Research Summaries

The ELIS Research Team produces short summaries of books, journal articles, dissertations and other research reports that might be useful to teachers and researchers. This helps readers sort quickly through areas of interest, finding material that they can then follow up on in order to check the details.

Unfortunately, copyright regulations mean that we are unable to provide the original material. We suggest that, if you should find any summary particularly interesting, you may want to follow up on the original text.

Click here for Read@Academy’s Online Resources User Guide to find their step-by-step guide for accessing their e-resources.

The summaries are sorted under the headings below and you can click on an individual heading to see a full list of summaries under that heading.

  
•          Assessment     
        

  1. Assessing student writing on tablets
  Davis, L. L., Orr, A., Kong, X., & Lin, C.-H. (2015). Assessing student writing on tablets. _Educational Assessment, 20_(3), 180-198.
  2. Classroom monitoring in English Language Learning
  Towndrow, P. A. (2016). A reconsideration of the instructional affordances of classroom monitoring in English Language Learning. _RELC Journal, 47_(2), 127-143. doi:10.1177/0033688216649087
  3. Communicative competence in oral language assessment.
  Oliver, R., Haig, Y., & Rochecouste, J. (2005). _Language and Education, 19_(3), 212-222. doi: 10.1080/09500780508668675.
  4. Creating a context for growth-focussed assessment.
  Barnes, N., & Fives, H. (2016). Creating a context for growth-focussed assessment. _Middle School Journal, 47_(5), 30-37. doi:10.1080/00940771.2016.1226638
  5. Developing pupils’ success criteria in reading
  Read, A., & Hurford, D. (2010). ‘I know how to read longer novels’– developing pupils' success criteria in the classroom. _Education 3–13__, 38_(1), 87-100.
  6. Developing school practice in preparing students for high-stake examinations in English and Mathematics
  Flitcroft, D., Woods, K., & Putwain, D. (2017). Developing school practice in preparing students for high-stake examinations in English and Mathematics. _Educational & Child Psychology, 34_(3), 7-19.
  7. Developing writing pedagogy in a teacher professional learning community
  Pella, S. (2011). A situative perspective on developing writing pedagogy in a teacher professional learning community. _Teacher Education Quarterly, 38,_ 107-125.
  8. Feedback to writing, assessment for teaching and learning and student progress
  Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. _Assessing Writing_, _15_(2), 68-85.
  9. Improving the effectiveness of peer feedback for learning
  Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. _Learning and Instruction, 20_(4), 304-315.
  10. Innovating the Singapore English language curriculum through lesson study
  Tan-Chia, L., Fang, Y., & Ang, P. C. (2013). Innovating the Singapore English language curriculum through lesson study. _International Journal for Lesson and Learning Studies, 2_(3), 256-280.
  11. Instructional rubrics
  Sundeen, T. H. (2014). Instructional rubrics: Effects of presentation options on writing quality. _Assessing Writing_, 21, 74-88. doi: 10.1016/j.asw.2014.03.003
  12. Peer and teacher feedback on student writing
  Peterson, S. S., & Portier, C. (2014). Grade one peer and teacher feedback on student writing. _Education 3-13, 42_(3), 237-257. doi: 10.1080/03004279.2012.670256
  13. Praise and criticism in written feedback
  F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. _Journal of Second Language Writing, 10_(3), 185-212.
  14. Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students' writing.
  Andrade, H. L., Du, Y., & Wang, X. (2008). _Educational Measurement: Issues and Practice, 27_(2), 3-13.
  15. Reflexive writers
  Ryan, M. (2014). Reflexive writers: Re-thinking writing development and assessment in schools. _Assessing Writing, 22,_ 60-74.
  16. Standardized achievement tests and English language learners
  Abedi, J. (2002). Standardized achievement tests and English language learners: Psychometrics issues. _Educational Assessment_, 8(3), 231-257.
  17. Students’ and teachers’ perceptions of students’ self-assessment ability
  Wong, H. M. (2014). I can assess myself: Singaporean primary students' and teachers' perceptions of students' self-assessment ability. _Education 3-13,_ 1-16.
  18. Talking the talk: Oracy demands in first year university assessment tasks.
  Doherty, C., Kettle, M., May, L., & Caukill, E. (2011). _Assessment in Education: Principles, Policy & Practice, 18_(1), 27-39. doi: 10.1080/0969594X.2010.498775
  19. Teacher expectations and academic outcomes
  Rubie‐Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. _British Journal of Educational Psychology, 76_(3), 429-444.
  20. Teacher feedback and student revisions
  Silver, R., & Lee, S. (2007). What does it take to make a change. _English Teaching: Practice and Critique,_ 6(1), 25-49. Retrieved from http://education.waikato.ac.nz/resources/files/etpc/2007v6n1art.pdf
  21. Teachers’ expectations and classroom interactions
  Rubie‐Davies, C. M. (2007). Classroom interactions: Exploring the practices of high- and low-expectation teachers. _British Journal of Educational Psychology, 77_(2), 289-306.
  22. Washback effect from examinations: What can the teacher do?
  Spratt, M. (2005). Washback and the classroom: The implications for teaching and learning of studies of washback from exams. _Language Teaching Research, 9_(1), pp. 5-29.
  23. Writing with peer response using different types of genre knowledge
  Hoogeveen, M., & van Gelderen, A. (2016). Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers. _The Journal of Educational Research,_ 1-15. doi: 10.1080/0220671.2016.1190913

      
•        Grammar    
   

  1. A study of gender and language in teenage personal weblogs in Singapore (Master's thesis)
  Chionh, J. P. F. (2008). Retrieved from http://libris.nie.edu.sg/
  2. Academic conversations: Classroom talk that fosters critical thinking and content understandings.
  Zweirs, J., & Crawford, M. (2011). Portland, Maine: Stenhouse Publishers.
  3. Beliefs, knowledge and practices of grammar pedagogy: A case study of specialist teachers at the Dyslexia Association of Singapore (Master's thesis).
  Lin, V. L. C. (2011). Retrieved from http://libris.nie.edu.sg/
  4. Benefits and concerns of lesson study
  Lee, J. F. K. (2008). A Hong Kong case of lesson study—Benefits and concerns. _Teaching and Teacher Education_, 24(5), 1115-1124.
  5. Building literacy communities of practice across subject disciplines in secondary schools.
  Wright, N. (2007). _Language and Education, 21_(5), 420-433.
  6. Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis.
  Fang, Z., & Schleppegrell, M. J. (2010). _Journal of Adolescent & Adult Literacy, 53_(7), 587-597. doi: 10.1598/JAAL.53.7.6
  7. English language teachers’ beliefs about the teaching of grammar
  Farrell, T. S., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. _TESL-EJ, 9_(2), 1-13.
  8. Is there a place for critical language awareness in the teaching of Business English to polytechnic students in Singapore?(Master's thesis).
  Kan, H. K. (2010). Retrieved from http://libris.nie.edu.sg/
  9. Learning from a Learning Study
  Adamson, B., & Walker, E. (2011). _Messy collaboration: Learning from a Learning Study. Teaching and Teacher Education, 27(1)_, 29-36.
  doi: http://dx.doi.org/10.1016/j.tate.2010.06.024
  10. Learning study as an approach to teacher development
  Siu, I. Y. M. (2008). Learning study as an approach to teacher development in two primary schools. The Asia-Pacific Education Researcher, 17(1), 99–108.
  11. Perspectives on spoken grammar
  Goh, C. (2009). _English Language Teachers Journal, 63_(4), 303-312.
  12. School Discourse
  Christie, F., & Derewianka, B. (2010). London: Continuum.
  13. Teaching grammar and testing grammar in the English primary school
  Safford, K. (2016). Teaching grammar and testing grammar in the English primary school: the impact on teachers and their teaching of the grammar element of the statutory test in spelling, punctuation and grammar (SPaG). _Changing English, 23_(1), 3-21. doi:10.1080/1358684X.2015.1133766
  14. The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding
  Myhill, D. A., Jones, S. M., Lines, H., & Watson, A. (2012). Re-thinking grammar: The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding.  _Research Papers in Education, 27_(2), 139-166. doi:10.1080/02671522.2011.637640
  15. The role of dialogic pedagogy in teaching grammar
  Jones, P., & Chen, H. (2016). The role of dialogic pedagogy in teaching grammar. _Research Papers in Education, 31_(1), 45-69. doi:10.1080/02671522.2016.1106695
  16. The short-and long-term effect of explicit grammar instruction on fifth graders’ writing
  Feng, S., & Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders’ writing. _Reading Improvement,_ 42(2), 67-72.
  17. The syntactic influences of Chinese and Malay on the learning of English in Singapore
  Tan, C. (2005). English or Singlish? The syntactic influences of Chinese and Malay on the learning of English in Singapore. _Journal of Language and Learning,_ 3(1), 156-179.
  18. The use of contextual clues in cloze procedures by Primary Six pupils in Singapore (Master's thesis).
  Oo, L. K. C. (2005). Retrieved from http://libris.nie.edu.sg/
  19. Using corpus-based materials as a teaching resource for the teaching of prepositions in a Singapore primary school(Master's thesis)
  Ang, M. L. (2007). Retrieved from http://libris.nie.edu.sg/

•        ICT    

  1. A case study of designing technology-enhanced learning in an elementary school in Singapore
  Tay, L. Y., Melwan, M., Ong, J. L., & Ng, K. R. (2017). A case study of designing technology-enhanced learning in an elementary school in Singapore. _Learning: Research and Practice, 3_(2), 98-113. doi:10.1080/23735082.2017.1350737
  2. A regression analysis of elementary students’ ICT usage vis-à-vis access to technology in Singapore
  Tay, L. Y., Nair, S. S., & Lim, C. P. (2017). A regression analysis of elementary students’ ICT usage vis-à-vis access to technology in Singapore. _Educational Media International, 54_(1), 34-47. doi:10.1080/09523987.2017.1324362
  3. Assessing student writing on tablets
  Davis, L. L., Orr, A., Kong, X., & Lin, C.-H. (2015). Assessing student writing on tablets. _Educational Assessment, 20_(3), 180-198.
  4. Charting a Pathway: Embedding ICT and New Literacies into the Curriculum.
  Zammit, K. (2011). In C. M. L. Ho, K. T. Anderson & A. P. Leong (Eds.), _Transforming literacies and language: Multimodality and literacy in the new media age_ (pp. 9-22). London: Continuum.
  5. Creative tensions in teaching new texts and new literacies
  Matthewman, S., Blight, A., & Davies, C. (2004). What does multimodality mean for English? Creative tensions in teaching new texts and new literacies. _Education, Communication & Information,_ 4(1), 153-176.
  6. Design and implementation of a student-generated virtual museum in a language curriculum to enhance collaborative multimodal meaning-making.
  Ho, C. M. L., Nelson, M. E., & M-eller-Wittig, W. (2011). _Computers & Education, 57_(1), 1083-1097.
  7. Digital storytelling as a powerful technological tool for teacher and student engagement
  Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. _Theory into Practice_, _47_(3), 220-228.
  8. Exploring a social semiotic approach to multimodal composition in the classroom (Master's thesis).
  Lee, M. K. J. (2011). Retrieved from http://libris.nie.edu.sg/
  9. Growing in digital technology
  Towndrow, P., & Fareed, W. (2015). Growing in digital maturity: students and their computers in an academic laptop programme in Singapore. _Asia Pacific Journal of Education, 35_(4), 438-452. doi: 10.1080/02188791.2013.876387
  10. ICT integration into primary school English and mathematics
  Tay, L. Y., Lim, S. K., Lim, C. P., & Koh, J. H. L. (2012). Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study. _Australasian Journal of Educational Technology,_ 28(4), 740-754.
  11. Impact of ICT-enriched learning environment on students’ language learning
  Tay, L. Y., Ng, J. S., Lim, C. P., Nair, S. S., & Lim, S. K. (2013). English Language learning in a one-to-one computing environment – Impacts and considerations. _Research and Practice in Technology Enhanced Learning_, _8_(3),385－409.
  12. Information literacy skills of secondary school students in Singapore
  Foo, S., Majid, S., Azura Mokhtar, I., Zhang, X., Chang, Y. K., Luyt, B., & Theng, Y. L. (2014). Information literacy skills of secondary school students in Singapore. _Aslib Journal of Information Management, 66_(1), 54-76.
  13. Interactivity in CD-ROMs for English language teaching and learning (Master's thesis).
  Sohan-Robert, J. (2002). Retrieved from http://libris.nie.edu.sg/
  14. Mobile blogging in primary science in Singapore: A linguistic perspective (Master's thesis).
  Lee, Q. Y. S. (2010). Retrieved from http://libris.nie.edu.sg/
  15. Portraits of new literacies in two Singapore classrooms
  Tan, L., Bopry, J., & Guo, L. (2010). Portraits of new literacies in two Singapore classrooms. _RELC Journal, 41_(1), 5-17.
  16. Students' multimodal construction of the work-energy concept.
  Tang, K.-S., Tan, S. C., & Yeo, J. (2011). _International Journal of Science Education, 33_(13), 1775-1804. doi: 10.1080/09500693.2010.508899
  17. Students' perceptions of integrating Wiki technology and peer feedback into English writing
  Lin, W., & Yang, S. C. (2011). Exploring students' perceptions of integrating Wiki technology and peer feedback into English writing courses. _English Teaching: Practice and Critique, 10_(2), 88-103.
  18. Talking about visual texts with students
  Callow, J. (2003). Talking about visual texts with students. Reading Online, 6(8), 1-16.
  19. Teaching visual texts with multimodal analysis software
  Lim Fei, V., O'Halloran, K. L., Tan, S., & E, M. K. L. (2015). Teaching visual texts with the multimodal analysis software. _Educational Technology Research & Development, 63_(6), 915-935. doi:10.1007/s11423-015-9395-4
  20. The generative use of ICT in the language arts: Strategies in learning task design and implementation.
  De Souza, D. E., & Towndrow, P. A. (2011). In C. M. L. Ho, K. T. Anderson & A. P. Leong (Eds.), _Transforming literacies and language: Multimodality and literacy in the new media age_ (pp. 23-48). London: Continuum.
  21. The role of exploratory talk in classroom search engine tasks
  Knight, S., & Mercer, N. (2015). The role of exploratory talk in classroom search engine tasks. _Technology, Pedagogy and Education,_ 24(3), 303-309. doi: 10.1080/1475939X.2014.931884
  22. The use of blogs for writing of online journals
  Nair, S. S., Tay, L. Y., & Koh, J. L. (2013). Students' motivation and teachers' teaching practices towards the use of blogs for writing of online journals. _Educational Media International,_ 50(2), 108-119.
  23. Using digital texts in classrooms
  Honan, E. (2009). Fighting the rip: Using digital texts in classrooms. _English Teaching, 8_(3), 21-35.
  24. What now for language in a multimedia world?
  Malinowski, D., & Nelson, M. E. (2011). In C. M. L. Ho, K. T. Anderson, & A. P. Leong (Eds.), _Transforming literacies and language: Multimodality and literacy in the new media age_ (pp. 9-22). London: Continuum.
  25. When reading meets blogging
  Lee, S. Y. (2015). Joining the ‘literacy club’: when reading meets blogging. _ELT Journal, 69_(4), 373-382.
  26. Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in the early years of schooling
  Davidson, C. (2009). Young children's engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in the early years of schooling. _English Teaching: Practice and Critique, 8_(3), 36-54.

