Reading and writing

04–198 Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email : kpchandl@syr.edu ). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices . Reading Research Quarterly (Newark, USA), 38 , 3 (2003), 356–85. 04–199 Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email : Paul.Nation@vuw.ac.nz ). Identifying technical vocabulary . System (Oxford, UK), 32 , 2 (2004), 251–63. 04–200 Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email : r.ellis@auckland.ac.nz ). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing . Studies in Second Language Acquisition (New York, USA) 26 , 1 (2004), 59–84. 04–201 Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition . Foreign Language Annals (New York, USA), 37 , 1 (2004) 71–76. 04–202 Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice . Australian Journal of Language and Literacy (Adelaide, Australia), 26 , 3 (2003), 44–57. 04–203 Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills . Reading Research Quarterly (Newark, USA), 38 , 3 (2003), 330–55. 04–204 Huang, Jingzi (Monmouth University, USA; Email : jhuang@Monmouth.edu ). Socialising ESL students into the discourse of school science through academic writing . Language and Education (Clevedon, UK), 18 , 2 (2004), 97–123. 04–205 Johnston, Brenda (U. of Southampton, UK; Email : bhm@soton.ac.uk ). Teaching and researching critical academic writing: scrutiny of an action research process . Educational Action Research (Oxford, UK), 11 , 3 (2003), 365–87. 04–206 Kamler, B . (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond . English in Australia (Norwood, Australia), 138 (2003), 34–40. 04–207 Kim, Hae-Ri (Kyungil U., South Korea; Email : hrkimasu@hanmail.net ). Dialogue journal writing through a literature-based approach in an EFL setting . English Teaching (Anseonggun, South Korea), 58 , 4 (2003), 293–318. 04–208 Kim, Myonghee (Indiana University, USA; Email : mahn@indiana.edu ). Literature discussions in adult L2 learning . Language and Education (Clevedon, UK), 18 , 2 (2004), 145–66. 04–209 Lee, Icy (Hong Kong Baptist U., Hong Kong; Email : icylee@hkbu.edu.hk ). L2 writing teachers' perspectives, practices and problems regarding error feedback . Assessing Writing (New York, USA), 8 , 3 (2003), 216–37. 04–210 Lindgren, Eva ( Email : eva.lindgren@engelska.umu.se ) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers . Language Awareness (Clevedon, UK), 12 , 3&4 (2003), 172–86. 04–211 Luke, A . (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference . Australian Journal of Language and Literacy . (Adelaide, Australia), 26 , 3 (2003), 58–82. 04–212 Mission, R . (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom . English in Australia (Norwood, Australia) 138 (2003), 24–33. 04–213 Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade . Reading Research Quarterly (Newark, USA), 38 , 3 (2003), 302–28. 04–214 Ryu, Hoyeol (Hankyong National University, Korea; Email : hoyeol@hnu.hankyong.ac.kr ). Process approach to writing in the post-process era: A case study of two college students' writing processes . English Teaching (Anseonggun, Korea), 58 , 3 (2003), 123–42. 04–215 Shen, Helen H . (University of Iowa, USA; Email : Helen-shen@uiowa.edu ). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language . Language and Education (Clevedon, UK), 18 , 2 (2004), 167–82. 04–216 Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing . Written Communication (Thousand Oaks, California, USA), 21 , 2 (2004), 171–200. 04–217 Spence, Lucy K . (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing . Bilingual Research Journal (Arizona, USA), 27 , 3 (2003), 523–32.

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