Items where Division is "Language and Literacy in Education"

Reading Faculties, Schools and Departments (419)
- Arts, Humanities and Social Science (419)
  - Institute of Education (419)
    - Language and Literacy in Education (419)

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Number of items at this level: 419.

Abdelhameed, H. and Porter, J. (2006) Counting in Egyptian children with Down Syndrome. International Journal of Special Education, 21 (3). pp. 176-187. ISSN 0827-3383

Abdelhameed, H. and Porter, J. (2010) Verbal short‐term memory performance in pupils with Down Syndrome. International Journal of Disability, Development and Education, 57 (4). pp. 427-438. ISSN 1034-912X doi: https://doi.org/10.1080/1034912x.2010.524446

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: https://doi.org/10.3138/cmlr.2575

Atkinson, L., Slade, L., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 and Levy, J. P. (2017) Theory of mind in emerging reading comprehension: a longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 164. pp. 225-238. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.04.007

Babayigit, S. and Stainthorp, R. (2013) Correlates of early reading comprehension skills: a componential analysis. Educational Psychology, 34 (2). pp. 185-207. ISSN 0144-3410 doi: https://doi.org/10.1080/01443410.2013.785045

Babayigit, S. and Stainthorp, R. (2011) Modeling the relationships between cognitive–linguistic skills and literacy skills: new insights from a transparent orthography. Journal of Educational Psychology, 103 (1). pp. 169-189. ISSN 0022-0663 doi: https://doi.org/10.1037/a0021671

Babayiğit, S. and Stainthorp, R. W. (2010) Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study. Reading and writing: an interdisciplinary journal, 23 (5). pp. 539-568. ISSN 0922-4777 doi: https://doi.org/10.1007/s11145-009-9173-y

Blythe, H. I. and Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628 (2011) Children’s eye movements during reading. In: Liversedge, S. P., Gilchrist, I. and Everling, S. (eds.) The Oxford Handbook of Eye Movements. Oxford University Press, Oxford, pp. 643-662. ISBN 9780199539789

Blythe, H. I., Liversedge, S. P., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, White, S. J. and Rayner, K. (2009) Visual information capture during fixations in reading for children and adults. Vision Research. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2009.03.015

Blythe, H. I., Liversedge, S. P., Joseph, H. S. ORCID: https://orcid.org/0000-0003-4325-4628, White, S. J., Findlay, J. M. and Rayner, K. (2006) The binocular coordination of eye movements during reading in children and adults. Vision Research. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2006.06.006

Brehony, K. J. and Rassool, N., eds. (1999) Nationalisms old and new. Explorations in Sociology. British Sociological Association Conference Volume Series , 51. Macmillan Press Ltd, Houndsmills, Basingstoke and London, pp245. ISBN 9780312220525

Broad, S. E. (2008) Beyond Belief: Harry Potter in text and film. Journal of Children's Literature Studies, 5 (1). ISSN 1743-0526

Broad, S. E. (2009) Historical or hysterical? Periodising family breakdown in contemporary children’s literature. IBBYlink, 25. pp. 3-5.

Brookes, W. and Goodwyn, A. (1999) What Literacy Means: An Initial Enquiry. The English and Media Magazine, 39. pp. 43-47.

Bukhari, R. S. Y. (2021) A Qualitative Investigation of the Life Stories of Sixteen Saudi Arabian People who Stutter (PWS). PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00100429

Burrell, D., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Medley, D., Richards, B. and Roberts, J. (2011) The development and application of a diagnostic test for trainee foreign language teachers. In: O'Sullivan, B. (ed.) Language testing: theory and practice. Palgrave, Oxford, pp. 208-227. ISBN 9780230230620

Bush, A., Silk, M., Porter, J. and Howe, P. D. (2013) Disability [sport] and discourse: stories within the Paralympic legacy. Reflective Practice, 14 (5). pp. 632-647. ISSN 1470-1103 doi: https://doi.org/10.1080/14623943.2013.835721

