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Tate, T., Collins, P., Xu, Y., Yau, J., Krishnan, J., Prado, Y., Farkas, G., & Warschauer, M. (in press). Visual-Syntactic Text Format: Improving adolescent literacy. Scientific Studies of Reading. Korobkova, K., & Collins, P. (2018). The variety of user experiences: Literacy roles and stances on storysharing platforms. Journal of Adolescent and Adult Literacy. Bigelow, M., & Collins, P. (2018). Chapter 2: Bilingualism from childhood through adolescence. In A. De Houwer & L. Ortega (Eds.), The Cambridge handbook of bilingualism (pp. 36-58). Cambridge, UK: Cambridge University Press. Park, Y., Xu, Y., Collins, P., Farkas, G., & Warschauer, M., (2018). Scaffolding learning of language structures with visual‐syntactic text formatting. British Journal of Educational Technology. Estrella, G., Au, J., Jaeggi, S. M., & Collins, P. (2018). Is inquiry science instruction effective for English language learners? A meta-analytic review. AERA Open, 4(2), 1-23.  Comments are closed.
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