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Dissertations / Theses on the topic 'Developmental reading and writing courses'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Browning-Rahim, Nancy F. "Developing a researcher's stance in basic readers and writers academic inquiry in concurrent reading and writing courses /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809670.

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2

Capps, John S. "Revising English 01 : the creation of a developmental reading and writing course /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164549/.

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3

ARMSTRONG, SONYA L. "BEGINNING THE LITERACY TRANSITION: POSTSECONDARY STUDENTS' CONCEPTUALIZATIONS OF ACADEMIC WRITING IN DEVELOPMENTAL LITERACY CONTEXTS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195948915.

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4

Pittman, Kathy Lynne Moore. "Predicting Student Academic Success in a Developmental English Community College Course." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1387492861.

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5

Guntek, Duygu. "An Evaluation Of The Effectiveness Of The Eng 101, Development Of Reading And Writing Skills 1 Course." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606333/index.pdf.

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ABSTRACT AN EVALUATION OF THE ENG 101, DEVELOPMENT OF READING AND WRITING SKILLS 1 G&uuml<br>ntek, Duygu M.A., Department of English Language Education Supervisor : Prof. Dr. H&uuml<br>sn&uuml<br>Enginarlar July 2005, 134 pages The purpose of this study was to evaluate the ENG 101, Development of Reading and Writing Skills 1, and find out about the effectiveness of this course in terms of the goals and objectives, methods and materials and evaluation procedures. To fulfill that aim, three questionnaires and an interview document were design

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6

Fukushima, Miwa. "Reading and Writing Support for Children with Developmental Disorders: The Possibility of Using e-Learning." 京都大学 (Kyoto University), 2011. http://hdl.handle.net/2433/147376.

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7

Drayton, Audrita. "A case study of the reported use of metacognitive reading strategies by postsecondary instructors of developmental reading courses with struggling adult readers to increase comprehension." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172670.

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<p> This qualitative research study examined developmental reading instructors’ reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use

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8

McLendon, Nancy Carolyn Gregory Murray Bruce A. "The effects of teaching critical thinking and reading comprehension strategies on the writing of developmental English students in a community college." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Curriculum_and_Teaching/Dissertation/Mclendon_Nancy_48.pdf.

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9

Baginski, Ruth Lee Dewald. ""The orange-box kids" : a study of the motivations toward reading and writing of rural South Carolina high school students in a developmental reading and english class /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951214939997.

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10

Gordin, Patricia C. "An instrumental case study of the phenomenon of collaboration in the process of improving community college developmental reading and writing instruction." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001742.

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11

AlBakri, Saousan. "Effects of English medium instruction on students' learning experiences and quality of education in content courses in a public college in Oman." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/27743.

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This study critically explores the perceptions of students on the implementation of the English as a medium of instruction (EMI) policy at a public higher education institution in Oman and its effect on the quality of their learning experiences and academic performance. Although the Gulf has recently witnessed an increase in research on EMI, such research is rather scarce in Oman in particular from a critical approach. Through the focus on students’ perspectives, the study gives a voice to otherwise voiceless students whose insights have been largely ignored by language policy planners. For th

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12

Barros, Fernanda Castelfranchi de. "AQUISIÇÃO DA LEITURA NO PROCESSO DE ALFABETIZAÇÃO CONTRIBUIÇÕES DO ENSINO DESENVOLVIMENTAL COM FOCO NO MOTIVO DA APRENDIZAGEM." Pontifícia Universidade Católica de Goiás, 2008. http://localhost:8080/tede/handle/tede/1218.

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Made available in DSpace on 2016-07-27T13:54:17Z (GMT). No. of bitstreams: 1 FERNANDA CASTELFRANCHI DE BARROS.pdf: 4125180 bytes, checksum: 6793f86282ffae553e98b144e21eb4eb (MD5) Previous issue date: 2008-09-12<br>The subject of non acquisition of reading and writing is a recurring and significant problem in the Brazilian public school and requests more investigation. The focus of the research was the situation of non reading acquisition by children in literacy process. It is related to children that don't present any kind of alteration or jeopardize of organic nature or special educational

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13

Williams, Terra. "Student discussion of assigned reading in online first-year writing courses." 2006. http://etd.lib.fsu.edu/theses/available/etd-11102006-193316.

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Thesis (Ph. D.)--Florida State University, 2006.<br>Advisor: Bruce Bickley, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Feb. 5, 2007). Document formatted into pages; contains viii, 174 pages. Includes bibliographical references.

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14

Portillo, Natalie. "Opinion Writing of Native Spanish and Native English Speakers in College Developmental Education Courses." Thesis, 2021. https://doi.org/10.7916/d8-r4e6-ba32.

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The aim of this study is to examine argumentative writing produced by students of differing language backgrounds and skill level to inform future instructional approaches and program design. An archival corpus of opinion essays written by native Spanish speaking students and native English speaking students enrolled in community college developmental education courses was utilized. The essays consisted of one to two paragraphs expressing an opinion on a controversial topic. In the study, the essays were assessed for the overall persuasiveness of the text, the use of academic words, the incor

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15

Smith, Chanthalone. "Narrative Writing in Native English and ESL Learners: Developmental Trajectories and Predictors." Thesis, 2011. http://hdl.handle.net/1807/29874.