•        Listening and Viewing    

  1. A study of primary school learners' metacognitive awareness of second language listening comprehension (Master's thesis).
  Yusnita, M. T. (2003). Retrieved from http://libris.nie.edu.sg/
  2. Closing the gap between concept and practice: Toward more dialogic discussion in the language arts classroom.
  Adler, M., Rougle, E., Kaiser, E., & Caughlan, S. (2003). _Journal of Adolescent & Adult Literacy, 47_(4), 312-322.
  3. Cooperative learning and metacognitive awareness in listening comprehension (Master's thesis).
  Haridas, P. (2008). Retrieved from http://libris.nie.edu.sg/
  4. Developing communities of mathematical inquiry.
  Alton-Lee, A., Hunter, R., Sinnema, C., & Pulegatoa-Diggins, C. (2012). _Quality Teaching for Diverse (All) Learners in Schooling: Best Evidence Synthesis Iteration [BES]_. Wellington, New Zealand: Ministry of Education, New Zealand.
  5. Discovery listening—improving perceptual processing
  Wilson, M. (2003). Discovery listening—improving perceptual processing. _ELT journal,_ 57(4), 335-343.
  6. From oracy to literacy.
  Sticht, T. G. (2003). _Literacy Today, 36_, 18.
  7. Identifying 'quality' in classroom talk: An enduring research task.
  Westgate, D., & Hughes, M. (1997). _Language and Education, 11_(2), 125-139. doi: 10.1080/09500789708666723.
  8. Insights into young learners' metacognitive awareness about listening
  Goh, C. C. M., & Kaur, K. (2013). Insights into young learners' metacognitive awareness about listening. _The European Journal of Applied Linguistics and TEFL,_ 2(1), 5-26.
  9. Investigating language learner strategies
  Gu, P. Y., Hu, G., & Zhang, L. J. (2005). Investigating language learner strategies among lower primary school pupils in Singapore. _Language and Education,_ 19(4), 281-303.
  10. Investigating Predictors of Listening Comprehension
  Tighe, E. L., Spencer, M., & Schatschneider, C. (2015). Investigating predictors of listening comprehension in third-, seventh-, and tenth-grade students: A dominance analysis approach. _Reading Psychology, 36_(8), 700-740. doi:10.1080/02702711.2014.963270
  11. Learners' perceptions of listening comprehension problems and language
  Hasan, A. S. (2000). Learners' perceptions of listening comprehension problems. _Language, Culture and Curriculum, 13_(2), 137-153. doi: 10.1080/07908310008666595
  12. Literacy for the future
  Palmer, S. (2003). _Education Review, 16_(2), 70-74.
  13. Metacognitive instruction in listening
  Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. _ELT Journal,_ 60(3), 222-232.
  14. Motivation requires a meaningful task.
  Frey, N., & Fisher, D. (2010). _English Journal, 100_(1), 30-36.
  15. Oracy: Social facets of language learning.
  Saracho, O. N., & Spodek, B. (2007). _Early Child Development and Care, 177_(6-7), 695-705. doi: 10.1080/03004430701377540
  16. Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure.
  Luo, W., Hogan, D., & Paris, S. G. (2011). _Learning and Individual Differences, 21_(5), 526-535.
  17. Reading like a historian: A document-based History curriculum intervention in urban high schools.
  Reisman, A. (2012). _Cognition and Instruction, 30_(1), 86-112.
  18. Singaporean students’ awareness of listening and speaking strategies
  Zhang, D., & Goh, C. C. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 199-219.
  19. The 'Document-Based Lesson': Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers.
  Reisman, A. (2012). _Journal of Curriculum Studies, 44:_2, 233-264.
  20. The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome.
  Liem, A. D., Lau, S., & Nie, Y. (2008). _Contemporary Educational Psychology, 33_(4), 486-512.
  21. Using argument as tool for science literacy
  Washburn, E., & Cavagnetto, A. (2013). Using argument as a tool for integrating science and literacy. The Reading Teacher, 67(2), 127-136.

