Conference database for ARLE - The International Association for Research in L1 Education

ARLE 2017

172 contributions

Overview of contributions, clustered by theme and format

	ARLE Research School plenary session	Keynote	Paper session ARLE 2017	Pre-conference ARLE 2017	Round table ARLE 2017	Short presentations and extensive discussion ARLE 2017	Symposium and Invited Panels ARLE 2017
Addressing literacy cultures of new technologies (media; texting; multi-modality)	Perrin (Switzerland): From focused writing to writing by-the-way Investigating the digital literacy shift in professional writing
Curriculum design and development of learning media or teaching materials, choosing texts, etc.			Bremholm (Denmark): A reading textbook and balanced reading instruction: a (im)possible match? Caviglia (Denmark); Pedersen (Denmark): Educational patterns for bringing value conflicts to the classroom Fougt (Denmark); Bundsgaard (Denmark); Buch (Denmark): Quantitative characteristics of teaching materials in Danish L1-teaching Karasma (Finland): Estonian and Finnish language and literature in textbooks Leung (Hong Kong): Development of mother tongue language course at tertiary level in Hong Kong Sales Cordeiro (Switzerland); Schneuwly (Switzerland): Text genres as basic units for L1 curricula Skyggebjerg (Denmark): Changing Concepts of Literature and Pedagogical Methods in Textbooks for Literature Teaching Wolbers (United States); Dostal (United States): A focus on L1 linguistic competence and metalinguistic awareness during writing	Schrijvers (Netherlands (the)); Janssen (Netherlands (the)); Fialho (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Fostering Personal and Social Insights in the Literature Classroom: A Review of Intervention Studies		Karasma (Finland): Estonian and Finnish language and literature in textbooks	Schrijvers (Netherlands (the)); Janssen (Netherlands (the)); Pieper (Germany): Changing perspectives on self and others in the literature classroom
Educational linguistics and language awareness			El Kirat El Allame (Morocco): THE STATUS OF DARIJA IN MOROCCO BETWEEN OFFICIAL DISCOURSE AND CLASSROOM PRACTICES Norvik (Estonia); Pajusalu (Estonia): From linguists to L1 education: the case of the Estonian Linguistics Olympiad	Dielemans (Netherlands (the)): Linguistic Reasoning in L1 grammar education Wijnands (Netherlands (the)): The use of reference grammars in secondary education			Rättyä (Finland); Costa (Portugal); Fontich (Spain): Metalinguistic Education in the 21st Century
Effective pedagogies, dialogic learning, equity and differentiation, etc			Cha (China); Koo (): Concept Learning Method in Convergence Education: Focusing on the study of scientific terminology based on word representation
First and second language in learning -teaching literature and audio-visual/digital arts (translating cultures; considering constant use of the Internet as a multilingual information and entertainment resource, considering multilingual environment typical of the age of mobility and multicultural societies)			Araujo (Portugal); OTTESTAD (Belgium); Costa (Portugal): Digital Reading in PISA 2012 in Portugal: How do VET and General Education Students Perform? Belancic (Sweden); Lindgren (Sweden): Functional bilingualism and Indigenous language discourse in the syllabi of Swedish Sami Elf (Denmark); Kaspersen (Denmark); Gissel (Denmark); Hansen (Denmark); Hanghøj (Denmark); Høegh (Denmark): Improving the Quality of Teaching Literature in Danish Secondary Education: Towards an Inquiry-based Model for Interventions. Part I/II: Background, research design, and findings from the mapping of practice Erixon (Sweden): Mother-Tongue Education (MTE) and reading technologies in the new media landscape Fan (Singapore): L1 Text in a Bilingual Educational System: Language-Intensive or Literariness-Focused? í Ólavsstovu (Faroe Islands (The)): How modern pupils tell their identity connections in the context of legends Janus-Sitarz (Poland); Bobinski (Poland): Promoting creative reading of literature Loh (China); Sing Pui Tikky (China); Kwan (Hong Kong): Start from the Beginning - Dynamic Enrichment Learning Mode (DELM) for Kindergarteners Who Learn Chinese as a Second Language in Hong Kong Lokk (Estonia); Sormus (Estonia); Vija (Estonia): Using audiovisual and digital tools for teaching Estonian and literature Maak (Germany); Schmidt (Germany): Language across the curriculum – An Empirical Study on Pre-service Teachers’ Knowledge in Fostering