|
|
2015
|
|
1 |
p. 443-460
|
artikel
|
| 23 |
Dichotomies, Dialects, and Deficits
|
Bacon, Chris K.
|
|
2017
|
|
1 |
p. 341-357
|
artikel
|
| 24 |
Disciplinary Literacies in an Engineering Club
|
Shanahan, Lynn E.
|
|
2016
|
|
1 |
p. 404-420
|
artikel
|
| 25 |
Discourses as Resources
|
Paugh, Patricia
|
|
2015
|
|
1 |
p. 132-148
|
artikel
|
| 26 |
Elaborating Funds of Knowledge: Community-Oriented Practices in International Contexts
|
Moll, Luis C.
|
|
2019
|
|
1 |
p. 130-138
|
artikel
|
| 27 |
Elementary Engineering as a Synergistic Site for Disciplinary and Linguistic Learning in an Urban Classroom
|
Paugh, Patricia
|
|
2018
|
|
1 |
p. 261-278
|
artikel
|
| 28 |
Encouraging Activism Through Art: Preservice Teachers Challenge Censorship
|
Leland, Christine H.
|
|
2019
|
|
1 |
p. 162-182
|
artikel
|
| 29 |
Engaging Possibilities: Reinvigorating the Call for Research on Reading
|
Ivey, Gay
|
|
2019
|
|
1 |
p. 25-44
|
artikel
|
| 30 |
Engaging Students in Literacy Practices Through Video Game Book Groups
|
Stufft, Carolyn J.
|
|
2018
|
|
1 |
p. 195-210
|
artikel
|
| 31 |
Equity in Assistance? Usability of a U.S. Government Food Assistance Application
|
Saal, Leah Katherine
|
|
2016
|
|
1 |
p. 283-299
|
artikel
|
| 32 |
ESL Teachers’ Perceptions About English Learners’ Reading Motivation
|
Protacio, Maria Selena
|
|
2016
|
|
1 |
p. 166-181
|
artikel
|
| 33 |
Ethical Dilemmas Within Online Literacy Research
|
Curwood, Jen Scott
|
|
2019
|
|
1 |
p. 293-313
|
artikel
|
| 34 |
Examining a Reader’s Meaning-Making Process of Picture Books Using Eye Movement Miscue Analysis
|
Liwanag, Maria Perpetua Socorro U.
|
|
2017
|
|
1 |
p. 248-263
|
artikel
|
| 35 |
Examining the Relative Contributions of Content Knowledge and Strategic Processing to Comprehension
|
Aukerman, Maren
|
|
2015
|
|
1 |
p. 73-91
|
artikel
|
| 36 |
Expanding Analytical Perspectives on Children’s Picturebook Apps
|
Aguilera, Earl
|
|
2016
|
|
1 |
p. 421-435
|
artikel
|
| 37 |
Expanding Meaningfulness in Literacy Research: Possibilities of a Relational Perspective
|
Lysaker, Judith
|
|
2018
|
|
1 |
p. 64-85
|
artikel
|
| 38 |
Exploring Assessment Demands and Task Supports in Early Childhood Phonological Awareness Assessments
|
Cassano, Christina M.
|
|
2016
|
|
1 |
p. 217-235
|
artikel
|
| 39 |
Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms
|
Woodard, Rebecca
|
|
2017
|
|
1 |
p. 215-231
|
artikel
|
| 40 |
Exploring Language Ideologies and Preparing Preservice Teachers for Multilingual and Multicultural Classrooms
|
Lew, Shim
|
|
2019
|
|
1 |
p. 375-395
|
artikel
|
| 41 |
Father Reflections on Their Involvement With Primary School Students: Connections to School Literacy Learning
|
Lynch, Jacqueline
|
|
2019
|
|
1 |
p. 396-416
|
artikel
|
| 42 |
Finding Life in Literacy
|
Heath, Shirley Brice
|
|
2018
|
|
1 |
p. 147-163
|
artikel
|
| 43 |
Fostering and Sustaining Diverse Literacy Practices in the Early Childhood Classroom
|
Machado, Emily
|
|
2017
|
|
1 |
p. 309-324
|
artikel
|
| 44 |
Found Poetry
|
Patrick, Lisa D.
|
|
2016
|
|
1 |
p. 384-403
|
artikel
|
| 45 |
Framing Equitable Classroom Practices: Potentials of Critical Multimodal Literacy Research
|
Cappello, Marva
|
|
2019
|
|
1 |
p. 205-225
|
artikel
|
| 46 |
From Expressive Reading to Rapid Reading
|
Taylor, Laura A.
