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Vol. 24 No. 2 (2022): Regular Issue
Vol. 24 No. 2 (2022): Regular Issue
Published:
2022-08-19
Full Issue
PDF
Articles
Naturalistic Interventions to Support Development of Emerging Literacy Skills in Daycare: Challenges and Facilitators
Colombe Lemire, Carmen Dionne , Julie Myre-Bisaillon
1-24
PDF
Critical Literacy in Canada: A Systematic Review of Curricula and Literature
Jean Kaya, Roswita Dressler, Kim Lenters
25-61
PDF
Magic and Monsters: Collaborating with Google in Literacy Practices
Mary Ott, PhD, Jenny Kassen, PhD (c), Kathy Hibbert, PhD
62-84
PDF
Composing meaning through multiliteracies and multimodality with adolescent and adult learners
Dr. Susan M. Holloway, Rasha Qaisi
85-106
PDF
Culturally Relevant Model for Digital Language and Literacy Instruction
Lauren Eutsler, Araceli Perez
107-132
PDF
Print Literacy Humiliation: Translanguaging and emotions with newcomer children
Katie Brubacher
133-152
PDF
Investigating Writing Instruction Practices for Students With Deafness and Hearing Loss
Michael Dunn, Amira Albagshi, Faisal Aldawsari
153-173
PDF
ESL Writing Instruction in K-12 Settings: Pedagogical Approaches and Classroom Techniques
Pedagogical Approaches and Classroom Techniques
Subrata Bhowmik, Marcia Kim
174-197
PDF
Literacy Education in the Post-Truth Era: The Pedagogical Potential of Multiliteracies
Lana Parker, Kristy Smith
198-215
PDF
Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions
Christina Budde, Margaret Marcus, Melinda Martin-Beltran , Rebecca Silverman
216-244
PDF
When Learners Read in Two Languages: Understanding Chinese-English Bilingual Readers Through Miscue Analysis
Heather Blair, Jacqueline Filipek, Hongliang Fu, Xiaobing Lin, Miao Sun
245-266
PDF
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