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Dissertations / Theses on the topic 'ESL Writing and Reading Development'
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Panferov, Suzanne Kathryn. "Exploring the Literacy Development of Russian and Somali ESL Learners: a Collaborative Ethnography." Columbus, OH : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1028234878.
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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 413 p.: ill. Includes abstract and vita. Advisor: Keiko Samimy, College of Education. Includes bibliographical references (p. 399-413).
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Chuenchaichon, Yutthasak. "The development of paragraph writing for EFL writers through the use of a reading into writing method." Thesis, University of Reading, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577787.
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This research investigates the impact that incorporating reading into writing can have on University paragraph level EFL writing of 54 second-year English major students at Naresuan University, Thailand, and what these EFL learners think about being taught by a reading into writing method. Intensive reading tasks are incorporated into a paragraph-writing classroom. The changes in students' written performance in terms of grammatical accuracy, grammatical complexity, and coherence and cohesion are examined. The study compared two groups of learners in which one instruction for one group was taught by an incorporated reading into writing activities (i.e. the "experimental" group), and the other group was taught without these activities (i.e. the "control" group). The research comprises both quantitative and qualitative analyses. The written texts produced by both groups obtained from a pre-test and post-test are analyzed and compared to see whether or not there is any significant difference between these two groups in changes in grammatical accuracy, grammatical complexity, and coherence and cohesion. Questionnaire responses and interview data are analyzed and compared to elicit these EFL writers' opinions about being taught by this reading into writing method in comparison to a group taught without this approach. Analysis of the data indicates the positive impact that reading can have on paragraph- writing development, particularly in the area of grammatical complexity. In addition, these EFL learners reported that they found this reading into writing approach helpful in improving their paragraph writing ability. These findings highlight the benefits of paragraph-writing instruction in such a context and may help writing teachers to recognize the importance of reading tasks for EFL writing classrooms in university contexts.
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Micek, Timothy A. Steffensen Margaret S. "Effects of dedicated reading on ESL writing." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510426.
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Thesis (D.A.)--Illinois State University, 1994.<br>Title from title page screen, viewed March 28, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Bruce W. Hawkins, Sandra M. Metts, David L. Tucker. Includes bibliographical references (leaves 179-184) and abstract. Also available in print.
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Beare, Sophie. "The reading-writing relationship: Three teaching approaches designed using reading and writing activities to develop persuasive discourse in adult ESL writing." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/7930.
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This thesis examines the supportive relationship between reading and writing. Using persuasive discourse structure, the study explores whether reading and writing taught together in context enhance writing more than if each of these modes is taught separately. The thesis focuses on the interactive approach to reading and writing as explained by Shanahan (1984). To explain the structure of the persuasive mode in writing Kinneavy's (1983) classification of discourse types is used. According to Kinneavy (1983) the writer's purpose establishes the discourse type. He states "The aims of discourse determine everything else in the process of discourse" (p. 48). The study examined the hypothesis that using both reading and writing activities improves writing more than using reading or writing activities separately. Thirty-seven students from Intermediate ESL levels participated in this project. The subjects were divided into three groups: Reading, Writing, and Reading and Writing Group. Univariate statistics were computed on the pre-post difference scores to investigate the effects of the three approaches to writing. In the results, it was found that Reading and Writing group showed gains, although non-significant, in discourse structure whereas the other two did not show the improvement. Since it was difficult to control for L$\sb2$ proficiency as intermediate students may have possessed varied L$\sb2$ proficiency levels, this research explored whether the writing effectiveness was constrained by low L$\sb2$ proficiency. Thus the research question dealing with correlation between L$\sb2$ proficiency and the results on the writing tasks revealed a positive correlation, although non-significant.
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Yamamoto, Natsuki. "The use of modals in ESL academic writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1727.
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Chong, Suet Ling. "A latent growth modeling study of the development of reading comprehension in ESL learners." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/5102.
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An important question in the field of reading development is whether models of reading, which apply largely to monolingual English (L1) learners, also apply to English as a Second Language (ESL) learners. The pursuit of such an inquiry is critical to the development of empirically valid models of reading in ESL populations. This study investigated the nature and determinants of the developmental pathways of reading comprehension in ESL (N=153) and L1 learners (N=593) from the fourth to the seventh grade. Two research questions guided the research: (1) How similar are ESL learners to L1 learners in their reading comprehension growth trajectories? (2) How similar are ESL learners to L1 learners in the determinants of their reading comprehension growth trajectories? The following basic processes of reading comprehension were examined: phonological awareness, pseudoword decoding, word identification, reading fluency, and syntactic awareness. Using latent growth modeling, the study found that ESL learners were identical to L1 learners in the functional form (both showed linear growth), slope or rate of growth, intra-individual variability, and linguistic determinants, of their reading comprehension growth trajectories. However, they were weaker than L1 learners in their reading comprehension skill levels. These results provide compelling support for the applicability of L1 models of reading comprehension for ESL learners, and help shape an emergent conceptualization of reading comprehension development for ESL learners.
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Chen, Wenting. "How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438696895.
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Esmaeili, Hameed. "The effects of content knowledge from reading on adult ESL students' written compositions in an English language test using reading and writing modules." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49851.pdf.
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Solagha, Omta Zoi. "Writing Difficulties in the Swedish ESL-Classroom : How teachers of English deal with students’ writing difficulties." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94207.
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This study covers a research within the area of writing difficulties in the ESL classroom (English as second language). This essay aims to look at teachers’ attitudes towards working with writing difficulties and also how teachers deal with this issue in the classroom. The data for this study was collected through the qualitative method; interviews and observations. The informants who participated in this study are English teachers, working in year 7-9. The observations were conducted during the informants’ lessons. Previous research has also been used in this study in order to establish the teachers’ work within writing. The study shows that the teachers feel that it is challenging to work with students who have writing difficulties, since those students might be unmotivated. However, the informants believe that teachers need to motivate their students to write more, in order to achieve development. Moreover, the study shows that teachers do not use any specific method when working with writing, instead they try to see what the students have difficulties with, and subsequently find solutions based on the individual’s needs.
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Hughes, Arlene Joyce. "Akimel O'otham Reading and Writing: A New Beginning." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613589.
