Journal articles
Myhill D, Ahmed AM, Abdollahzadeh E, Rezk LM (2024). Qatari student writers’ metalinguistic understanding of transitions in L2 English written argument. Language Awareness, 1-19.
Myhill D, Ahmed A, Rezk L (2023). Engaging with readers: Students’ metalinguistic understanding of the use of pronouns in building reader-writer relationships.
Linguistics and Education,
75 Abstract.
Myhill D, Ahmed A, Abdollazadeh E (2023). Going meta: Bringing together an understanding of metadiscourse with students' metalinguistic understanding. Language Teaching, 56(1), 146-148.
Barton G, Khosronejad M, Ryan M, Kervin L, Myhill D (2023). Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity.
AUSTRALIAN EDUCATIONAL RESEARCHER Author URL.
Myhill D, Cremin T, Oliver L (2023). The impact of a changed writing environment on students' motivation to write. Frontiers in Psychology, 14
Myhill D, Cremin T, Oliver L (2023). Writing as a craft: Re-considering teacher subject content knowledge for teaching writing.
RESEARCH PAPERS IN EDUCATION,
38(3), 403-425.
Author URL.
Myhill D (2022). Jimmy Van Rijt: UNDERSTANDING GRAMMAR THE IMPACT OF LINGUISTIC METACONCEPTS ON L1 GRAMMAR EDUCATION. Applied Linguistics, 44(1), 169-171.
van Rijt J, Myhill D, De Maeyer S, Coppen P-A (2022). Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study.
PLOS ONE,
17(2), e0263123-e0263123.
Abstract.
Ryan M, Khosronejad M, Barton G, Myhill D, Kervin L (2022). Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences.
Assessing Writing,
51 Abstract.
Ryan M, Khosronejad M, Barton G, Kervin L, Myhill D (2021). A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms.
Written Communication,
38(3), 417-446.
Abstract.
Khosronejad M, Ryan M, Barton G, Myhill D, Kervin L (2021). Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms. Classroom Discourse, 13(1), 64-82.
Myhill D (2021). Fostering critical reasoning: Developing argumentative competence in early and middle primary years. Australian Journal of Language and Literacy, 44, 46-61.
Myhill D (2021). Grammar re-imagined: foregrounding understanding of language choice in writing.
ENGLISH IN EDUCATION,
55(3), 265-278.
Author URL.
Calil E, Myhill D (2020). Dialogue, erasure and spontaneous comments during textual composition: What students' metalinguistic talk reveals about newly-literate writers’ understanding of revision.
Linguistics and Education,
60 Abstract.
Myhill D, Newman R, Watson A (2020). GOING META: DIALOGIC TALK IN THE WRITING CLASSROOM.
AUSTRALIAN JOURNAL OF LANGUAGE AND LITERACY: SPECIAL ISSUE TALK AND INTERACTION,
43(1), 5-16.
Abstract.
Cremin T, Myhill D, Eyres I, Nash T, Wilson A, Oliver L (2020). Teachers as writers: learning together with others.
Literacy,
54(2), 49-59.
Abstract.
Myhill D, Watson A, Newman R (2020). Thinking differently about grammar and metalinguistic understanding in writing.
Bellaterra Journal of Teaching & Learning Language & Literature,
13(2), e870-e870.
Abstract.
Cremin T, Myhill D (2019). Creative Writers as Arts Educators.
Abstract.
Myhill DA (2018). Grammar as a meaning-making resource for improving writing. . L1-Educational Studies in Language and Literature, 18, 1-21.
Myhill D, Jones S, Lines H (2018). Supporting less proficient writers through linguistically aware teaching.
Language and Education,
32(4), 333-349.
Abstract.
Myhill DA, Jones S, Lines H (2018). Texts that teach: Examining the efficacy of using texts as models.
L1-Educational Studies in Language and Literature,
18, 1-24.
Abstract.
Boivin MC, Fontich X, Funke R, García-Folgado MJ, Myhill D (2018). Working on grammar at school in L1 education: Empirical research across linguistic regions. Introduction to the special issue.
L1 Educational Studies in Language and Literature,
18(Specialissue), 1-6.
