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Journal articles on the topic 'Developmental reading and writing courses'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Prentice, Mary. "Service-Learning's Impact on Developmental Reading/Writing and Student Life Skills Courses." Community College Journal of Research and Practice 33, no. 3-4 (2009): 270–82. http://dx.doi.org/10.1080/10668920802580523.

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Kahu, Ella, and Hannah Gerrard. "The use of personal experience as a strategy for critical reading and writing. A Practice Report." Student Success 9, no. 3 (2018): 71–77. http://dx.doi.org/10.5204/ssj.v9i3.470.

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Increasingly it is recognised that universities are preparing students for an uncertain future. Accordingly, key graduate attributes of Massey University’s redeveloped Bachelor of Arts degree are critical reading and writing skills and engaged citizenship. The authors teach two large first-year courses in these topics. Student engagement is critical in these courses because the student cohort is diverse, the courses are compulsory, and the topics are developmental. Some of the assessments have been designed to engage students with the use of personal experience as a strategy for critical readi

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Thomas, Nichole G. "Using Intrusive Advising to Improve Student Outcomes in Developmental College Courses." Journal of College Student Retention: Research, Theory & Practice 22, no. 2 (2017): 251–72. http://dx.doi.org/10.1177/1521025117736740.

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Using intrusive advising principles and the four Cs framework, the Strong-Start Program was developed and implemented to improve student outcomes in developmental math, reading, and writing courses. An intrusive advising protocol was used to help students recognize, adopt, and engage in the behaviors needed to complete instructor-assigned outside-of-class work. The intervention focused on two aspects of intrusive advising: (a) the objective to increase student academic success and (b) a set of predetermined goals to be accomplished in each academic advising session. The proportion of students

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Livingston, Sue. "Academic Literacy for Deaf Postsecondary Students through Integrated Reading and Writing Instruction." English Language Teaching 14, no. 6 (2021): 1. http://dx.doi.org/10.5539/elt.v14n6p1.

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Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a

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Nienkark, Lisa. "Contextualizing Instruction for Struggling Writers." Pedagogy 21, no. 1 (2021): 170–78. http://dx.doi.org/10.1215/15314200-8692771.

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During the past decade, much reform has taken place within reading and writing developmental education at community colleges. One area of reform has focused on reducing the number of developmental education credits taken while accelerating the students’ literacy growth. This article describes a pilot project where, instead of taking a developmental education reading and writing course, the students co-enrolled in a zero-credit social sciences skills lab and at least one college-level gateway course. The lab focuses on reading and writing in the disciplines. Using classroom examples, the articl

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Klenk, Laura. "Case Study in Reading Disability: An Emergent Literacy Perspective." Learning Disability Quarterly 17, no. 1 (1994): 33–56. http://dx.doi.org/10.2307/1511104.

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This case study chronicles the development of reading and writing in an eight-year-old student identified as learning disabled. The study is rooted in the forms of multiple theoretical perspectives of literacy, including cognitive science, sociohistorical, and developmental (emergent literacy). The central focus is on the changes in the forms of reading and writing the student employed over the course of one school year, and on changes in her understanding of herself as a reader and writer. Additional information is noted regarding growth in phonemic awareness, acquisition of sight words and c

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Xu, Di. "Assistance or Obstacle? The Impact of Different Levels of English Developmental Education on Underprepared Students in Community Colleges." Educational Researcher 45, no. 9 (2016): 496–507. http://dx.doi.org/10.3102/0013189x16683401.

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Developmental education is the most common approach used by community colleges to assist underprepared students for college-level course work. Yet there is limited evidence regarding this strategy on students assigned to the lowest level of the developmental sequence. This paper extends current knowledge on this critical question by examining the impacts of different levels of developmental reading and writing on students’ academic outcomes. The results suggest that the impacts are generally insignificant for students on the margin of needing developmental course work, yet the estimates are ne

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Perin, Dolores, and Jodi Patrick Holschuh. "Teaching Academically Underprepared Postsecondary Students." Review of Research in Education 43, no. 1 (2019): 363–93. http://dx.doi.org/10.3102/0091732x18821114.