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"I mi himtham, ath'o huhug heg jeveḍ." The statement above basically means 'in time, the world will end'. My father said this when he saw something that he did not like involving O'otham Himthag and Ñeok. I began teaching in the classroom to help in revitalizing our language and culture. Learning to read and write linked with teaching the language in the classroom. Akimel O'otham did not have an orthography until 2009 and today Gila River is still adjusting and learning to utilize this new orthography today. If Gila River Akimel O'otham wants to avoid the 'Big Ka-boom' does it mean we should start to read and write in O'otham to learn how to talk our language? While attending the University of Arizona's American Indian Language Development Institute (AILDI) I came across many tribes that have an orthography, others were working on one and some did not have one at all. I learned that reading and writing could benefit Gila River especially if we are at the point where persons 55 years and older are the only speakers. It is sad to say but these speakers will be gone one of these days. Gila River must have a plan in archiving Akimel O'otham Culture and Language in written and voice recordings to support the teaching of the language. The language and linguistics classes I took with instructors Luis Barragan and Stacey Oberly have expanded my knowledge in linguistics which encouraged me do reading and writing in the Akimel O'otham language. My language is an awesome language to study, full of surprising wonderments I never knew. I hope the Akimel O'otham world will not end; it is time to wake up, because it is time for the beginning.
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Haas, Madeleine Marie. "The development of writing using funds of knowledge and whole language with secondary ESL students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/828.
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Kershaw, Maxine Y. "Teachers' Knowledge of Dominie Reading and Writing Assessment Portfolio Word-Level Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4069.
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There is confusion among teachers in a school district in a southeastern state about the instructional use of the state-mandated Dominie assessment for word-level reading and phonemic awareness skills for kindergarten and first-grade students. Recent assessment data indicated that 20% of students tested in kindergarten and first grade needed remediation. The purpose of this qualitative, bounded case study of a primary school was to understand teachers' perceptions about using the Dominie assessment for instruction, and how these perceptions contribute to the decline in reading scores. Using constructivism as a conceptual framework, the research questions focused on the trends in students' Domine assessment scores, the perceptions of teachers regarding the use of the assessment in planning and instruction, and the actual use of assessment results for facilitating construction of students' learning in reading. Interview data were collected from 11 participants who are kindergarten and first-grade teachers who had administered the Dominie assessment in one school in the district. Themes emerged after data analysis yielding strategies to address needs for time for assessment, training and supplementary methods, improvements in the assessment itself, and special knowledge to use Dominie data. A professional development project that allows teachers to help students construct their learning in ways that encourages them to reflect on experiences and use prior knowledge to improve reading skills was developed. Positive social change might occur as teachers expand their knowledge and instructional approaches through this professional development project in ways that could improve learning and reading skills for kindergarten and first-grade students in this school and others in the district.
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Grogan, Martha Susan. "Reading, argumentation, and writing| Collaboration and development of a reading comprehension intervention for struggling adolescents." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645515.
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<p>The purpose of the study was to develop and implement a new reading intervention with fifth grade struggling readers that included reading across multiple texts, constructing arguments from the texts, engaging in oral argumentation, and writing argumentative essays. A Convergent Mixed Methods design incorporated both quantitative and qualitative data to determine if teacher collaboration influenced the implementation of the new intervention and its subsequent effect on students’ reading and writing outcomes. The intervention focused on a 10-week argumentative unit based on the American Revolution War. Group 1 teacher implemented the intervention in a whole-class setting, plus collaborated with the researcher on implementation issues; Group 2 teacher implemented the intervention in a small pullout group, but did not collaborate with the researcher; and Control Group teacher did not implement the intervention. All student groups took a pre and post reading comprehension assessment, and Groups 1 and 2 students took a pre and post essay writing assessment. The reading comprehension scores showed no significant improvement for any group. The pre and post essay writing scores for Groups 1 and 2 showed significant improvement (<i>p</i> = .000), yet there was no significant difference between the two intervention groups (<i>p</i> =.66). The qualitative results indicate student achievement in the intervention groups may have been affected by five implementation factors: (1) implementation fidelity, (2) short duration, (3) size of group, (4) task complexity, and (5) aligned assessments. </p>
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Capelo, Carla. "WHEN WRITING BECOMES NIGHTMARE: HELPING STUDENTS PINPOINT WRITING TOPICS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/626.
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When deciding on topics for academic research papers, many students face difficulties that vary from choosing themes whose scope is too extensive to be satisfactorily analyzed in the given task, to selecting topics that are too limited, to not being able to make a decision on a topic at all. Such struggles seem to manifest themselves in both native and non-native speakers of English. Despite extensive research on the writing process and its strategies, be it for academic writing or other genres, and even research focused on writers’ difficulties, previous research has found little about the troubles students must overcome when deciding on a research topic, and how to overcome them.
This study employed a qualitative case study design with two graduate students in a master’s program in Teaching English to Speakers of Other Languages, who were enrolled in two sections of a course on research, to investigate these students’ writing processes as they defined a topic for their literature review research paper. Through an in-depth analysis of samples of their writing in combination with their verbal reports, collected during individual semi-structured interviews, this case study examined how two graduate students successfully calibrated their topics, which strategies they employed to that end, and how their instructors’ actions helped them in the process. Consequently, the findings shed light on instructional practices, and their implications for teachers’ training programs.
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Kraut, Rachel Elizabeth. "The Development of Second Language Reading and Morphological Processing Skills." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/596121.
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Decades of research have shed light on the nature of reading in our first language. There is substantial research about how we recognize words, the ways in which we process sentences, and the linguistic and non-linguistic factors which may affect those processes (e.g. Besner & Humphreys, 2009). This has led to more effective pedagogical techniques and methodologies in the teaching of L1 reading (Kamil et al., 2011). With the ever-increasing number of L2 English speakers in U.S. schools and universities, research in more recent has begun to investigate reading in L2. However, this field of inquiry is not nearly as robust as that of L1 reading. Much remains to be explored in terms of how L2 readers process words, sentences, and comprehend what they read (Grabe, 2012). The studies in this dissertation add to the growing body of literature detailing the processes of L2 reading and improvement in L2 reading skills. The first two studies will focus on a topic that has sparked lively discussion in the field over the last 10 years or so: the online processing of L2 morphologically complex words in visual word recognition. Article 3 discusses the effects of a pedagogical intervention and the ways in which it may influence the development of second language reading. Broadly, the studies in this dissertation will address the following research questions: (1) how do L2 readers process morphologically complex words? (2) Is there a connection between their knowledge of written morphology and their ability to use it during word recognition? (3) What is the role of L2 proficiency in these processes? (4) How does extensive reading influence the development of L2 reading skills? Many studies of L2 word processing have been conducted using offline methods. Accordingly, the studies in this dissertation seek to supplement what we know about L2 morphological processing and reading skills with the use of psycholinguistic tasks, namely, traditional masked priming, masked intervenor priming, and timed reading. Secondly, this collection of studies is among the few to explore the relationship between online processing and offline morphological awareness, thereby bridging the two fields of study. Thirdly, unlike most studies of online processing, the data from this dissertation will be discussed in terms of its implications for the teaching of L2 morphologically complex words and L2 reading skills. Thus, this dissertation may be of interest to those working in L2 psycholinguistics of word recognition and sentence processing as well as ESL practitioners.
