Reading and writing

04–517Armand, Françoise (U. de Montréal, Canada; Email: Francoise.Armand@umontreal.ca ), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459. 04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: t22035@cc.ntnu.edu.tw ). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335. 04–519de Jong, Maria T. and Bus, Adriana G. (Leiden U., Netherlands; Email: jongtm@fsw.leidenuniv.nl ). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 378–393. 04–520Dunsmuir, Sandra (U. College London, UK; Email: s.dunsmuir@ucl.ac.uk ) and Blatchford, Peter. Predictors of writing competence in 4-to 7-year-old children. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 461–483. 04–521Forey, Gail (Hong Kong Polytechnic U.). Workplace texts: do they mean the same for teachers and business people?English for Specific Purposes (Oxford,UK), 23, 4 (2004), 447–469. 04–522Harwood, Nigel and Hadley, Gregg (U. of Essex, UK). Pragmatism and the teaching of academic writing. English for Specific Purposes. (Oxford, UK), 23, 4 (2004), 355–379. 04–523Heinz, Peter J. (Pikes Peak Community College, Colorado Springs, USA). Towards enhanced second language reading comprehension assessment: computerized versus manual scoring of written recall protocols. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 97–124. 04–524Huxford, L. (National Primary Strategy, England). Developing an understanding of the pedagogy of writing in the middle years (age 8–11). Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 234–244. 04–525Hyland, Ken (Institute of Education, U. of London, UK; Email: k.hyland@ioe.ac.uk ). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 133–151. 04–526Joh, Jeongsoon (Konkuk U., Korea; Email: johjs@konkuk.ac.kr ). Interactions among the reader, text and task variables in EFL reading comprehension performance. English Teaching (Anseonggun, Korea), 59, 3 (2004) 115–143. 04–527Lee, Icy (Hong Kong Baptist U., China; Email: icylee@hkbu.edu.hk ). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 285–312. 04–528Makalela, Leketi (U. of Limpopo and Michigan State U.). Differential error types in second-language students' written and spoken texts: implications for instruction in writing. Written Communication (Thousand Oaks, CA, USA), 22, 4 (2004), 368–385. 04–529McNaughton, S., Lai, M., MacDonald, S. and Farry, S. (Auckland U., Australia). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 184–197. 04–530Moore, Tim (Monash U., Australia; Email: tim.moore@celts.monash.edu.au ) and Morton, Janne. Dimensions of difference: a comparison of university writing and IELTS writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 43–66. 04–531Taguchi, Etsuo (Daito Bunka U., Tokyo; Email: taguchi@ic.daito.ac.jp ), Takayasu-Maass, Miyoko and Gorsuch, Greta J. Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 70–96. 04–532Yoon, Hyunsook and Hirvela, Alan (The Ohio State U., USA; Email: yoon.98@osu.edu ). ESL student attitudes toward corpus use in L2. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 257–283.

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.