Reading & writing

07–259 Abasi, Ali R., Nahal Akbari & Barbara Graves (U Ottawa, Canada), Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school . Journal of Second Language Writing (Elsevier) 15.2 (2006), 102–117. 07–260 Brantmeier, Cindy (Washington U, St Louis, USA), Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension . Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 89–115. 07–261 Bremner, Stephen (City U Hong Kong, China), Politeness, power, and activity systems: Written requests and multiple audiences in an institutional setting . Written Communication (Sage) 23.4 (2006), 397–423. 07–262 Cargill, Margaret (U Adelaide, Australia) & Patrick O'Connor , Developing Chinese scientists' skills for publishing in English: Evaluating collaborating-colleague workshops based on genre analysis . Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 207–221. 07–263 Edge, Julian , Reading to take notes and to summarize: A classroom procedure (reprint of author's 1983 article). Reading in a Foreign Language (U Hawaii, USA), 1.2, 93–98. 07–264 Edge, Julian (Manchester U, UK; julian.edge@manchester.ac.uk ), From paragraphs to patterns: Ablocutionary value in autobiography . Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 124–127. 07–265 Goetry, Vincent, Lesly Wade-Woolley, Régine Kolinsky & Philıppe Mousty (Queen's U, Belgium; vgoetry@ulb.ac.be ), The role of stress processing abilities in the development of bilingual reading . Journal of Research in Reading (Blackwell) 29.3 (2006), 349–362. 07–266 Huang, Shu-Chen (National Chiao Tung U, Hsinchu, China; sjh241@yahoo.com.tw ), Reading English for academic purposes – What situational factors may motivate learners to read? System (Elsevier) 34.3 (2006), 371–383. 07–267 Huang, Shu-Chen, Yuh-Show Cheng & Chiou-Lan Chern (National Chiao Tung U, Hsinchu, Taiwan; sjh241@yahoo.com.tw ), Pre-reading materials from subject matter texts – Learner choices and the underlying learner characteristics . Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 193–206. 07–268 Hui-Tzu Min (National Cheng Kung U, Tainan, Taiwan), The effects of trained peer review on EFL students' revision types and writing quality . Journal of Second Language Writing (Elsevier) 15.2 (2006), 118–141. 07–269 Ikeda, Makiko (Himeji Dokkyo U, Japan; maikoike@wonder.ocn.ne.jp ) & Takeuchi, Osamu , Clarifying the differences in learning EFL reading strategies: An analysis of portfolios . System (Elsevier) 34.3 (2006), 384–398. 07–270 Juzwik, Mary M . (Michigan State U, East Lansing, USA, mmjuzwik@msu.edu ), Svjetlana Curcic, Kimberly Wolbers, Kathleen D. Moxley, Lisa M. Dimling & Rebecca K. Shankland , Writing into the 21st century: An overview of research on writing, 1999 to 2004 . Written Communication (Sage) 23.4 (2006), 452–476. 07–271 Ma, Jee Hyun (U Hawaii, USA; jeehyun@hawaii.edu ), Just taking notes is not enough . Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 128–130. 07–272 Orsolini, Margherita (Università degli Studi di Roma ‘La Sapienza’; margherita.orsolini@uniroma1.it ), Rachele Fanari, Valeria Tosi, Barbara De Nigris & Roberto Carrieri , From phonological recoding to lexical reading: A longitudinal study on reading development in Italian . Language and Cognitive Processes (Routledge/Taylor & Francis) 21.5 (2006), 576–607. 07–273 Pretorious, Elizabeth (U South Africa, South Africa; pretoej@unisa.ac.za ), The comprehension of logical relations in expository texts by students who study through the medium of ESL . System (Elsevier) 34.3 (2006), 432–450. 07–274 Rogers, Rebecca & Melissa Mosley , Racial literacy in a second-grade classroom: Critical race theory, whiteness studies, and literacy research . Reading Research Quarterly (International Reading Association) 41.4 (2006), 462–495. 07–275 Ross, Nigel (Institute for Interpreters and Translators, Milan, Italy), Writing in the Information Age . English Today (Cambridge University Press) 22.3 (2006), 47–50. 07–276 Schwanenflugel, Paula J., Elizabeth B. Meisinger, Joseph M. Wisenbaker, M. R. Kuhn, Gregory P. Strauss & Robin D. Morris , Becoming a fluent and automatic reader in the early elementary school years . Reading Research Quarterly (International Reading Association) 41.4 (2006), 496–522. 07–277 Starfield, Sue & Louise J. Ravelli (U New South Wales, Sydney, Australia), ‘The writing of this thesis was a process that I could not explore with the positivistic detachment of the classical sociologist’: Self and structure in New Humanities research theses . Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 222–243. 07–278 Tardy, Christine M. (DePaul U, Chicago, USA), Researching first and second language genre learning: A comparative review and a look ahead . Journal of Second Language Writing (Elsevier) 15.2 (2006), 79–101. 07–279 Weber, Rose-Marıe (State U New York, USA; rweber@albany.edu ), Function words in the prosody of fluent reading . Journal of Research in Reading (Blackwell) 29.3 (2006), 258–269. 07–280 Wood, Clare (Coventry U, UK; c.wood@coventry.ac.uk ), Metrical stress sensitivity in young children and its relationship to phonological awareness and reading . Journal of Research in Reading (Blackwell) 29.3 (2006), 270–287. 07–281 Ziegler, Johannes C. & Usha Goswami (U Cambridge, UK; ucg10@cam.ac.uk ), Becoming literate in different languages: Similar problems, different solutions . Developmental Science (Blackwell) 9.5 (2006), 429–436.

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