Abstract.
Chen H, Myhill D (2016). Children talking about writing: Investigating metalinguistic understanding.
Linguistics and Education,
35, 100-108.
Abstract.
Jesson R, Fontich X, Myhill D (2016). Creating dialogic spaces: Talk as a mediational tool in becoming a writer. International Journal of Educational Research, 80, 155-163.
Myhill D, Newman R (2016). Metatalk: Enabling metalinguistic discussion about writing.
International Journal of Educational Research,
80, 177-187.
Abstract.
Ahmed A, Myhill D (2016). The impact of the socio-cultural context on L2 English writing of Egyptian university students.
LEARNING CULTURE AND SOCIAL INTERACTION,
11, 117-129.
Author URL.
Myhill DA (2016). Writing Conversations: Metalinguistic Talk about Writing. Bulletin Vals-ASLA,, 103, 153-166.
Myhill DA, Jones SM, Wilson AC (2016). Writing conversations: fostering metalinguistic discussion about writing.
Research Papers in Education,
31(1), 23-44.
Abstract.
Myhill DA, Jones SM (2015). Conceptualizing metalinguistic understanding in writing / Conceptualización de la competencia metalingüística en la escritura.
Cultura y Educacion,
27(4), 839-867.
Abstract.
Janks H, Myhill D, Ryan M (2015). Editorial. English Teaching Practice & Critique, 14(3).
Myhill D, Watson A (2014). The role of grammar in the writing curriculum: a review of the literature.
Child Language Teaching and Therapy,
30(1), 41-62.
Abstract.
Honan E, Myhill D (2013). Editorial: 2103 non-themed issue. English Teaching, 12(3), 1-4.
Jones SM, Myhill DA, Bailey T (2013). Grammar for Writing? an investigation into the effect of Contextualised Grammar Teaching on Student Writing.
Reading and Writing,
26(8), 1241-1263.
Abstract.
Myhill D, Jones S, Watson A (2013). Grammar matters: How teachers' grammatical knowledge impacts on the teaching of writing.
Teaching and Teacher Education,
36, 77-91.
Abstract.
Myhill D, Jones S, Watson A, Lines H (2013). Playful explicitness with grammar: a pedagogy for writing.
Literacy,
47(2), 103-111.
Abstract.
Myhill DA, Wilson AC (2013). Playing it Safe: teachers’ views of creativity in poetry writing. Thinking Skills and Creativity, 10, 101-111.
Lines HE, Myhill DA (2012). Any English Questions?. Classroom, 16, 54-56.
Myhill D (2012). Developing Writers: Teaching and Learning in the Digital Age.
ENGLISH IN EDUCATION,
46(1), 106-108.
Author URL.
Myhill D (2012). Editorial. English in Education, 46(1), 1-5.
Lines HE, Myhill DA (2012). Grammar for Writing:. Sentences under the Spotlight. Classroom, 16, 4-7.
Myhill DA, Lines HE (2012). Grammar for writing: Using knowledge for grammar to improve writing. Classroom, 18, 45-48.
Lines HE, Myhill DA (2012). Grammar for writing: discovering what Year 8 students know about language. Classroom, 17, 35-38.
Myhill DA, Jones SM, Lines HE, Watson A (2012). Knowledge about Language Revisited: the Impact of Teachers’ Linguistic Subject Knowledge on the Teaching of Writing. English Drama Media, 23, 43-48.
Myhill D, Lines H, Watson A (2012). Making meaning with grammar: a repertoire of possibilities. English in Australia, 47(3), 29-38.
Myhill DA, Jones SM, Lines H, Watson A (2012). Re-thinking grammar: the impact of embedded grammar teaching on students' writing and students' metalinguistic understanding.
Research Papers in Education,
27(2), 139-166.
Abstract.
Myhill DA (2012). Rethinking Grammar as a Resource for Writing. English Drama Media, 22, 47-52.
Wilson AC, Myhill D (2012). Ways with Words:. Teachers’ Personal Epistemologies of the Role of Metalanguage in the Teaching of Poetry Writing.
Language and Education,
26(6), 553-568.