Reading Comprehension Mansour (Denmark): A study of the potentials of multicultural literature in the Danish public school Matthiesen (Denmark): When Students Choose their Own Sponsor of Literacy – a Critical Perspective McLean Davies (Australia); Martin (Australia): Teaching Australia: The role of literature in (re)forming the nation Niesporek-Szamburska (Poland); Guzy (Poland): At the interface between hardcopy and screen – reading and understanding the text Olin-Scheller (Sweden); Randahl (Sweden): The extended staff room. Facebook as a professional learning community for L1-teachers Skarstein (Norway): The teenage TV series Skam – a Norwegian melodrama with international appeal Thunberg (Sweden): Didactic design, reading in the eyes of the avatar van Weijen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Source use in argumentative writing in L1 and L2 Vernal Schmidt (Germany): “Follow-up Group Conversations about a Film in Intercultural Spanish as a Foreign Language Lessons of a German High School” Vollmer (Germany): Academic Language Proficiency: basis for all language and literary education Yixin (China): Chinese secondary school students’ self-questioning in independent fiction reading and its relationship with their reading motivation and reading amount of fiction	Mansour (Denmark): A study of the potentials of multicultural literature in the Danish public school Thunberg (Sweden): Didactic design, reading in the eyes of the avatar Vernal Schmidt (Germany): “Follow-up Group Conversations about a Film in Intercultural Spanish as a Foreign Language Lessons of a German High School” Yixin (China): Chinese secondary school students’ self-questioning in independent fiction reading and its relationship with their reading motivation and reading amount of fiction		Loh (China); Sing Pui Tikky (China); Kwan (Hong Kong): Start from the Beginning - Dynamic Enrichment Learning Mode (DELM) for Kindergarteners Who Learn Chinese as a Second Language in Hong Kong Mansour (Denmark): A study of the potentials of multicultural literature in the Danish public school	Elf (Denmark); Koutsogiannis (Greece); Bulfin (Australia): Metadiscourses in technology and literacy education McLean Davies (Australia): Reading a literary education: sociability and disciplinary knowledge in subject English Tainio (Finland); Slotte (Finland); Roe (Norway); Olin-Scheller (Sweden): Searching for new pedagogies: Literacy practices and interaction around digital texts
Integrating multiple authentic written and oral texts in acquiring language proficiency (text-centred acquisition of languages and cultures, genre approach and stylistics, inductive and register-dependent learning-teaching of lexicogrammar, integrating L1 and foreign language learning, etc.)			Brahe-Orlandi (Denmark): 8th graders text production in authentic learning settings Cheung (Hong Kong); Chan (Hong Kong); Fung (Hong Kong): Integrating multicultural variations and graphic organizers in enhancing Chinese story writing in Grade Four students in Hong Kong Felipeto (Brazil); Calil (Brazil): WRITING IN THE CLASSROOM: A COMPARATIVE STUDY BETWEEN COLLABORATIVE AND INDIVIDUAL WRITING SITUATIONS WITH BOYS AND GIRLS Haskel-Shaham (Israel); Klaus (Israel); Tamir (Israel): Discourse - yes, Grammar - no -- The influence of L1 on Arab students writing in Hebrew Haskel-Shaham (Israel); Cohen-Sayag (Israel); Heimann (Israel); Kurland (Israel): The seminar courses in teacher education - Teachers' presence in the writing process* Holm (Sweden); hermansson (Sweden); Lindgren (Sweden): L1 Writing Performance in Swedish Upper Secondary School: Explanatory Variables with a focus on media affordances Jusslin (Finland): Exploring multimodal texts in three educational text environments Juvonen (Finland); Nilsberth (Sweden); Olin-Scheller (Sweden); Tainio (Finland): Before writing. Prewriting practices in digitally rich Finnish and Swedish upper secondary school classrooms Kabel (Denmark): Students’ stance-taking in the literature classroom Kerge (Estonia): Lexicogrammar and speech acts of the Estonian SMS-communication Mata (Portugal): Teaching oracy to adolescent students in L1: trainee teachers’ approaches Nag (India): 'Mind in Praxis': A Perspective Based Study of Multilingual Education Štěpáník (Czech Republic (The)): Future teachers´ writing skills matter Traga Philippakos (United States); MacArthur (): Design Research in Grades K-2: Responses to Reading and Opinion Writing through Strategy Instruction Witschel (Austria): ReadingWritingReading. The close link between teaching literature and teaching writing as a vital step to managing literacy.	