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Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, in

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Alothman, Dr Abdulaziz Abdullah. "Language and Literacy of Deaf Children." Psychology and Education Journal 58, no. 1 (2021): 799–819. http://dx.doi.org/10.17762/pae.v58i1.832.

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Children with deafness encounter multiple problems in the course of developing their language and literacy skills. A detailed review of the literature on issues affecting deaf children in acquiring language and literacy skills is presented in this study. Many problems pertaining to the development of literacy skills and the interrelationship between reading and writing are demonstrated. A review was carried out across six scientific databases. The articles were categorised to address issues pertaining to the development of language and literacy skills, with a focus on reading and writing. The

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Shaffie, Fuziah. "Strengthening the Organizing of Articles Readings among Graduate Students to Support their Construction of Research Proposals." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 1294–304. http://dx.doi.org/10.17762/turcomat.v12i3.897.

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The use of proper and appropriate technology can help graduate students’ in developmental and constructive writing. The editing and refining processes involved in the writing can either be carried out individually or in small groups. These processes are helpful for novice education researchers to work on and build their research proposals. Their ability to organize information based on their reading of articles, as well as organizing the identified information systematically, is essential for writing a research proposal.A study was conducted to look at the thinking of graduate students on the

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Piyanuch Sawatyothin, Montchatry Ketmuni,. "Entrepreneurs’ Attitude toward English Proficiency of Interns of Rajamangala University of Technology Thanyaburi." Psychology and Education Journal 58, no. 1 (2021): 1478–83. http://dx.doi.org/10.17762/pae.v58i1.932.

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This research was funded by Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi (RMUTT). The purposes of this research were to 1) determine entrepreneurs’ attitude toward English proficiency of RMUTT interns in the second semester in academic year 2016, and 2) to study the entrepreneurs’ opinions for improving the content of English language courses. The 400 entrepreneurs participating RMUTT internship were selected by multi-stage sampling. The research instrument was a questionnaire (α = 0.94). The statistics used for data analysis were frequency, percentage, mean, standa

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Woods, Chenoa S., Toby Park, Shouping Hu, and Tamara Bertrand Jones. "Reading, Writing, and English Course Pathways when Developmental Education is Optional: Course Enrollment and Success for Underprepared First-time-in-College Students." Community College Journal of Research and Practice 43, no. 1 (2017): 5–25. http://dx.doi.org/10.1080/10668926.2017.1391144.

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Pacello, James. "Integrating Metacognition into a Developmental Reading and Writing Course to Promote Skill Transfer: An Examination of Student Perceptions and Experiences." Journal of College Reading and Learning 44, no. 2 (2014): 119–40. http://dx.doi.org/10.1080/10790195.2014.906240.

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Cappella, Elise, Kate Schwartz, Jennifer Hill, Ha Yeon Kim, and Edward Seidman. "A National Sample of Eighth-Grade Students: The Impact of Middle Grade Schools on Academic and Psychosocial Competence." Journal of Early Adolescence 39, no. 2 (2017): 167–200. http://dx.doi.org/10.1177/0272431617735653.

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This study evaluates the effect of attending a U.S. public middle or junior high school as compared with a K-8 school on eighth graders’ academic and psychosocial outcomes. In a national sample, we conducted propensity score weighted regression analysis. Initial findings indicated that for eighth-grade students, attending a middle or junior high school negatively affected teacher- and self-reported reading/writing competence. After applying population weights, only reading self-concept remained negatively affected by middle school enrollment. Exploratory analysis revealed the negative effects

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Karataş, Tuçe Öztürk, and Hülya Tuncer. "Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education." Sustainability 12, no. 19 (2020): 8188. http://dx.doi.org/10.3390/su12198188.

