Vol. 13 No. 1-3 (2021): Special Issue: Writing Research in Scandinavia

Guest Edited by Gustaf B. Skar, Kristine Kabel, Caroline Liberg, and Jesper Bremholm

Published: 2022-07-02

Editorial

Introduction to the Special Issue on writing research in Scandinavia

Gustaf B Skar, Kristine Kabel, Caroline Liberg, Jesper Bremholm (Author)

1-5
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An Overview of Scandinavian Writing Research

A review of Scandinavian writing research between 2010 and 2020

Jesper Bremholm, Kristine Kabel, Caroline Liberg, Gustaf B Skar (Author)

7-49
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Young Students’ Writing Development

A framework for identifying early writing development

Kristine Kabel, Jesper Bremholm, Jeppe Bundsgaard (Author)

51–87
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Validating scales for the early development of writing proficiency

Jeppe Bundsgaard, Kristine Kabel, Jesper Bremholm (Author)

89–120
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Proficiency scales for early writing development

Jesper Bremholm, Jeppe Bundsgaard, Kristine Kabel (Author)

121–154
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Audience awareness in elementary school students’ texts Variations within and between grades 1–3

Gustaf B Skar, Arne Johannes Aasen, Anne H Kvistad, Marita B Johansen (Author)

155–179
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Teachers’ Views on Students’ Writing

Teachers’ talk about young students’ writing of narrative and informational texts

Caroline Liberg, Jenny Wiksten Folkeryd, Åsa af Geijerstam, Anna Nordlund (Author)

181–206
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Teachers’ talk about giving feedback to young text writers, and about giving feedback on handwritten and typed texts

Vibeke Rønneberg, Camilla Nilsen (Author)

207–226
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Assessment of Elementary Students’ Writing

Linguistically based scales for assessment of young students’ writing

Åsa af Geijerstam, Jenny W Folkeryd, Caroline Liberg (Author)

227–265
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Identifying texts in the Warning Zone Empirical foundation of a screening instrument to adapt early writing instruction

Gustaf B Skar, Anne H Kvistad, Marita B Johansen, Gert Rijlaarsdam, Arne Johannes Aasen (Author)

267–311
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