Journal of Early Childhood Literacy

The Emergence of transnational awareness among children in immigrant families

On differences and deficits: A critique of the theoretical and methodological underpinnings of the word gap

Changing the home literacy environment through participation in family literacy programmes

Developing an observational rubric of writing: Preliminary reliability and validity evidence

Exploring science visually: Science and photography with pre-kindergarten children

Emergence of argument in children’s mathematical writing

Moving beyond tracing: The nature, availability and quality of digital apps to support children’s writing:

Transnational habitus: Educational, bilingual and biliteracy practices of Chinese sojourner families in the U.S.

Notions of agency in early literacy classrooms: Assemblages and productive intersections:

Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines:

Book selection for shared reading: Parents’ considerations and researchers’ views

Translanguaging through Story: Empowering Children to Use their Full Language Repertoire

Exploring the relationship between letter recognition and handwriting in early literacy development

Writing as defamiliarization processes: An alternative approach to understanding aesthetic experience in young children’s poetry writing

Young children playing their way into intercultural understanding

Engaging elementary students in higher order talk and writing about text

Reading to babies: Exploring the beginnings of literacy:

Teaching cursive handwriting: A contribution to the acceptability study of using digital tablets in French classrooms:

Phonological strategies and peer scaffolding in digital literacy game-playing sessions in a Finnish pre-primary class

‘Castillo blueprint’: How young children in multilingual contexts demonstrate and extend literacy and numeracy practices in play:

Helping out, signing up and sitting down: The cultural production of “read-alouds” in three kindergarten classrooms

Demystifying simultaneous triliteracy development: One child’s emergent writing practices across three scripts focusing on letter recognition, directionality and name writing:

Reading aloud in an era of common core: An exploratory study of the perspectives of primary teachers serving African American children in low-income communities

Friends and authors: Spontaneous co-composing in a writing workshop:

The Concept of Language in the Swedish Preschool Curriculum : A Theoretical and Empirical Examination of its Productions

Closing the gap between oral lexicons and sight vocabulary: Examining speech recognition technologies:

Paradigmatic literacy features in children’s argumentation in peer talk

Discursive stance as a pedagogical tool: Negotiating literate identities in writing conferences:

The inference-making of elementary emergent multilinguals: Access and opportunities for learning:

Children’s socialisation into literate practices through engaging in translation activities in immersion preschool:

Attitudes and practices of pre-reading and early childhood literacy promotion among family physicians in Romania

Rethinking the role of transitions between activities in early childhood settings: An examination of their linguistic characteristics in two preschool classrooms:

Preschoolers’ knowledge of Chinese characters: From radical awareness to character recognition: