We read, we write: reconsidering reading–writing relationships in primary school children

Taylor, L orcid.org/0000-0001-7336-8189 and Clarke, P orcid.org/0000-0002-2541-7051 (2020) We read, we write: reconsidering reading–writing relationships in primary school children. Literacy. ISSN 1741-4350

Abstract

Metadata

Authors/Creators:
Copyright, Publisher and Additional Information: © 2020, The Authors. Literacy published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Keywords: free choice writing; free choice reading; primary school; multiliteracy; multimodal
Dates:
  • Accepted: 5 October 2020
  • Published (online): 26 November 2020
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 06 Oct 2020 13:53
Last Modified: 11 Dec 2020 15:01
Status: Published online
Publisher: Wiley
Identification Number: https://doi.org/10.1111/lit.12235

Download

Share / Export

Statistics