•        Reading and Viewing    

  1. Building a house on sand: Why disciplinary literacy is not sufficient to replace general strategies for adolescent learners who struggle.
  Faggella-Luby, M. N., Graner, P. S., Deshler, D. D., & Drew, S. V. (2012). _Topics in Language Disorders, 32_(1), 69-84.
  2. A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read English.
  Zhang, L. J., Gu, P. Y., & Hu, G. (2008). _British Journal of Educational Psychology, 78_, 245-271.
  3. A project for teaching critical reading and writing
  Teo, P. (2014). Making the familiar strange and the strange familiar: a project for teaching critical reading and writing. _Language and Education, 28_(6), 539-551. doi:10.1080/09500782.2014.921191
  4. A qualitative study of six primary school English language teachers as they reflect on their teaching of reading (Master's thesis).
  Nandprasar, S. D. (2002). Retrieved from http://libris.nie.edu.sg/
  5. A social semiotics framework for conceptualizing content area literacies.
  Wilson, A. A., (2011). _Journal of Adolescent & Adult Literacy, 54_(6), 435-444.
  6. An Evaluation of the KidsREAD Programme in Singapore
  Curdt-Christiansen, X. L. (2009). Love of Reading: An Evaluation of the KidsREAD Programme in Singapore. _International Journal of Learning, 16_(9), 69-85.
  7. Building a reading culture in a Singapore school
  Loh, C. E. (2015). Building a reading culture in a Singapore school: Identifying spaces for change through a socio-spatial approach. _Changing English,_ 22(2), 209-221.
  8. Challenges faced by teachers of English language learners and limited English proficiency students
  Khong, T. D. H., & Saito, E. (2014). Challenges confronting teachers of English language learners. _Educational Review, 66_(2), 210-225.
  9. Characteristics of teacher written feedback on student revision (Master's thesis).
  Lee, S. Y. S. (2003). Retrieved from http://libris.nie.edu.sg/
  10. Children as researchers: What we can learn from them about the impact of poverty on literacy opportunities?
  Kellett, M. (2009). _International Journal of Inclusive Educational Leadership, 13_(4), 395-408. doi: 10.1080/10236240802106606.
  11. Current Practice of Extensive Reading in Asia: Teachers' Perceptions
  Chang, A. C. S., & Renandya, W. A. (2017). Current Practice of Extensive Reading in Asia: Teachers' Perceptions. _Reading Matrix: An International Online Journal, 17_(1), 40-58.
  12. Developing and sustaining a reading habit among teenagers
  Mansor, A. N., Rasul, M. S., Rauf, R. A. A., & Koh, B. L. (2013) Developing and sustaining reading habit among teenagers. _The Asia-Pacific Education Researche_r, _22_(4), 357-365.
  13. Developing pupils’ success criteria in reading
  Read, A., & Hurford, D. (2010). ‘I know how to read longer novels’– developing pupils' success criteria in the classroom. _Education 3–13__, 38_(1), 87-100.
  14. Digital storytelling as a powerful technological tool for teacher and student engagement
  Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. _Theory into Practice_, _47_(3), 220-228.
  15. Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis.
  Fang, Z., & Schleppegrell, M. J. (2010). _Journal of Adolescent & Adult Literacy, 53_(7), 587-597. doi: 10.1598/JAAL.53.7.6
  16. Disciplinary Literacy in Elementary School
  Shanahan, C., & Shanahan, T. (2014). Does Disciplinary Literacy Have a Place in Elementary School? _The Reading Teacher, 67_(8), 636–639. doi: 10.1002/trtr.1257
  17. Disciplinary literacy: Redefining deep understanding and leadership for 21st-century demands.
  Piercy, T., & Piercy, W. (2011). Englewood, CO: The Leadership and Learning Center.
  18. Disciplinary literacy: What you want to know about it.
  Fang, Z., & Coatoam, S. (2013). _Journal of Adolescent & Adult Literacy, 56_(8), 627-632. doi: 10.1002/JAAL.190
  19. Early literacy programme for struggling readers
  Vaish, V. (2014). Whole language versus code-based skills and interactional patterns in Singapore’s early literacy program. Cambridge Journal of Education, 44(2), 199-215.
  20. Effect of explicit teaching of character development in narrative writing (Master's thesis).
  Yeo, S. C. (2002). Retrieved from http://libris.nie.edu.sg/
  21. Effective Reading Instruction in the Early Years of School.
  NSW Centre for Education Statistics and Evaluation. (2017). Effective reading instruction in the early years of school: _A Literature Review._ Retrieved from https://www.cese.nsw.gov.au/publications-filter/literature-review-effective-reading-instruction-in-the-early-years-of-school
  22. Effects of a school-wide reading culture on student engagement
  Daniels, E., & Steres, M. (2011). Examining the effects of a school-wide reading culture on the engagement of middle school students. _Research in Middle Level Education_, 35(2), 1-13.
  23. Effects of morphological instruction on vocabulary acquisition
  Bowers, P.N., & Kerby, J.R. (2010). Effects of morphological instruction on vocabulary acquisition. _Reading & Writing_ 23(5), 515-537. doi:10.1007/s11145-009-9172-z
  24. Effects of Running Records Assessment on Early Literacy Achievement
  Ross, J. A. (2004). Effects of Running Records Assessment on Early Literacy Achievement. _The Journal of Educational Research, 97_(4), 186-195. doi:10.3200/JOER.97.4.186-195
  25. Evaluation of the Buddy Reading programme
  Shegar, C. (2009). Buddy Reading in a Singaporean primary school: Implications for training and research. _RELC Journal_, _40_(2), 133-148.
  26. Examining booktalks on authentic classroom discussion
  Hadjioannou, X., & Townsend, J. S. (2015). Examining booktalks to shed light on authentic classroom discussion. _Classroom Discourse,_ 6(3), 198-220.
  27. Excuse me, are you a model? (Master's thesis).
  Loh, K. K. J. (2006). Retrieved from http://libris.nie.edu.sg/
  28. Explicit reading comprehension instruction in elementary classrooms
  Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. _Journal of Research in Childhood Education, 25_(1), 98-117. doi: 10.1080/02568543.2010.531076
  29. Explicit teaching of argumentative writing in upper primary social studies lessons (Master's thesis).
  Neo, B. (2004). Retrieved from http://libris.nie.edu.sg/
  30. Factors that affect emergent literacy development when engaging with electronic books
  Salmon, L. G. (2014). Factors that Affect Emergent Literacy Development When Engaging with Electronic Books. _Early Childhood Education Journal, 42_(2), 85-92. doi: 10.1007/s10643-013-0589-2
  31. Foregrounding the disciplines in secondary literacy teaching and learning: A call for change.
  Moje, E. B., (2008). _Journal of Adolescent & Adult Literacy, 52_(2), 96-107
  32. From oracy to literacy.
  Sticht, T. G. (2003). _Literacy Today, 36_, 18.
  33. Gendered differences and school literacy (Master's thesis).
  Chia, T. Y. A. (2001). Retrieved from http://libris.nie.edu.sg/
  34. Home biliteracy practices and biliteracy acquisition: A comparative study of Singaporean Chinese families and recent immigrant families from China (Doctoral dissertation).
  Li, R. (2012). Retrieved from http://libris.nie.edu.sg/
  35. Identifying the vocabulary learning strategies of Singapore Primary Six students of different English language proficiencies(Master's thesis).
  Tan, B. S. S. (2004). Retrieved from http://libris.nie.edu.sg/
  36. Improving English language teaching through lesson study
  Goh, R., & Fang, Y. (2017). Improving English language teaching through lesson study: Case study of teacher learning in a Singapore primary school grade level team. _International Journal for Lesson and Learning Studies, 6_(2), 135-150. doi: 10.1108/IJLLS-11-2015-0037
  37. Improving reading comprehension through the use of annotation
  Lim, P. C. P. (2015). I read, I connect, I annotate. (Master’s thesis). Retrieved from http://libris.nie.edu.sg/
  38. Increasing text comprehension of elementary students with learning disabilities
  Boulineau, T., Fore III, C., Hagan-Burke, S., & Burke, M.D. (2004). The Use of Story-Mapping to Increase the Story-Grammar Text Comprehension of Elementary Students with Learning Disabilities. _Learning Disability Quarterly, 27_(2), 105 – 121. doi: 10.2307/1593645
  39. Influencing children’s self-efficacy and self-regulation of reading and writing
  Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. _Reading & Writing Quarterly_, _23_(1), 7-25.
  40. Information literacy skills of secondary school students in Singapore
  Foo, S., Majid, S., Azura Mokhtar, I., Zhang, X., Chang, Y. K., Luyt, B., & Theng, Y. L. (2014). Information literacy skills of secondary school students in Singapore. _Aslib Journal of Information Management, 66_(1), 54-76.
  41. Innovating the Singapore English language curriculum through lesson study
  Tan-Chia, L., Fang, Y., & Ang, P. C. (2013). Innovating the Singapore English language curriculum through lesson study. _International Journal for Lesson and Learning Studies, 2_(3), 256-280.
  42. Intrinsic and extrinsic reading motivation among good and poor readers
  McGeown, S. P., Norgate, R., & Warhurst, A. (2012) Exploring intrinsic and extrinsic reading motivation among very good and very poor readers. _Educational Research,_ 54(3), 309-322.
  43. Investigating language learner strategies
  Gu, P. Y., Hu, G., & Zhang, L. J. (2005). Investigating language learner strategies among lower primary school pupils in Singapore. _Language and Education,_ 19(4), 281-303.
  44. Joint book reading strategies with young children and caregivers
  Quek, E. E. L. (2004). _An exploratory study of joint book reading with young children and caregivers_ (Master’s thesis). Retrieved from http://libris.nie.edu.sg/
  45. Learning study as an approach to teacher development
  Siu, I. Y. M. (2008). Learning study as an approach to teacher development in two primary schools. The Asia-Pacific Education Researcher, 17(1), 99–108.
  46. Lesson study: Teacher-led professional development in literacy instruction.
  Hurd, J., & Licciardo-Musso, L. (2005). Lesson study: Teacher-led professional development in literacy instruction. _Language Arts, 82_(5), 388-395.
  47. Levelling the reading gap
  Loh, C. E. (2016). Levelling the reading gap: A socio-spatial study of school libraries and reading in Singapore. _Literacy, 50_(1), 3-13. doi: 10.1111/lit.12067
  48. Literacy and language pedagogy within subject areas in years 7-11: final report.
  Wilson, A., Jesson, R., Rosedale, N., & Cockle, V. (2012). Auckland: Auckland UniServices.
  49. Literacy for the future.
  Palmer, S. (2003). _Education Review, 16_(2), 70-74.
  50. Love of reading
  Curdt-Christiansen, X. L. (2009). Love of reading: An evaluation of the KidsREAD programme in Singapore. _The International Journal of Learning, 16_(9), 69-85.
  51. Making extensive reading even more student-centred
  Jacobs, G., & Renandya, W. (2015). Making extensive reading even more student- centred. _Indonesian Journal of Applied Linguistics, 4_(2), 102-112. Retrieved from http://ejournal.upi.edu/index.php/IJAL/article/viewFile/691/499
  52. Metacognitive perspectives on the development of reading comprehension: A classroom study of literary text-talks
  Varga, A. (2017). Metacognitive perspectives on the development of reading comprehension: A classroom study of literary text-talks, _Literacy 51_(1), 19-25.
  53. Metacognitive scaffolding and monitoring on reading comprehension
  Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. _System, 42,_ 462-473.
  54. Motivating struggling readers and writers
  Casey, H. K. (2008). Engaging the disengaged: Using learning clubs to motivate struggling adolescent readers and writers. _Journal of Adolescent & Adult Literacy, 52_(4), 284-294. doi: 10.1598/JAAL.52.4.2