Butun, Z. (2021) ELT Teachers` Professional Learning in Turkey. PhD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00104555

Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B., (2010) Languages Learning at Key Stage 2. A Longitudinal Study. Final report. Research Report DCSF. RR198. Report. Department for Children, Schools and Families pp169. ISBN 9781847756398

Charman, T., Ricketts, J., Dockrell, J. E., Lindsay, G. and Palikara, O. (2015) Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders. International Journal of Language & Communication Disorders, 50 (1). pp. 84-93. ISSN 1368-2822 doi: https://doi.org/10.1111/1460-6984.12116

Cocks, N. (2024) Student-centred: education, freedom, and the idea of audience. 2nd edition. Axis Series, 7. Inkermen Press/Axis, pp225. ISBN 9781803527109 (In Press)

Constantinidou, M. and Stainthorp, R. W. (2009) Phonological awareness and reading speed deficits in reading disabled Greek-speaking children. Educational Psychology, 29 (2). pp. 171-186. ISSN 0144-3410 doi: https://doi.org/10.1080/01443410802613483

Courtney, L. (2013) The role of context in forming young learners' attitudes and motivation to learning French. In: Archibald, E. (ed.) Multilingual Theory and Practice in Applied Linguistics. Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics. British Association for Applied Linguistics, pp. 47-50. ISBN 9780955953354

Courtney, L. (2017) Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency. Oxford Review of Education, 43 (4). pp. 462-481. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2017.1329721

Courtney, L. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2019) ‘It’s like having a test but in a fun way’: young learners’ perceptions of a digital game-based assessment of early language learning. Language Teaching for Young Learners, 1 (2). pp. 161-186. ISSN 2589-207X doi: https://doi.org/10.1075/ltyl.18009.cou

Courtney, L., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Tonkyn, A. and Marinis, T. (2017) Individual differences in early language learning: a study of English learners of French. Applied Linguistics, 38 (6). pp. 824-847. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amv071

Cowan, R. and Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2014) The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability. Journal of Educational Psychology, 106 (1). pp. 214-229. ISSN 0022-0663 doi: https://doi.org/10.1037/a0034097

Curdt-Christiansen, X. L. (2014) Family language policy: is learning Chinese at odds with leaning English. In: Curdt-Christiansen, X.-L. and Hancock, A. (eds.) Learning Chinese in diasporic communities: many pathways to being Chinese. AILA Applied Linguistics Series (12). John Benjamins, Amsterdam, 35-56.

Curdt-Christiansen, X. L. (2010) Competing priorities: Singapore teachers’ perspectives on critical literacy. International Journal of Educational Research, 49 (6). pp. 184-194. ISSN 0883-0355

Curdt-Christiansen, X. L. (2013) Family language policy: realities and continuities. Language Policy, 12 (1). pp. 1-6. ISSN 1573-1863 doi: https://doi.org/10.1007/s10993-012-9269-0

Curdt-Christiansen, X. L. (2012) Implicit learning and imperceptible influence: Syncretic literacy of multilingual Chinese children. Journal of Early Childhood Literacy, 13 (3). pp. 348-370. ISSN 1741-2919 doi: https://doi.org/10.1177/1468798412455819

Curdt-Christiansen, X. L. (2009) Invisible and visible language planning: ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8 (4). pp. 351-375. ISSN 1573-1863 doi: https://doi.org/10.1007/s10993-009-9146-7

Curdt-Christiansen, X. L. (2014) Planning for development or decline? Education policy for Chinese language in Singapore. Critical Inquiry in Language Studies, 11 (1). pp. 1-26. ISSN 1542-7587 doi: https://doi.org/10.1080/15427587.2014.871621

Curdt-Christiansen, X. L. (2008) Reading the world through words: cultural themes in heritage Chinese language textbooks. Language and Education, 22 (2). pp. 95-113. ISSN 1747-7581 doi: https://doi.org/10.2167/le721.0