Aruvee (Estonia): Text instruction in Estonian secondary schools Granado Peinado (Spain); Martín (Spain); Cuevas Fernandez (Spain); Mateos (Spain): Teaching to synthesize contradictory information from different sources in higher education Johansson (Sweden): Language, literacy and cognitive abilities of bilingual biscriptal children with and without reading and writing difficulties (dyslexia) Jusslin (Finland): Exploring multimodal texts in three educational text environments Nag (India): 'Mind in Praxis': A Perspective Based Study of Multilingual Education		Aruvee (Estonia): Text instruction in Estonian secondary schools Felipeto (Brazil); Calil (Brazil): WRITING IN THE CLASSROOM: A COMPARATIVE STUDY BETWEEN COLLABORATIVE AND INDIVIDUAL WRITING SITUATIONS WITH BOYS AND GIRLS Johansson (Sweden): Language, literacy and cognitive abilities of bilingual biscriptal children with and without reading and writing difficulties (dyslexia)	Faulkner (Australia); Parr (); Kirkby (Australia): English literacy teachers’ identities and judgments in Australia: The shaping effects of policy in a particular national context
Integrating verbal and digital arts in L1 classroom (technology and literacy education; teaching language via literature and (audio)visual or digital arts; teaching literature, film and other (audio)visual/digital arts together; using music, videos, videogames in L1 classrooms, etc.)			Beavis (Australia): Literacy, learning and digital games: Taking seriously Serious Play. Casteleyn (Belgium): Playing with improv theatre to battle public speaking anxiety Chu (China): Building a model of video dubbing learning process for Chinese language students Gissel (Denmark): Designing and Measuring the Impact of Using a Digital Learning Material for Scaffolding Students’ Independent Decoding and Comprehension of Unfamiliar Text Hankala (Finland); Jeong (Korea (The Republic Of)); Kauppinen (Finland): Finnish and Korean primary teachers’ perceptions of themselves as media users and media literacy educators Höglund (Finland): Video Poetry: Performative Space for Negotiating Interpretations Koutsogiannis (Greece): Digital classroom analysis and teaching schemas Molin (Sweden); Godhe (Sweden): Critical literacy practices in digitalised classrooms Rørbech (Denmark): Encountering literature in textbooks Sofkova Hashemi (Sweden): “Should you read the text?” Semiotic Focus in Multimodal Meaning-Making Viegas (Portugal); Ramos (Portugal); Sousa (Portugal); Reis (Portugal): Text, grammar and Portuguese teaching: a teacher training project (Cancelled)	Chu (China): Building a model of video dubbing learning process for Chinese language students Molbæk (Denmark): Situation based writing - challenges and potential
Literacies (Reading and Writing)	Calil (Brazil); Pereira (Portugal); Feytor Pinto (Portugal): Multimodal registration methods in school writing process research Rijlaarsdam (Netherlands (the)); van den Bergh (Netherlands (the)): The quintessence of setting up intervention studies in language education in some 90 minutes
Literacies: reading, writing, and oracies (incl. in homogenous and heterogenous classroom)			Egelström (Sweden): Same teachers – different practices? Literacy in early mathematics and history instruction Heimann (Israel); Haskel-Shaham (Israel); Cohen-Sayag (Israel); Kurland (Israel): The seminar courses in teacher education - Teachers' Perceptions and Implications for Instruction van den Broek (Belgium); Van Steendam (Belgium); Rijlaarsdam (Netherlands (the)); Vandermeulen (Belgium): The relation between source use during the writing process and text quality in synthesis writing of (pre-)university students van den Broek (Belgium); Van Steendam (Belgium); Rijlaarsdam (Netherlands (the)); Vandermeulen (Belgium): The design and the effects of a course in writing on research and synthesis texts: the power of observation and analysis	Westerlund (Finland): Essayistic dimensions in student texts in upper secondary school Wurth (Netherlands (the)): Feedback and L1-Oral language education in secondary school: what teachers and students put into practice		Wurth (Netherlands (the)); Hulshof (Netherlands (the)): Feedback in Dutch L1-spoken language education	Heilä-Ylikallio (Finland); Björklund (Finland): Can Emancipatory Writing Be Seen as a Way to Strengthen Communication, Equity and Equality?
