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Curriculum Inquiry Volume 20, 1990 - Issue 4
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Original Articles

Talk about Text: Where Literacy is Learned and Taught

Gordon WellsOntario Institute for Studies in Education, Toronto
Pages 369-405 | Published online: 15 Dec 2014

Citations (34)

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Read on this site (15)

Sara Salloum. (2021) Intertextuality in science textbooks: implications for diverse students’ learning. International Journal of Science Education 43:17, pages 2814-2842.
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Samuel Holdstock. (2021) The Dialogic Possibilities for Interactive Fiction in the Secondary Academy English Classroom. Changing English 28:4, pages 395-410.
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Miranda S. Fitzgerald & Annemarie Sullivan Palincsar. (2017) Peer-Mediated Reading and Writing in a Digital, Multimodal Environment. Reading & Writing Quarterly 33:4, pages 309-326.
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Concepción Román, Ana Millán & José-María Millán. (2016) Writing to learn: an experience applied within the subject Intermediate Macroeconomics / Escribir para aprender: una aplicación para la asignatura macroeconomía intermedia. Culture and Education 28:2, pages 396-418.
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Jeremy J. Littau. (2015) Time to “Get” Religion? An Analysis of Religious Literacy Among Journalism Students. Journal of Media and Religion 14:3, pages 145-159.
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SalikaA. Lawrence, Rosanne Rabinowitz & Heather Perna. (2008) Reading Instruction in Secondary English Language Arts Classrooms. Literacy Research and Instruction 48:1, pages 39-64.
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Robert Serpell. (2007) Bridging between orthodox western higher educational practices and an African sociocultural context. Comparative Education 43:1, pages 23-51.
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Maria Varelas & Christine C. Pappas. (2006) Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language. Cognition and Instruction 24:2, pages 211-259.
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Ludo Verhoeven & Anne Vermeer. (2006) SOCIOCULTURAL VARIATION IN LITERACY ACHIEVEMENT. British Journal of Educational Studies 54:2, pages 189-211.
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Marshall A. George. (2004) Faculty-Student Book Clubs Create Communities of Readers in Two Urban Middle Schools. Middle School Journal 35:3, pages 21-26.
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Paul Richardson. (1998) Literacy, Learning and Teaching. Educational Review 50:2, pages 115-134.
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Annette Henry. (1996) Five Black Women Teachers Critique Child-Centered Pedagogy: Possibilities and Limitations of Oppositional Standpoints. Curriculum Inquiry 26:4, pages 363-384.
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Mary Bryson & Marlene Scardamalia. (1996) FOSTERING REFLECTIVITY IN THE ARGUMENTIVE THINKING OF STUDENTS WITH DIFFERENT LEARNING HISTORIES. Reading & Writing Quarterly 12:4, pages 351-384.
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Annemarie Sullivan Palincsar & Nancy Ellen Perry. (1995) Developmental, Cognitive, and Sociocultural Perspectives on Assessing and Instructing Reading. School Psychology Review 24:3, pages 331-344.
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Alister Cumming & Jaswinder Gill. (1991) Learning ESL literacy among Indo‐Canadian women . Language, Culture and Curriculum 4:3, pages 181-200.
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Articles from other publishers (19)

Wintre Foxworth Johnson. (2022) Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy methods. Journal of Early Childhood Literacy 22:3, pages 408-432.
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P. G. Schrader, Kenneth J. Fasching-Varner & Michael P. McCreery. 2021. Game-based Learning Across the Disciplines. Game-based Learning Across the Disciplines 363 382 .
Ana Milena Piñeros Garzón, Deyanira Orjuela Aldana & Alexánder Torres Sanmiguel. (2018) Una mirada crítica a las prácticas escriturales del grado quinto de la básica primaria. Cuadernos de Lingüística Hispánica:31, pages 173-190.
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Sharif Moghaddam. 2017. Text-Based Research and Teaching. Text-Based Research and Teaching 239 261 .
Jie Y. Park. (2016) “He Didn't Add More Evidence”: Using Historical Graphic Novels to Develop Language Learners' Disciplinary Literacy. Journal of Adolescent & Adult Literacy 60:1, pages 35-43.
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Jie Y. Park. (2016) “Breaking the word” and “sticking with the picture”. English Teaching: Practice & Critique 15:1, pages 91-104.
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GARD OVE SØRVIK, MARTE BLIKSTAD-BALAS & MARIANNE ØDEGAARD. (2015) “Do Books Like These Have Authors?” New Roles for Text and New Demands on Students in Integrated Science-Literacy Instruction. Science Education 99:1, pages 39-69.
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Gordon Wells. 2002. Social Constructivist Teaching: Affordances and Constraints. Social Constructivist Teaching: Affordances and Constraints 1 41 .
Hossein Nassaji & Alister Cumming. (2016) What’s in a ZPD? A case study of a young ESL student and teacher interacting through dialogue journals. Language Teaching Research 4:2, pages 95-121.
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Robert Serpell. (2016) Critical Issues Literacy Connections between School and Home: How Should We Evaluate Them?. Journal of Literacy Research 29:4, pages 587-616.
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Patricia G. MathesDouglas FuchsLynn S. Fuchs. (2016) Cooperative Story Mapping. Remedial and Special Education 18:1, pages 20-27.
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Stephen Hester & David Francis. (2017) Words and pictures: collaborative storytelling in a primary classroom. Research in Education 53:1, pages 65-88.
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Luis C. Moll & Norma González. (2016) Lessons from Research with Language-Minority Children. Journal of Reading Behavior 26:4, pages 439-456.
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Carol Sue Englert, Taffy E. Raphael & Troy V. Mariage. (2016) Developing a School-Based Discourse for Literacy Learning: A Principled Search for Understanding. Learning Disability Quarterly 17:1, pages 2-32.
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Annemarie Sullivan Palincsar & Laura Klenk. (2016) Third Invited Response: Broader Visions Encompassing Literacy, Learners, and Contexts. Remedial and Special Education 14:4, pages 19-25.
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Gordon Wells. (2016) Learning and teaching in Signed English. First Language 12:35, pages 147-156.
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Carol Sue Englert. (2016) Writing Instruction From a Sociocultural Perspective. Journal of Learning Disabilities 25:3, pages 153-172.
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David Bloome & Judith L. Green. (2008) Educational Contexts of Literacy. Annual Review of Applied Linguistics 12, pages 49-70.
Crossref
Robert Serpell, Linda Baker & Susan Sonnenschein. 2010. Becoming Literate in the City. Becoming Literate in the City.

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