07–430Anson, Chris M. (N Carolina State U, Raleigh, USA; [email protected]), Assessing writing in cross-curricular programs: Determining the locus of activity. Assessing Writing (Elsevier) 11.2 (2006), 100–112.

07–431Chanock, Kate (La Trobe U, Bundoora, Australia; [email protected]), Help for a dyslexic learner from an unlikely source: The study of Ancient Greek. Literacy (Oxford University Press) 40.3 (2006), 164–170.

07–432Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8.

07–433Daniels, Peter T. (New Jersey, USA). On beyond alphabets. Written Language and Literacy (Benjamins) 9.1 (2006), 7–24.

07–434Dovey, Teresa (U Technology, Sydney, Australia), What purposes, specifically? Re-thinking purposes and specificity in the context of the ‘new vocationalism’. English for Specific Purposes (Elsevier) 25.4 (2006), 387–402.

07–435Dowdall, Clare (U Plymouth, UK; [email protected]), Dissonance between the digitally created words of school and home. Literacy (Oxford University Press) 40.3 (2006), 153–163.

07–436Elbow, Peter (U Massachusetts, Amherst, USA; [email protected]), Do we need a single standard of value for institutional assessment? An essay response to Asao Inoue's ‘community-based assessment pedagogy’. Assessing Writing (Elsevier) 11.2 (2006), 81–99.

07–437Green, Anthony (U Cambridge, ESOL Examinations, Cambridge, UK; [email protected]), Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes. Assessing Writing (Elsevier) 11.2 (2006), 113–134.

07–438Holme, Randal & Bussabamintra Chalauisaeng (Hong Kong Institute of Education, Hong Kong, China), The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom. English for Specific Purposes (Elsevier) 25.4 (2006), 403–419.

07–439Jia, Yueming Zohreh R. Eslami, & Lynn M. Burlbaw (Texas A & M U, USA), ESL teachers' perceptions and factors influencing their use of classroom-based reading assessment. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 407–430.

07–440Kirkgöz, Yasemin (Çukurova U, Turkey; [email protected]), Designing a corpus based English reading course for academic purposes. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 281–298.

07–441Lambirth, Andrew (Canterbury Christ Church U, UK; [email protected]) & Kathy Goouch, Golden times of writing: The creative compliance of writing journals. Literacy (Blackwell) 40.3 (2006), 146–152.

07–442Li, Yongyan (City Hong Kong, China), A doctoral student of physics writing for publication: A sociopolitically-oriented case study. English for Specific Purposes (Elsevier) 25.4 (2006), 456–478.

07–443Moreira, Sylvia (City U New York, USA) & Maryellen Hamilton. Goats don't wear coats: An examination of semantic interference in rhyming assessments of reading readiness for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 547–557.

07–444Penney, Catherine (U Newfoundland, Canada) James Drover, Carrie Dyck & Amanda Squires, Phoneme awareness is not a prerequisite for learning to read. Written Language and Literacy (Benjamins) 9.1 (2006), 115–133.

07–445Serniclaes, Willy (U René Descartes, Paris, France), Allophonic perception in developmental dyslexia: Origin, reliability and implications of the categorical perception deficit. Written Language and Literacy (Benjamins) 9.1 (2006), 135–152.

07–446Suzuki, Akio (Josai U, Japan), Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 177–196.

07–447Stapleton, Paul (Hokkaido U, Sapporo, Japan) & Rena Helms-Park, Evaluating Web sources in an EAP course: Introducing a multi-trait instrument for feedback and assessment. English for Specific Purposes (Elsevier) 25.4 (2006), 438–455.

07–448Zhu, Yunxia (U Queensland, New Zealand; [email protected]), Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.3 (2006), 265–285.