Curdt-Christiansen, X. L. and Silver, R. (2013) New wine into old skins: the enactment of literacy policy in Singapore. Language and Education, 27 (3). pp. 246-260. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2012.704046

Curdt-Christiansen, X. L. and Silver, R. E. (2012) Educational reforms, cultural clashes and classroom practices. The Cambridge Journal of Education, 42 (2). pp. 141-161. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2012.676631

Curdt-Christiansen, X.-L. (2015) Family language policy in the Chinese community in Singapore: a question of balance? In: Li, W. (ed.) Multilingualism in the Chinese diaspora worldwide. Routledge critical studies in multilingualism. Routledge, London, pp. 255-275. ISBN 9781138794245

Curdt-Christiansen, X.-L. (2013) Negotiating family language policy: doing homework. In: Schwartz, M. and Verschik, A. (eds.) Successful family language policy: parents, children and educators in interaction. Multilingual Education, 7. Springer, Dordrecht, Netherlands, pp. 277-295. ISBN 9789400777521 doi: https://doi.org/10.1007/978-94-007-7753-8

Curdt-Christiansen, X.-L. and Hancock, A., eds. (2014) Learning Chinese in diasporic communities: many pathways to being Chinese. AILA Applied Linguistics Series, 12. John Benjamins, Amsterdam, pp243. ISBN 9789027205292

Curdt-Christiansen, X.-L. (2016) Conflicting language ideologies and contradictory language practices in Singaporean bilingual families. Jounal of Multilingual and Multicultural Development, 37 (7). pp. 694-709. ISSN 0143-4632 doi: https://doi.org/10.1080/01434632.2015.1127926

Curdt-Christiansen, X.-L. (2007) Exploring trilingual Chinese children’s language use. Sociolinguistic Studies, 1 (1). pp. 67-85. ISSN 1750-8649 doi: https://doi.org/10.1558/sols.v1i1.67

Curdt-Christiansen, X.-L. (2015) Ideological and tensions and contradictions in lower primary English teaching materials in Singapore. In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.) Language, ideologies and education: The politics of textbooks in language education. Routledge, New York and London, pp. 129-145. ISBN 9780415840385

Curdt-Christiansen, X.-L. (2017) Language socialization through textbooks. In: Duff, P. A. and May, S. (eds.) Language Socialization. Encyclopedia of Language and Education. Springer. ISBN 9783319022567

Curdt-Christiansen, X.-L. (2009) Love of reading: the evaluation of KidsREAD programme in Singapore. The International Journal of Learning, 16 (9). pp. 69-85. ISSN 1447-9494

Curdt-Christiansen, X.-L. (2015) Striking a balance: cultural conflicts or cultural adaptation. The European Journal of Applied Linguistics and TEFL, 4 (2). pp. 73-92. ISSN 2192-1032

Curdt-Christiansen, X.-L. (2006) Teaching and learning Chinese: heritage language classroom discourse in Montreal. Language, Culture and Curriculum, 19 (2). pp. 189-207. ISSN 1747-7573 doi: https://doi.org/10.1080/07908310608668762

Curdt-Christiansen, X.-L. and Sun, B. (2016) Nurturing bilingual learners: challenges and concerns in Singapore. International Journal of Bilingual Education and Bilingualism, 19 (6). pp. 689-705. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2016.1181606

Curdt-Christiansen, X.-L. and Weninger, C. (2015) Introduction: ideology and the politics of language text books. In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.) Language, ideologies and education: the politics of textbooks in language education. Routledge research in language education. Routledge, London, pp. 1-8. ISBN 9780415840385

Curdt-Christiansen, X.-L. and Weninger, C., eds. (2015) Language, ideologies and education: the politics of textbooks in language education. Routledge research in language education. Routledge, London, pp. 1-226. ISBN 9780415840385

Daller, M. H. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2014) Moving between languages: Turkish returnees from Germany. In: Menzel, B. and Engel, C. (eds.) Rückkehr in die Fremde? Ethnische Remigration russlanddeutscher Spätaussiedler. Ost-West-Express. Kultur und Übersetzung (21). Frank & Timme, Berlin, pp. 185-212. ISBN 9873865964663