|
|
2015
|
|
1 |
p. 267-284
|
artikel
|
| 47 |
Generative Learning in a Service-Learning Project and Field-Base Teacher Education Program
|
Assaf, Lori Czop
|
|
2015
|
|
1 |
p. 323-338
|
artikel
|
| 48 |
Good Student/Bad Student
|
Jocius, Robin
|
|
2017
|
|
1 |
p. 198-214
|
artikel
|
| 49 |
Hopeful Discourse: Elementary Children’s Activist Responses to Modern-Day Slavery Grounded in Systems Thinking
|
Curwen, Margaret Sauceda
|
|
2019
|
|
1 |
p. 139-161
|
artikel
|
| 50 |
How Teachers Mobilize and Transform Their Conceptualizations of Reading Comprehension Into Representations of Instructional Practice
|
McElhone, Dot
|
|
2017
|
|
1 |
p. 232-247
|
artikel
|
| 51 |
“I Just Started Writing”
|
Everett, Sakeena
|
|
2016
|
|
1 |
p. 316-331
|
artikel
|
| 52 |
Imagining Literacy Equity
|
González, Norma
|
|
2016
|
|
1 |
p. 69-93
|
artikel
|
| 53 |
Indigenous Children’s Use of Language During Play in Rural Northern Canadian Kindergarten Classrooms
|
Eisazadeh, Nazila
|
|
2017
|
|
1 |
p. 293-308
|
artikel
|
| 54 |
“I Need Child Care!”: Using Funds of Knowledge, Addressing Challenges, and Developing Literacies With a Classroom Community of Adult ESL Learners
|
Cun, Aijuan
|
|
2019
|
|
1 |
p. 334-354
|
artikel
|
| 55 |
Instructional Tendencies in the Teaching of Reading Comprehension
|
Davis, Dennis S.
|
|
2015
|
|
1 |
p. 285-306
|
artikel
|
| 56 |
Interactional Scaffolding for Reading Comprehension
|
Reynolds, Dan
|
|
2017
|
|
1 |
p. 135-156
|
artikel
|
| 57 |
Intertextuality and Dialogic Interaction in Students’ Online Text Construction
|
Ronan, Briana
|
|
2015
|
|
1 |
p. 379-397
|
artikel
|
| 58 |
“I wonder if …”
|
Williams, Kyle M.
|
|
2016
|
|
1 |
p. 365-383
|
artikel
|
| 59 |
Languaging Everyday Life in Classrooms
|
Bloome, David
|
|
2016
|
|
1 |
p. 152-165
|
artikel
|
| 60 |
Latin American Influences on Multiliteracies
|
Trigos-Carrillo, Lina
|
|
2017
|
|
1 |
p. 373-388
|
artikel
|
| 61 |
Literacy and Race
|
Willis, Arlette Ingram
|
|
2015
|
|
1 |
p. 23-55
|
artikel
|
| 62 |
Literacy, Equity, and Imagination
|
Kinloch, Valerie
|
|
2016
|
|
1 |
p. 94-112
|
artikel
|
| 63 |
Literacy Geography and Pedagogy
|
Comber, Barbara
|
|
2017
|
|
1 |
p. 53-72
|
artikel
|
| 64 |
Literacy Research, Racial Consciousness, and Equitable Flows of Knowledge
|
Rogers, Rebecca
|
|
2018
|
|
1 |
p. 24-43
|
artikel
|
| 65 |
“#Literate Lives Matter”
|
Ladson-Billings, Gloria
|
|
2016
|
|
1 |
p. 141-151
|
artikel
|
| 66 |
Meaningful Learning of Literary Elements by Incorporating Critical Literacies
|
Yoon, Bogum
|
|
2018
|
|
1 |
p. 360-376
|
artikel
|
| 67 |
Miscue Analysis
|
Goodman, Yetta M.
|
|
2015
|
|
1 |
p. 92-111
|
artikel
|
| 68 |
Moving Beyond Data Transcription
|
Hagood, Margaret Carmody
|
|
2015
|
|
1 |
p. 429-442
|
artikel
|
| 69 |
“My Fish Died and I Flushed Him Down the Toilet”: Children Disrupt Preservice Teachers’ Understandings of “Appropriate” Picture Books for Young Children
|
Dixon, Kerryn
|
|
2018
|
|
1 |
p. 343-359
|
artikel
|
| 70 |
No Grand Narrative in Sight
|
Luke, Allan
|
|
2017
|
|
1 |
p. 157-182
|
artikel
|
| 71 |
One English Language Arts Teacher’s Journey as a Secondary Teacher-Mentor: Life in the Hyphen
|
Marsh, Josephine Peyton
|
|
2018
|
|
1 |
p. 244-260
|
artikel
|
| 72 |
Opportunities to Learn Give Children a Fighting Chance
|
Neuman, Susan B.
