| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Author Index Volume 5
|
|
|
2005
|
|
3 |
p. 439
|
artikel
|
| 2 |
Author Index Volume 1
|
|
|
2001
|
|
3 |
p. 303-303
1 p.
|
artikel
|
| 3 |
Author Index Volume 3
|
|
|
2003
|
|
3 |
p. 297-297
1 p.
|
artikel
|
| 4 |
Author Index Volume 2 (2002)
|
|
|
2002
|
|
3 |
p. 315-315
1 p.
|
artikel
|
| 5 |
BUILT: Building Understandings in Literacy andTeaching. A CD-ROM Resource for Pre-service and In-service Teachers
|
Anthony Adams
|
|
2002
|
|
3 |
p. 307-309
3 p.
|
artikel
|
| 6 |
Contents of Volume 1
|
|
|
2001
|
|
3 |
p. 301-302
2 p.
|
artikel
|
| 7 |
Contents of Volume 3
|
|
|
2003
|
|
3 |
p. 295-296
2 p.
|
artikel
|
| 8 |
Contents of Volume 2 (2002)
|
|
|
2002
|
|
3 |
p. 313-314
2 p.
|
artikel
|
| 9 |
Contents Volume 5
|
|
|
2005
|
|
3 |
p. 435-437
|
artikel
|
| 10 |
Continuity and change in language arts textbooks in Greek primary schools
|
P. Papoulia-Tzelepi
|
|
2001
|
|
3 |
p. 195-207
13 p.
|
artikel
|
| 11 |
Declared Knowledge of Beginning Writers
|
Morin, Marie-France
|
|
|
|
3 |
p. 385-401
|
artikel
|
| 12 |
Declared Knowledge of Beginning Writers
|
Morin, Marie-France
|
|
2005
|
|
3 |
p. 385-401
|
artikel
|
| 13 |
Developmentally Appropriate Practice: Pedagogical Interpretations in a Bilingual Head Start Classroom
|
Catherine Kurkjian
|
|
2001
|
|
3 |
p. 209-233
25 p.
|
artikel
|
| 14 |
Dialect interference in the writing of primary school children in the commonwealth of Dominica
|
Jan Abd-Kadir
|
|
2003
|
|
3 |
p. 225-238
14 p.
|
artikel
|
| 15 |
Does Writing Contribute to Improving HighSchool Students' Approach to Literature?
|
Pietro Boscolo
|
|
2003
|
|
3 |
p. 197-224
28 p.
|
artikel
|
| 16 |
Editorial
|
|
|
2001
|
|
3 |
p. 191-193
3 p.
|
artikel
|
| 17 |
Editorial
|
Mary Kooy
|
|
2003
|
|
3 |
p. 191-195
5 p.
|
artikel
|
| 18 |
Editorial
|
Mary Kooy
|
|
2002
|
|
3 |
p. 177-178
2 p.
|
artikel
|
| 19 |
Educational Influence on Reading and Spelling: A Comparative Study of Three French First-Grade Classes
|
Pasa, Laurence
|
|
|
|
3 |
p. 403-415
|
artikel
|
| 20 |
Educational Influence on Reading and Spelling: A Comparative Study of Three French First-Grade Classes
|
Pasa, Laurence
|
|
2005
|
|
3 |
p. 403-415
|
artikel
|
| 21 |
Effects of reading strategy instruction in secondary education — a review of intervention studies
|
Bimmel, Peter
|
|
|
|
3 |
p. 273-298
|
artikel
|
| 22 |
Effects of reading strategy instruction in secondary education a review of intervention studies
|
Peter Bimmel
|
|
2001
|
|
3 |
p. 273-298
26 p.
|
artikel
|
| 23 |
Grace Feuerverger (2001). Oasis ofDreams. Teaching and Learning Peace in aJewishPalestinian Village in Israel
|
Paulo Feytor Pinto
|
|
2002
|
|
3 |
p. 297-300
4 p.
|
artikel
|
| 24 |
Grace Feuerverger (2001). Oasis ofDreams. Teaching and Learning Peace in aJewishPalestinian Village in Israel
|
Lana White
|
|
2002
|
|
3 |
p. 301-305
5 p.
|
artikel
|
| 25 |
How Do University Students Solve Linguistic Problems? A Description of the Processes Leading to Errors
|
Lefrançois, Pascale
|
|
|
|
3 |
p. 417-432
|
artikel
|
| 26 |
How Do University Students Solve Linguistic Problems? A Description of the Processes Leading to Errors
|
Lefrançois, Pascale
|
|
2005
|
|
3 |
p. 417-432
|
artikel
|
| 27 |
How Future Teachers Develop Professional Knowledge Through Reflective Writing in a Dialogical Frame
|
Vanhulle, Sabine
|
|
|
|
3 |
p. 287-314
|
artikel
|
| 28 |
How Future Teachers Develop Professional Knowledge Through Reflective Writing in a Dialogical Frame
|
Vanhulle, Sabine
|
|
2005
|
|
3 |
p. 287-314
|
artikel
|
| 29 |
Improving Linguistic Fluency for Writing: Effects of Explicitness and Focus of Instruction
|
van Gelderen, Amos
|
|
|
|
3 |
p. 239-270
|
artikel
|
| 30 |
Improving Linguistic Fluency for Writing:Effects of Explicitness and Focus of Instruction
|
Amos van Gelderen
|
|
2002
|
|
3 |
p. 239-270
32 p.