  55. New literacies in two Singapore classrooms
  Tan, L., Bopry, J., & Guo, L. (2010). Portraits of new literacies in two Singapore classrooms. _RELC Journal_, _41_(1), 5-17.
  56. Newspaper literacy: An investigation of how Singaporean students read the Straits Times.
  Koh, A. (2004). _English Teaching: Practice and Critique, 3_(3), 43-60.
  57. Oracy: Social facets of language learning.
  Saracho, O. N., & Spodek, B. (2007). _Early Child Development and Care, 177_(6-7), 695-705. doi: 10.1080/03004430701377540
  58. Pragmatic awareness of implicatures (Master's thesis).
  Tan, P. J. (2008). Retrieved from http://libris.nie.edu.sg/
  59. Predicting Early Reading Comprehension Skills
  Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills. _Journal of Educational Psychology, 101_(4), 765-778. doi: 10.1037/a0015956
  60. Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure.
  Luo, W., Hogan, D., & Paris, S. G. (2011). _Learning and Individual Differences, 21_(5), 526-535.
  61. Predictors of reading ability for bilingual children
  Tan, Y. H., Poon, K. K., & Rickard Liow, S. J. (2013). Predictors of reading ability in English for Mandarin-speaking bilingual children in Singapore. Early Child Development and Care, 183(10), 1420-1431.
  62. Preparing for school: An ethnographic study of young Chinese children's literacy learning (Doctoral dissertation).
  Koh, G. H. (2010). Retrieved from http://libris.nie.edu.sg/
  63. Preschool teachers' beliefs and practices about reading instruction: An exploratory study (Master's thesis).
  Nasir, S. N. (2004). Retrieved from http://libris.nie.edu.sg/
  64. Reading and reading instruction for children
  Lesaux, N. K. (2012). _Reading and reading instruction for children from low-income and non-English-speaking households. The Future of Children,_ 22(2), 73-88.
  65. Reading for pleasure
  Harrison, B. (2012). Reading for pleasure among Year 13 boys: What are the possibilities and problems? _Kairaranga,13_(2), 41-48. _Classroom Discourse, 3_(1), 29-45.
  66. Reading like a historian: A document-based History curriculum intervention in urban high schools.
  Reisman, A. (2012). _Cognition and Instruction, 30_(1), 86-112.
  67. Reading motivation
  Marinak, B. A., & Gamrell, L. B. (2010). Reading motivation: Exploring the gender gap. _Literacy Research and Instruction, 49_(2), 129-141.
  68. Reading through a disciplinary lens.
  Juel, C., Hebard, H., Park-Haubner, J., & Moran, M. (2010). _Educational Leadership_, 67, 13-17.
  69. Recontextualising reading, rethinking teaching
  Jones, S. A. (2012). Recontextualising reading, rethinking teaching: Reading in the English medium primary school in Singapore. _Education 3-13, 40_(3), 243-258.
  70. School-home partnerships to nurture adolescent literacy.
  Bokhorst-Heng, W. D. (2008). _Middle School Journal, 39_(5), 40-49.
  71. Science, language and young learners
  Ippolito, J., Condie, C., Blanchette, J., & Cervoni, C. (2018). Learning science and literacy together: Professional learning that supports disciplinary literacy instruction for our youngest learners. _Science & Children. 56_(4), 91-95.
  72. Standardized achievement tests and English language learners
  Abedi, J. (2002). Standardized achievement tests and English language learners: Psychometrics issues. _Educational Assessment_, 8(3), 231-257.
  73. Strategies in reading comprehension: Case studies of good and poor upper primary school readers (Master's thesis).
  Fadillah, M. (2006). Retrieved from http://libris.nie.edu.sg/
  74. Students' multimodal construction of the work-energy concept.
  Tang, K.-S., Tan, S. C., & Yeo, J. (2011). _International Journal of Science Education, 33_(13), 1775-1804. doi: 10.1080/09500693.2010.508899
  75. Students’ perception of reading comprehension questions.
  Foong, P. Y., Png, J. L. H., Raslinda, A. R., & Silver, R. E. (2009). Questioning-The-Author: Primary school students' perceptions. _Proceedings of the Educational Research Association of Singapore, 2009: Unpacking Teaching and Learning through Educational Research._ Singapore: Educational Research Association of Singapore.
  76. Supporting knowledge construction and literate talk in Secondary Social Studies.
  Kramer-Dahl, A., Teo, P., & Chia, A. (2007). _Linguistics and Education, 18_(2), 167-199. doi: 10.1016/j.linged.2007.07.003
  77. Teacher expectations and academic outcomes
  Rubie‐Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. _British Journal of Educational Psychology, 76_(3), 429-444.
  78. Teacher modelling: Its impact on an extensive reading programme
  Loh, J.K.K. (2009). Teacher Modeling: Its impact on an extensive reading program. _Reading in a Foreign Language, 21_(2), 93-118.
  79. Teachers' use of questioning and modelling comprehension skills in primary classrooms
  Parker, M., & Hurry, J. (2007). Teachers' use of questioning and modelling comprehension skills in primary classrooms. _Educational Review,_ 59(3), 299-314.
  80. Teachers’ expectations and classroom interactions
  Rubie‐Davies, C. M. (2007). Classroom interactions: Exploring the practices of high- and low-expectation teachers. _British Journal of Educational Psychology, 77_(2), 289-306.
  81. Teaching and learning argumentative reading and writing
  Newell, G. E., Beach, R., Smith J., & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing: A review of research. _Reading Research Quarterly_, _46_(3), 273-304.
  82. Teaching high school students to use heuristics while reading historical texts.
  Nokes, J. D., Dole, J. A., & Hacker, D. J. (2007). _Journal of Educational Psychology, 99_(3), 492-504. doi: 10.1037/0022-0663.99.3.492
  83. Teaching narrative comprehension strategies to first graders
  Paris, A. H., & Paris, S. G. (2007). Teaching Narrative Comprehension Strategies to First Graders. _Cognition and Instruction, 25_(1), 1-44. doi: 10.1080/07370000709336701
  84. Teaching visual texts with multimodal analysis software
  Lim Fei, V., O'Halloran, K. L., Tan, S., & E, M. K. L. (2015). Teaching visual texts with the multimodal analysis software. _Educational Technology Research & Development, 63_(6), 915-935. doi:10.1007/s11423-015-9395-4
  85. Text processing differences
  Denton, C. A., Enos, M., York, M. J., Francis, D. J., Kulesz, P. A., Fletcher, J. M., & Carter, S. (2016). Text-processing differences in adolescent adequate and poor comprehenders reading accessible and challenging narrative and informational text. _Reading Research Quarterly, 50_(4), 3-13. doi: 10.1002/rrq.105
  86. The 'Document-Based Lesson': Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers.
  Reisman, A. (2012). _Journal of Curriculum Studies, 44:_2, 233-264.
  87. The Effect of Font Size on Reading Comprehension
  Katzir, T., Hershko, S., & Halamish, V. (2013). The effect of font size on reading comprehension on second and fifth grade children: Bigger is not always better. _PLoS One, 8_(9), e74061. doi:10.1371/journal.pone.0074061
  88. The effects of incentives on students’ reading motivation
  Edmunds, K. M., & Tancock, S. M. (2002). Incentives: The effects on the reading motivation of fourth-grade students. _Reading Research and Instruction, 42_(2), 17-37.
  89. The enactment of literacy policy in Singapore
  Curdt-Christiansen, X. L., & Silver, R. (2013). New wine into old skins: The enactment of literacy policy in Singapore. _Language and Education, 27_(3), 246-260.
  90. The generative use of ICT in the language arts: Strategies in learning task design and implementation.
  De Souza, D. E., & Towndrow, P. A. (2011). In C. M. L. Ho, K. T. Anderson & A. P. Leong (Eds.), _Transforming literacies and language: Multimodality and literacy in the new media age_ (pp. 23-48). London: Continuum.
  91. The impact of teachers’ pedagogies on English language learners’ engagement in the classroom
  Yoon, B. (2008). Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom. _American Educational Research Journal, 45_(2), 495-522.
  92. The possible cultural consequences for children as they learn to read in English
  Jones, S. A. (2010). The possible cultural consequences for children as they learn to read in English at Primary Three in Singapore. _RELC Journal, 41_(3), 229-251.
  93. The Relationships among Reported Strategy Use, Metacognitive Awareness, and Reading Achievement
  Hong-Nam, K., Leavell, A. G., & Maher, S. (2014). The relationships among reported strategy use, metacognitive awareness, and reading achievement of high school students. _Reading Psychology, 35_(8), 762-790. doi:10.1080/02702711.2013.807900
  94. The role of out-of-school factors in the literacy problem.
  Waldfogel, J. (2012). _The Future of Children, 22_(2), 39-54.
  95. The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome.
  Liem, A. D., Lau, S., & Nie, Y. (2008). _Contemporary Educational Psychology, 33_(4), 486-512.
  96. The role of vocabulary in reading comprehension
  Zhang, L. J., & Anual, S. B. (2008). The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore. _RELC Journal_, _39_(1), 51-76.
  97. The use of contextual clues in cloze procedures by Primary Six pupils in Singapore (Master's thesis).
  Oo, L. K. C. (2005). Retrieved from http://libris.nie.edu.sg/
  98. The value of ideational frameworks for helping upper secondary students in their summary writing tasks (Master's thesis).
  Poh, S. K. (2005). Retrieved from http://libris.nie.edu.sg/
  99. Understanding Text Genre Preferences
  Gallo, G., & Ness, M. (2013). Understanding the Text Genre Preferences of Third-Grade Readers, _Journal of Language and Literacy Education_ [Online], 9(2), 110-130.
  100. Understanding the reading habits of children in Singapore
  Majid, S., & Tan, V. (2007). Understanding the reading habits of children in Singapore. _Journal of Educational Media and Library Sciences_, _45_(2), 187-198.
  101. Using argument as tool for science literacy
  Washburn, E., & Cavagnetto, A. (2013). Using argument as a tool for integrating science and literacy. The Reading Teacher, 67(2), 127-136.
  102. Using corpus-based materials as a teaching resource for the teaching of prepositions in a Singapore primary school(Master's thesis)
  Ang, M. L. (2007). Retrieved from http://libris.nie.edu.sg/
  103. Using digital think-alouds to develop reading comprehension of online informational texts
  White, A. (2016). Using Digital Think-Alouds to Build Comprehension of Online Informational Texts. _The Reading Teacher,_ 69(4), 421- 425.
  104. Using Question Answer Relationships (QAR) in lower primary grades
  Kinniburgh, L. H., & Prew, S. S. (2010). Question answer relationships (QAR) in the primary grades: Laying the foundation for reading comprehension. _International Journal of Early Childhood Special Education, 2_(1), 31-44.
  105. What is disciplinary literacy and why does it matter?
  Shanahan, T. & Shanahan, C. (2012). _Topics in Language Disorders, 32_(1), 7-18.
  106. When reading meets blogging
  Lee, S. Y. (2015). Joining the ‘literacy club’: when reading meets blogging. _ELT Journal, 69_(4), 373-382.
  107. Word Knowledge in a Theory of Reading Comprehension
  Perfetti, C. & Stafura, J. (2014). Word Knowledge in a Theory of Reading Comprehension. Scientific Studies of Reading, 18(1), 22-37. doi: 10.1080/10888438.2013.827687
  108. Words as tools: Learning academic vocabulary as language acquisition.
  Nagy, W., & Townsend, D. (2012). _Reading Research Quarterly, 47_(1), 91-108.
  109. Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in the early years of schooling
  Davidson, C. (2009). Young children's engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in the early years of schooling. _English Teaching: Practice and Critique, 8_(3), 36-54.