Daller, M. H., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Furman, R. (2011) Transfer of conceptualisation patterns in bilinguals: the construal of motion events in Turkish and German. Bilingualism: Language and Cognition, 14 (1). pp. 95-119. ISSN 1469-1841 doi: https://doi.org/10.1017/S1366728910000106

Daniels, H. and Porter, J. (2009) Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R. (eds.) The Cambridge Primary Review Research Surveys. Routledge, London, U. K., pp. 217-240. ISBN 9780415548694

Daniels, H. and Porter, J., (2001) UNICEF project report: inclusive education and assessment practice in Armenia. Project Report. UNICEF Armenia

Daniels, H. and Porter, J. (2008) Self assessment as preparation for participation. In: Lascioli, A. (ed.) Pedagogia speciale in Europa. FrancoAngeli, Verona, Italy. ISBN 9788846496331

Daniels, H. and Porter, J. (2007) Self assessment as preparation for participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, University of Verona.

Daniels, H., Lauder, H. and Porter, J. (2008) The Routledge companion to education. Routledge, London.

Daniels, H., Lauder, H. and Porter, J., eds. (2009) Educational theories, cultures and learning : a critical perspective. Critical Perspectives on Education. Routledge, Abingdon, U. K., pp256. ISBN 9780415491181

Daniels, H., Lauder, H. and Porter, J. (2009) Introduction: from Plato to Monday morning. In: Daniels, H., Lauder, H. and Porter, J. (eds.) Knowledge, Values and Educational Policy. Routledge, London, U.K., pp. 1-6. ISBN 9780415491198 doi: https://doi.org/10.4324/9780203378595

De Silva, R. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2015) The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53. pp. 47-59. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2015.06.009

Dee, L., Florian, L., Porter, J. and Robertson, C. (2003) O Desenvolvimento do Aconselhamento Curricular para Transições Centradas na Pessoa (Developing curriculum guidance for person-centered transitions ). In: Rodrigues, D. (ed.) Perspectivas sobre a Inclusa. Editora Porto, Porto, pp. 167-182. ISBN 9789720345141

Dockrell, J. E., Ricketts, J., Charman, T. and Lindsay, G. (2014) Exploring writing in products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32. pp. 81-90. ISSN 0959-4752 doi: https://doi.org/10.1016/j.learninstruc.2014.01.008

Edwards, V. (2017) The West Indian language issue in British Schools: challenges and responses. Routledge Revivals. Routledge, London, UK, pp168. ISBN 9781138305195

Edwards, V. and Li, D. (2016) Overseas training for Chinese teachers of English. In: Van Deusen-Scholl, N. and May, S. (eds.) Second and foreign language education. Encyclopedia of Language and Education. Springer, Switzerland. ISBN 9783319023236 doi: https://doi.org/10.1007/978-3-319-02323-6_21-1

Edwards, V. and Redfern, A. (2017) At home in school. Routledge Revivals. Routledge, London, UK, pp192. ISBN 9781138301283

Edwards, V., Goodwin, J. and Wellings, A. (2017) English 7-14: every child's entitlement. Routledge Revivals. Routledge, London, UK, pp106. ISBN 9781138505353

Edwards, V. (2015) ‘Doing school’: cross cultural encounters. TESOL in context, 25 (1). pp. 4-15. ISSN 1030-8385

Edwards, V. (2011) Globalization and multilingualism: the case of the UK. Intercultural Communication Studies, 20 (1). pp. 27-35. ISSN 1057-7769

Edwards, V. and Li, D., (2011) Confucius, constructivism and the impact of continuing professional development of teachers of English in China. ELT Research Papers 11-02. Report. British Council, Manchester. pp23. ISBN 9780863556739

Edwards, V. and Ngwaru, J. M. (2012) African language books for children: issues for authors. Language, Culture and Curriculum, 25 (2). pp. 123-137. ISSN 1747-7573 doi: https://doi.org/10.1080/07908318.2011.629051