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Harama, Hitomi. "A longitudinal study of linguistic and rhetorical development in the academic writing of a Japanese ESL student." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34488.pdf.
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Hattingh, Karien. "The validation of a rating scale for the assessment of compositions in ESL / K. Hattingh." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4203.
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This study aimed to develop and validate a rating scale for assessing English First Additional Language essays at Grade 12 level for the final National Senior Certificate examination.
The importance of writing as a communicative skill is emphasised with the re-introduction of writing as Paper 3 of the English First Additional Language examination at the end of Grade 12 in South Africa. No empirical evidence, however, is available to support claims of validity for the current rating scale.
The literature on the concept of validity and the process of validation was surveyed. Theoretical models and validation frameworks were evaluated to establish a theoretical base for the development and validation of a rating scale for assessing writing. The adopted framework was used to evaluate the adequacy of the current rating scale used for assessing Grade 12 writing in South Africa. The current scale was evaluated in terms of the degree to which it offers an appropriate means of assessing Grade 12 Level essay writing while adhering to requirements of the National Curriculum Statement. It was found lacking and the need for a new, validated rating scale was established. Various approaches to scale development were considered in consideration of factors that impact scores directly, viz. the type of rating scale, rater characteristics, scoring procedures and rater training.
A new scale was developed and validated following an empirical procedure comprising four phases. The empirical process was based on an analysis of actual performances of Grade 12 English learner writing. A combination of quantitative and qualitative methods was used in each of the four phases to ensure the validity of the instrument. The outcome of this project was an empirically developed and validated multiple trait rating scale to assess Grade 12 essay writing. The proposed scale distinguishes five criteria assessed by means of a seven-point scale.<br>Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2009.
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Cheung, Ngan-hin Elly, and 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.
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Keith, Karin. "Integrating Science Hands-on Learning with Reading and Writing." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1027.
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Weinberger, Jo. "A longitudinal study of literacy experiences, the role of parents, and children's literacy development." Thesis, University of Sheffield, 1993. http://etheses.whiterose.ac.uk/1817/.
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This study investigated the literacy experiences and attainment of 42 children aged 3 to 7, who had attended preschool education in a city in the North of England. Data were collected through parent interviews before nursery entry; literacy assessment at school entry, and at age seven; and by parent, teacher and child interviews. Quantitative and qualitative analyses were employed. Four measures of literacy development at age seven were used: children's reading book level, writing ability and standardised scores for reading and English at seven. Factors before school entry shown to be significant were: vocabulary scores, number of letters known, how well children wrote their name and a phrase, whether they listened to stories at nursery, and how often they were read to at home. This was influenced by earlier home factors; by having access to books, being read to from storybooks, and having books read in their entirety, the age parents started reading to them, how many nursery rhymes they knew, and parents pointing out environmental print. By seven, other significant factors were parents' knowledge about school literacy, and how often children read to parents at home. Several findings confirmed those of previous studies. Others were new: having a favourite book before nursery, choosing to read books in nursery, access to home computers at seven, children storing literacy resources indiscriminately, parents reading more than newspapers and magazines, and parents providing examples of day-to-day literacy. Process variables appeared to exert greater effects on children's performance than status variables, such as social class, mother's employment and qualifications, and relatives with literacy difficulties. Home literacy experiences for the majority of children were barely acknowledged in school, and home learning for children with problems was often unsupported by school. For most children, homes provided rich, complex and powerful environments for literacy learning.
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Fowler, Michelle Danielle. "L2 Learners’ Experiences with Reading and Writing and their Perceptions of the Connections Between the Skills." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461884877.
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Ohene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.
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Ko, Bo-Ai, and n/a. "Biliteracy in English and Korean: A Case Study of Writing Development during Primary Years." University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081215.150126.
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In the era of globalization, growing numbers of children are living in situations where the language of their formal schooling is different from that of the everyday communication in their family. In such a bilingual context, this study documents biliteracy development of two Korean background children growing up in Australia. The children?s written texts (both in English and Korean) were collected over the period of 5 years 8 months (from preschool through primary school) both in home and school contexts, and analyzed using the Systemic Functional Grammar as well as genre and register theory. Throughout the researcher?s regular classroom observation and participation in their school?s literacy activities as well as in the home context, a detailed documentation of the children?s socio-linguistic environment is also provided as an important part of this longitudinal case study?s data collection and analysis.
Over the period, the children?s writing in both English and Korean developed quite significantly in terms of their control of the register in text. With the introduction of Genre-based Approach in their school, they had opportunities in learning to write a range of genres such as Narrative, Report, Explanation, Argument and Procedure in English to meet the expectations of the mainstream curriculum. The children?s writing in Korean was mainly developing to satisfy their personal and interpersonal communication needs, largely through diary writing, E-mails and personal letters to extended family. Their developmental patterns of writing different genres as well as their control of written language have been examined largely through the analysis of the system of Transitivity, the use of nominal groups, Theme choice and Mood system. The similarity and difference in literacy practices between the two children (the brother and the sister) are also discussed.
As the key to the two ESL background children?s successful biliteracy development throughout their primary schooling period, this case study emphasizes the importance of the supportive parents? role through mother tongue maintenance and an effective literacy program, such as Genre-based Approach, which provides practical guidance for developing written language
through learning a range of genres with different social functions and purposes. The literacies in English and Korean have been found to be mutually supportive and thus it is argued that the whole biliteracy development in this case study has an enhancing effect on the children?s academic achievement in their Australian schooling. Simultaneously, with their continuous biliteracy development, the children were able to enjoy being part of a caring Korean-speaking family and community. Moreover, this whole process of biliteracy development certainly provided the two ESL children with a positive self-concept and socio-cultural identity as a balanced proud bilingual. In this regard, it is argued that the successful outcome of this case study of the ESL children?s bilieracy development can be identified as a case of an ?empowering? additive bilingualism.
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Riley, Jeni. "The development of literacy in the first year of school." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10019226/.