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The COVID-19 pandemic has caused teachers and students to abandon their physical classrooms and move into emergency distance education (EDE) settings. Thus, sustaining the quality in education has become a challenge during this transitional period. Within this context, the aim of this study was to explore the impact of EDE on language skills development (reading, writing, listening, and speaking) of Turkish pre-service teachers of English as a foreign language (EFL). In this qualitative study, data were gathered from 118 pre-service EFL teachers about the advantages and disadvantages of EDE fo

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Dyche, Caroline Anne, and Jessie Antwi-Cooper. "Evaluating Academic Literacies Course Types." Journal of Academic Writing 10, no. 1 (2020): 222. http://dx.doi.org/10.18552/joaw.v10i1.624.

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Evaluating Academic Literacies Course Types This poster represents a mixed methods study conducted at the University of the West Indies (UWI), which seeks to determine the merits of two types of Academic Literacies (AL) courses in promoting successful academic outcomes. Its focus is the first quantitative research phase in which the grade point averages after the first year of study of Social Sciences students successful either in the general purposes Foun1019 ‘Critical Reading and Writing in the Disciplines’ course or in the faculty-specific purposes Foun1013 ‘Critical Reading and Writi

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Obradovic, Svetlana, and Nadezda Krstic. "Teachers’ intuition and knowledge in detecting specific learning disabilities." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 316–31. http://dx.doi.org/10.2298/zipi1202316o.

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The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic chi

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Roose, Tamara Mae, and George E. Newell. "Exploring Online Discussions Through an Academic Literacies Approach." ELT Journal 74, no. 3 (2020): 258–67. http://dx.doi.org/10.1093/elt/ccaa027.

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Abstract This preliminary study explores how international students bring their cultural knowledge and experiences into relationship with other writers’ ideas as they engage in an online discussion in response to a news text. This article focuses on a language excerpt from an online discussion group, including the assignment prompt, reading text, student responses, and comments to one another within a university ESL composition course. An intertextual analysis suggests that students’ engagement with multiple texts in this dialogic space and the integration of their own cultural resources led t

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Gilles, Peter, and Evelyn Ziegler. "Linguistic Landscape-Forschung in sprachhistorischer Perspektive: Zur Entwicklung visueller Kommunikate im öffentlichen Raum der Stadt Luxemburg im langen 19. Jahrhundert." Zeitschrift für germanistische Linguistik 47, no. 2 (2019): 385–407. http://dx.doi.org/10.1515/zgl-2019-0017.

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Abstract In this article we outline how corpus-based studies can contribute to the methodology of linguistic landscape research. Linguistic-landscape research can be roughly understood as the “study of writing on display in the public sphere” (Coulmas 2009: 14). From a historical perspective, we investigate the emergence and use of the public sphere as a place of attention for official top-down communication in Luxembourg. Based on a large corpus of public announcements of the municipality of the city of Luxembourg, the history of public top-down communication is analysed by taking into accoun

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Thomas, Peter. "Writing, Reading and Gender." Gifted Education International 9, no. 3 (1994): 154–58. http://dx.doi.org/10.1177/026142949400900306.

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Peter Thomas runs residential writing courses for talented children in Oxfordshire. He finds, even among pupils of equally high linguistic ability, a significant gap between the writing performance of boys and girls. Recognising the strengths and limits of this gender difference has implications for the teaching and assessing of children's writing.

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Shaw, Victor N. "Reading, Presentation, and Writing Skills in Content Courses." College Teaching 47, no. 4 (1999): 153–57. http://dx.doi.org/10.1080/87567559909595808.

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Corbett, John. "Appropriating Arguments: Academic Reading and Writing." TESL Canada Journal 10, no. 2 (1993): 91. http://dx.doi.org/10.18806/tesl.v10i2.620.

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Tertiary education courses, especially those in the arts and social sciences, generally require students to write compositions based on prescribed readings. Although students with poor skills in "appropriating" arguments contained in such readings are at a disadvantage, and may even be accused of plagiarism, this aspect of writing has been relatively neglected in published teaching materials for English for Academic Purposes. This article describes various techniques for promoting academic competence by helping students to summarize, synthesize and evaluate prescribed readings legitimately.