Abstract.
Myhill DA, Jones SM, Lines HE, Watson A (2011). Explaining how Language Works: is there a place for terminology?. Literacy Today, 67, 25-27.
Lines HE, Myhill DA (2011). Focusing Fiction. Classroom, 15, 23-25.
Myhill DA (2011). Language as Putty: Thinking Creatively about Grammar. English in Aotearoa, 74, 13-20.
Myhill DA, Lines HE, Watson A (2011). Making Meaning with Grammar: a Repertoire of Possibilities. mETAphor, 2, 1-10.
Preece P, Myhill D (2011). TLRP's ten principles. Research Papers in Education, 26(3).
Locke T, Myhill D, Fecho B (2010). Editorial: Non-themed issue: 2010. English Teaching, 9(3), 1-7.
Myhill D, Fisher R (2010). Editorial: Writing development: cognitive, sociocultural, linguistic perspectives.
JOURNAL OF RESEARCH IN READING,
33(1), 1-3.
Author URL.
Myhill DA (2010). Harnessing Grammar: Weaving Words and Shaping Texts. Better: Evidence-Based Education, 2010(Winter), 12-13.
Myhill DA (2010). The best words in the best order’: grammar as a creative tool for literacy. English Teaching Online, 1(Autumn).
Myhill, D.A. (2009). Children’s Patterns of Composition and their Reflections on their Composing Processes. British Educational Research Journal, 1(35), 47-64.
Myhill DA (2009). Developmental Trajectories in Mastery of Paragraphing: Towards a Model of Development.
Written Language and Literacy,
12(1), 26-51.
Abstract.
Myhill DA (2009). From Talking to Writing:. Linguistic Development in Writing.
British Journal of Educational Psychology Monograph Series 11,
6, 27-44.
Abstract.
Myhill DA (2009). From Talking to Writing:. Linguistic Development in Writing.
British Journal of Educational Psychology Monograph Series 11,
6, 27-44.
Abstract.
Myhill DA, Jones SM (2009). How Talk Becomes Text: investigating the concept of oral rehearsal in early years’ classrooms.
British Journal of Educational Studies,
57(3), 265-284.
Abstract.
Myhill DA (2009). Shaping Futures: Literacy Policy in the Twenty-First Century. Research Papers in Education, 24(2).
Myhill DA (2009). Shaping Futures: Literacy Policy in the Twenty-First Century. Research Papers in Education, 24(2), 129-133.
Myhill DA (2008). Towards a Linguistic Model of Sentence Development in Writing. Language and Education, 22(5), 271-288.
Myhill DA, Locke T (2007). Composition in the English/Literacy Classroom. English Teaching: Practice and Critique, 6(1), 1-10.
Myhill, D.A. (2007). Designs on writing (3). Secondary English Magazine, 11(1), 25-28.
SJones, Myhill DA (2007). Discourses of Difference? Questioning Gender Difference in Linguistic Characteristics of Writing. Canadian Journal of Education, 30(2), 456-482.
Southgate CCB (2007). Editorial. Reviews in Science and Religion, 50
Myhill DA, Jones SM (2007). More than just Error Correction: Children’s Reflections on their Revision Processes. Written Communication, 24(4), 323-343.
Myhill DA, Jones, S. (2007). More than just error correction. Students' perspectives on their revision processes during writing. Written Communication, 24(4), 323-343.
Myhill DA, Jones SM (2007). What Works? Engaging in research to shape policy: the case of grammar. English Teaching: Practice and Critique, 6(7), 61-75.
Myhill D, Jones S (2007). What Works? Engaging in research to shape policy: the case of grammar.
ENGLISH TEACHING-PRACTICE AND CRITIQUE,
6(3), 61-75.
Author URL.
Myhill, D.A. Jones SM (2006). 'She doesn't shout at no girls'. Cambridge Journal of Education, 36(1), 63-77.
Myhill D, Jones S (2006). 'She doesn't shout at no girls': Pupils' perceptions of gender equity in the classroom.
Cambridge Journal of Education,
36(1), 99-113.
Abstract.