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Research evidence (Donaldson, 1978; Wells, 1985a; Hughes, 1986; Tizard and Hughes, 1984) over the last decade and a half has confirmed the competence of the pre-school child. At school entry Donaldson (1989) writes "... that children are highly active and efficient learners, competent enquirers, eager to understand" (p.36). There is less evidence concerning the extent to which educators harness this astounding pre-disposition to learn. The aims of the research project studied the development of reading in the reception year of school in Part 1 by: 1. assessing the range of literacy development exhibited by 191 children on entry to school; 2. identifying the entry skills that most reliably predict success in reading by the end of the first year of school; and in Part 2 of the study by: 1. considering the extent to which reception teachers facilitate a mastery of literacy by both capitalising on, and teaching to, each pupil's prior knowledge Part 1 of the study In September 1987 and 1988, 191 children were assessed soon after school entry. The different aspects of functioning that were measured were: 1. General maturity and intellectual functioning 2. Literacy related skills 3. Adjustment to school. II At the end of the year in July 1988 and 1989 two aspects of the child's functioning were assessed. 1. General maturity and cognitive functioning 2. Assessment of both written and spoken language. These data were collected over two years. In 1987/88 and 1988/89 thirty-two classes were studied in sixteen primary schools in the Local Education authorities of Oxfordshire, Berkshire, the former Inner London Education Authority and the London Boroughs of Harrow and Haringey. The data were pooled and extensively analysed using both descriptive and parametric statistical techniques. The main findings are: 1. Children arrive at school with a possible range of five years in their functioning regarding literacy related skills and intellectual ability. 2. Pearsons correlations, multiple regression and discriminant analyses confirm that the ability to identify letters of the alphabet and write one's name at school entry are the most powerful predictors of successful reading by the end of the year. This confirms the findings of earlier studies of the importance of these abilities (Tizard et al, 1988; Wells & Raban, 1978). 3. Understanding of the conventions of print, although weaker, has a positive relationship with reading. 4. An explanation of these data is that there is a developmental pathway to fluent reading. The child develops through the emergent literacy phase, with the accretion of an understanding of print and text through to the phase of beginning conventional reading. Progression takes place through the transition phase of whole word processing, Fnth's (1985) logographic stage to the alphabetic stage into conventional reading. Arriving at school able to identify the letters of the alphabet and able to write one's name indicates a more refined processing of print needed for this transition phase. 5. Children who do not adjust to school are four times less likely to be able to read by the end of the year. In Part 2 of the study A sample of reception class teachers was investigated through a postal questionnaire survey. The questionnaire examined: 1. The extent to which reception class teachers are aware of the most predictive entry skills; 2. The ability of reception class teachers to identify the skills in their new school entrants; 3. The use that reception class teachers made in their teaching of reading of the most valuable entry skills with which children arrive at school. Teachers involved with Part 1 of the study were recruited, and an additional group were circulated by the postal questionnaire, in the geographical areas of Oxfordshire, Berkshire, Haringey, Harrow, Lewisham, Westminster, Camden, Hillingdon, Southwark and Greenwich. Sixty-two teachers completed the questionnaire. The main findings from these data showed that: 1. The majority of the reception class teachers surveyed ranked the importance of the entry skills in the reverse order to those found to be most valuable in Part 1 of the study. 2. Reception class teachers use approaches to reading that develop understandings of print and its usefulness. They foster the enjoyment of books. However, they do not appear to value the importance of orthographic awareness in the child's repertoire of strengths at school entry. The teachers are therefore ill-placed to closely match their teaching to the child's existing knowledge. The main recommendations are that this study indicates the necessity for dissemination of these research findings The new school entrant is very competent and due apparently to insufficient awareness of the most crucial entry skills reception class teachers are unable to fully capitalise on the child's prior knowledge. It is vital that initial and in-service teacher education address this gap.
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Martin, Joy Alison. "Exploring secondary writing teachers’ metacognition: an avenue to professional development." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15521.
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Doctor of Philosophy<br>Curriculum and Instruction<br>Lotta Larson<br>Writing teachers teach students to read, write, and think through text. They draw upon their own comprehension to determine if, when, and how to intervene in directing students to deeper, more thoughtfully written texts by encouraging them to monitor and regulate their thoughts—to be metacognitive. Writing itself has been called “applied metacognition,” for it is essentially the production of thought (Hacker, Keener, & Kircher, 2009, p. 154). Yet little is known about the metacognitive practices and behaviors of those who teach writing.
The purpose of this instrumental, collective case study was to explore and describe writing teachers’ metacognition as they took part in two range-finding events in a midwestern school district. Participants were tasked with reading and scoring student essays and providing narrative feedback to fuel training efforts for future scorers of the district’s writing assessments. Each range-finding event constituted a case with fourteen participants. Three administrative facilitators and four retired English teachers participated in both events, along with seven different practicing teachers per case.
The study concluded that, indeed, participants perceived and regulated their thinking in numerous ways while reading and responding to student essays. With Flavell’s (1979) theoretical model of metacognition as a framework for data analysis, 28 distinct content codes emerged in the data: 1) twelve codes under metacognitive knowledge of person, task, and strategy, 2) seven codes under metacognitive experiences, 3) six codes under metacognitive goals (tasks), and 4) three codes under metacognitive actions (strategies). In addition, three dichotomous themes emerged across the cases indicating transformational distinctions in teachers’ thinking: 1) teaching writing and scoring writing, 2) confusion and clarity, and 3) frustrations and fruits.
The study highlighted the potential of improving teachers’ meta-thinking about teaching and assessing writing through dialectic conversations with other professionals. Its findings and conclusions implicate teacher educators, practicing teachers, and school district administrators to seek opportunities for cultivating teachers’ awareness, monitoring, and regulation of their thoughts about content, instruction, and selves to better serve their students.
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FranÃa, Maria Lucimeyre Rabelo. "Teaching mediation in perspective on the development of metacognitive skills in reading and writing." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8605.