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Grant-Davie, Keith. "Teaching Technical Writing with Only Academic Experience." Journal of Technical Writing and Communication 26, no. 3 (1996): 291–305. http://dx.doi.org/10.2190/aa5p-ca40-gv64-qpht.

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Can technical writing still be taught credibly by teachers with only academic experience? This article draws a distinction between courses designed for students expecting to be full-time technical communicators and general-purpose service courses designed for students in a variety of fields. The article then argues that teachers of service courses can teach credibly without having worked as writers in nonacademic workplaces if they fulfill these conditions: they should have a critical command of research into nonacademic writing, rhetorical theory, and reading theory; they should define techni

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Southard, Anne Hay, and Jennifer K. Clay. "Measuring the Effectiveness of Developmental Writing Courses." Community College Review 32, no. 2 (2004): 39–50. http://dx.doi.org/10.1177/009155210403200203.

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Austin, Rose. "Developmental Writing Courses: A Vehicle for Teaching Writing across the Disciplines." Journal of College Reading and Learning 19, no. 1 (1986): 87–90. http://dx.doi.org/10.1080/10790195.1986.10850287.

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Alhujaylan, Hailah. "Evaluating the Effectiveness of Integrating Reading and Writing Pedagogy in EFL Setting and Teachers' Perceptions." English Language Teaching 13, no. 5 (2020): 177. http://dx.doi.org/10.5539/elt.v13n5p177.

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The present research argues that the current segregation between the reading and writing skills courses in EFL classes is a hard obstacle in developing the reading ability and writing skills proficiency in Saudi students at the graduate level. The sample included 64 undergraduate female students of a Saudi University, divided equally into the control group and the experimental group. A pre-test and post-test research design was used to collect the quantitative data. Two-tailed t-tests were applied to verify the results. The analysis of elicited data indicates significant progress in the experi

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Harper, John. "Using Hirvela’s Reading/Writing Connections as a Tool for the Evaluation of Academic Writing Courses." Open Journal of Modern Linguistics 11, no. 03 (2021): 424–39. http://dx.doi.org/10.4236/ojml.2021.113032.

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Du, Ning, Jianhua Chen, and Meihua Liu. "Chinese University EFL Undergraduate Students’ Perceptions towards EGAP Reading and Writing Courses." English Language Teaching 9, no. 10 (2016): 47. http://dx.doi.org/10.5539/elt.v9n10p47.

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<p>The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely related to their major study, reported being motivated to learn general academic English, and expected to improve their academic English reading, writing, listening and speaking skills from EGAP courses. The study also showed that they had co

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Blakeslee, Ann M., Sandra H. Hines, Sarah Primeau, Amy L. McBain, Joy Versluis, and Rhonda L. McCaffery. "Reading and writing in nursing education." Journal of Nursing Education and Practice 8, no. 6 (2018): 56. http://dx.doi.org/10.5430/jnep.v8n6p56.

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Background and objective: Faculty identified the need for a gateway writing course (GWC) to prepare nurses for the writing requirements in the RN-to-BSN Completion (RNC) curriculum. This article describes the rationale for and development of a discipline-specific GWC developed for a RNC curriculum and reports research of student perspectives about the course and its effectiveness in preparing them to write in their nursing courses.Methods: The mixed method study included pre- and post-course surveys of self-efficacy in reading, writing, and research skills. Focus groups and interviews were use

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Aruan, Rumiri. "THE IMPROVEMENT OF STUDENTS’ ACADEMIC WRITING THROUGH READING ABILITY USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL." International Journal of Educational Best Practices 3, no. 2 (2019): 52. http://dx.doi.org/10.31258/ijebp.v3n2.p52-63.

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This learning improvement study aims to improve teaching and learning outcomes in academic writing through reading ability by applying CIRC model. This research was conducted based on the problems that occur when students taking Academic Reading and Writing courses. Among the problems found is that students still find difficulties in writing a summary of the specified article. The research subjects were students in the fourth semester of the academic year 2018/2019. Before applying this method, the writer conducted a pre-test. The pre-test results showed that the students' writing summary skil

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Markovic, Desa. "Aspects of Reading." Murmurations: Journal of Transformative Systemic Practice 3, no. 2 (2021): 129–36. http://dx.doi.org/10.28963/3.2.10.