Myhill, D.A. (2006). Designs on Writing (1). Secondary English Magazine, 10(2), 23-28.
Myhill DA (2006). Talk, Talk, Talk: Teaching and Learning in Whole Class Discourse. Research Papers in Education, 21(1), 19-41.
Myhill DA, Dunkin, F. (2005). Questioning Learning?. Language in Education, 19(5), 415-427.
Myhill DA, Warren, P. (2005). Scaffolds or Straitjackets?. Critical Moments in Classroom Discourse. Educational Review, 57(1), 55-69.
Myhill, D.A. (2005). Tense Times. Secondary English Magazine, 9(1), 27-30.
Myhill, D.A. (2005). Testing Times: the impact of prior knowledge on written genres produced in examination settings. Assessment in Education, 12(3), 289-300.
Myhill, D. (2005). Texts as Design, writers as designers. English in Education, 39(2), 5-21.
Myhill, D.A. (2005). Ways of Knowing:. Writing with Grammar in Mind. English Teaching: Practice and Critique, 4(3), 77-96.
SJones, Myhill DA (2004). 'Troublesome Boys' and 'Compliant Girls': Gender identity and perceptions of achievement and underachievement . British Journal of Sociology of Education, 25(5), 557-571.
Myhill, D.A. (2004). All about the Passive. Primary English Magazine, 9(5), 29-32.
Myhill, D.A. (2004). Inactive or Interactive?. A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35-49.
Burns C, Myhill D (2004). Interactive or inactive? a consideration of the nature of interaction in whole class teaching.
Cambridge Journal of Education,
34(1), 35-49.
Abstract.
Myhill, D.A. (2004). Making Connections: Grammar and Meaning. Secondary English Magazine, 8(1), 23-26.
Myhill DA, Brackley M (2004). Making Connections:Teachers' Use of Children's Prior Knowledge in Whole Class Discourse. British Journal of Educational Studies, 52(3), 263-275.
Myhill DA, Jones, S. (2004). Noisy boys and Compliant Girls?. Literacy Today, 41, 20-21.
Jones SM, Myhill, D.A. (2004). Seeing Things differently: Boys as Underachievers. Gender and Education, 16(4), 531-546.
SJones, Myhill DA (2004). Seeing things differently: teachers' constructions of underachievement . Gender and Education, 16(4), 531-546.
Amer, E. (2004). The Impact of Invention Techniques upon Students Compositional Writing in EFL. The English Teacher: an International Journal, 7(1), 1-8.
Jones SM, Myhill, D.A. (2004). Troublesome Boys and Compliant Girls. British Journal of Sociology of Education, 25(5), 557-571.
Myhill, D.A. (2003). Principled Understanding? Teaching the Active and Passive Voice. Language and Education, 15(5), 355-370.
Myhill D (2003). Principled understanding? Teaching the active and passive voice.
Language and Education,
17(5), 355-370.
Abstract.
Myhill, D.A. (2002). Bad Boys and Good Girls?. Patterns of Interaction and Response in Whole Class Teaching. British Educational Research Journal, 28(3), 339-352.
Dunkin, F. (2002). Thats a Good Question. Literacy Today, 33, 8-9.
Myhill D (2001). Professional experience and the investigative imagination - the ART of reflective writing.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
71, 179-180.
Author URL.
Myhill, D.A. (2001). Why shaping and crafting matter. Secondary English Magazine, 5(1), 15-19.
Myhill, D.A. (2001). Writing: Creating and Crafting. English in Education, 35(3), 13-20.
Myhill D (2000). Misconceptions and difficulties in the acquisition of metalinguistic knowledge.
Language and Education,
14(3), 151-163.
Abstract.
Myhill D, Pearson J (1999). Book Reviews. Teacher Development, 3(2), 301-308.
Myhill D (1999). Writing matters: Linguistic characteristics of writing in GCSE english examinations.
English in Education,
33(3), 70-81.
Abstract.
Harland F, Myhill D (1997). The use of reflective journals in initial teacher training.
English in Education,
31(1), 4-11.
Abstract.
Myhill D (1993). Choice and Diversity: the Politics of Culture. English in Education, 27(3), 17-23.