Literacy as a key: Language learning and linguistic demands in other school subjects and subject-teacher training				Paldanius (Finland): Disciplinary literacy in high school level history: the genre of an expository essay
Literary and other aesthetically oriented texts as a means of pedagogy in the age of technology (developing creativity; role of arts vs science in development of individual worldview; role of poetry in education and individual life; specific teaching literature as arts; considering arts as one of the main pedagogical tools and factors of empathy, etc.)		Burn (United Kingdom): Playful literacies: children’s designs of play from playground to videogame Bus (Netherlands (the)): Toward decisive principles for digital storytelling	Costa (Portugal): (Im)possibilities of literary education in Portuguese basic and secondary education Elkad-Lehman (Israel); Pieper (Germany): On either side of the fence: A second- and third-generation view of the Shoah Goodwyn (United Kingdom (The)): Darwinian literary theory and Critical Realism: a new paradigm for developing adolescents' engagements with literature Hansen (Denmark); Gissel (Denmark); Kaspersen (Denmark); Elf (Denmark); Høegh (Denmark): Part II. Principles of an inquiry-based approach to the teaching of literature Koek (Netherlands (the)); Janssen (Netherlands (the)); Hakemulder (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Critical Thinking in the Literature Classroom Lindell (Sweden); Ekholm (Sweden): The Use of Literature in a Beautifully Riskful Education LIU (France): The role and effect of poetry in reading acquisition for children from 6 to 8 years old McLean Davies (Australia); Goodwyn (United Kingdom (The)); Sawyer (Australia): What forces shape us? Exploring English teachers’ knowledge and implications for practice: An international perspective Olin-Scheller (Sweden); Nordenstam (Sweden): A tool for democracy and successful integration? Intersectional perspectives on easy reading novels in Swedish classrooms Org (Estonia): The Conception of Literature-Teaching in the National Curriculum of Estonian Comprehensive Schools Pairis (France): Observing and supporting pupils through a children’s literature mediation Park (Korea (the Democratic People's Republic of)); Ko (Korea (The Republic Of)): The Communication between Literature and Art through the Medium of Linguistic-Visual Literacy - focusing on the Interpretation of "A Crow's-eye-view Poem Number Four" - Sawyer (Australia): Dartmouth: Literature, knowledge and experience (in Australia) Sigvardsson (Sweden): Upper secondary Swedish teachers on teaching poetry Winkler (Germany): Cognitive activation in literature classes. Conceptualization and operationalisation Woo (Hong Kong): A study of using Stanislavski’s system on learning and teaching narrative writing in Chinese as a second language	Das (Netherlands (the)); van Heusden (Netherlands (the)); Witte (Netherlands (the)): What a beautiful phrase, too bad it’s not in rhyme Koek (Netherlands (the)); Janssen (Netherlands (the)); Hakemulder (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Critical Thinking in the Literature Classroom Sigvardsson (Sweden): Upper secondary Swedish teachers on teaching poetry Wittig (Germany): The Aesthetic Theatrical Implementation of Graphic Novels Woo (Hong Kong): A study of using Stanislavski’s system on learning and teaching narrative writing in Chinese as a second language		Das (Netherlands (the)); van Heusden (Netherlands (the)); Witte (Netherlands (the)): What a beautiful phrase, too bad it’s not in rhyme Lind (Norway): Peer Gynt in the secondary school classroom.	Oziewicz (United States): Graphic Novels in Theory and Educational Practice
Literature, Fiction, Film and other media	Pieper (Germany): Research on students’ literary reading processes: why, how and what to learn from process data
Media and technology in literacy education (incl. multi-modality, texting, blogging, etc.)		Luukka (Finland): Multi-literacy	Falkesgaard Slot (Denmark): Language 1, 21st century skills and students' digital production
Other / New (choose if you do not find suitable topic here or below)			Aava (Estonia); Põlda (Estonia): Construction of a changed learning approach El Kirat El Allame (Morocco); Khamlichi (Morocco): The Integration of Darija in Media Communication: The case of Outdoor Advertising El Kirat El Allame (Morocco); Boussagui (Morocco): Towards a Multilingual Education Policy In Morocco The challenges of an Amazigh language-in-education Policy Ezer (Israel); Elkad-Lehman (Israel); Hitin-Mashiah (Israel): Identity of the scholar writer: Writing workspace and behavior as writers Green (Australia): Rhetoric, Textuality and Cultural Change: Rethinking L1 Education in a Global Era Grünthal (Finland); Lepajoe (Estonia); Pyykkö (Finland): Literature education in Estonian and Finnish upper secondary schools: a comparative study