Edwards, V. and Ngwaru, J. M. (2011) African language publishing for children in South Africa: challenges for translators. International Journal of Bilingual Education and Bilingualism, 14 (5). pp. 589-602. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2011.558618

Edwards, V. and Ngwaru, J. M. (2014) Language capital and development: the case of African language publishing for children in South Africa. International Journal of the Sociology of Language, 2014 (225). pp. 29-50. ISSN 1613-3668 doi: https://doi.org/10.1515/ijsl-2013-0064

Edwards, V. and Ngwaru, J. M. (2011) Multilingual education in South Africa: the role of publishers. Journal of Multilingual and Multicultural Development, 32 (5). pp. 435-450. ISSN 1747-7557 doi: https://doi.org/10.1080/01434632.2011.592192

Ellins, J. and Porter, J. (2005) Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4). pp. 188-195. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2005.00396.x

Elliott, G. (2020) Reading for Meaning: Interventions to ameliorate children’s reading comprehension difficulties. A randomised controlled trial to investigate whether interventions in oral language and text-based strategies improve the reading comprehension skills of students aged between 11 and 13. EdD thesis, University of Reading. doi: https://doi.org/10.48683/1926.00106095

Fabrício, B. F. and Santos, D. (2009) The (re-)framing process as a collaborative locus for change. In: Cook, G. and North, S. (eds.) Applied linguistics in action: a reader. Routledge, London. ISBN 9780415545471

Fairfield, C. A., Kempe, A. J. and Richards, B. J. (2008) Reported voice difficulties and vocal symptoms in trainee PGCE secondary teachers. In: Choice for Voice Conference, 10-12 July, London.

Fajardo, I. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2022) Brief Report: autistic students read between lines. Journal of Autism and Developmental Disorders. ISSN 0162-3257 doi: https://doi.org/10.1007/s10803-022-05648-2

Feiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J. and Martin, S. (2011) The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1). pp. 22-27. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2011.01199.x

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2019) Facilitating evidence-informed practice. Teacher Development, 23 (1). pp. 64-82. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2018.1505649

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2017) Language and literacy for children who are English language learners(ELLs): developing linguistically responsive teachers. In: Goodwin, P. (ed.) The Literate Classroom (4th edition). Routledge, Abingdon, UK, pp. 87-100. ISBN 9781138282605

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2019) Teachers and Polish children: capturing changes in the linguistic field. British Journal of Sociology of Education, 40 (1). pp. 65-82. ISSN 0142-5692 doi: https://doi.org/10.1080/01425692.2018.1481366

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 and Curdt-Christiansen, X.-L. (2018) Intentions versus enactment: making sense of policy and practice for teaching English as an additional language. Language and Education, 32 (5). pp. 410-427. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2018.1475484

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R. and Stuart, M. (2021) Training teachers for phonics and early reading: developing research-informed practice. Journal of Research in Reading, 44 (2). pp. 301-318. ISSN 1467-9817 doi: https://doi.org/10.1111/1467-9817.12336

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Teemant, A., Mitchell Viesca, K. and Perumal, R. (2023) Effective teachers of multilingual learners: a mixed method study of UK and US critical sociocultural teaching practices. TESOL Quarterly. ISSN 1545-7249 doi: https://doi.org/10.1002/tesq.3224

Furneaux, C. (2022) Materials for developing writing skills. In: Norton, J. and Buchanan, H. (eds.) The Routledge Handbook of Materials Development for Language Teaching. Routledge Handbooks in Applied Linguistics. Routledge, London, pp. 244-260, 560 pages. ISBN 9781003262473 doi: https://doi.org/10.4324/b22783-21

Galloway, N., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and McKinley, J. (2024) English for specific purposes in surging English-medium instruction contexts. Journal of English-Medium Instruction. ISSN 2666-8890 doi: https://doi.org/10.1075/jemi.23011.gal

Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

Goodwyn, A. (2010) The expert teacher of English. The expert teacher . Routledge, Abingdon, UK, pp192. ISBN 9780415316965

Goodwyn, A. (1998) Adapting to the Textual landscape: Bringing Print and Visual Texts Together in the Classroom. In: Goodwyn, A. (ed.) Literary and Media Texts in Secondary English. London: Cassells, pp. 129-150.