•        Speaking and Representing    

  1. 'Drama is like reversing everything': Intervention research as teacher professional development.
  Stinson, M. (2009). _Research in Drama Education: The Journal of Applied Theatre and Performance, 14_(2), 225-243.
  2. A corpus-based analysis of classroom interaction in Singapore secondary schools: The role of IRF exchanges (Master's thesis).
  Hui, C. (2008). Retrieved from http://libris.nie.edu.sg/
  3. Academic conversations: Classroom talk that fosters critical thinking and content understandings.
  Zweirs, J., & Crawford, M. (2011). Portland, Maine: Stenhouse Publishers.
  4. Acquiring English fluency for pupils taking English as an additional language
  Demie, F. (2013). English as an additional language pupils: How long does it take to acquire English fluency? _Language and Education_, 27(1), 59-69.
  5. Asking good questions: Promoting greater understanding of mathematics through purposeful teacher and student questioning.
  Di Teodoro, S., Donders, S., Kemp-Davidson, J., Robertson, P., & Schuyler, L. (2011). _Canadian Journal of Action Research, 12_(2), 18-29.
  6. Building literacy communities of practice across subject disciplines in secondary schools..
  Wright, N. (2007). _Language and Education, 21_(5), 420-433.
  7. Children's talk and the development of reasoning in the classroom.
  Mercer, N., Wegerif, R., & Dawes, L. (1999). _British Educational Research Journal, 25_(1), 95-111.
  8. Classroom dialogue
  Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. _Cambridge Journal of Education,_ 22(2), 1-32. doi: 10.1080/ 0305764X.2013.786024
  9. Classroom interaction in science: Teacher questioning and feedback to students' responses.
  Chin, C. (2006). _International Journal of Science Education, 28_(11), 1315-1346.
  10. Closing the gap between concept and practice: Toward more dialogic discussion in the language arts classroom.
  Adler, M., Rougle, E., Kaiser, E., & Caughlan, S. (2003). _Journal of Adolescent & Adult Literacy, 47_(4), 312-322.
  11. Communicative competence in oral language assessment.
  Oliver, R., Haig, Y., & Rochecouste, J. (2005). _Language and Education, 19_(3), 212-222. doi: 10.1080/09500780508668675.
  12. Conflicting language ideologies and contradictory language practices in Singaporean multilingual families
  Curdt-Christiansen, X. L. (2016). Conflicting language ideologies and contradictory language practices in Singaporean multilingual families. _Journal of Multilingual and Multicultural Development, 37_(7), 694-709. doi: org/10.1080/01434632.2015.1127926
  13. Creative tensions in teaching new texts and new literacies
  Matthewman, S., Blight, A., & Davies, C. (2004). What does multimodality mean for English? Creative tensions in teaching new texts and new literacies. _Education, Communication & Information,_ 4(1), 153-176.
  14. Developing communities of mathematical inquiry.
  Alton-Lee, A., Hunter, R., Sinnema, C., & Pulegatoa-Diggins, C. (2012). _Quality Teaching for Diverse (All) Learners in Schooling: Best Evidence Synthesis Iteration [BES]_. Wellington, New Zealand: Ministry of Education, New Zealand.
  15. Development and validation of learner attitudes and motivations for pronunciation
  Sardegna, V. G., Lee, J., & Kusey, C. (2014). Development and validation of the learner attitudes and motivations for pronunciation (LAMP) inventory. _System, 47_, 162-175.
  16. Dialogic space interactions
  Hammond, J. (2016). Dialogic space interactions between dialogic teaching and systemic functional linguistics. _Research Papers in Education,_ 31(1), 5-22. doi: 10.1080/02671522.2016.1106693
  17. Disciplinary Literacy in Elementary School
  Shanahan, C., & Shanahan, T. (2014). Does Disciplinary Literacy Have a Place in Elementary School? _The Reading Teacher, 67_(8), 636–639. doi: 10.1002/trtr.1257
  18. Effects of Metacognitive Strategy Instruction on Oral Language Task Performance and Strategy Use
  Lam, Y. K. (2009). Examining the effects of metacognitive strategy instruction on ESL group discussions: A synthesis of approaches. _Language Teaching Research, 13_(2), 129 – 150.
  19. Entitled to speak: Talk in the classroom.
  Doddington, C. (2001). _Studies in Philosophy and Education, 20_(3), 267-274.
  20. From oracy to literacy.
  Sticht, T. G. (2003). _Literacy Today, 36_, 18.
  21. Identifying 'quality' in classroom talk: An enduring research task.
  Westgate, D., & Hughes, M. (1997). _Language and Education, 11_(2), 125-139. doi: 10.1080/09500789708666723.
  22. Implementing dialogic teaching in a Singapore English language classroom.
  Lee, R. (2016). Implementing dialogic teaching in a Singapore English Language classroom. _RELC Journal._ doi: 10.1177/0033688216631171
  23. Interactions between classroom discourse, teacher questioning, and student cognitive engagement in middle school science.
  Smart, J. B., & Marshall, J. C. (2013). _Journal of Science Teacher Education, 24_(2), 249-267.
  24. Language choice and code-switching: A case study of four bilingual female students (Master's thesis)
  Azlin, J. (2007). Retrieved from http://libris.nie.edu.sg/
  25. Lesson transitions to group work in primary English classrooms
  Lwin, S. M., Goh, C., & Doyle, P. (2012). ‘I’m going to split you all up’: Examining transitions to group/pair work in two primary English classrooms. _Language and Education_, _26_(1), 19-33.
  26. Literacy for the future.
  Palmer, S. (2003). _Education Review, 16_(2), 70-74.
  27. Modifying textbook exercises to incorporate reasoning and communication into the primary mathematics classroom.
  Thompson, D. R. (2012). In B. Kaur & T. L. Toh (Eds.), _Reasoning, communication and connections in mathematics: Yearbook 2012, Association of Mathematics Educators_ (pp. 57-74). Singapore: World Scientific Publishing.
  28. Motivation for learning standard spoken English: A study of adolescent English language learners in Singapore (Master's thesis).
  Tan, P. L. A. (2007). Retrieved from http://libris.nie.edu.sg/
  29. Motivation requires a meaningful task.
  Frey, N., & Fisher, D. (2010). _English Journal, 100_(1), 30-36.
  30. Oracy and literacy practices in a Japanese kindergarten: A theoretical examination.
  Shirakawa, Y., & Iwahama, R. (2009). _Early Child Development and Care, 179_(5), 587-594. doi: 10.1080/03004430701379371
  31. Oracy's central role in teaching mathematics effectively to EAL students.
  Daykin, A. R. (2004). _International Schools Journal, 23_(2), 57-66.
  32. Oracy: Social facets of language learning.
  Saracho, O. N., & Spodek, B. (2007). _Early Child Development and Care, 177_(6-7), 695-705. doi: 10.1080/03004430701377540
  33. Oral presentation as an alternative assessment in mathematics.
  Seto, C. (2002). In D. Edge & B. H. Yeap (Eds.), _Mathematics education for a knowledge-based era_ (Vol. 2 Selected Papers, pp. 33-39). Singapore: Association of Mathematics Educators.
  34. Orienting oracy: Empowerment or enslavement.
  Ferst, P. (1999). _Journal of Further and Higher Education, 23_(2), 257-267. doi: 10.1080/0309877990230209
  35. Perspectives on spoken grammar
  Goh, C. (2009). _English Language Teachers Journal, 63_(4), 303-312.
  36. Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure.
  Luo, W., Hogan, D., & Paris, S. G. (2011). _Learning and Individual Differences, 21_(5), 526-535.
  37. Preparing for school: An ethnographic study of young Chinese children's literacy learning (Doctoral dissertation).
  Koh, G. H. (2010). Retrieved from http://libris.nie.edu.sg/
  38. Questioning and oracy in a reading program.
  Vaish, V. (2013). _Language and Education, 27_(6), 526-541. doi: 10.1080/09500782.2012.737334
  39. Reading like a historian: A document-based History curriculum intervention in urban high schools.
  Reisman, A. (2012). _Cognition and Instruction, 30_(1), 86-112.
  40. Relation between exposure to sophisticated and complex language and learners’ vocabulary
  Gámez, P. B., & Lesaux, N. K. (2012). The relation between exposure to sophisticated and complex language and early-adolescent English-only and language minority learners’ vocabulary. _Child Development,_ 83(4), 1316-1331.
  41. Relations between teacher questioning and student talk in one elementary ELL classroom
  Boyd, M. P. (2015). Relations between teacher questioning and student talk in one elementary ELL classroom. _Journal of Literacy Research, 47_(3), 370-404.
  42. Research into practice: Scaffolding learning processes to improve speaking performance
  Goh, C. M. (2017). Research into practice: Scaffolding learning processes to improve speaking performance. _Language Teaching, 50_(2), 247-260. doi:10.1017/S0261444816000483
  43. Science, language and young learners
  Ippolito, J., Condie, C., Blanchette, J., & Cervoni, C. (2018). Learning science and literacy together: Professional learning that supports disciplinary literacy instruction for our youngest learners. _Science & Children. 56_(4), 91-95.
  44. Singaporean students’ awareness of listening and speaking strategies
  Zhang, D., & Goh, C. C. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 199-219.
  45. Some "what" strategies that advance reasoning and communication in primary mathematics classrooms.
  Kaur, B. (2012). In B. Kaur & T. L. Toh (Eds.), _Reasoning, communication and connections in mathematics: Yearbook 2012, Association of Mathematics Educators_ (pp. 75-88). Singapore: World Scientific Publishing.
  46. Storytelling for children in primary schools
  Panc, I., Georgescu, A., & Zaharia, M. (2015). Why children should learn to tell stories in primary school? _Procedia-Social and Behavioral Sciences, 187,_ 591-595.
  47. Students' multimodal construction of the work-energy concept.
  Tang, K.-S., Tan, S. C., & Yeo, J. (2011). _International Journal of Science Education, 33_(13), 1775-1804. doi: 10.1080/09500693.2010.508899
  48. Supporting knowledge construction and literate talk in Secondary Social Studies.
  Kramer-Dahl, A., Teo, P., & Chia, A. (2007). _Linguistics and Education, 18_(2), 167-199. doi: 10.1016/j.linged.2007.07.003
  49. Supporting middle school students with content area academic language
  Townsend, D. (2015). Who’s using the language? Supporting middle school students with content area language. _Journal of Adolescent & Adult Literacy, 58_(5), 376-287.
  50. Taking the initiative in teacher-fronted classroom interaction
  Garton, S. (2012). Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction. _Classroom Discourse, 3_(1), 29-45.
  51. Talk for promoting enjoyment and developing understanding in Science.
  Dawes, L., Dore, B., Loxley, P., & Nichols, L. (2010). A talk focus for promoting enjoyment and developing understanding in science. _English Teaching: Practice and Critique, 9_(2), 99-110. Retrieved from: http://education.waikato.ac.nz/resources/files/etpc/files/2010v9n2nar1.pdf
  52. Talking the talk: Oracy demands in first year university assessment tasks.
  Doherty, C., Kettle, M., May, L., & Caukill, E. (2011). _Assessment in Education: Principles, Policy & Practice, 18_(1), 27-39. doi: 10.1080/0969594X.2010.498775
  53. Teacher Questioning in Science Classrooms
  Chin, C. (2007). Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking. _Journal of Research in Science Teaching, 44_(6), 815-843.
  54. Teachers' use of questioning and modelling comprehension skills in primary classrooms
  Parker, M., & Hurry, J. (2007). Teachers' use of questioning and modelling comprehension skills in primary classrooms. _Educational Review,_ 59(3), 299-314.
  55. The 'Document-Based Lesson': Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers.
  Reisman, A. (2012). _Journal of Curriculum Studies, 44:_2, 233-264.
  56. The analysis and reconciliation of students’ rebuttals in argumentation activities
  Lin, Y.-R., & Hung, J.-F. (2016). _The analysis and reconciliation of students’ rebuttals in argumentation activities. International Journal of Science Education,_ 38(1), 130-155. doi: 10.1080/09500693.2015.1134848
  57. The DOL project: The contributions of process drama to improved results in English oral communication.
  Stinson, M., & Freebody, K. (2010). _Youth Theatre Journal, 20_(1), 27-41.
  58. The enactment of literacy policy in Singapore
  Curdt-Christiansen, X. L., & Silver, R. (2013). New wine into old skins: The enactment of literacy policy in Singapore. _Language and Education, 27_(3), 246-260.
  59. The impacts of an early mathematics curriculum on oral language and literacy.
  Sarama, J., Lange, A. A., Clements, D. H., & Wolfe, C. B. (2012). _Early Childhood Research Quarterly, 27_(3), 489-502. doi: 10.1016/j.ecresq.2011.12.002
  60. The role of code-switching in a communications skills classroom (Master's dissertation).
  Lee, C. C. P. (2005). Retrieved from http://libris.nie.edu.sg/
  61. The role of exploratory talk in classroom search engine tasks
  Knight, S., & Mercer, N. (2015). The role of exploratory talk in classroom search engine tasks. _Technology, Pedagogy and Education,_ 24(3), 303-309. doi: 10.1080/1475939X.2014.931884
  62. The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome.
  Liem, A. D., Lau, S., & Nie, Y. (2008). _Contemporary Educational Psychology, 33_(4), 486-512.
  63. The study of talk between teachers and students.
  Mercer, N., & Dawes, L. (2014). The study of talk between teachers and students, from the 1970s until the 2010s. _Oxford Review of Education,_ 40(4), 430-445. doi: 10.1080/03054985.2014.934087
  64. The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons.
  Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). _Science Education, 90_(4), 605-631. doi: 10.1002/sce.20131
  65. The use of classroom talk and multiple representations in teaching Science
  Tang, K.-S. (2016). The interplay of representations and patterns of classroom discourse in science teaching sequences, _International Journal of Science Education, 38_(13), 2069-2095. doi:10.1080/09500693.2016.1218568
  66. The use of the 3/2/1 technique to foster students’ speaking fluency
  Barriga, M. M., & Briesmaster, M. (2017). The Use of the 3/2/1 Technique to Foster Students' Speaking Fluency. _I.E.: Inquiry in Education, 9_(2), 1-13.
  67. Troubling teacher talk: The challenge of changing classroom discourse patterns.
  Culican, S. J. (2007). _The Australian Educational Researcher, 34_(2), 7-27.
  68. Understanding classroom talk in secondary three mathematics classes in Singapore.
  Hogan, D., Rahim, R. A., Chan, M., Kwek, D., & Towndrow, P. (2012). In B. Kaur & T. L. Toh (Eds.), _Reasoning, communication and connections in mathematics: Yearbook 2012, Association of Mathematics Educators_ (pp. 169-197). Singapore: World Scientific Publishing.
  69. Using argument as tool for science literacy
  Washburn, E., & Cavagnetto, A. (2013). Using argument as a tool for integrating science and literacy. The Reading Teacher, 67(2), 127-136.
  70. Using journal writing and oral presentation as alternative assessment strategies in mathematics instruction: An empirical study in Singapore secondary schools (Doctoral dissertation).
  Yeo, S. M. (2008). Retrieved from http://libris.nie.edu.sg/
  71. What now for language in a multimedia world?
  Malinowski, D., & Nelson, M. E. (2011). In C. M. L. Ho, K. T. Anderson, & A. P. Leong (Eds.), _Transforming literacies and language: Multimodality and literacy in the new media age_ (pp. 9-22). London: Continuum.
  72. Why talk is important
  Barnes, D. (2010). Why talk is important. _English Teaching: Practice and Critique, 9_(2), 7-10.
  73. Writing voiced arguments about science topics.
  Monahan, M. B. (2013). _Journal of Adolescent & Adult Literacy, 57_(1), 31-40.