|
|
2016
|
|
1 |
p. 113-123
|
artikel
|
| 73 |
Oscar S. Causey Award
|
Goldsmith, Christy
|
|
2016
|
|
1 |
p. 21-23
|
artikel
|
| 74 |
Oscar S. Causey Award
|
Henry, Laurie A.
|
|
2015
|
|
1 |
p. 20-22
|
artikel
|
| 75 |
Oscar S. Causey Award
|
Razfar, Aria
|
|
2017
|
|
1 |
p. 23-28
|
artikel
|
| 76 |
Oscar S. Causey Award: James V. Hoffman
|
Razfar, Aria
|
|
2019
|
|
1 |
p. 20-24
|
artikel
|
| 77 |
Participatory Designs for Critical Literacies From Under the Covers
|
Fine, Michelle
|
|
2016
|
|
1 |
p. 47-68
|
artikel
|
| 78 |
Peter Johnston, 2017 Oscar S. Causey Award Winner
|
Razfar, Aria
|
|
2018
|
|
1 |
p. 20-23
|
artikel
|
| 79 |
Positioning Readers in One-on-One Conferences
|
Hikida, Michiko
|
|
2018
|
|
1 |
p. 180-194
|
artikel
|
| 80 |
Practice-Based Evidence
|
Eppley, Karen
|
|
2017
|
|
1 |
p. 389-405
|
artikel
|
| 81 |
Predictors of Reading Achievement
|
Puccioni, Jaime
|
|
2015
|
|
1 |
p. 249-266
|
artikel
|
| 82 |
Preface
|
Kuby, Candace
|
|
2016
|
|
1 |
p. 8
|
artikel
|
| 83 |
Preface
|
Baker, Elizabeth (Betsy) A.
|
|
2015
|
|
1 |
p. 8-9
|
artikel
|
| 84 |
Preface
|
|
|
2017
|
|
1 |
p. 8
|
artikel
|
| 85 |
Preface
|
|
|
2018
|
|
1 |
p. 9-10
|
artikel
|
| 86 |
Preface
|
|
|
2019
|
|
1 |
p. 10
|
artikel
|
| 87 |
Primary Students’ Emic Views of Reading Intervention: A Qualitative Case Study of Motivation
|
Erickson, Joy Dangora
|
|
2019
|
|
1 |
p. 86-107
|
artikel
|
| 88 |
Prior Knowledge Activation in Design and in Practice
|
Hattan, Courtney
|
|
2015
|
|
1 |
p. 478-497
|
artikel
|
| 89 |
Promoting Teachers’ Ideological Becoming
|
Edmiston, Brian
|
|
2016
|
|
1 |
p. 332-347
|
artikel
|
| 90 |
Queering Intersectional Literacies to Redefine Female Sexualities: A Case Study
|
Shelton, Stephanie Anne
|
|
2018
|
|
1 |
p. 228-243
|
artikel
|
| 91 |
Race, Talk, Opportunity Gaps, and Curriculum Shifts in (Teacher) Education
|
Milner, H. Richard
|
|
2017
|
|
1 |
p. 73-94
|
artikel
|
| 92 |
Readings and Experiences of Multimodality
|
Leander, Kevin M.
|
|
2017
|
|
1 |
p. 95-116
|
artikel
|
| 93 |
(Re)imagining Writers and Writing: The End of the Book and the Beginning of Writing
|
Kuby, Candace R.
|
|
2018
|
|
1 |
p. 310-326
|
artikel
|
| 94 |
Rethinking Literacy and Responsibility: A Diffractive Engagement With Posthumanist Education and Jain Nonviolence
|
Rubin, Jessica Cira
|
|
2018
|
|
1 |
p. 327-342
|
artikel
|
| 95 |
Role of Oral Proficiency on Reading Comprehension
|
Uchikoshi, Yuuko
|
|
2016
|
|
1 |
p. 236-252
|
artikel
|
| 96 |
Scaffolding Reading Comprehension for Competent Readers
|
Hattan, Courtney
|
|
2018
|
|
1 |
p. 296-309
|
artikel
|
| 97 |
Simple Answers and Quick Fixes: Dyslexia and the Brain on the Internet
|
Worthy, Jo
|
|
2019
|
|
1 |
p. 314-333
|
artikel
|
| 98 |
Social Design–Based Experiments: A Proleptic Approach to Literacy
|
Gutiérrez, Kris D.
