Journal of Research in Reading

Reading, Writing and Technology: A Special Virtual Issue

Over recent years, relationships between reading, writing and technology have played out in diverse and multiple ways. For some, work has focused on using new technologies to support the development of particular literacy skills whilst others have responded to new technologies by exploring the possibilities for new literacy practices. All this has implications for how we see reading and writing and consequently for literacy pedagogies. The collection of articles in this virtual issue demonstrates this diversity.

Editorial
Cathy Burnett, Clare Wood, Julia Davies

Teachers are digikids too: the digital histories and digital lives of young teachers in English primary schools
Lynda Graham
Literacy

Barriers to teachers using digital texts in literacy classrooms
Eileen Honan
Literacy

Technology, learning and instruction: distributed cognition in the secondary English classroom
Mary Louise Gomez, Melissa Schieble, Jen Scott Curwood, Dawnene Hassett
Literacy

Playing and resisting: rethinking young people's reading cultures
Alex Kendall
Literacy

Dissonance between the digitally created words of school and home
Clare Dowdall
Literacy

Using computer-aided instruction to support the systematic practice of phonological skills in beginning readers
Mary Wild
Journal of Research in Reading

A randomised efficacy study of Web-based synthetic and analytic programmes among disadvantaged urban Kindergarten children
Erin M. Comaskey, Robert S. Savage, Philip Abrami
Journal of Research in Reading

How technology for comprehension training can support conversation towards the joint construction of meaning
Nicola Yuill, Darren Pearce, Lucinda Kerawalla, Amanda Harris, Rosemary Luckin
Journal of Research in Reading

On-screen print: the role of captions as a supplemental literacy tool
Deborah Linebarger, Jessica Taylor Piotrowski, Charles R. Greenwood
Journal of Research in Reading

Effectiveness of computerised spelling training in children with language impairments: a comparison of modified and unmodified speech input
Dorothy Bishop, Caroline Adams, Annukka Lehtonen, Stuart Rosen
Journal of Research in Reading