•        Subject Literacy    

  1. Building a house on sand: Why disciplinary literacy is not sufficient to replace general strategies for adolescent learners who struggle.
  Faggella-Luby, M. N., Graner, P. S., Deshler, D. D., & Drew, S. V. (2012). _Topics in Language Disorders, 32_(1), 69-84.
  2. A case study of designing technology-enhanced learning in an elementary school in Singapore
  Tay, L. Y., Melwan, M., Ong, J. L., & Ng, K. R. (2017). A case study of designing technology-enhanced learning in an elementary school in Singapore. _Learning: Research and Practice, 3_(2), 98-113. doi:10.1080/23735082.2017.1350737
  3. A project for teaching critical reading and writing
  Teo, P. (2014). Making the familiar strange and the strange familiar: a project for teaching critical reading and writing. _Language and Education, 28_(6), 539-551. doi:10.1080/09500782.2014.921191
  4. A social semiotics framework for conceptualizing content area literacies.
  Wilson, A. A., (2011). _Journal of Adolescent & Adult Literacy, 54_(6), 435-444.
  5. Academic conversations: Classroom talk that fosters critical thinking and content understandings.
  Zweirs, J., & Crawford, M. (2011). Portland, Maine: Stenhouse Publishers.
  6. Asking good questions: Promoting greater understanding of mathematics through purposeful teacher and student questioning.
  Di Teodoro, S., Donders, S., Kemp-Davidson, J., Robertson, P., & Schuyler, L. (2011). _Canadian Journal of Action Research, 12_(2), 18-29.
  7. Asking Pompeii questions: A co-operative approach to writing in the disciplines.
  Somerville, E. M., & Creme, P. (2005). _Teaching in Higher Education, 10_(1), 17 - 28.
  8. Building literacy communities of practice across subject disciplines in secondary schools.
  Wright, N. (2007). _Language and Education, 21_(5), 420-433.
  9. Challenges faced by teachers of English language learners and limited English proficiency students
  Khong, T. D. H., & Saito, E. (2014). Challenges confronting teachers of English language learners. _Educational Review, 66_(2), 210-225.
  10. Charting a Pathway: Embedding ICT and New Literacies into the Curriculum.
  Zammit, K. (2011). In C. M. L. Ho, K. T. Anderson & A. P. Leong (Eds.), _Transforming literacies and language: Multimodality and literacy in the new media age_ (pp. 9-22). London: Continuum.
  11. Children's talk and the development of reasoning in the classroom.
  Mercer, N., Wegerif, R., & Dawes, L. (1999). _British Educational Research Journal, 25_(1), 95-111.
  12. Classroom dialogue
  Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. _Cambridge Journal of Education,_ 22(2), 1-32. doi: 10.1080/ 0305764X.2013.786024
  13. Classroom interaction in science: Teacher questioning and feedback to students' responses.
  Chin, C. (2006). _International Journal of Science Education, 28_(11), 1315-1346.
  14. Communicative competence in oral language assessment.
  Oliver, R., Haig, Y., & Rochecouste, J. (2005). _Language and Education, 19_(3), 212-222. doi: 10.1080/09500780508668675.
  15. Competencies for teachers of English learners
  Faltis, C., Arias, M. B., & Ramírez-Marín, F. (2010). Identifying relevant competencies for secondary teachers of English learners. _Bilingual Research Journal,_ 33(3), 307-328, doi: 10.1080/15235882.2010.529350
  16. Creative tensions in teaching new texts and new literacies
  Matthewman, S., Blight, A., & Davies, C. (2004). What does multimodality mean for English? Creative tensions in teaching new texts and new literacies. _Education, Communication & Information,_ 4(1), 153-176.
  17. Developing communities of mathematical inquiry.
  Alton-Lee, A., Hunter, R., Sinnema, C., & Pulegatoa-Diggins, C. (2012). _Quality Teaching for Diverse (All) Learners in Schooling: Best Evidence Synthesis Iteration [BES]_. Wellington, New Zealand: Ministry of Education, New Zealand.
  18. Dialogic Interactions and Feedback
  Merkel, W. (2018). Role reversals: A case study of dialogic interactions and feedback. _Journal of Second Language Writing, 39_, 16–28.
  19. Dialogic space interactions
  Hammond, J. (2016). Dialogic space interactions between dialogic teaching and systemic functional linguistics. _Research Papers in Education,_ 31(1), 5-22. doi: 10.1080/02671522.2016.1106693
  20. Dialogic teaching in the primary Science classroom.
  Mercer, N., Dawes, L., & Staarman, J. (2009). Dialogic teaching in the primary science classroom. _Language and Education, 23_(4), 353-369. doi:10.1080/09500780902954273
  21. Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis.
  Fang, Z., & Schleppegrell, M. J. (2010). _Journal of Adolescent & Adult Literacy, 53_(7), 587-597. doi: 10.1598/JAAL.53.7.6
  22. Disciplinary Literacy in Elementary School
  Shanahan, C., & Shanahan, T. (2014). Does Disciplinary Literacy Have a Place in Elementary School? _The Reading Teacher, 67_(8), 636–639. doi: 10.1002/trtr.1257
  23. Disciplinary literacy: Redefining deep understanding and leadership for 21st-century demands.
  Piercy, T., & Piercy, W. (2011). Englewood, CO: The Leadership and Learning Center.
  24. Disciplinary literacy: What you want to know about it.
  Fang, Z., & Coatoam, S. (2013). _Journal of Adolescent & Adult Literacy, 56_(8), 627-632. doi: 10.1002/JAAL.190
  25. Educating the next generation of literacy teachers
  Comber, B. (2006). Pedagogy as work: Educating the next generation of literacy teachers. _Pedagogies,_ 1(1), 59-67.
  26. Foregrounding the disciplines in secondary literacy teaching and learning: A call for change.
  Moje, E. B., (2008). _Journal of Adolescent & Adult Literacy, 52_(2), 96-107
  27. Implementation of Differentiated Instruction
  Robinson, L., & Maldonado, D. N. (2014, November). Perceptions about implementation of differentiated instruction. Paper presented at the Annual Mid-South Educational Research (MSERA) Conference, Knoxville, TN.
  28. Improving Teacher Questioning in Science.
  Oliveira, A. (2010). Improving Teacher Questioning in Science Inquiry Discussions through Professional Development. _Journal of Research in Science Teaching, 47_(4), 422-453. doi 10.1002/tea.20345
  29. Interactions between classroom discourse, teacher questioning, and student cognitive engagement in middle school science.
  Smart, J. B., & Marshall, J. C. (2013). _Journal of Science Teacher Education, 24_(2), 249-267.
  30. Investigating a Disciplinary Approach to Literacy Learning in a Secondary School
  Hannant, K., & Jetnikoff, A. (2015). Investigating a disciplinary approach to literacy learning in a secondary school. _Literacy Learning: The Middle Years, 23_(3), 28-37.
  31. Investigating language learner strategies
  Gu, P. Y., Hu, G., & Zhang, L. J. (2005). Investigating language learner strategies among lower primary school pupils in Singapore. _Language and Education,_ 19(4), 281-303.
  32. Learning the language of school history: The role of linguistics in mapping the writing demands of the secondary school curriculum.
  Coffin, C. (2006). _Journal of Curriculum Studies, 38_(4), pp. 413-429.
  33. Literacy and language pedagogy within subject areas in years 7-11: final report
  Wilson, A., Jesson, R., Rosedale, N., & Cockle, V. (2012). Auckland: Auckland UniServices.
  34. Literacy pedagogical content knowledge
  Love, K. (2010). Literacy pedagogical content knowledge in the secondary curriculum. _Pedagogies: An International Journal, 5_(4), 338–355. doi:/10.1080/1554480X.2010.521630
  35. Making disciplinary writing and thinking practices an integral part of academic content teaching.
  Hunter, K., & Tse, H. (2013). _Active Learning in Higher Education, 14_(3), 227-239.
  36. Mapping subject-specific literacies
  Coffin, C. (2006). Mapping subject-specific literacies. _NALDIC Quarterly, 3_(3), 1-16. Retrieved from: http://oro.open.ac.uk/23272/2/Mapping_subject-specific_literacies.pdf
  37. Modifying textbook exercises to incorporate reasoning and communication into the primary mathematics classroom.
  Thompson, D. R. (2012). In B. Kaur & T. L. Toh (Eds.), _Reasoning, communication and connections in mathematics: Yearbook 2012, Association of Mathematics Educators_ (pp. 57-74). Singapore: World Scientific Publishing.
  38. Multiliteracies, pedagogy and identities
  Giampapa, F. (2010). Multiliteracies, pedagogy and identities: Teacher and student voices from a Toronto elementary school. _Canadian Journal of Education,_ 33(2), 407-431.
  39. Oracy's central role in teaching mathematics effectively to EAL students.
  Daykin, A. R. (2004). _International Schools Journal, 23_(2), 57-66.
  40. Oral presentation as an alternative assessment in mathematics.
  Seto, C. (2002). In D. Edge & B. H. Yeap (Eds.), _Mathematics education for a knowledge-based era_ (Vol. 2 Selected Papers, pp. 33-39). Singapore: Association of Mathematics Educators.
  41. Outside in/inside out: Bridging the gap in literacy education in Singapore classrooms.
  Teo, P. (2008). _Language and Education, 22_(6), 411-431.
  42. Reading like a historian: A document-based History curriculum intervention in urban high schools.
  Reisman, A. (2012). _Cognition and Instruction, 30_(1), 86-112.
  43. Reading through a disciplinary lens.
  Juel, C., Hebard, H., Park-Haubner, J., & Moran, M. (2010). _Educational Leadership_, 67, 13-17.
  44. Recontextualising reading, rethinking teaching
  Jones, S. A. (2012). Recontextualising reading, rethinking teaching: Reading in the English medium primary school in Singapore. _Education 3-13, 40_(3), 243-258.
  45. Scaffolding 4th Grade Students’ Scientific Explanation Writing
  Yang, H. T., & Wang, K. H. (2014). A Teaching Model for Scaffolding 4th Grade Students’ Scientific Explanation Writing. Research in Science Education, 44(4), 531-548. doi: 10.1007/s11165-013-9392-8
  46. School Discourse
  Christie, F., & Derewianka, B. (2010). London: Continuum.
  47. Science, language and young learners
  Ippolito, J., Condie, C., Blanchette, J., & Cervoni, C. (2018). Learning science and literacy together: Professional learning that supports disciplinary literacy instruction for our youngest learners. _Science & Children. 56_(4), 91-95.
  48. Some "what" strategies that advance reasoning and communication in primary mathematics classrooms.
  Kaur, B. (2012). In B. Kaur & T. L. Toh (Eds.), _Reasoning, communication and connections in mathematics: Yearbook 2012, Association of Mathematics Educators_ (pp. 75-88). Singapore: World Scientific Publishing.
  49. Students' multimodal construction of the work-energy concept.
  Tang, K.-S., Tan, S. C., & Yeo, J. (2011). _International Journal of Science Education, 33_(13), 1775-1804. doi: 10.1080/09500693.2010.508899
  50. Students’ and teachers’ perceptions of students’ self-assessment ability
  Wong, H. M. (2014). I can assess myself: Singaporean primary students' and teachers' perceptions of students' self-assessment ability. _Education 3-13,_ 1-16.
  51. Subject-specific Literacy and School Learning
  Green, B. (1988). Subject-specific Literacy and School Learning: A Focus on Writing. _Australian Journal of Education,_ 32(2), 156-179. doi:/10.1177/000494418803200203
  52. Supporting knowledge construction and literate talk in Secondary Social Studies.
  Kramer-Dahl, A., Teo, P., & Chia, A. (2007). _Linguistics and Education, 18_(2), 167-199. doi: 10.1016/j.linged.2007.07.003
  53. Supporting middle school students with content area academic language
  Townsend, D. (2015). Who’s using the language? Supporting middle school students with content area language. _Journal of Adolescent & Adult Literacy, 58_(5), 376-287.
  54. Talk for promoting enjoyment and developing understanding in Science.
  Dawes, L., Dore, B., Loxley, P., & Nichols, L. (2010). A talk focus for promoting enjoyment and developing understanding in science. _English Teaching: Practice and Critique, 9_(2), 99-110. Retrieved from: http://education.waikato.ac.nz/resources/files/etpc/files/2010v9n2nar1.pdf
  55. Teacher Questioning in Science Classrooms
  Chin, C. (2007). Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking. _Journal of Research in Science Teaching, 44_(6), 815-843.
  56. Teachers' use of questioning and modelling comprehension skills in primary classrooms
  Parker, M., & Hurry, J. (2007). Teachers' use of questioning and modelling comprehension skills in primary classrooms. _Educational Review,_ 59(3), 299-314.
  57. Teachers’ concerns about vocabulary in content literacy methodology textbooks.
  Wood, K. D., Vintinner, J., Hill-Miller, P., Harmon, J., & Hedrick, W. (2009). An investigation of teachers’ concerns about vocabulary and the representation of these concerns in content literacy methodology textbooks. _Reading Psychology, 30_, 319-339. doi: 10.1080/02702710802411562
  58. Teaching high school students to use heuristics while reading historical texts.
  Nokes, J. D., Dole, J. A., & Hacker, D. J. (2007). _Journal of Educational Psychology, 99_(3), 492-504. doi: 10.1037/0022-0663.99.3.492
  59. The 'Document-Based Lesson': Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers.
  Reisman, A. (2012). _Journal of Curriculum Studies, 44:_2, 233-264.
  60. The analysis and reconciliation of students’ rebuttals in argumentation activities
  Lin, Y.-R., & Hung, J.-F. (2016). _The analysis and reconciliation of students’ rebuttals in argumentation activities. International Journal of Science Education,_ 38(1), 130-155. doi: 10.1080/09500693.2015.1134848
  61. The generative use of ICT in the language arts: Strategies in learning task design and implementation.
  De Souza, D. E., & Towndrow, P. A. (2011). In C. M. L. Ho, K. T. Anderson & A. P. Leong (Eds.), _Transforming literacies and language: Multimodality and literacy in the new media age_ (pp. 23-48). London: Continuum.
  62. The impacts of an early mathematics curriculum on oral language and literacy.
  Sarama, J., Lange, A. A., Clements, D. H., & Wolfe, C. B. (2012). _Early Childhood Research Quarterly, 27_(3), 489-502. doi: 10.1016/j.ecresq.2011.12.002
  63. The language of different types of explanations in junior high school Science texts.
  Unsworth, L. (2001). Evaluating the language of different types of explanations in junior high school science texts. _International Journal of Science Education, 23_(6), pp. 585-609. doi:10.1080/09500690010006473
  64. The logogenesis of writing to learn: A systemic functional perspective.
  Klein, P. D., & Unsworth, L. (2014). _Linguistics and Education, 26_, 1-17.
  65. The role of exploratory talk in classroom search engine tasks
  Knight, S., & Mercer, N. (2015). The role of exploratory talk in classroom search engine tasks. _Technology, Pedagogy and Education,_ 24(3), 303-309. doi: 10.1080/1475939X.2014.931884
  66. The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons.
  Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). _Science Education, 90_(4), 605-631. doi: 10.1002/sce.20131
  67. The use of classroom talk and multiple representations in teaching Science
  Tang, K.-S. (2016). The interplay of representations and patterns of classroom discourse in science teaching sequences, _International Journal of Science Education, 38_(13), 2069-2095. doi:10.1080/09500693.2016.1218568
  68. Troubling teacher talk: The challenge of changing classroom discourse patterns.
  Culican, S. J. (2007). _The Australian Educational Researcher, 34_(2), 7-27.
  69. Understanding classroom talk in secondary three mathematics classes in Singapore.
  Hogan, D., Rahim, R. A., Chan, M., Kwek, D., & Towndrow, P. (2012). In B. Kaur & T. L. Toh (Eds.), _Reasoning, communication and connections in mathematics: Yearbook 2012, Association of Mathematics Educators_ (pp. 169-197). Singapore: World Scientific Publishing.
  70. Using disciplinary literacies to enhance adolescents' engineering design activity.
  Wilson, A. A., Smith, E., & Householder, D. L. (2014). _Journal of Adolescent & Adult Literacy, 57_(8), 676-686.
  71. Using Questioning to Guide Student Thinking.
  Van Zee, E., & Minstrell, J. (1997). Using Questioning to Guide Student Thinking. _The Journal of the Learning Sciences, 6_(2), 227-269. doi: 10.1207/s15327809jls0602_3
  72. What is disciplinary literacy and why does it matter?
  Shanahan, T. & Shanahan, C. (2012). _Topics in Language Disorders, 32_(1), 7-18.
  73. Words as tools: Learning academic vocabulary as language acquisition.
  Nagy, W., & Townsend, D. (2012). _Reading Research Quarterly, 47_(1), 91-108.
  74. Writing voiced arguments about science topics.
  Monahan, M. B. (2013). _Journal of Adolescent & Adult Literacy, 57_(1), 31-40.

•        Vocabulary    

  1. 'Drama is like reversing everything': Intervention research as teacher professional development.
  Stinson, M. (2009). Research in Drama Education: The Journal of Applied Theatre and Performance, 14(2), 225-243.
  2. A study of gender and language in teenage personal weblogs in Singapore (Master's thesis)
  Chionh, J. P. F. (2008). Retrieved from http://libris.nie.edu.sg/
  3. Academic conversations: Classroom talk that fosters critical thinking and content understandings.
  Zweirs, J., & Crawford, M. (2011). Portland, Maine: Stenhouse Publishers.
  4. Effects of morphological instruction on vocabulary acquisition
  Zweirs, J., & Crawford, M. (2011). Portland, Maine: Stenhouse Publishers.
  5. Bowers, P.N., & Kerby, J.R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading & Writing 23(5), 515-537. doi: 10.1007/s11145-009-9172-z
  6. Identifying the vocabulary learning strategies of Singapore Primary Six students of different English language proficiencies(Master's thesis).
  Tan, B. S. S. (2004). Retrieved from http://libris.nie.edu.sg/
  7. Learners' use of strategies for effective vocabulary learning
  Moir, J., & Nation, I. S. (2002). Learners' use of strategies for effective vocabulary learning. Prospect, 17(1), 15-35.
  8. Predictors of reading ability for bilingual children
  Tan, Y. H., Poon, K. K., & Rickard Liow, S. J. (2013). Predictors of reading ability in English for Mandarin-speaking bilingual children in Singapore. Early Child Development and Care, 183(10), 1420-1431.
  9. Relation between exposure to sophisticated and complex language and learners’ vocabulary
  Gámez, P. B., & Lesaux, N. K. (2012). The relation between exposure to sophisticated and complex language and early-adolescent English-only and language minority learners’ vocabulary. Child Development, 83(4), 1316-1331.
  10. School Discourse
  Christie, F., & Derewianka, B. (2010). London: Continuum.
  11. Strategies in reading comprehension: Case studies of good and poor upper primary school readers (Master's thesis).
  Fadillah, M. (2006). Retrieved from http://libris.nie.edu.sg/
  12. The Role of Vocabulary in Reading
  Ouellette, G. P. (2006). What’s Meaning Got to Do with It: The Role of Vocabulary in Word Reading and Reading Comprehension. Journal of Educational Psychology, 98(3), 554-566. doi:10.1037/0022.0663.98.3.554
  13. The role of vocabulary in reading comprehension
  Zhang, L. J., & Anual, S. B. (2008). The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore. RELC Journal, 39(1), 51-76.
  14. The use of contextual clues in cloze procedures by Primary Six pupils in Singapore (Master's thesis).
  Oo, L. K. C. (2005). Retrieved from http://libris.nie.edu.sg/
  15. Vocabulary learning
  Chilton, M. W., & Ehri, L. C. (2015). Vocabulary learning: Sentence contexts linked by events in scenarios facilitate third graders’ memory for verb meanings. Reading Research Quarterly, 50(4), 439-458. doi: 10.1002/rrq.106
  16. Words as tools: Learning academic vocabulary as language acquisition.
  Nagy, W., & Townsend, D. (2012). Reading Research Quarterly, 47(1), 91-108.
  