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nÃo hÃ<br>Objetiva analisar os aspectos envolvidos na apropriaÃÃo e efetivaÃÃo de prÃticas pedagÃgicas que potencializem o desenvolvimento de competÃncias metacognitivas em leitura e escrita de alunos nos anos iniciais do Ensino Fundamental. O quadro teÃrico abrangeu cinco categorias conceituais: Abordagem da PsicogÃnese da Leitura e Escrita (FERREIRO, 1991; 1999; 2000; TEBEROSKY, 1999; 2006; SOLÃ, 1998; SÃNCHEZ, 1995; 2002), Conceito de metacogniÃÃo na perspectiva psicogenÃtica (FLAVELL, 1976; 1977; NÃEL, 1991; STENBERG, 1992; VIGOTSKY, 1991; 1993), MediaÃÃo (VYGOTSKY, 1991; 1993; FEUERSTEIN, 1980), PrÃtica educativa (ZABALA, 1998; SACRISTÃN, 1995; FREIRE, 1988; 1998), FormaÃÃo e profissionalizaÃÃo docente (SCHÃN, 1992; ALARCÃO, 1996; PERRENOUD, 1999; PIMENTA, 2002; LIBÃNEO, 2001; 2002; NÃVOA, 1995). A metodologia utilizada foi a pesquisa-aÃÃo, a qual consiste em uma aÃÃo/intervenÃÃo planejada no decorrer da sua realizaÃÃo e pressupÃe o envolvimento do pesquisador com os sujeitos pesquisados de modo cooperativo e participativo. O estudo de campo foi desenvolvido no perÃodo de abril de 2010 a abril de 2011 e consistiu na implementaÃÃo de prÃticas com base na realizaÃÃo de uma formaÃÃo e acompanhamento pedagÃgico a duas professoras do Ensino Fundamental de uma escola pÃblica da rede municipal de Fortaleza. Os resultados apontam que a compreensÃo do conceito de metacogniÃÃo, o embasamento teÃrico das professoras sobre a teoria psicogenÃtica, o acompanhamento e a discussÃo de prÃticas pedagÃgicas que desenvolvessem competÃncias metacognitivas foram cruciais na apropriaÃÃo de novos conhecimentos e na ressignificaÃÃo e redimensionamento da prÃtica pedagÃgica. Essa apropriaÃÃo se dà de forma singular e depende do significado que ela confere para cada sujeito. Enquanto para uma professora os elementos determinantes foram a percepÃÃo de que esses conhecimentos trazem benefÃcios para os alunos e a observaÃÃo da nossa atuaÃÃo na realizaÃÃo de atividades, para a outra foram a aquisiÃÃo de conhecimentos com origem na formaÃÃo, a autoavaliaÃÃo e os momentos de reflexÃo. ConcluÃmos que a apropriaÃÃo e as transformaÃÃes das prÃticas para um ensino metacognitivo ocorrem articulando os novos conhecimentos das professoras com os conhecimentos prÃvios e com os saberes da prÃtica, exercitando sua autonomia, refletindo acerca das prÃticas com base em um referencial teÃrico consistente, respeitando as especificidades do tempo de aprendizagem e elaboraÃÃo das docentes. A incorporaÃÃo de aspectos metacognitivos na prÃtica pedagÃgica das professoras fez nascerem aulas mais dinÃmicas e significativas e uma maior autonomia entre as crianÃas. A experiÃncia desta pesquisa afirma a necessidade de a metacogniÃÃo ser tomada como proposta da educaÃÃo, uma vez que à um excelente exercÃcio para diagnÃstico e acompanhamento do processo de aprendizagem, servindo de trampolim tanto para a evoluÃÃo cognitiva das crianÃas quanto para a implementaÃÃo de prÃticas consistentes que as autorizem a assumirem sua autonomia ante suas aprendizagens.
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McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.
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This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of relevant studies that explore the reading-to-write construct. Experts suggest that unintentional plagiarism, or patchwriting, can be attributed to a lack of cultural and linguistic competence. In order to address these limitations, researchers identify several reading and writing subskills that are integral to success in academic source writing. The literature review concludes with recommendations for teaching and testing contexts. The second article details a rater training evaluation study that resulted in unexpected, but welcomed, recommendations. Teacher-raters provided feedback that influenced how the institution made use of benchmark portfolios to train teacher-raters as well as inform students about writing achievement standards. The increased use of benchmark portfolios also helped to clarify classroom and program standards regarding citation, attribution, and anti-plagiarism policies. The final article is a practical guide for classroom composition instructors. I outline a recommended curriculum for teaching source writing to EAP students. The guide incorporates the findings of the literature review and the evaluation study into a collaborative and iterative pedagogical model. This recursive approach to EAP writing instruction helps students to diagnose and develop the advanced literacy subskills required for successful source integration into their writing. As a set, the three articles demonstrate that effective solutions to instructional issues can be developed when a problem is approached from multiple perspectives. Indeed, linguistics-based research, program administration, and teacher experience can be combined to produce a model for writing instruction that acknowledges principles of second-language advanced literacy and accounts for learner struggles as students develop source writing skills.
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Maxwell, Lyndi R. "Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485.
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Pimsarn, Pratin. "The Reading and Writing Relationship: A Correlational Study of English as a Second Language Learners at the Collegiate Level." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331480/.
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The major purpose of this study was to determine the possible correlation between reading and writing abilities of college students who are identified as second language learners. It was also aimed at determining the relationships between variables pertaining to the ESL college students, namely, their self-selected reading materials, their reading interests, the amount of time spent studying English, how they studied English, how they were taught English, and the length of residence in the United States.
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Bates, Lindy. "The development of language through free writing : an examination of the ESL young learner's use of language and the development of appropriate teaching strategies." Thesis, University of Kent, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332865.
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McMurry, Alison Irvine. "Preparing Students for Peer Review." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/276.
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In order to enhance the effective use of peer review, I have developed materials to assist teachers in compliance with the standards for Masters' projects enacted by the Department of Linguistics and English Language. Published literature shows that as peer review grows in popularity in both L1 and L2 English writing classes, many researchers and teachers are trying to increase its effectiveness. In some cases it is very effective, while in others it is marginally effective. This has led researchers to ask why. The difference between helpful and less helpful peer review seems to be in the preparation. In studies where students were specifically and extensively prepared to do peer review, the benefits to the students, the class, and the effect on the revision process were significant. This indicates that peer review can be an effective tool when students are adequately prepared for the task. After synthesizing research, I determined that there are eight basic, useable concepts that need to be accomplished when preparing students for peer review; they are:
1. Knowing each other
2. Knowing what to look for
3. Knowing why to give advice
4. Know how to give advice
5. Knowing how to use advice
6. Practicing peer review
7. Following up weekly
8. Reviewing at midsemester
I developed a curriculum component addressing these eight concepts that augments theory with application, such as materials and lesson plans, and implemented and tested them at the English Language Center at Brigham Young University in Provo, Utah. Based on feedback from the teachers involved in the pilot study, I determined that preparing students for peer review has a positive effect on the students, their writing, and on the class as a whole Furthermore, the most important outcome of the pilot studies was the fact that students prefer reader response peer review activities rather than criterion critique.
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Craig, Patricia E. G. "A Study of the Effects of Writing Instruction Versus Writing and Reading Instruction on 10th Grade English Students." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1659.
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The effects of writing instruction as opposed to writing and reading instruction were studied on 10th grade English students’ reading comprehension and writing. Two groups (classes) completed pretests and pre-sample writing. Then, both groups were given writing instruction while only one group was given related reading skills instruction. Finally, both groups completed posttests and post-sample writings.
An analysis of covariance of the pre-and posttest data was done. It revealed no significant difference between the two groups related to reading comprehension. However, a significant difference existed between the two groups related to language expression (editing skills or writing sub-skills). The group who received writing and reading instruction experienced a decline in scores. Also, the Wilcoxon signed-rank matched-pairs test indicated that both groups’ writing increased significantly.