Chapters
Myhill D (2023). Grammar as a Resource for Developing Metalinguistic Understanding About Writing. In (Ed) Development of Writing Skills in Children in Diverse Cultural Contexts, Springer International Publishing, 43-64.
Myhill D, Clarkson R (2021). School writing in England. In (Ed) International Perspectives on Writing Curricula and Development: a Cross-Case Comparison, 147-168.
Myhill D (2020). Living language, live debates: Grammar and standard english. In (Ed) Debates in English Teaching, 118-130.
Myhill D (2019). Rethinking Grammar as a tool for learning. In Alden Och K, Bigestans A (Eds.) Literraciter och flerspråkighet, Stockholm: Nationellt Centrum för svenska som andraspråk vid Instituionen för språkdidaktik. 69-79.
Lines H, Myhill D, Jones S (2019). The Relationship between Metalinguistic Understanding, Student Writing and Teaching. In Bazerman C, Pinzon BYG, Russell E, Rogers P, Pena LB, Narvaez E, Carlino P, Tapia-Ladino MCM (Eds.) Knowing Writing: Research across Borders, Bogota: Pontificia Universidad Javeriana, 115-134.
Lines H, Myhill D, Jones S (2019). The Relationship between Metalinguistic Understanding, Student Writing and Teaching. In (Ed) Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders, the WAC Clearinghouse, 113-131.
Myhill DA, Newman R (2019). Writing talk: Developing metalinguistic understanding through dialogic teaching. In Mercer N, Wegerif R, Mercer L (Eds.)
Routledge International Handbook of Research on Dialogic Education, London: Routledge, 360-372.
Abstract.
Myhill DA, Jones SM, Lines HE (2018). Writing like a reader: developing metalinguistic understanding to support reading-writing connections. In Alves R (Ed)
Reading Writing Connections.
Abstract.
Cremin T, Lillis T, Myhill DA, Eyres I (2017). Professional Writers’ identities: the perceived influence of formal education and early reading. In Cremin T, Locke T (Eds.) Writer Identity and the Teaching and Learning of Writing, London: Routledge, 19-36.
Myhill D, Watson A, Newman R (2017). Re-thinking grammar in the curriculum. In Egeland B, Olin-Scheller C, Tanner M, Tengberg M (Eds.) Tolfte nationella konferensen I svenska med didaktisk inriktning Textkulturer, 25-44-25-44.
Myhill DA (2017). ‘The Dress of Thought’:. Analysing Literature through a Linguistic Lens. In Goodwyn AC, Reid L, Scherff L (Eds.)
International Perspectives on the Teaching of Literature in Schools Global Principles and Practices, Routledge, 18-28.
Abstract.
Myhill DA (2016). The effectiveness of explicit language teaching: Evidence from the research. In Giovanelli M, Clayton D (Eds.) Linguistics and the Secondary English Classroom, London: Routledge, 36-49.
Myhill DA (2015). Playing with language: grammar as a resource for writers. In Nestlog EB (Ed) Svenska ett Inkluderande Amne, Malmo: Svensklararforeningen, 135-155.
Myhill DA, Watson AM (2013). Creating a Language-Rich Classroom. In Capel S, Leask M, Turner T (Eds.) Learning to Teach in the Secondary School: a Companion to School Experience, London: Routledge, 403-413.
Myhill D, Jones S (2013). Language as putty: Framing a relationship between grammar and writing. In (Ed) International Perspectives on Teaching English in a Globalised World, 144-155.
Myhill DA (2013). Weaving Words: Students' Metalinguistic Understanding of Poetry Writing. In Dymoke S, Lambirth A, Wilson AC (Eds.) Making Poetry Matter: international research on poetry pedagogy, London: Bloomsbury Academic.
Myhill DA (2012). Children’s Patterns of Composition and their Reflections on their Composing Processes. In (Ed) Literacy Teaching and Education, London: Sage.
Myhill DA (2011). Grammar for Designers: How Grammar Supports the Development of Writing. In Ellis S, McCartney E, Bourne J (Eds.) Insight and Impact:. Applied Linguistics and the Primary School, Cambridge: Cambridge University Press, 81-92.