•        Writing and Representing    

  1. Building a house on sand: Why disciplinary literacy is not sufficient to replace general strategies for adolescent learners who struggle.
  Faggella-Luby, M. N., Graner, P. S., Deshler, D. D., & Drew, S. V. (2012). _Topics in Language Disorders, 32_(1), 69-84.
  2. 'Drama is like reversing everything': Intervention research as teacher professional development.
  Stinson, M. (2009). _Research in Drama Education: The Journal of Applied Theatre and Performance, 14_(2), 225-243.
  3. A functional approach to the teaching of coherence in argumentative writing (Master's thesis).
  Lum, W. K. B. (2006). Retrieved from http://libris.nie.edu.sg/
  4. A literature-driven English programme's effectiveness in improving the writing skills of Grade 7 Singaporean students.
  Pereira, M. D. (2010). _English in Education, 44_(3), 231-251.
  5. A project for teaching critical reading and writing
  Teo, P. (2014). Making the familiar strange and the strange familiar: a project for teaching critical reading and writing. _Language and Education, 28_(6), 539-551. doi:10.1080/09500782.2014.921191
  6. A social semiotics framework for conceptualizing content area literacies.
  Wilson, A. A., (2011). _Journal of Adolescent & Adult Literacy, 54_(6), 435-444.
  7. A study of gender and language in teenage personal weblogs in Singapore (Master's thesis)
  Chionh, J. P. F. (2008). Retrieved from http://libris.nie.edu.sg/
  8. Argumentation as core curriculum
  Kuhn, D., & Moore, M. (2015). _Argumentation as core curriculum. Learning: Research and Practice,_ 1(1), 66-78. doi: 10.1080/23735082.2015.994254
  9. Argumentation in students’ online forum discussion
  Chandrasegaran, A., & Kong, K. M. C. (2006). Stance-taking and stance-support in students’ online forum discussion. _Linguistics, 17_(3), 374-390.
  10. Asking Pompeii questions: A co-operative approach to writing in the disciplines.
  Somerville, E. M., & Creme, P. (2005). _Teaching in Higher Education, 10_(1), 17 - 28.
  11. Assessing student writing on tablets
  Davis, L. L., Orr, A., Kong, X., & Lin, C.-H. (2015). Assessing student writing on tablets. _Educational Assessment, 20_(3), 180-198.
  12. Assessing the effects of explicit teaching of text structure and planning and revising strategies on primary two students' narrative texts (Master's thesis).
  Long, M. Y. (2002). Retrieved from http://libris.nie.edu.sg/
  13. Building literacy communities of practice across subject disciplines in secondary schools.
  Wright, N. (2007). _Language and Education, 21_(5), 420-433.
  14. Characteristics of teacher written feedback on student revision (Master's thesis).
  Lee, S. Y. S. (2003). Retrieved from http://libris.nie.edu.sg/.
  15. Children as researchers: What we can learn from them about the impact of poverty on literacy opportunities?
  Kellett, M. (2009). _International Journal of Inclusive Educational Leadership, 13_(4), 395-408. doi: 10.1080/10236240802106606.
  16. Design and implementation of a student-generated virtual museum in a language curriculum to enhance collaborative multimodal meaning-making.
  Ho, C. M. L., Nelson, M. E., & M-eller-Wittig, W. (2011). _Computers & Education, 57_(1), 1083-1097.
  17. Developing motivation to write
  Ho, C. Bruning, R., & Horn, C. (2000). Developing motivation to write. _Educational Psychologist, 35_(1), 25-37.
  18. Developing writing pedagogy in a teacher professional learning community
  Pella, S. (2011). A situative perspective on developing writing pedagogy in a teacher professional learning community. _Teacher Education Quarterly, 38,_ 107-125.
  19. Dialogic Interactions and Feedback
  Merkel, W. (2018). Role reversals: A case study of dialogic interactions and feedback. _Journal of Second Language Writing, 39_, 16–28.
  20. Digital storytelling as a powerful technological tool for teacher and student engagement
  Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. _Theory into Practice_, _47_(3), 220-228.
  21. Disciplinary literacy: What you want to know about it.
  Fang, Z., & Coatoam, S. (2013). _Journal of Adolescent & Adult Literacy, 56_(8), 627-632. doi: 10.1002/JAAL.190
  22. Effect of explicit instruction of paragraph writing strategies on PRC students' expository writing(Master's thesis).
  Pung, Y. M. E. (2005). Retrieved from http://libris.nie.edu.sg/
  23. Effect of explicit teaching of character development in narrative writing (Master's thesis).
  Yeo, S. C. (2002). Retrieved from http://libris.nie.edu.sg/
  24. Evaluative expressions in analytical arguments
  Wu, S. M., & Desmond, A. (2005). Evaluative expressions in analytical arguments: Aspects of appraisal in assigned English language essays. _Journal of Applied Linguistics_, _2_(1), 105-127. Retrieved from < a href="http://www.equinoxpub.com/journals/index.php/JALPP/article/view/18194/14409">
  25. Explicit teaching of argumentative writing in upper primary social studies lessons (Master's thesis).
  Neo, B. (2004). Retrieved from http://libris.nie.edu.sg/
  26. Feedback to writing, assessment for teaching and learning and student progress
  Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. _Assessing Writing_, _15_(2), 68-85.
  27. Growth of Metacognitive Awareness in Kindergarten Children through Writing
  Jacobs, G. M. (2004). A Classroom Investigation of the Growth of Metacognitive Awareness in Kindergarten Children through the Writing Process. _Early Childhood Education Journal, 32_ (1), 17-23.
  28. Home biliteracy practices and biliteracy acquisition: A comparative study of Singaporean Chinese families and recent immigrant families from China (Doctoral dissertation).
  Li, R. (2012). Retrieved from http://libris.nie.edu.sg/
  29. Implementing self-regulated strategy development
  Harris, K. R., Lane, K. L., Driscoll, S. A., Graham, S., Wilson, K., Sandmel, K., Brindle, M., & Schatschneider, C. (2012). Tier 1, teacher-implemented self-regulated strategy development for students with and without behavioral challenges: A randomized controlled trial. _Elementary School Journal, 113_(2), 160-191.
  30. Improving English language teaching through lesson study
  Goh, R., & Fang, Y. (2017). Improving English language teaching through lesson study: Case study of teacher learning in a Singapore primary school grade level team. _International Journal for Lesson and Learning Studies, 6_(2), 135-150. doi: 10.1108/IJLLS-11-2015-0037
  31. Improving the effectiveness of peer feedback for learning
  Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. _Learning and Instruction, 20_(4), 304-315.
  32. Improving the writing and knowledge of emergent writers
  Zumbrunn, S., & Bruning, R. (2013). Improving the writing and knowledge of emergent writers: The effects of self-regulated strategy development. _Reading & Writing, 26_(1), 91-110. doi: 10.1007/s11145-012-9384-5.
  33. Influencing children’s self-efficacy and self-regulation of reading and writing
  Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. _Reading & Writing Quarterly_, _23_(1), 7-25.
  34. Innovating the Singapore English language curriculum through lesson study
  Tan-Chia, L., Fang, Y., & Ang, P. C. (2013). Innovating the Singapore English language curriculum through lesson study. _International Journal for Lesson and Learning Studies, 2_(3), 256-280.
  35. Instructional rubrics
  Sundeen, T. H. (2014). Instructional rubrics: Effects of presentation options on writing quality. _Assessing Writing_, 21, 74-88. doi: 10.1016/j.asw.2014.03.003
  36. Investigating a Disciplinary Approach to Literacy Learning in a Secondary School
  Hannant, K., & Jetnikoff, A. (2015). Investigating a disciplinary approach to literacy learning in a secondary school. _Literacy Learning: The Middle Years, 23_(3), 28-37.
  37. Investigating language learner strategies
  Gu, P. Y., Hu, G., & Zhang, L. J. (2005). Investigating language learner strategies among lower primary school pupils in Singapore. _Language and Education,_ 19(4), 281-303.
  38. Is there a place for critical language awareness in the teaching of Business English to polytechnic students in Singapore?(Master's thesis).
  Kan, H. K. (2010). Retrieved from http://libris.nie.edu.sg/
  39. Learning study as an approach to teacher development
  Siu, I. Y. M. (2008). Learning study as an approach to teacher development in two primary schools. The Asia-Pacific Education Researcher, 17(1), 99–108.
  40. Learning the language of school history: The role of linguistics in mapping the writing demands of the secondary school curriculum.
  Coffin, C. (2006). _Journal of Curriculum Studies, 38_(4), pp. 413-429.
  41. Literacy for the future.
  Palmer, S. (2003). _Education Review, 16_(2), 70-74.
  42. Making disciplinary writing and thinking practices an integral part of academic content teaching.
  Hunter, K., & Tse, H. (2013). _Active Learning in Higher Education, 14_(3), 227-239.
  43. Mobile blogging in primary science in Singapore: A linguistic perspective (Master's thesis).
  Lee, Q. Y. S. (2010). Retrieved from http://libris.nie.edu.sg/
  44. Motivating struggling readers and writers
  Casey, H. K. (2008). Engaging the disengaged: Using learning clubs to motivate struggling adolescent readers and writers. _Journal of Adolescent & Adult Literacy, 52_(4), 284-294. doi: 10.1598/JAAL.52.4.2
  45. Newspaper literacy: An investigation of how Singaporean students read the Straits Times.
  Koh, A. (2004). _English Teaching: Practice and Critique, 3_(3), 43-60.
  46. Oracy and literacy practices in a Japanese kindergarten: A theoretical examination.
  Shirakawa, Y., & Iwahama, R. (2009). _Early Child Development and Care, 179_(5), 587-594. doi: 10.1080/03004430701379371
  47. Oracy: Social facets of language learning.
  Saracho, O. N., & Spodek, B. (2007). _Early Child Development and Care, 177_(6-7), 695-705. doi: 10.1080/03004430701377540
  48. Orienting oracy: Empowerment or enslavement.
  Ferst, P. (1999). _Journal of Further and Higher Education, 23_(2), 257-267. doi: 10.1080/0309877990230209
  49. Peer and teacher feedback on student writing
  Peterson, S. S., & Portier, C. (2014). Grade one peer and teacher feedback on student writing. _Education 3-13, 42_(3), 237-257. doi: 10.1080/03004279.2012.670256
  50. Picture Books as Mentor Texts for 10th Grade Struggling Writers
  Premont, D. W., Young, T. A., Wilcox, B., Dean, D., & Morrison, T. G. (2017). Picture Books as Mentor Texts for 10th Grade Struggling Writers. _Literacy Research and Instruction, 56_(4), 290-310. doi: 10.1080/19388071.2017.1338803li
  51. Praise and criticism in written feedback
  Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. _Journal of Second Language Writing, 10_(3), 185-212.
  52. Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure.
  Luo, W., Hogan, D., & Paris, S. G. (2011). _Learning and Individual Differences, 21_(5), 526-535.
  53. Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students' writing.
  Andrade, H. L., Du, Y., & Wang, X. (2008). _Educational Measurement: Issues and Practice, 27_(2), 3-13.
  54. Reflexive writers
  Ryan, M. (2014). Reflexive writers: Re-thinking writing development and assessment in schools. _Assessing Writing, 22,_ 60-74.
  55. School Discourse
  Christie, F., & Derewianka, B. (2010). London: Continuum.
  56. Science, language and young learners
  Ippolito, J., Condie, C., Blanchette, J., & Cervoni, C. (2018). Learning science and literacy together: Professional learning that supports disciplinary literacy instruction for our youngest learners. _Science & Children. 56_(4), 91-95.
  57. Secondary school students' stance-support strategies in online discussion: Implications for the composition classroom.
  Chandrasegaran, A. (2006). _English in Education, 40_(2), 22-39.
  58. Self-efficacy beliefs, motivation, and achievement
  Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. _Reading & Writing Quarterly, 19_(2), 139-158.
  59. Strategy-based writing instruction
  Bai, B. (2015). The effects of strategy-based writing instruction in Singapore primary schools. _System, 53,_ 96-106.
  60. Students' perceptions of integrating Wiki technology and peer feedback into English writing
  Lin, W., & Yang, S. C. (2011). Exploring students' perceptions of integrating Wiki technology and peer feedback into English writing courses. _English Teaching: Practice and Critique, 10_(2), 88-103.
  61. Supporting knowledge construction and literate talk in Secondary Social Studies.
  Kramer-Dahl, A., Teo, P., & Chia, A. (2007). _Linguistics and Education, 18_(2), 167-199. doi: 10.1016/j.linged.2007.07.003
  62. Supporting middle school students with content area academic language
  Townsend, D. (2015). Who’s using the language? Supporting middle school students with content area language. _Journal of Adolescent & Adult Literacy, 58_(5), 376-287.
  63. Teacher feedback and student revisions
  Silver, R., & Lee, S. (2007). What does it take to make a change. _English Teaching: Practice and Critique,_ 6(1), 25-49. Retrieved from http://education.waikato.ac.nz/resources/files/etpc/2007v6n1art.pdf
  64. Teaching and learning argumentative reading and writing
  Newell, G. E., Beach, R., Smith J., & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing: A review of research. _Reading Research Quarterly_, _46_(3), 273-304.
  65. Teaching argumentative writing at the primary level
  Koh, G. H. (2002). Teaching argumentative writing at the primary level. Review of Educational Research and Advances for Classroom Teachers, 21(1), 57-68.
  66. The 'Document-Based Lesson': Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers.
  Reisman, A. (2012). _Journal of Curriculum Studies, 44:_2, 233-264.
  67. The development of young writers in an English classroom
  Bali, R. (2015). The development of young writers in an English classroom: Opening up dialogue with Year 8 students. _Changing English,_ 22(2), 176-188.
  68. The logogenesis of writing to learn: A systemic functional perspective.
  Klein, P. D., & Unsworth, L. (2014). _Linguistics and Education, 26_, 1-17.
  69. The relationship between use of writing strategies and English proficiency
  Bai, R., Hu, G., & Gu, P. (2014). The relationship between use of writing strategies and English proficiency in Singapore primary schools. _Asia-Pacific Education Researcher_ 23(3), 355-365. doi: 10.1007/s40299-013-0110-0
  70. The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome.
  Liem, A. D., Lau, S., & Nie, Y. (2008). _Contemporary Educational Psychology, 33_(4), 486-512.
  71. The short-and long-term effect of explicit grammar instruction on fifth graders’ writing
  Feng, S., & Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders’ writing. _Reading Improvement,_ 42(2), 67-72.
  72. The use of blogs for writing of online journals
  Nair, S. S., Tay, L. Y., & Koh, J. L. (2013). Students' motivation and teachers' teaching practices towards the use of blogs for writing of online journals. _Educational Media International,_ 50(2), 108-119.
  73. The value of ideational frameworks for helping upper secondary students in their summary writing tasks (Master's thesis).
  Poh, S. K. (2005). Retrieved from http://libris.nie.edu.sg/
  74. Use of scoring rubrics for formative assessment purposes
  Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. _Educational Research Review, 9_, 129-144.
  75. Using argument as tool for science literacy
  Washburn, E., & Cavagnetto, A. (2013). Using argument as a tool for integrating science and literacy. The Reading Teacher, 67(2), 127-136.
  76. Using corpus-based materials as a teaching resource for the teaching of prepositions in a Singapore primary school(Master's thesis)
  Ang, M. L. (2007). Retrieved from http://libris.nie.edu.sg/
  77. Using disciplinary literacies to enhance adolescents' engineering design activity.
  Wilson, A. A., Smith, E., & Householder, D. L. (2014). _Journal of Adolescent & Adult Literacy, 57_(8), 676-686.
  78. Using journal writing and oral presentation as alternative assessment strategies in mathematics instruction: An empirical study in Singapore secondary schools (Doctoral dissertation).
  Yeo, S. M. (2008). Retrieved from http://libris.nie.edu.sg/
  79. Writer’s workshop vs writing prompts
  Carroll, S., & Feng, J. (2010, October). Writer’s workshop vs writing prompts: The effect on first graders’ writing ability and attitude towards writing. Paper presented at the 2010 Annual Meeting of the Georgia Educational Research Association, Savannah, GA. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED533063
  80. Writing as literacy development for low achievers: The case of a neighbourhood school in Singapore(Unpublished doctoral dissertation).
  Lee, N. F. R. (2012). University of Auckland, Auckland, New Zealand.
  81. Writing Strategies, Skills, and Knowledge
  De La Paz, S., & Graham, S. (2002). Explicitly Teaching Strategies, Skills, and Knowledge: Writing Instruction in Middle School Classrooms. _Journal of Educational Psychology, 94_(4), 687-698. doi: 10.1037//0022-0663.94.4.687
  82. Writing voiced arguments about science topics.
  Monahan, M. B. (2013). _Journal of Adolescent & Adult Literacy, 57_(1), 31-40.
  83. Writing with peer response using different types of genre knowledge
  Hoogeveen, M., & van Gelderen, A. (2016). Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers. _The Journal of Educational Research,_ 1-15. doi: 10.1080/0220671.2016.1190913

