L1 Educational Studies in Language and Literature

15/12/2021

Recently online: Amir, A., Atkin, H. & Rijlaarsdam , G. (2021). The case of 'Yummy Yummy' - a replication of an intervention program. L1 - Educational Studies in Language and Literature, 21, 1-36. https://doi.org/10.17239/L1ESLL-2021.21.01.16 at
https://l1.publication-archive.com/publication/1/2069

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15/12/2021

Recently online: Amir, A., Atkin, H. & Rijlaarsdam , G. (2021). The case of 'Yummy Yummy' - a replication of an intervention program. L1 - Educational Studies in Language and Literature, 21, 1-36. https://doi.org/10.17239/L1ESLL-2021.21.01.16 at
https://l1.publication-archive.com/publication/1/2069

30/07/2021

New publication in L1_ESLL: Johansson, B., & Lindgren, E. (2021). Fluency and its relationship with typology, exposure and lexical retrieval in bilingual Persian-Swedish children’s writing. L1-Educational Studies in Language and Literature ,21, 1-28. https://doi.org/10.17239/L1ESLL-2021.21.01.12
Bilingual literacy not only supports academic success it also contributes to bilingual children’s develop-ment of identity. However, not all contexts allow children to develop their writing fluency in their first language (L1) to the same degree as in their school language, their second language (L2). Few studies have explored bilingual children’s writing fluency in two languages and most studies to date have fo-cussed on Latin scripts, in particular English. The present paper fills this gap by exploring writing fluency of bilingual biscriptal children in the typologically different languages Swedish (official language and main medium of instruction) and Persian (home language). Twenty-three bilingual biscriptal children between the ages of 10-15 wrote four texts each by hand using Eye & Pen, descriptive and narrative, in Persian and Swedish respectively. The final texts and temporal information were used to compute product and process writing fluency. In order to explore writing fluency further, the role of language exposure and lexical retrieval was investigated. A survey was used to explore the participants’ exposure at home and participants’ lexical retrieval was measured by standardized tasks in each language. An additional qualitative study of three writers focused on what may have caused interruptions in fluency in the two languages. Results show that the children produced more characters, words and clauses and wrote faster, produced longer and more complex bursts in their L2 as compared with their L1. Exposure in L1 was connected with writing fluency in both languages while lexical retrieval was mildly related with fluency in L1. Typological characteristics such as diacritics created pauses and hence interrupted writing fluency in both languages.: https://l1.publication-archive.com/publication/1/2027

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01/07/2021

Online now:
Writing creative and argumentative texts: What's the difference? Exploring how task type affects students' writing behaviour and performance.
Peze, A. ten; Janssen, T.; Rijlaarsdam, G. & van Weijen, D. L1-Educational Studies in Language and Literature, 1-38
DOI: 10.17239/L1ESLL-2021.21.01.11

01/07/2021

recently online: Writing creative and argumentative texts: What's the difference? Exploring how task type affects students' writing behaviour and performance
Peze, A. ten; Janssen, t.; Rijlaarsdam, G. & van Weijen, Daphne
L1-Educational Studies in Language and Literature, 1-38
DOI: 10.17239/L1ESLL-2021.21.01.11

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19/06/2021

L1 ESLL publishes Educational Design Studies
An analytic description of Project Expert: An instructional reading program for ninth grade vocational students
Van Ammel, K.; Aesaert, K.; De Smedt, F.; De Meester, F. & Van Keer, H. L1-Educational Studies in Language and Literature, 1-35
DOI: 10.17239/L1ESLL-2021.21.01.10

Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students
Ockenburg, L. van; Weijen, D. van & Rijlaarsdam, G. C. W.
L1-Educational Studies in Language and Literature, 1-33
DOI: 10.17239/L1ESLL-2021.21.01.06

27/04/2021

Recent paper in L1-ESLL
Van Ockenburg, L., Van Weijen, D. & Rijlaarsdam, G. (2021). Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students. L1-Educational Studies in Language and Literature, 21, 1-33. https://doi.org/10.17239/L1ESLL-2021.21.01.06
https://l1.publication-archive.com/publication/1/1962.

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11/11/2020

New publication in L1: Käsper, M., Uibu, K., & Mikk, J. (2020). The effects of teaching strategies on primary school students’ reading outcomes and interest in reading. L1-Educational Studies in Language and Literature, 20, 1-24. https://doi.org/10.17239/L1ESLL-2020.20.01.12

Teaching text comprehension in primary school aims to develop long-lasting skills. This study assessed the direct and indirect effects of teaching strategies on students’ reading and interest in reading in primary school. Two hundred and twenty Estonian primary school students and their 18 native language teachers participated in the study. Correlation analysis indicated that students who achieved better results in reading and who were interested in reading in grade 1 had better results in vocabulary, text comprehension and reading interest in grade 3. Moreover, students’ vocabulary acquisition and text comprehension in grades 1 and 3 were associated with the promotion of students’ reading interest by teachers in grade 3. A structural equation model revealed that the frequent use of teaching strategies by teachers in grade 1 had a small positive longitudinal effect on students’ reading outcomes and interest in reading in grade 3. Knowledge of the different effects of teaching strategies on students’ reading outcomes and interest in reading would optimally promote students’ text comprehension.

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22/09/2020

New L1 publication: Ligoš, M. (2020). Continuity of traditional and new tendencies in L1 teaching: A scientific essay on the challenges and projections. L1-Educational Studies in Language and Literature, 20, 1-18.

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08/07/2020

New publication: Ruwette, M.L., Van Schooten, E.J., & De Glopper, C.M. (2020). Teachers’ reading promotion activities: variation, structure and correlates L1-Educational Studies in Language and Literature, 20, xx-xx. https://doi.org/10.17239/L1ESLL-2020.20.01.09
https://l1.publication-archive.com/publication/1/1893

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17/06/2020

New publication in L1-Educational Studies in Language and Literature

Daszkiewicz, M., Sousa, O., Łockiewicz, M., Lino, D., Piechowska, M., Fuertes, M., Wawrzyniak-Śliwska, M., & Costa-Pereira, T. (2020). Comparative analysis of the approach to L1 oracy in Polish and Portuguese early education curricula. L1-Educational Studies in Language and Literature, 20, 1-17. https://doi.org/10.17239/L1ESLL-2020.20.01.08

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02/06/2020

New L1 publication
https://l1.publication-archive.com/publication/1/1945
Gourvennec, A. F., Höglund, H., Johansson, M., Kabel, K., & Sønneland, M. (submitted). Literature education in Nordic L1s: Cultural models of national lower-secondary curricula in Denmark, Finland, Norway and Sweden. L1-Educational Studies in Language and Literature, 20, 1-32. https://doi.org.10.17239/L1ESLL-2020.20.01.07

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