Myhill DA (2011). Living Language, Live Debates: Grammar and Standard English. In Davison J, Daly C, Moss J (Eds.) Debates in English Teaching, London: Routledge, 63-77.
Jones SM, Myhill DA (2011). Policing Grammar: the Place of Grammar in Literacy Policy. In Goodwyn A, Fuller C (Eds.) The Literacy Game, London: Routledge, 45-62.
Myhill DA (2011). ‘The Ordeal of Deliberate Choice’: Metalinguistic Development in Secondary Writers. In Berninger V (Ed) Past, present, and future contributions of cognitive writing research to cognitive psychology, Psychology Press/Taylor Francis Group, 247-274.
Jones S, Myhill D (2010). 'Troublesome boys' and 'compliant girls': gender identity and perceptions of achievement and underachievement. In Capel S, Leask M, Turner T (Eds.) Readings for Learning to Teach in the Secondary School, London: Routledge, 289-301.
Myhill DA (2010). Changing Classroom Pedagogies. In (Ed) Linguistics at School: Language Awareness in Primary and Secondary Education, Cambridge University Press, 92-106.
Myhill D (2010). Learning to write. In (Ed) Using Talk to Support Writing, 1-19.
Myhill D (2010). Linguistic development in children’s writing: Changing classroom pedagogies. In (Ed)
Linguistics at School: Language Awareness in Primary and Secondary Education, 106-122.
Abstract.
Myhill DA, Myhill DA (2010). Rhythm and Blues: Making Textual Music with Grammar and Punctuation. In Wyse D, Andrews R, Hoffman J (Eds.) The International Handbook of English, Language and Literacy Teaching, London: Routledge, 170-181.
Myhill DA, Myhill DA (2010). Understanding Language Development. In Wyse D, Andrews R, Hoffman J (Eds.) The International Handbook of English, Language and Literacy Teaching, London: Routledge, 216-227.
Myhill DA (2010). Ways of Knowing: Grammar as a Tool for Developing Writing. In Locke T (Ed) Beyond the grammar wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom, London: Routledge, 129-148.
Myhill D, Milsom R (2010). Writing aloud – the role of oral rehearsal. In (Ed) Using Talk to Support Writing, 64-81.
Myhill DA (2009). Becoming a Designer: Trajectories of Linguistic Development. In Beard R, Myhill DA, Riley J, Nystrand M (Eds.) The SAGE Handbook of Writing Development, London: SAGE, 402-414.
Myhill, D.A. (2009). Becoming a Designer: Trajectories of Linguistic Development. In Beard R, Myhill D (Eds.) Handbook of Writing Development, London: Sage Publications.
Myhill DA (2009). Talk about it!. Participatory Talk for Learning Classrooms. In Boorer D, Quintus Perera JSH, Wood K, Piew LS, Sithamparam S (Eds.) Evolving Pedagogies, Brunei: University of Brunei.
Myhill, D.A. (2007). Reading the World:. Using Children’s Literature to teach Controversial Issues. In Claire H, Holden C (Eds.) Teaching Controversial Issues in Democratic Societies.
Myhill DA (2005). Prior knowledge and the (re)production of school written genres. In Kostouli T (Ed) Writing in context: Textual Practices and Learning Processes in Sociocultural Settings, Springer, 117-136.
Myhill, D.A. (2005). Writing Creatively. In Wilson AC (Ed) Creativity in Primary Education, Exeter: Learning Matters Ltd, 58-69.
Myhill, D.A. (2004). Classroom Observation Schedule. In Lankshear C, Knobel M (Eds.) Handbook of Teacher Research, Open University Press.
Myhill, D.A. (2003). Postgraduate Student Difficulties in Learning Grammar. In Neather EJ (Ed) Getting to Grips with Grammar, London: CILT, 79-82.
Myhill, D.A. (2003). The Communicative Approach in Egypt: digging into the Pyramids. In Gollin J, Ferguson G, Trappes-Lomax H (Eds.) Symposium for Language Teacher Educators, Edinburgh: IALS, University of Edinburgh.