Two conclusions were reached from this study. The first conclusion related to classroom instruction. Writing instruction improves student writing. Further, direct reading skills instruction should be included only to meet a specific class need (since writing sub-skills may suffer). Therefore, integration of writing and reading instruction should be determined by class need. Second, more empirical research related to the effectiveness of the integration of writing and reading instruction is needed.
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Lai, Siu-ming Theresa. "Electronic communication and its contribution to students' writing development a case study of a group of ESL engineering students in Hong Kong /." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B31944814.
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Lamm, Tamara Lee Burton. "Curriculum development of Elang 105 : a GE first-year academic literacy course for international students /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1135.pdf.
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Stevenson, Lisa M. "A comparison of English and Spanish assessment measures of reading and math development for Hispanic dual language students." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4764.
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This quantitative study was designed to determine the extent to which the language of testing in reading and math had a positive effect on 50/50 dual language program Hispanic students' reading and math achievement level as measured by a standardized achievement test. The research questions in this study include:
1. Is there a statistical difference in reading achievement for Hispanic 50/50 English- Spanish dual language program students when testing data is disaggregated linguistically?
2. Is there a statistical difference in math achievement for Hispanic 50/50 English- Spanish dual language program students when testing data is disaggregated linguistically?
This study examined the reading and math standardized achievement results for students in grades 2-12 in a school district in Iowa serving students in pre-kindergarten through grade 12 that chooses to offer 50/50 dual language Two-Way Immersion (TWI) (Spanish/English) instruction to its students. The district uses the Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED), both presented in English, and the Spanish test Logramos to evaluate student achievement. The reading and math results of 157 Hispanic students enrolled in the dual language program are compared in this study to determine if the Hispanic students, on average, achieve at higher levels as measured by national grade equivalency (NGE) and percentage proficient when testing in Spanish versus English in math and in reading.
There was, on average, a two-year gap in reading performance by Hispanic students when testing in English compared to testing in Spanish. The students performed about two years above grade level in Spanish in reading, but rarely performed even at grade level in English as measured by NGE and percentage proficient results. Over the three- to five-year testing window, the reading gap stayed constant at about two years.
When comparing English and Spanish math results for the same students by grade level, the students scored at a higher level in Spanish over 97% of the time compared to the English math results. The results show that for the eight graduating cohorts, the average percent proficient is 72% overall when taking the math test in Spanish, but for the math test in English the average percent proficient is only 50.2% proficient.
Linguists have argued that Hispanic students' progress in attaining proficiency on standardized reading and math assessments is possible after five to seven years of learning English. This study demonstrates that not all Hispanic students progress to that level of proficiency and that further programming options or interventions might be needed within the TWI program model. Additionally, this study shows that the rate toward proficiency in reading and math on the English and Spanish versions differs over time and that students generally attain proficiency in math prior to reading on both the English and Spanish assessments.
Balancing the language acquisition process through models like dual language is supported in research, but implementing a TWI program model and utilizing native language assessments like Logramos must be carefully studied, monitored, and enacted with community support and ongoing professional development for all involved. Dual language programs and native language assessments are a means to address issues presented by No Child Left Behind (NCLB) in relation to Hispanics' and English Language Learners' (EL) academic achievement, but further studies must address other subgroups within the dual language programs.
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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
Gü<br>ntek, Duygu
M.A., Department of English Language Education
Supervisor : Prof. Dr. Hü<br>snü<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 designed and given to 21 ENG 101 instructors and 255 students taking the couse. In addition to the questionnaires, interviews were held with 9 ENG 101 instructors and 1 administrator, and feedback was obtained from the end-of the term evaluation meeting. Another questionnaire to evaluate the coursebook, English for Academic Purposes 1 was designed and given to 19 instructors who taught the ENG 101 course. It was prepared to collect feedback about the newly-written coursebook of the ENG 101 in detail. To analyse quantitative data, descriptive statistics, one-way ANOVA and t-test were conducted. The qualitative data gained from the interviews, open ended questions and feedback from the end of course meeting were analysed via content analysis.
The results of the study revealed that the participants were generally satisfied with the course since most of the answers given in the questionnaires were around 3 (out of 4) &ldquo<br>moderately&rdquo<br>, which meant that all parties had generally favourable
perceptions about the effectiveness of the ENG101 regarding the achievement of the objectives, effectiveness of the methods, materials and evaluation procedures as well as the coursebook. However, there were some complaints stemming from teachers&rsquo<br>workload and time constraints including too many writing tasks and insufficient language input for which certain administrative academic decisions were taken and work on relevant modifications started.
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Nucich, Joy Euphemia. "In-depth analysis of the connections between the development of letter-sound correspondence in writing and beginning reading." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31248.
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This research investigates literacy-based behaviors and their development in a Grade One classroom. It examines in detail the strategies children used to make reading and writing connections in emergent literacy. It focuses on one particular stage of writing when children first begin using letters to represent sounds and its relationship to beginning reading in the context of a classroom. Current research on emergent literacy provided the theoretical framework for this study.
The teacher as researcher used a linked case study design to investigate the development of reading and writing in five children within the context of twenty-four children in the Grade One class. The children were observed participating in many varied activities, over a ten month period. To facilitate the collection of detailed descriptions on the case studies another teacher came into the classroom four days a week to assume classroom responsibilities and free the researcher to concentrate on the case study child at this particular level of emergent writing and reading.
Fieldnotes on the direct observations of emergent writing and reading of the case study children formed the primary source of data. The children's writing samples were collected daily along with documentation of their growth in reading. An analysis of the data revealed the observations fell into the categories of initial letter strategy, children's literature, literacy play and collaborative talk. These categories seemed particularly significant because they were observed so frequently across all case studies. The results of the study isolate the use of the initial letter strategy as a significant developmental marker and an important connection between reading and writing which signals a critical time in a child's developing awareness of literacy. Additional findings highlighted the use of names and children's literature as reading/writing connections.
The study concludes by presenting practical implications for instruction and the educational context which may be useful for classroom teachers.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Keith, Karin. "Digital Mentor Texts: Practical Methods for Using Digital Texts in the Reading and Writing Workshop." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4145.
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Gomez, Martha Galindo. "The development of written language among kindergartners using interactive journals: Four case studies." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1286.
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Evans, Marianne Bristow. "The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7157.
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The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In thiswithin-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms oncontent area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data usingregression analysis showed that there was a statistically significant increase in the students’ performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using Cohen’s d showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students’ argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction.
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Jang, Jeong Yoon. "The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1232.