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Abstract As a tutor and a teacher on various psychotherapy and supervision courses over time, I became aware of the need for a structured framework that would guide discussions on the literature during the sessions with students. The feedback from tutors and students has encouraged me to continue to use it and particularly emphasised its potential to stimulate self-reflexive thinking. The Model is presented as a format for reading papers, discussing the material with others, and giving an account of reading such as writing a critique or a literature review. The purpose of the

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Shafer, Gregory. "Reading and Writing in the Developmental English Class." English Journal 89, no. 4 (2000): 33. http://dx.doi.org/10.2307/821982.

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Mueller-Lyaskovets, Tetyana, and Olena Horner. "Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany." Journal of Academic Writing 11, no. 1 (2021): 62–79. http://dx.doi.org/10.18552/joaw.v11i1.499.

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Timed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft essays assess product rather than process. To address this concern, the authors developed, implemented, and evaluated two FL (foreign language) English writing courses that integrate various formative assessment activities for teaching writing. The course-embedded evaluation methodology included three techniques: pre-testing, collecting teacher-student conference reports, and administering a student opi

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Alghonaim, Ali S. "Explicit ESL/EFL Reading-writing Connection: An Issue to Explore in ESL/EFL Settings." Theory and Practice in Language Studies 8, no. 4 (2018): 385. http://dx.doi.org/10.17507/tpls.0804.04.

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This paper tries to explore the explicit relationship between reading and writing from ESL/EFL perspectives. The reading-writing connection has long been established in language literacy. Yet, this paper specifically focuses on the usefulness and effectiveness as well as the need for the explicit connection between the two language skills in ESL/EFL settings. It compares between Arabic rhetoric and English rhetoric as two opposite language systems. This paper tries to relate some issues in natural settings in Saudi Arabia in relation to the status of reading and writing in real classrooms and

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Littmann, Mark. "Courses in science writing as literature." Public Understanding of Science 14, no. 1 (2005): 103–12. http://dx.doi.org/10.1177/0963662505048198.

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Wepner, Shelley B. "READING, WRITING. AND WORD PROCESSING." Reading Psychology 8, no. 4 (1987): 295–309. http://dx.doi.org/10.1080/0270271870080405.

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Evans, S. "Reading reaction journals in EAP courses." ELT Journal 62, no. 3 (2007): 240–47. http://dx.doi.org/10.1093/elt/ccm018.

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Wimmer, Heinz. "Characteristics of developmental dyslexia in a regular writing system." Applied Psycholinguistics 14, no. 1 (1993): 1–33. http://dx.doi.org/10.1017/s0142716400010122.

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AbstractThe present study assessed reading difficulties and cognitive impairments of German-speaking dyslexic children at grade levels 2, 3, and 4. It was found that German dyslexic children suffered from a pervasive speed deficit for all types of reading tasks, including text, high frequency words, and pseudowords, but at the same time showed generally rather high reading accuracy. For pseudowords, reading refusals or word responses were absent, and the majority of errors was close to the target pronunciation. Reading speed seemed to be most impaired for pseudowords and function words that di

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Sari, Rima Andriani. "STUDENTS’ PERCEPTION TOWARD THEIR READING DIFFICULTIES OF DIFFERENT GENRES." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 7, no. 1 (2017): 44. http://dx.doi.org/10.24036/ld.v7i1.3531.

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Students of English Language Teaching Program are required to have the ability to comprehend different kinds of texts or genres. Howewer, their reading ability as reflected in Reading courses and other courses is low. This paper is aimed at describing the students’ perception toward their reading difficulties of different genres. The data presented in this paper are partially derived from the data collected through a descriptive research conducted in 2009/2010 at the English Department of FBSS, State University of Padang. The instrument of the research were a reading test, which was to determi

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Sukandi, Syayid Sandi, and Dian Noviani Syafar. "EFL students’ responses to learning basic reading and writing skills." Studies in English Language and Education 5, no. 1 (2018): 40–53. http://dx.doi.org/10.24815/siele.v5i1.8419.