•        Other    

  1. A comparison of lexical bundles (sic) patterns in Singapore primary five English language and Science classroom discourse and textbooks (Master's thesis).
  Farnaz, R. M. (2010). Retrieved from http://libris.nie.edu.sg/
  2. A study of secondary three students' language anxiety (Master's thesis).
  Han, L. Y. (2003). Retrieved from http://libris.nie.edu.sg/
  3. An Integrated Approach to Teaching Literature in an EFL Classroom.
  Yimwilai, S. (2015). An integrated approach to teaching Literature in an EFL classroom. _English Language Teaching, 8_(2), 14-21. doi: 10.5539/elt.v8n2p14
  4. Benefits and concerns of lesson study
  Lee, J. F. K. (2008). A Hong Kong case of lesson study—Benefits and concerns. _Teaching and Teacher Education_, 24(5), 1115-1124.
  5. Building teachers' creative capabilities in Singapore's English classrooms
  Kwek, D., Albright, J., & Kramer-Dahl, A. (2007). Building teachers' creative capabilities in Singapore's English classrooms: a way of contesting pedagogical instrumentality. _Literacy, 41_(2), 71-78. doi:10.1111/j.1467-9345.2007.00460.x
  6. Challenges confronting teachers of English language learners
  Khong, T. D. H., & Saito, E. (2014). Challenges confronting teachers of English language learners. Educational Review, 66(2), 210-225. doi:10.1080/00131911.2013.769425
  7. Conflicting language ideologies and contradictory language practices in Singaporean multilingual families
  Curdt-Christiansen, X. L. (2016). Conflicting language ideologies and contradictory language practices in Singaporean multilingual families. _Journal of Multilingual and Multicultural Development, 37_(7), 694-709. doi: org/10.1080/01434632.2015.1127926
  8. Creative tensions in teaching new texts and new literacies
  Matthewman, S., Blight, A., & Davies, C. (2004). What does multimodality mean for English? Creative tensions in teaching new texts and new literacies. _Education, Communication & Information,_ 4(1), 153-176.
  9. Early childhood teachers' beliefs about literacy development
  Lim, C., & Torr, J. (2007). Singaporean early childhood teachers' beliefs about literacy development in a multilingual context. _Asia__‐__Pacific Journal of Teacher Education_, _35_(4), 409-434.
  10. Educating the next generation of literacy teachers
  Comber, B. (2006). Pedagogy as work: Educating the next generation of literacy teachers. _Pedagogies,_ 1(1), 59-67.
  11. English language teachers’ beliefs about the teaching of grammar
  Farrell, T. S., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. _TESL-EJ, 9_(2), 1-13.
  12. Factors that affect emergent literacy development when engaging with electronic books
  Salmon, L. G. (2014). Factors that Affect Emergent Literacy Development When Engaging with Electronic Books. _Early Childhood Education Journal, 42_(2), 85-92. doi: 10.1007/s10643-013-0589-2
  13. Implementation of Differentiated Instruction
  Robinson, L., & Maldonado, D. N. (2014, November). Perceptions about implementation of differentiated instruction. Paper presented at the Annual Mid-South Educational Research (MSERA) Conference, Knoxville, TN.
  14. Implementing dialogic teaching in a Singapore English language classroom
  Lee, R. (2016). Implementing dialogic teaching in a Singapore English Language classroom. _RELC Journal._ doi: 10.1177/0033688216631171
  15. Improving English language teaching through lesson study
  Goh, R., & Fang, Y. (2017). Improving English language teaching through lesson study: Case study of teacher learning in a Singapore primary school grade level team. _International Journal for Lesson and Learning Studies, 6_(2), 135-150. doi: 10.1108/IJLLS-11-2015-0037
  16. Improving the effectiveness of peer feedback for learning
  Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. _Learning and Instruction, 20_(4), 304-315.
  17. Innovating the Singapore English Language curriculum through lesson study
  Tan-Chia, L., Fang, Y., & Ang, P. C. (2013). Innovating the Singapore English Language curriculum through lesson study. _International Journal for Lesson and Learning Studies, 2_(3), 256-280. doi: 10.1108/IJLLS-03-2013-0017
  18. Learners' use of strategies for effective vocabulary learning
  Moir, J., & Nation, I. S. (2002). _Learners' use of strategies for effective vocabulary learning. Prospect,_ 17(1), 15-35.
  19. Learning from a Learning Study
  Adamson, B., & Walker, E. (2011). _Messy collaboration: Learning from a Learning Study. Teaching and Teacher Education, 27(1)_, 29-36. doi: http://dx.doi.org/10.1016/j.tate.2010.06.024
  20. Lesson study for teacher development in Singapore
  Lim, C., Lee, C., Saito, E., & Syed Haron, S. (2011). Taking stock of Lesson Study as a platform for teacher development in Singapore. _Asia-Pacific Journal of Teacher Education, 39_(4), 353-365. doi: 10.1080/1359866X.2011.614683
  21. Lesson study: Teacher-led professional development in literacy instruction.
  Hurd, J., & Licciardo-Musso, L. (2005). Lesson study: Teacher-led professional development in literacy instruction. _Language Arts, 82_(5), 388-395.
  22. Lesson study: Teacher-led professional development in literacy instruction.
  Lwin, S. M., Goh, C., & Doyle, P. (2012). ‘I’m going to split you all up’: Examining transitions to group/pair work in two primary English classrooms. _Language and Education_, _26_(1), 19-33.
  23.Multiliteracies, pedagogy and identities
  Giampapa, F. (2010). Multiliteracies, pedagogy and identities: Teacher and student voices from a Toronto elementary school. _Canadian Journal of Education,_ 33(2), 407-431.
  24. Practitioner research
  Cochran-Smith, M. & Lytle, S. L. (2009). Inquiry as Stance - Practitioner research for the next generation. New York, NY: Teachers College Press.
  25. Regulative discourse in Singapore primary English classrooms
  Liu, Y., & Hong, H. (2009). Regulative discourse in Singapore primary English classrooms: Teachers' choices of directives. _Language and Education, 23_(1), 1-13. doi:10.1080/09500780802152812)
  26. Relations between teacher questioning and student talk in one elementary ELL classroom
  Boyd, M. P. (2015). Relations between teacher questioning and student talk in one elementary ELL classroom. _Journal of Literacy Research, 47_(3), 370-404.
  27. Standardized achievement tests and English language learners
  Abedi, J. (2002). Standardized achievement tests and English language learners: Psychometrics issues. _Educational Assessment_, 8(3), 231-257.
  28. Sustainability of Impact of Action Research
  Edwards, E., & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70 (1): 6–15. doi: https://doi.org/10.1093/elt/ccv060
  29. Teachers' use of questioning and modelling comprehension skills in primary classrooms
  Parker, M., & Hurry, J. (2007). Teachers' use of questioning and modelling comprehension skills in primary classrooms. _Educational Review,_ 59(3), 299-314.
  30. Teachers' use of questioning and modelling comprehension skills in primary classrooms
  Miller, J. (2011). Teachers’ work in culturally and linguistically diverse schools. _Teachers and Teaching_, 17(4), 451-466.
  31. The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding
  Myhill, D. A., Jones, S. M., Lines, H., & Watson, A. (2012). Re-thinking grammar: The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. _Research Papers in Education, 27_(2), 139-166. doi:10.1080/02671522.2011.637640
  32. The syntactic influences of Chinese and Malay on the learning of English in Singapore
  Tan, C. (2005). English or Singlish? The syntactic influences of Chinese and Malay on the learning of English in Singapore. _Journal of Language and Learning,_ 3(1), 156-179.
  33. Word Knowledge in a Theory of Reading Comprehension
  Perfetti, C. & Stafura, J. (2014). Word Knowledge in a Theory of Reading Comprehension. Scientific Studies of Reading, 18(1), 22-37. doi: 10.1080/10888438.2013.827687