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Showing all 3 results
Peer reviewed
Direct linkJones, Susan – Literacy, 2014
This article presents data from a British Academy-funded study of the everyday literacy practices of three families living on a predominantly white working-class council housing estate on the edge of a Midlands city. The study explored, as one participant succinctly put it, "how people read and write and they don't even notice".…
Descriptors: Foreign Countries, Public Policy, Context Effect, Resilience (Psychology)
Myhill, Debra; Jones, Susan; Watson, Annabel; Lines, Helen – Literacy, 2013
The place of grammar within the teaching of writing has long been contested and successive research studies have indicated no correlation between grammar teaching and writing attainment. However, a recent study has shown a significant positive impact on writing outcomes when the grammar input is intrinsically linked to the demands of the writing…
Descriptors: Writing Instruction, Grammar, Literacy Education, English Instruction
Jones, Susan – Literacy, 2004
How far do bilingual readers identify with the "implied readers" of the texts they read? This article explores this question through a quantitative analysis of the reading habits of a sample of 100 English secondary-school students, mainly from southern Asian backgrounds. Particular focus is given to the way a bilingual reader may or may not be…
Descriptors: Foreign Countries, Adolescents, Reading Habits, Bilingualism
