Dialogic Reading Professors in Global

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Mary Juzwik
Michigan State University United States of America
dialogic writing theory
dialogue teaching
classroom discourse
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Mary Juzwik
Michigan State University United States of America
dialogic writing theory
dialogue in teaching and teacher education
classroom discourse
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William Rupley
Texas A&M University United States of America
reading comprehension
reading acquisition
reading science
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Nathan Clemens
University of Texas at Austin United States of America
reading comprehension
word reading skills
reading difficulties
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Richard Kruk
University of Manitoba Canada
visual processes in reading
intervention strategies for reading
reading difficulties
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Christine Howes
University of Gothenburg Sweden
dialogue coordination
linguistic interaction
conversation analysis
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Malene Kjær
Aalborg University Denmark
dialogue design
discourse analysis
learning
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Anna Filipi
Monash University Australia
conversation analysis
spatial discourse
storytelling
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Shireen Al-adeimi
Michigan State University United States of America
dialogic classroom practices
reading comprehension
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Tina Høegh
University of Southern Denmark Denmark
dialogic teaching
literacy communication
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Philip Gough
University of Texas at Austin United States of America
reading
reading acquisition
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Nic Badcock
University of Western Australia Australia
reading
reading disabilities
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Philip Chappell
Macquarie University Australia
dialogic learning and teaching
language classroom interaction
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Gitte Balling
University of Copenhagen Denmark
digital reading
youth reading
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Danielle Colenbrander
Macquarie University Australia
reading comprehension
reading instruction
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George Georgiou
University of Alberta Canada
reading development
reading acquisition
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Therese Asplund
Linköping University Sweden
dialogical processes
storytelling
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James Mcclelland
Stanford University United States of America
reading
learning
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Jay Mcclelland
Stanford University United States of America
reading
learning
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Lesly Wade-woolley
University of Alberta Canada
reading development
reading disorders
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Carolien Knoop-van Campen
Radboud University Netherlands
reading comprehension
reading strategies
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