Goodwyn, A. (1997) Almost Together. The English and Media Magazine, 24. pp. 26-27.

Goodwyn, A. (1998) Broadening the Literacy Horizon. In: Goodwyn, A. (ed.) Literary and Media Texts in Secondary English. London: Cassells, pp. 1-23.

Goodwyn, A. (1995) Contextualising ability within the subject of English. In: Goodwyn, A. (ed.) English and Ability. London: David Fulton Publishers, pp. 1-13.

Goodwyn, A. (2001) Cultural Rights in the Convergence. In: Durrant, C. and Beavis, C. (eds.) P[ICT] URES of English: Teachers, learners and technology. Australian Association for the Teaching of English, Kent Town: Wakefield Press, pp. 52-68.

Goodwyn, A. (1995) Defining High Ability in English. In: Goodwyn, A. (ed.) English and Ability. London: David Fulton Publishers, pp. 14-27.

Goodwyn, A. (1997) Developing English Teachers. Buckingham: Open University Press, pp160.

Goodwyn, A. (1991) The Employment of Drama. The Drama Magazine.

Goodwyn, A. (1992) English Teaching and Media Education. Buckingham: Open University Press, pp160.

Goodwyn, A., ed. (1995) English and Ability. London: David Fulton Publishers, pp128.

Goodwyn, A. (2014) English and literacy in education – national policies. In: Leung, C. and Street, B. V. (eds.) The Routledge companion to English studies. Routledge, Abingdon, pp. 16-32. ISBN 9780415676182

Goodwyn, A., ed. (2000) English in the Digital Age. London: Continuum, pp180.

Goodwyn, A., ed. (2002) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp180.

Goodwyn, A. (1992) Information Technology in English in Initial Teacher Training, Project Report. Journal of Information Technology for Teacher Education, 1 (1). pp. 171-173.

Goodwyn, A. (2002) Introduction: reviewing transition and literacy. In: Goodwyn, A. (ed.) Improving Literacy at KS2 and KS3,. London:Paul Chapman Publishing,, pp. 1-21.

Goodwyn, A. (2003) Literacy or English: The struggle for the professional identity of English teachers in England. In: Homer, D., Doecke, B. and Nixon, H. (eds.) English Teachers at Work: Narratives, Counter-narratives and Arguments. Australian Association for the Teaching of English /Interface. Kent Town, South Australia: Wakefield Press.

Goodwyn, A., ed. (1998) Literary and Media Texts in Secondary English. London: Cassells, pp180.

Goodwyn, A. (1998) Literature: The writing on the wall is now on the screen. In: Kooy, M., Janssen, T. and Watson, K. (eds.) Fiction, Literature and Media: Studies in Language and Literature, International Perspectives on Mother Tongue Education. Amsterdam University Press,, pp. 39-50.

Goodwyn, A. (2000) Making a point with Point Horror. The Secondary English Magazine, 2 (2). pp. 19-24.

Goodwyn, A. (1998) New Audience, new text. The Secondary English Magazine, 1 (2). pp. 26-28.

Goodwyn, A. (1997) Signs of Growth but not of Status: Management and Media Education. The English and Media Magazine, 37. pp. 36-39.

Goodwyn, A. (2000) Texting; reading and writing in the intertext. In: Goodwyn, A. (ed.) English in the Digital Age. Continuum, London, pp. 78-96.

Goodwyn, A. (1992) Theoretical Models of English Teaching. English in Education, 26 (3). pp. 4-10.

Goodwyn, A. (2000) “A bringer of new things”: an English Teacher in the computer age?,. In: Goodwyn, A. (ed.) English in the Digital Age. London: Continuum, pp. 1-21.