|
artikel
|
| 31 |
Introduction: The Orthography of French
|
Jaffré, Jean-Pierre
|
|
|
|
3 |
p. 353-364
|
artikel
|
| 32 |
Introduction: The Orthography of French
|
Jaffré, Jean-Pierre
|
|
2005
|
|
3 |
p. 353-364
|
artikel
|
| 33 |
Learning About Science Through Writing*
|
Jaubert, Martine
|
|
|
|
3 |
p. 315-333
|
artikel
|
| 34 |
Learning About Science Through Writing*
|
Jaubert, Martine
|
|
2005
|
|
3 |
p. 315-333
|
artikel
|
| 35 |
Lie Detecting as a Step Towards Critical Literacy
|
Caviglia, Francesco
|
|
|
|
3 |
|
artikel
|
| 36 |
Lie Detecting as a Step Towards Critical Literacy
|
Francesco Caviglia
|
|
2002
|
|
3 |
p. 179-220
42 p.
|
artikel
|
| 37 |
Literate Texts, Articulating Selves: Qualities of Author's Presence
|
Gissi Sarig
|
|
2001
|
|
3 |
p. 235-272
38 p.
|
artikel
|
| 38 |
Literature, Literacy and the Discourses of English Teaching in England: A Case Study
|
Goodwyn, Andy
|
|
|
|
3 |
p. 221-238
|
artikel
|
| 39 |
Literature, Literacy and the Discourses ofEnglish Teaching in England: A Case Study
|
Andy Goodwyn
|
|
2002
|
|
3 |
p. 221-238
18 p.
|
artikel
|
| 40 |
Martine A.H. Braaksma (2002). Observational learning in argumentative writing
|
G. Hillocks
|
|
2003
|
|
3 |
p. 279-286
8 p.
|
artikel
|
| 41 |
Martine A.H. Braaksma (2002). Observational learning in argumentative writing
|
Ineke Vedder
|
|
2003
|
|
3 |
p. 273-278
6 p.
|
artikel
|
| 42 |
On Academic Writing in Latin America (The Cases of Argentina, Mexico and Venezuela)
|
Martins Vieira, Isabel
|
|
|
|
3 |
p. 251-263
|
artikel
|
| 43 |
On Academic Writing in Latin America (The Cases of Argentina, Mexico and Venezuela)
|
Martins Vieira, Isabel
|
|
2005
|
|
3 |
p. 251-263
|
artikel
|
| 44 |
Peer Response and Students' Revisions of their Narrative Writing
|
Shelley Peterson
|
|
2003
|
|
3 |
p. 239-272
34 p.
|
artikel
|
| 45 |
Reformulation: A Means of Constructing Knowledge in Shared Writing
|
Milian, Marta
|
|
|
|
3 |
p. 335-351
|
artikel
|
| 46 |
Reformulation: A Means of Constructing Knowledge in Shared Writing
|
Milian, Marta
|
|
2005
|
|
3 |
p. 335-351
|
artikel
|
| 47 |
Reviewers L1 October 2004–October 2005
|
|
|
2005
|
|
3 |
p. 433-434
|
artikel
|
| 48 |
Reviewers L1 October 2000October 2001
|
|
|
2001
|
|
3 |
p. 299-300
2 p.
|
artikel
|
| 49 |
Reviewers L1 October 2002October 2003
|
|
|
2003
|
|
3 |
p. 293-294
2 p.
|
artikel
|
| 50 |
Reviewers L1 October 2001October 2002
|
|
|
2002
|
|
3 |
p. 311-312
2 p.
|
artikel
|
| 51 |
Sarah W. Beck & Leslie Nabors Oláh (Eds) (2001).Perspectives on language and literacy.Beyond the here and now
|
Finn Egil Toennessen
|
|
2003
|
|
3 |
p. 287-291
5 p.
|
artikel
|
| 52 |
Students’ Note-Taking as a Knowledge-Construction Tool
|
Castelló, Montserrat
|
|
|
|
3 |
p. 265-285
|
artikel
|
| 53 |
Students’ Note-Taking as a Knowledge-Construction Tool
|
Castelló, Montserrat
|
|
2005
|
|
3 |
p. 265-285
|
artikel
|
| 54 |
The Didactic Conditions of Emergent Literacy: A Comparative Study of Curricula and Teaching Tools in France and Québec
|
Pasa, Laurence
|
|
|
|
3 |
p. 271-296
|
artikel
|
| 55 |
The Didactic Conditions of EmergentLiteracy: A Comparative Study of Curricula and Teaching Tools in France and Québec
|
Laurence Pasa
|
|
2002
|
|
3 |
p. 271-296
26 p.
|
artikel
|
| 56 |
The Impact of a Cooperative Approximate Spelling Situation in a Kindergarten Setting
|
Montésinos-Gelet, Isabelle
|
|
|
|
3 |
p. 365-383
|
artikel
|
| 57 |
The Impact of a Cooperative Approximate Spelling Situation in a Kindergarten Setting
|
Montésinos-Gelet, Isabelle
|
|
2005
|
|
3 |
p. 365-383
|
artikel
|
| 58 |
Writing and the Making of Meaning: An Introduction
|
Milian, Marta
|
|
|
|
3 |
p. 241-249
|
artikel
|
| 59 |
Writing and the Making of Meaning: An Introduction
|
Milian, Marta
|
|
2005
|
|
3 |
p. 241-249
|
artikel
|
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