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This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts

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Berninger, Virginia W., and Teresa M. Hart. "A Developmental Neuropsychological Perspective for Reading and Writing Acquisition." Educational Psychologist 27, no. 4 (1992): 415–34. http://dx.doi.org/10.1207/s15326985ep2704_2.

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Perin, Dolores, Rachel Hare Bork, Stephen T. Peverly, and Linda H. Mason. "A Contextualized Curricular Supplement for Developmental Reading and Writing." Journal of College Reading and Learning 43, no. 2 (2013): 8–38. http://dx.doi.org/10.1080/10790195.2013.10850365.

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Lewis, Janice. "Support for Reading and Writing as Shared Developmental Processes." Journal of College Reading and Learning 18, no. 1 (1985): 75–81. http://dx.doi.org/10.1080/10790195.1985.10850263.

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Susilo, Andi, Restu Mufanti, and Aris Fitriani. "Promoting EFL students’ critical thinking and self-voicing through CIRC technique in Academic Writing courses." Studies in English Language and Education 8, no. 3 (2021): 917–34. http://dx.doi.org/10.24815/siele.v8i3.21149.

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Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to fos

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Bloome, David, and Erine Theodorou. "Reading, writing, and learning in the classroom." Peabody Journal of Education 62, no. 3 (1985): 20–43. http://dx.doi.org/10.1080/01619568509538483.

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Kamii, Constance, and Maryann Manning. "Phonemic Awareness and Beginning Reading and Writing." Journal of Research in Childhood Education 17, no. 1 (2002): 38–46. http://dx.doi.org/10.1080/02568540209594997.

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Thomas, Karen F., and Steven D. Rinehart. "Young Children's Oral Language, Reading and Writing." Journal of Research in Childhood Education 5, no. 1 (1990): 5–26. http://dx.doi.org/10.1080/02568549009594799.

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Aigul, Umetalieva. "READING FOR ACADEMIC PURPOSE." Vestnik Bishkek Humanities University, no. 49 (November 29, 2019): 83–85. http://dx.doi.org/10.35254/bhu.2019.49.27.

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Abstract: The central concepts underlying academic reding and their implications for instruction are outlined as well as the development of reading curricula including the analyses and choosing material and text. Reading teachers need to design content based courses by building coherent and effective reading curricula. So teachers need to set ex- pectations for their students and assist them in achieving them by means of principled and purposeful reading instruction. In academic settings reading instruction is consid- ered to be the important means for learning information and access to explan

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Afonso, Olivia, Paz Suárez-Coalla, and Fernando Cuetos. "Writing Impairments in Spanish Children With Developmental Dyslexia." Journal of Learning Disabilities 53, no. 2 (2019): 109–19. http://dx.doi.org/10.1177/0022219419876255.

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Abstract:

This study investigated which components of the writing production process are impaired in Spanish children with developmental dyslexia (DD) aged 8 to 12 years. Children with and without dyslexia ( n = 60) were assessed in their use of the lexical and the sublexical routes of spelling as well as the orthographic working memory system by manipulating lexical frequency, phonology-to-orthography (P-O) consistency, and word length in a copying task and a spelling-to-dictation task. Results revealed that children with dyslexia produced longer written latencies than chronological age-matched (CA) co

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Doran, Erin. "An Empowerment Framework for Latinx Students in Developmental Education." Association of Mexican American Educators Journal 11, no. 2 (2017): 133. http://dx.doi.org/10.24974/amae.11.2.353.

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Abstract:

While developmental education in community colleges has the potential to prepare students for college-level work, its effectiveness and need is often questioned. Further, while Latinx students are overrepresented in developmental courses, there is a dearth of literature on their experiences in such courses and how to effectively serve their needs in developmental contexts. This article provides an overview of the literature related to Latinx students in developmental writing to point out areas that have been understudied and then introduces an Empowerment Framework for Latinx students, a model

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