Goodwyn, A. (2010) The status of literature in a national curriculum: a case study of England. English in Australia, 45 (1). pp. 18-27.

Goodwyn, A. and Findlay, K. (1999) The Cox Models Revisited: English Teacher’s Views of their Subject and the National Curriculum. English in Education, 33 (2). pp. 19-31.

Goodwyn, A. and Findlay, K. (2002) Literacy in transition. In: Goodwyn, A. (ed.) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp. 21-44.

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Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2002) Experiences of learning French: a snapshot at Years 11, 12 and 13. Language Learning Journal, 25 (1). pp. 15-20. ISSN 1753-2167 doi: https://doi.org/10.1080/09571730285200051

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Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2015) Language learning in the public eye: an analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching, 9 (1). pp. 72-85. ISSN 1750-1229 doi: https://doi.org/10.1080/17501229.2014.995766

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2020) Listening and good language teachers. In: Griffiths, C. and Tajeddin, Z. (eds.) Lessons from Good Language Teachers. Cambridge University Press, pp. 246-259. doi: https://doi.org/10.1017/9781108774390

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Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2015) Strategies for second language listening: current scenarios and improved pedagogy. Palgrave Macmillan, Basingstoke, pp208. ISBN 9781137410511 doi: https://doi.org/10.1057/9781137410528

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A. (2017) Early language learning: the impact of teaching and teacher factors. Language Learning, 67 (4). pp. 922-958. ISSN 0023-8333 doi: https://doi.org/10.1111/lang.12251

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A., (2014) Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning. Project Report. University of Reading (Unpublished)

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Tonkyn, A. and Marinis, T. (2016) Motivational trajectories for early language learning across the primary-secondary school transition. British Educational Research Journal, 42 (4). pp. 682-702. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3230

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fisher, L., Hofweber, J. and Krüsemann, H. (2020) Getting creative in the languages classroom. In: Kohl, K., Dudrah, R., Gosler, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Maiden, M., Ouyang, W.-c. and Reynolds, M. (eds.) Creative Multilingualism: A Manifesto. Open Book Publisher, pp. 151-176. ISBN 9781783749294 doi: https://doi.org/10.11647/obp.0206.07

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, MacFadyen, T. and Richards, B. (2012) Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education. Journal of Curriculum Studies, 44 (3). pp. 323-348. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2012.662525

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Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Woore, R., Porter, A., Courtney, L. and Savory, C. (2020) Navigating the challenges of L2 reading: self-efficacy, self-regulatory reading strategies and learner profiles. Modern Language Journal, 104 (4). pp. 693-714. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12670

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984, Hofweber, J., Fisher, L. and Krüsemann, H. (2024) Literature and second language vocabulary learning: the role of text-type and teaching approach. Modern Language Journal, 108 (3). pp. 579-600. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12946

Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977 and Macaro, E. (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4). pp. 747-783. ISSN 0023-8333 doi: https://doi.org/10.1111/j.1467-9922.2008.00478.x

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Graham, S. J. ORCID: https://orcid.org/0000-0002-7743-3977, Richards, B. J. and Malvern, D. D. (2008) Progress in learning French vocabulary in a one-year advanced course at school. Journal of French Language Studies, 18 (3). pp. 349-364. ISSN 0959-2695 doi: https://doi.org/10.1017/S0959269508003499

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Hofweber, J. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2018) Linguistic creativity in language learning: investigating the impact of creative text materials and teaching approaches in the second language classroom. Scottish Languages Review, 33. pp. 19-28. ISSN 1756-039X doi: https://doi.org/10.6084/m9.figshare.5925100

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Warner, L. (2011) Disabled characters in plays. Changing English: Studies in Culture and Education, 18 (4). pp. 371-382. ISSN 1469-3585 doi: https://doi.org/10.1080/1358684X.2011.630196

Warner, L. (2011) Lifting the Wife of Bath off the page. NATE Classroom (14). pp. 48-50. ISSN 1753-6162

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