| Literature education in Nordic L1s: Cultural models of national lower-secondary curricula in Denmark, Finland, Norway and Sweden A Gourvennec L1 Educational Studies in Language and Literature, 2020 | 51 | 2020 |
| Digital games, literacy and language learning in L1 and L2: A comparative systematic review T Hanghoj, K Kabel, SH Jensen L1-Educational Studies in Language and Literature 22 (2), 1-44, 2022 | 48 | 2022 |
| A focused ethnographic study on grammar teaching practices across language subjects in schools K Kabel, MV Christensen, LS Brok Language, Culture and Curriculum 35 (1), 51-66, 2022 | 27 | 2022 |
| A review of Scandinavian writing research between 2010 and 2020 J Bremholm, K Kabel, C Liberg, GB Skar Writing & pedagogy 13 (1-3), 7-49, 2022 | 26 | 2022 |
| For what benefit? Grammar teaching materials in upper primary Danish L1 K Kabel L1-Educational Studies in Language and Literature, 1-25, 2020 | 24 | 2020 |
| Danskfagets litteraturundervisning: et casestudie af elevers skriftsproglige måder at skabe stillingtagen på i udskolingen K Kabel DPU, Aarhus Universitet, 2016 | 19 | 2016 |
| A framework for identifying early writing development K Kabel, J Bremholm, J Bundsgaard Writing & pedagogy 13 (1-3), 51-87, 2022 | 18 | 2022 |
| Hvordan praktiseres grammatikundervisning i dansk, engelsk og tysk?: Statusrapport Gramma3 K Kabel, MV Christensen, LS Brok VIA University College, 2019 | 18 | 2019 |
| Proficiency scales for early writing development J Bremholm, J Bundsgaard, K Kabel Writing & pedagogy 13 (1-3), 121-154, 2022 | 13 | 2022 |
| Kontekstualiseret grammatikundervisning-hvad er det? K Kabel, K Bjerre Viden om literacy, 20-28, 2020 | 13 | 2020 |
| Validating scales for the early development of writing proficiency J Bundsgaard, K Kabel, J Bremholm Writing & pedagogy 13 (1-3), 89-120, 2022 | 9 | 2022 |
| Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing K Kabel L1-Educational Studies in Language and Literature 27, 1-27, 2021 | 9 | 2021 |
| Gramma3-projektet 2018-2019: baggrund og overblik MV Christensen, LS Brok, K Kabel Viden om literacy, 12-18, 2020 | 8 | 2020 |
| Grammatikdidaktik K Kabel, MV Christensen, K Bjerre, LS Brok, H Møller Akademisk forlag, 2023 | 7 | 2023 |
| Hvordan praktiseres grammatikundervisning i dansk, engelsk og tysk K Kabel, MV Christensen, LS Brok Statusrapport Gramma3, 143, 2019 | 7 | 2019 |
| Refleksiv literacy og interkulturalitet i L1 og L2 K Kabel, LK Svarstad Sprogfag i forandring: pædagogik og praksis, 35-54, 2019 | 7 | 2019 |
| Automatic proficiency scoring for early-stage writing MR Andersen, K Kabel, J Bremholm, J Bundsgaard, LK Hansen Computers and Education: Artificial Intelligence 5, 100168, 2023 | 6 | 2023 |
| Kontekstualiseret grammatikundervisning K Kabel, K Bjerre, K Bock Hvordan praktiseres grammatik-undervisning i dansk, engelsk og tysk …, 2019 | 6 | 2019 |
| Didaktik og kontekst: Vi trænger til en teoretisk afklaring af kontekstbegrebet i literacy-didaktikken K Kabel, LS Brok Didaktik i udvikling, 219, 2018 | 6 | 2018 |
| Fagspecifik literacy: Når elever skaber betydning K Kabel Kom ind i sproget, 87-104, 2017 | 6 | 2017 |