|
|
2018
|
|
1 |
p. 86-108
|
artikel
|
| 99 |
Social Scholars
|
Wise, Julie B.
|
|
2015
|
|
1 |
p. 398-414
|
artikel
|
| 100 |
Stories Lost and Found
|
Enciso, Patricia E.
|
|
2017
|
|
1 |
p. 29-52
|
artikel
|
| 101 |
Struggling Readers? Using Theory to Complicate Understandings of What It Means to Be Literate in School
|
Frankel, Katherine K.
|
|
2015
|
|
1 |
p. 307-322
|
artikel
|
| 102 |
Students Engaging in Multiple-Source Inquiry Tasks: Capturing Dimensions of Collaborative Online Inquiry and Social Deliberation
|
Coiro, Julie
|
|
2019
|
|
1 |
p. 271-292
|
artikel
|
| 103 |
Summary of the 68th Annual Conference of the Literacy Research Association, November 28 – December 1, 2018
|
|
|
2019
|
|
1 |
p. 11-15
|
artikel
|
| 104 |
Summary of the 66th Annual Meeting of the Literacy Research Association
|
Rogers, Rebecca
|
|
2017
|
|
1 |
p. 9-19
|
artikel
|
| 105 |
Summary of the 65th Annual Meeting of the Literacy Research Association, December 2–5, 2015
|
Enciso, Patricia
|
|
2016
|
|
1 |
p. 9-17
|
artikel
|
| 106 |
Summary of the 64th Annual Meeting of the Literacy Research Association, December 3–6, 2014
|
Almasi, Janice F.
|
|
2015
|
|
1 |
p. 10-15
|
artikel
|
| 107 |
Summary of the 67th Annual Meeting of the Literacy Research Association, November 29 – December 2, 2017
|
Ivey, Gay
|
|
2018
|
|
1 |
p. 11-16
|
artikel
|
| 108 |
Talking Children Into Literacy: Once More, With Feeling
|
Johnston, Peter
|
|
2019
|
|
1 |
p. 64-85
|
artikel
|
| 109 |
Teachers as Designers
|
Fowler-Amato, Michelle
|
|
2017
|
|
1 |
p. 358-372
|
artikel
|
| 110 |
Teachers’ Text Selections and Explanations About Text Selection and Use in History/Social Studies
|
Popp, Jacquelynn S.
|
|
2018
|
|
1 |
p. 279-295
|
artikel
|
| 111 |
Teachers’ Understandings, Perspectives, and Experiences of Dyslexia
|
Worthy, Jo
|
|
2016
|
|
1 |
p. 436-453
|
artikel
|
| 112 |
Teaching Multiliteracies to Chinese Students: Challenges and Insights
|
Kohnen, Angela M.
|
|
2019
|
|
1 |
p. 355-374
|
artikel
|
| 113 |
The Appropriation of the Coaching With CARE Model With Preservice Teachers
|
Maloch, Beth
|
|
2015
|
|
1 |
p. 339-358
|
artikel
|
| 114 |
The Digital Biliteracies of Arab Immigrant Mothers
|
Al-Salmi, Laila Z.
|
|
2015
|
|
1 |
p. 193-209
|
artikel
|
| 115 |
The Intersections of Identities and Justice-Oriented Efforts of Urban Literacy Educators
|
Skerrett, Allison
|
|
2019
|
|
1 |
p. 183-204
|
artikel
|
| 116 |
The Quality of Recent Studies in Content-Area Writing in Secondary Classrooms
|
Miller, Diane M.
|
|
2015
|
|
1 |
p. 461-477
|
artikel
|
| 117 |
The Relationship Between Reading Achievement and Attitudes Toward Print and Digital Texts in Adolescent Readers
|
Lupo, Sarah
|
|
2017
|
|
1 |
p. 264-278
|
artikel
|
| 118 |
The Role of Language in Religious Identity Making
|
Skerrett, Allison
|
|
2017
|
|
1 |
p. 325-340
|
artikel
|
| 119 |
The Texts of Literacy Instruction
|
Hiebert, Elfrieda H.
|
|
2017
|
|
1 |
p. 117-134
|
artikel
|
| 120 |
“This Meeting at This Tree”: Reimagining the Town Hall Session
|
Toliver, S. R.
|
|
2019
|
|
1 |
p. 45-63
|
artikel
|
| 121 |
Thresholds of Possibility—Mindful Walking, Traditional Oral Storytelling, and the Birch Bark Canoe
|
Honeyford, Michelle A.
|
|
2015
|
|
1 |
p. 210-226
|
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