Reading and writing

Extract

04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.

04–65Beard, Roger (Leeds U., UK; Email: R.F.Beard@education.leeds.ac.uk). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.

04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: monique.bournot-trites@ubc.ca). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 129–157.

04–67Gardner, Dee (Brigham Young University, USA). Vocabulary input through extensive reading: a comparison of words found in children's narrative and expository reading materials. Applied Linguistics (Oxford, UK), 25, 1 (2004), 1–37.

04–68Hu, Jim (U. College of the Cariboo, Canada). Thinking languages in L2 writing: research findings and pedagogical implications. TESL Canada Journal/Revue du TESL Canada (Burnaby, Canada), 21, 1 (2003), 39–63.

04–69Jarvis, Scott (Ohio University, USA; Email: Jarvis@ohio.edu), Grant, Leslie, Bikowski, Dawn and Ferris, Dana. Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 377–403.

04–70Mihwa Chung, Teresa and Nation, Paul (Victoria University of Wellington, NZ). Technical vocabulary in specialised texts. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 103–116.

04–71Ndiaye, M. and Vandeventer Faltin, A. (University of Geneva, Switzerland; Email: Anne.Vandeventer@lettres.unige.ch). A spell checker tailored to language learners. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 213–232.

04–72Pecorari, Diane (Stockholm University, Sweden; Email: Diane.Pecorari@English.su.se). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 317–345.

04–73Ridgway, Tony (Queen's U., UK). Literacy and foreign language reading. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 117–129.

04–74Shi, L., Wang, W. and Wen, Q. (University of British Columbia, Canada; Email: ling.shi@ubc.ca). Teaching experience and evaluation of second-language students' writing. Revue Canadienne de Linguistic Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 219–236.

04–75Stuart, Morag (U. of London; Email: m.stuart@ioe.ac.uk). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 15–36.

04–76Stuart, Morag (U. of London, UK; Email: m.stuart@ioe.ac.uk), Dixon, Maureen, Masterson, Jackie and Gray, Bob. Children's early reading vocabulary: description and word frequency lists. British Journal of Educational Psychology (Leicester, UK), 73 (2003), 585–598.

04–77Takagaki, Toshiyuki.The revision patterns and intentions in L1 and L2 by Japanese writers: a case study. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 22–38.

04–78Van de Poel, K. and Swanepoel, P. (Centre for Language and Speech, University of Antwerp, Belgium; Email: vanpoel@uia.ua.ac.be). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 173–211.

04–79Wang, Lurong (University of Toronto, Canada; Email: lwang@oise.utoronto.ca). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 347–375.

04–80Warner, Lionel (Newlands Girls' School, Maidenhead, UK). Wider reading. English in Education (Sheffield, UK), 37, 3 (2003), 13–18.

04–81Williams, Mary (Brunel U., UK). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International (Bicester, UK), 17, 3 (2003).

04–82Wyse, Dominic (Liverpool John Moores U., UK; Email: d.wyse@livijm.ac.uk). The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal (London, UK), 29, 6 (2003), 903–916.