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This study was designed to investigate the impact of using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing task, and how this framework is related to the development of students' conceptual understanding in the summary writing task. A quasi-experimental design with sixth and seventh grade students taught by two teachers in the middle school was used. Each teacher had four classes with two classes using the Structured Reading Framework (treatment) and the other two classes used the original reading framework (control). A total of 170 students participated in the study, with 83 in the control group (four classes) and 87 in the treatment group (four classes). All students used the SWH student templates to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task at the end of each unit. This process was replicated for each of the two units. All student writing samples collected were scored using an analytical framework and scoring matrices developed for the study. A total of 588 writing samples were included in the statistical analysis. Results indicated that the treatment group who used the Structured Reading Framework performed significantly better on the Summary Writing task than the control group. The results suggest that the using of the Structured Reading Framework in prompting and guiding the reading activities within the SWH approach have an impact on the development of conceptual understanding. In addition, it appears that the Structured Reading Framework impacted the development of conceptual understanding in the Summary Writing task by providing a scaffold to assist students' knowledge construction.
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Aquino, Andersen Levy, and Pia Huotilainen. "Dyslexia In L1 And L2 Teaching In K-3." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36343.
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Approximately five percent of the Swedish population suffer from dyslexia. Therefore, this degree project aims to gain an insight into what pedagogical support in Swedish and English teaching can be offered to dyslexic pupils. Firstly, this paper provides an overview of theories and literature on dyslexia in L1 and L2. The researchers’ findings show that dyslectic difficulties in the L1 is most likely to affect – either by limiting or enhancing – the pupils’ abilities to learn a L2. Strategies (spelling, comparing sounds and letters) that pupils learned when they started to read and write in their L1 and the differences in orthographic systems between L1 and L2 influence their reading and writing in L2. This study is also based on interviews of four K-3 teachers in the south of Sweden. The major conclusions of this study are that (i) dyslectic difficulties extend across languages, (ii) variation of the teachers’ knowledge of dyslexia might depend on the length of their professional teaching experience and their willingness and interest to learn more about dyslexia, (iii) K-3 teachers are dependent on special education teachers’ advice on how to support dyslexic pupils, and (iv) K-3 teachers use digital resources and audiobooks to train the reading and writing in L1, but not in L2 since English in K-3 mostly focuses in training pupils’ speaking skills.
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Docherty, Paul J. "Developing literary Glasgow : towards a strategy for a reading, writing and publishing city." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28083.
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Since the 1990s, urban cultural policy in the UK has been bound to the cause of urban regeneration. Much has been written in examination and critique of this relationship, but what happens when the direction of strategic attention is reversed and civic leadership seeks to regenerate culture itself? The city of Glasgow, having made capital of culture over many decades, has moved towards a strategy for the development of literary Glasgow. This thesis documents a search for those factors crucial to that strategy. The research focuses on literary Glasgow as one aspect of the city’s cultural sector; identifies and examines gaps in the relationship between the civic cultural organisation and literary communities; and highlights those elements vital to the formation of a strategy for development of the literary in Glasgow. An extended period of participatory ethnographic research within the Aye Write! book festival and Sunny Govan Community Radio, is supplemented with data from interviews conducted across the literary sector and analysis of organisational documentation. Through these a gap has been identified between the policies and operations of a civic cultural organisation, and the desires of those engaged within the literary community. This gap is caused, in part, by the lack of a mechanism with which to reconcile contrasting narratives about the cultural essence of the city, or to negotiate the variations in definitions of value in relation to cultural engagement. The interdisciplinary approach builds upon insights from existing work within publishing studies, cultural policy, complexity theory and organisational studies to construct an understanding of the dynamics of Glasgow’s literary sector. This reveals the need for a framework in support of a landscape of practice, a desire for the placement of boundary objects to facilitate engagement, and the significance of value in relation to participation in literary activity. This work informs a strategy for literary Glasgow and contributes to conversations on strategies for cultural development in other cities.
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Wallin, Carol. "Development of writing for Spanish dominant limited English students in various models of primary education." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/631.
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Yousef, Dalia Abdullah. "Strategies ESL Saudi Arabian Graduate Students Use to Learn New Academic Vocabulary Across Domains." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1554976746592993.
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Brinkley, Steven. "Reading Heart of Darkness in the ESL/EFL Classroom : A Case Study in Student Response to Literary Didactic Methodologies Designed to Enhance Aesthetic and Efferent Reading of a Literary Text in Language Instruction." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39257.
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The purpose of this degree project has been to examine the implications of the provision of certain methodological support mechanisms, what has often been referred to as "instructional scaffolding" in literary didactics, to assist students in the ESL/EFL classroom in their interaction with the various literary texts into which they come into contact during their English language education at the upper secondary level in Sweden. My primary interest has been to gauge the response of the students involved in this study to the particular types of literary didactic methods utilized, for example, regarding their effectiveness in aiding the learning process as well as their impact on the literary, or aesthetic, experience itself. An analysis of student responses to a literature instruction module based on a reading of Joseph Conrad's Heart of Darkness will demonstrate that certain forms of literary didactic methods in general, and significantly, particular forms of what can be conceptualized as instructional scaffolding, play a crucial role for both the learning process and the student's aesthetic experience of literature.
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Nyström, Louise, and Milanda Gultekin. "Written corrective feedback in the writing classroom for young English Second Language Learners." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29586.
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Feedback can be given in many different forms, and the type that is written and strives to either correct students written errors or support their overall writing ability is suitably enough referred to as written corrective feedback (WCF) of which there are two main types of: indirect and direct WCF. We know that second language writers meet many obstacles, be that lack of motivation and vocabulary or misspellings and phrasal issues; nonetheless, teachers thought processes about what type of feedback to give on what type of error is of importance for the continuation of the development of sound feedback approaches. Therefore, we intend to investigate English teachers perceptions on the WCF they give with the help of the following research questions: What are primary school English teachers’ perceptions about WCF in order to promote their ESL students writing development? What are primary school English teachers’ perceptions regarding their choice between written direct CF or written indirect CF on their ESL students written production?To investigate these questions we wrote an interview guide, and conducted interviews with seven teachers in 4th to 6th grade, asking about their perceptions on the development of writing in English as a second language and how they would describe their corrective feedback and their thought process on what type to give and when to give it on their student’s writing. Our findings showed that all teachers acknowledged two types of students in their ESL classroom: the high proficiency and the low proficiency. The low proficiency need more direct, clear and specific corrections on most of their writing whilst the high proficiency benefit from more indirect CF in order to make use of their metacognitive thinking skills. The findings also revealed that teachers choose to use indirect or direct CF based on the activity and whether the purpose is to learn grammar or not. If the focus is grammar, they would choose direct CF, and if it was to write a fictional story, they would give more indirect CF in order to not stifle the student’s creative process and “take the fun out of it”. Our study points to a need of more research within the field of feedback in general, since there is not much evidence showing what approaches are the most beneficial. Another issue is that there are practically no guidelines for teachers to follow, telling them what type to choose and for what activities. This is something for future research to dig deeper into.