of the role of literature in national curricula and school practice Høegh (Denmark): Classroom dialogue and oracy as L1-topic Kauppinen (Finland); Kainulainen (Finland): Phenomenon-based learning in in-service teachers’ education on L1 and literature Krogh (Denmark): The research field of L1 didactics Lajos (Israel); Segev (Israel): Religious Influences as a Critical Factor on the Selection of Children’s Books by Religious Preschool Teachers MacArthur (); Traga Philippakos (United States): Which Linguistic Features Predict Writing Quality, and Which Change with Instruction? Moi (Norway): When visions meet reality in the teaching of the two Norwegian L1s. Content, ideology and consequences of the newly revised national curriculum ten Peze (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): The effect of creative writing on students’ writing processes and text quality Westman (Sweden); Hultin (Sweden): L1-teachers´ didactic deliberations in digitalised classrooms	Lefebo (Ethiopia): The implementation of mother tongue based bilingual eduaction model where bilingulaism is not maintained: The case of SNNPRS, Ethiopia ten Peze (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): The effect of creative writing on students’ writing processes and text quality Urbonaite (Lithuania): Language ideology in teaching Lithuanian as L1 at school van Rijt (Netherlands (the)): L1 grammar education based on linguistic concepts		El Kirat El Allame (Morocco); Khamlichi (Morocco): The Integration of Darija in Media Communication: The case of Outdoor Advertising El Kirat El Allame (Morocco); Idhssaine (Morocco): Moroccan Language Policy and Amazigh Language Revitalization Krasowicz - Kupis (Poland); Wiejak (Poland): Metaphonological skills and working memory in the first grade Polish students	Kauppinen (Finland); Kainulainen (Finland): Phenomenon-based learning in in-service teachers’ education on L1 and literature
Research on literature education			Bertschi-Kaufmann (Switzerland); Pieper (Germany): Assessing Literature and Reading Education in German-speaking Lower Secondary Schools via a Mixed-Methods Design: Teacher priorities and objectives, student motivations, and classroom practices Lessing-Sattari (Germany); Wieser (Germany); Pieper (Germany); Strutz (Germany): Teachers’ epistemic beliefs about literature and literature education Norlund (Sweden): The literature classroom in a mainstreaming organisation – the case of reading Selma Lagerlöf Schneuwly (Switzerland); Ronveaux (Switzerland): The construction of readers of literature by school Skaar (Norway); Elvebakk (Norway); Nilssen (Norway): Literature in decline? Differences in pre-service and in-service primary school teachers' reading experiences Strutz (Germany); Pieper (Germany); Wieser (Germany); Lessing-Sattari (Germany): Students’ strategies of understanding metaphors
Teacher education: Literary/cultural knowledge, linguistic literacy, technological and other professional skills of L1 and primary teachers			Bakker (Netherlands (the)): Understanding pedagogical subject knowledge of student and experienced teachers Dutch as a First Language: zooming in on teachers professional conversations during a Lesson Study Cycle Goodwyn (United Kingdom (The)): Is it ‘Critical Literacy’ or ‘Personal Growth’ or a bit of both? What do English teachers in England believe in about the purpose of English as a mother tongue?
Testing proficiency in language, literature and audio-visual/digital arts in L1 (classroom assessment; assessment in arts in general; standard proficiency levels and testing at a state or international level, etc.)			Aben (Netherlands (the)); Vandermeulen (Belgium); van den Broek (Belgium); Van Steendam (Belgium); Rijlaarsdam (Netherlands (the)): The design of a feedback report on students' writing processes El Kirat El Allame (Morocco): Some Structural Changes in the Beni Iznassen Amazigh as a Consequence of Loss and Endangerment Kärbla (Estonia); Uibu (Estonia): Students’ Higher-level Text Comprehension Skills and their Teachers’ Preferences for Teaching Methods Kim (Korea (The Republic Of)): Profiles of students' prewriting strategies: Information seeking behavior and outlining during digital writing Ohlsson (Sweden): Visualizing Vocabulary, an investigation of student assignments in CLIL and non-CLIL context Park (Korea (The Republic Of)); Min (): Development of a Questionnaire to Measure Reflective Attitude in/on Conversation Puksand (Estonia): Paper exam vs. e-assessment	Gràcia (Spain); Jarque (Spain); Jarque (Spain); Santos (Spain); Vega (Spain): Decision Support Systems (DSS) for teachers and the development of linguistic competence		El Kirat El Allame (Morocco): Some Structural Changes in the Beni Iznassen Amazigh as a Consequence of Loss and Endangerment Gràcia (Spain); Jarque (Spain); Jarque (Spain); Santos (Spain); Vega (Spain): Decision Support Systems (DSS) for teachers and the development of linguistic competence
