Reading Didactics Professors in Global

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Irene Pieper
Freie Universität Berlin Germany
literature didactics
reading education
literature instruction
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Claudia Nerdel
Technical University of Munich Germany
science didactics
biology didactics
didactic innovations
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Maria Wohrne
Uppsala University Sweden
poetry didactics
reading research
swedish language didactics
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Djamila Fatheddine
University of Gothenburg Sweden
didactics of literature
literature education
physicality in learning
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Ellen Krogh
University of Southern Denmark Denmark
mother tongue didactics
disciplinary didactics
pedagogical assessment
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Jeroen Dera
Radboud University Netherlands
literature education
reading culture
young people's reading behavior
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Natalie Hendry
University of Melbourne Australia
classroom dynamics
teaching methodologies
learning processes
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Karin Knudsen
University of Southern Denmark Denmark
literature didactics
historical reading
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David Pellerin
University of Sherbrooke Canada
science didactics
technology didactics
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Walther Paravicini
University of Tübingen Germany
analysis didactics
geometry didactics
algebra didactics
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Louise Smidt
Aarhus University Denmark
academic reading strategies
strategic reading
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Ingela Valfridsson
Umeå University Sweden
foreign language didactics
german language didactics
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Jeppe Bundsgaard
Aarhus University Denmark
curriculum didactics
subject-related didactics
teaching methods
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Gitte Balling
University of Copenhagen Denmark
digital reading
youth reading
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Jens Hansen
University of Southern Denmark Denmark
educational media didactics
language education
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Hanne Knudsen
Aalborg University Denmark
reading comprehension
cognitive foundations of reading
intervention strategies for reading difficulties
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Lone Krogh
Aalborg University Denmark
professional didactics
learning
pedagogics
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Dawnene Hassett
University of Wisconsin–Madison United States of America
interactive reading and writing
literacy education
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Angela Casale
University of Gothenburg Sweden
subject didactics
language education
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Shireen Al-adeimi
Michigan State University United States of America
reading comprehension
dialogic classroom practices
literacy education
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Agnès Costerg
University of Sherbrooke Canada
reading difficulties
teaching practices
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