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Little is known about writing development among English as a second language (ESL) and monolingual children. The “simple view of reading” (Gough & Tunmer, 1986; Juel 1988) and “component” models (Joshi & Aaron, 2000) were used as theoretical frameworks in this investigation of story writing development of ESL and monolingual children from grades 4 to 6. This longitudinal study (a) compared the narratives composed by ESLs and monolinguals and (b) examined the nature of the language, cognitive, and reading variables that predict writing in these groups. Reading and writing skills were conceptua

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16

Yao, Kao Ching, and 高敬堯. "The Study of the Effectiveness of Connection Between Reading and Writing on Practical Writing Courses in a University of Technology." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/65087466100808414043.

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博士<br>國立臺中教育大學<br>語文教育學系碩博士班<br>101<br>The purpose of this study is to explore the effectiveness of different modes of connection between reading and writing in practical writing courses in university of technology, and to establish a teaching model for the practical courses of university of technology. For these purposes, the researcher conducts two action studies. The first study investigates different types of title of practical writing, “Traditional Writing” and “New-style Writing” , on students’ learning effectiveness and motivation. The results have shown that there are not statistical

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17

(11192733), Phuong M. Tran. "Developing a Multicultural Reader for First Year Writing Courses: A Backward Design Approach." Thesis, 2021.

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This dissertation features a curriculum development project on redesigning a piloted multicultural reader which serves to cultivate intercultural competence in diverse domestic and international students in first year writing courses. My redesign process was guided by pedagogical implications from the preliminary results of the implemented multicultural reader and from composition scholarship on multicultural readers. Specifically, my redesigned multicultural reader must(i) achieve pedagogical alignment among learning objectives, assessment practices, an

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18

Tomás, Maria Teresa Vila Chã. "Práticas desenvolvidas na promoção da leitura e da escrita em alunos com currículo específico individual : um estudo exploratório." Master's thesis, 2013. http://hdl.handle.net/10400.14/13419.

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O processo de aquisição da leitura e escrita assume-se como essencial para a integração e inclusão numa sociedade plena de direitos. No contexto da Educação Especial, a promoção da leitura e da escrita funcional em alunos com Currículo Específico Individual surge como um fator valioso e determinante, na medida em que constitui um veículo para a autonomia pessoal e social destes alunos. Conhecer os processos envolvidos nesta aprendizagem é fundamental para a adequação do ensino e para a prevenção de dificuldades de aprendizagem maiores. Este estudo apresenta-se pois com o objetivo geral (decom

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19

Sialini, Kateřina. "Rozvoj dovedností předcházejících čtení a psaní v mateřské škole s programem Začít spolu a běžné mateřské škole." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-415844.

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This diploma thesis is focused on discovering pre-writing and pre-reading developmental skills in preschools with the "Step by Step" programme and a traditional preschool programme. The theoretical part is focused on explaining school maturity and school readiness, analysing pre-writing and pre-reading skills, analysing Framework Education Programme for Preschools within the frame of these skills and introduction of working principals in preschools with a "Step by Step" programme. The aim of the practical part of this diploma thesis was to discover the preschool children's level of pre-writing

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20

Sobíšková, Veronika. "Problematika dětí s vývojovou dysfázií ve školním prostředí." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-358112.

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THESIS TITLE Children with Specific Language Impairment in the School Environment ABSTRACT The thesis focuses on children with specific language impairment (also called developmental dysphasia) in the school environment and it is divided into a theoretical and an empirical part. The theoretical part consists of four chapters. The first chapter describes specific language impairment and related terminology, defines a younger school-age child and also deals with causes, diagnosis and therapy of specific language impairment. The second chapter discusses social and communication skills of a child

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21

Majerová, Radka. "Lingvistika ve speciální pedagogice." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353603.

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Lingvistika je představena v aplikaci na řešení obtíží u lidí s jazykovým hendikepem, kteří se nacházejí ve speciálně pedagogickém prostředí. Ve výzkumu a rehabilitaci jazykových symptomů se nazývá klinickou lingvistikou. Klinická lingvistika kooperuje v multidisciplinárním kontextu s psycholingvistikou a neurolingvistikou. Práce nastiňuje potřebnost klinické lingvistiky také v českém měřítku. Je analyzována diagnóza vývojová anartrie u celoživotně nemluvících lidí s dětskou mozkovou obrnou. Vývojová anartrie je dosti častou diagnózou ve speciálním školství. Vyjevuje se její nedostatečný popis

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22

Santos, Micaela Cristina Sousa. "Aprendizagem da leitura e escrita em crianças com trissomia 21 : proposta de um modelo de intervenção." Doctoral thesis, 2012. http://hdl.handle.net/10400.14/13550.

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O presente estudo surge da necessidade de se efetuar uma reflexão no âmbito das Necessidades Educativas Especiais, no que concerne à Trissomia 21, em concreto a medidas e respostas educativas aplicadas a crianças/alunos com essas necessidades de caráter permanente – Deficiência Intelectual, tendo como suporte legislativo o Decreto-Lei n.º3/2008, de 7 de janeiro e o Decreto Legislativo Regional n.º 33/2009/M, de 31 de dezembro. Nesse sentido, esta investigação apresenta uma proposta de um Modelo de Intervenção Educativa em Leitura e Escrita, com alunos com Trissomia 21 de forma a responde

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