Ways and circumstances of teaching languages and cultures in lower and upper secondary school (classroom activities, learning-teaching and testing language skills and cultures in teenage; considering further education in teaching-learning languages and cultures, etc. in teenage)			Atkin (Israel); Amir (Israel): The development of audience perspective in argumentative writing of mid-school students – linguistic aspects Böhnert (Germany): Verbal representations of language awareness in inclusive learning groups Brok (Denmark); Møller (Denmark): Figured Worlds as an analytic and methodological tool in professional teacher development Ehala (Estonia): The effects of teaching methods on the state examination results Godhe (Sweden): When does "Läslyftet" become an infrastructure for learning? Kovács (Hungary); Molnar (Hungary): Effects of socio-economic status on reading and writing science texts Magirius (Germany): Between The Cultures - How German teacher training students integrate academic and school cultures of interpreting literary texts Min (); Chung (Korea); Kwon (Korea (The Republic Of)): The influence of parents’ and teachers’ interests and student variables on students’ participation in classroom conversations Sebastião (Portugal): The argumentative writing in the textbooks of Portuguese mother tongue - 9 year case Sebastião (Portugal): The linguistic knowledge of the mother tongue teacher in the accomplishment of the argumentative writing tasks of textbooks Sturk (Sweden); Lindgren (Sweden): Discourses of writing among teachers of L1 Swedish in Swedish compulsory education Vazquez-Calvo (Denmark); Cassany i Comas (Spain): Learning language through language technologies: teachers’ discourse versus students’ practices Zühlsdorf (Germany): Student teachers beliefs about the integration of literary studies and literature didactics through a cooperating seminar	Flores (Netherlands (the)); Rijlaarsdam (Netherlands (the)); van Weijen (Netherlands (the)): National survey on teaching writing in public secondary schools in Chile Magirius (Germany): Between The Cultures - How German teacher training students integrate academic and school cultures of interpreting literary texts	van Ockenburg (Netherlands (the)); van Weijen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Designing an evidence-based online module for synthesis writing in secondary education	Böhnert (Germany): Verbal representations of language awareness in inclusive learning groups Uusen (Estonia); Pihel (Estonia): Differences of oral speech between third grade boys and girls on the basis of role play
Ways and circumstances of teaching languages and cultures in pre- and primary school (classroom activities, learning-teaching and testing language and cultures in lower age; educational linguistics, dialogic teaching and technology in childhood)			Aerila (Finland); Rönkkö (Finland): Creative stories inspired by humor and by a self-made character – Child-centeredness creates room for differentiating Aerila (Finland); Decker (United States); Niinistö (Finland): The power of choice - Child-centred approach for finding motivating reading Albuquerque (Portugal); Alves Martins (Portugal): Invented Spelling Group Activities and Reading and Writing Acquisition: a 2-Year Follow-Up Study from Preschool to First Grade Anctil (Canada); Tardif (Canada); Singcaster (Canada): How do we teach vocabulary in the French-speaking province of Québec, Canada? Awramiuk (): Phonetics in Polish Textbooks Calil (Brazil); Pereira (Portugal): Early recognition of spelling problems in invented stories: analysis of the writing processes of a dyad of newly literate students Isaac (Germany); Kleinbub (Germany): Considering Multilingualism in German L1 Language Lessons Klimovič (Slovakia): Cognitive demands on the process of narrative writing in Slovak children Lee (Korea (the Democratic People's Republic of)); Kim (Korea (the Democratic People's Republic of)): A case study on literacy environment of culturally and linguistically diverse elementary students with reading underachievement in Korea Liptakova (Slovakia); Gogova (Slovakia): Linguistic Strategies for Comprehending the Instructional Text Pelgrims (Switzerland); Silva-Hardmeyer (Switzerland); Dolz (Switzerland): Oral language teaching within regular and special education classrooms : Comparison of instructional planning and regulation interventions CANCELLED Stagg Peterson (Canada); Portier (Canada); Friedrich (Canada): Multimodal Communication During Play in Rural Northern Canadian Kindergarten Classrooms Tse (Hong Kong): The Influence of Progress in International Reading Literacy Study on Chinese Reading Education Reform in Hong Kong			Calil (Brazil); Pereira (Portugal): Early recognition of spelling problems in invented stories: analysis of the writing processes of a dyad of newly literate students