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Patah, Luciane Kalil. "Relações entre os desempenhos em nomeação rápida, consciência fonêmica, conhecimento de letras e leitura escrita em 1° e 2° ano do Ensino Fundamental." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-17092012-120615/.
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Este estudo teve o objetivo de descrever e comparar os desempenhos de alunos do 1º e do 2º ano do Ensino Fundamental em tarefas de consciência fonêmica, nomeação rápida, conhecimento de letras, leitura e escrita, bem como verificar a associação entre os resultados obtidos nas provas aplicadas. Participaram da pesquisa 60 crianças entre 5:9 e 7:5 anos de idade que estudavam em escolas da Rede Municipal da região central de Pindamonhangaba. Os sujeitos não apresentavam queixas nem alterações quanto a linguagem e aprendizagem. Para a aplicação das provas experimentais foram utilizados: CONFIAS-Consciência Fonológica: instrumento de avaliação sequencial, (MOOJEN et al, 2003) para avaliação de consciência fonêmica; prova de nomeação rápida do teste CTOPP- Comprehensive Test of Phonological Processing, de WAGNER, TORGESEN, e RASHOTTE (1999), adaptada por ROSAL (2002) e por SIMÕES (2006); prova de conhecimento de letras utilizada por CARDOSO-MARTINS (2006); e as listas de palavras reais e inventadas de PINHEIRO (1994) com a redução de número de palavras proposta por HERRERO (2007) para avaliação de leitura e de escrita. Para discussão dos resultados, os sujeitos foram divididos em dois grupos: GP1 (1º ano) e GP2 (2º ano). Ao comparar os dois grupos, os resultados indicaram melhor desempenho no GP2 em: todos os subtestes de leitura e escrita, todos os subtestes de consciência fonêmica, nomeação rápida de itens alfanuméricos e conhecimento de letras. Na comparação entre os subtestes da consciência fonêmica, os resultados evidenciaram melhor desempenho em tarefas cujo fonema-alvo está no início das palavras e pior desempenho em subtestes de segmentação e transposição. Na nomeação rápida, as diferenças entre os subtestes dependeram do ano escolar; assim, o melhor desempenho ocorreu em números (GP1 e GP2) e letras (GP2) e o pior desempenho foi em nomeação rápida de letras para o GP1e de cores para o GP2. Foram encontradas correlações positivas das habilidades de processamento fonológico com a leitura e com a escrita, mas estas correlações dependeram dos subtestes e do ano escolar. Além disso, os resultados indicaram associação do conhecimento de letras com 9 habilidades de processamento fonológico e de leitura e escrita, sendo observado que tal associação torna-se menos evidente com a escolarização.<br>The aim of this study was to describe and compare the performance of students from 1st and 2nd fundamental scholar degree in tasks of phonemic awareness, rapid naming, letter knowledge, reading and writing and to verify the association between the results from the tasks. Participated from the study 60 children aged from 5:9 to 7:5 years-old from municipal schools at Pindamonhangaba central area. Subjects did not present any complaints or difficulties related to language and learning development. Experimental tests applied were: CONFIAS-Consciência Fonológica: instrumento de avaliação sequencial, (MOOJEN et al, 2003) to test phonemic awareness; rapid naming test from CTOPP- Comprehensive Test of Phonological Processing (WAGNER, TORGESEN, and RASHOTTE, 1999), adapted to Brazilian Portuguese by ROSAL (2002) and SIMÕES (2006); letter knowledge test (CARDOSO-MARTINS, 2006); and list of words and invented words (PINHEIRO, 1994) reduced as proposed by HERRERO (2007) for reading and writing testing. Subjects were separated into two groups: GP1 (1st grade) e GP2 (2nd grade). Comparison between groups indicated better performance for GP2 at all reading and writing subtests, all phonemic awareness subtests, alphanumeric rapid naming subtests and letter knowledge. Comparison among phonemic awareness subtests demonstrated better performance in tasks when target-phoneme were in the beginning of words and worst performance at segmentation and reverse abilities. In rapid naming differences depended on the school grade. The best performance was at digits rapid naming task for both GP1 and GP2 and letter rapid naming task for GP2 while the worst performance was at letter naming task for GP1 and color naming task for GP2. Positive correlations were observed between phonological processing abilities and reading and writing tasks depending on the subtests and school grade. Results also indicated positive association among letter knowledge, phonological processing abilities and reading and writing tasks but less associated to school effects.
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Sundelin, Mattias. "Games in Second-Language Teaching : Using Minecraft to Facilitate the Development of Reading, Listening, Writing and Speaking Skills in English." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37366.
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Mhlongo, Hlengiwe Romualda. "The use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schools." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1523.
Full textAbstract:
A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017<br>This study is aimed at investigating whether or not the use of the reading-response journal as a strategy can yield any positive results in enhancing development of writing skills among learners. The study was conducted as a case study in one of the Further Education and Training (FET) phase schools under uThungulu district, within the province of Kwa-Zulu Natal in South Africa.
It included verification of the FET phase learners’ level of competency in writing skills. This was done through interviewing the English First Additional Language (FAL) teacher of the target class in the FET phase. The study targeted English FAL grade eleven learners since journal writing is part of their curriculum. The sample of thirty learners was conveniently selected. The qualitative method was employed for the collection of data; task-based activities and interviews were used as instruments for data collection. This study is underpinned by the reader-response theory and it sought to; (a) find out the views of learners on the use of the reading-response journal writing as a strategy to develop writing skills, (b) to determine the learners’ views on the intervention programme of the reading-response journals in the development of writing skills and (c) the experiences of English FAL learners as participants in the activities of journal writing. Learners were given three different tasks which required them to write essays. The findings revealed that learners are generally resistant to reading and writing. The learners also lament that it takes too long before the educator can bring back feedback on their written tasks, that demotivates them. The findings also revealed that some teachers regard the teaching of writing skills as an optional task to do, yet it is prescribed in the Curriculum and Assessment Policy Statement (CAPS) document of English FAL in the FET phase. In addition, there is resistance from teachers to use innovative methods of developing writing skills such as journal writing and diary entries, among others. Lastly, the learners showed significant improvement in their writing skills as they participated in the intervention programme. There was significant improvement in their individual performance from task one, to task two and task three. Finally, the study recommended that the Department of Basic Education officials should consider reviewing the pupil-teacher ratio for language teachers so that they can do justice to the teaching of all language aspects including writing skills. Further research on other types of journal writing was also recommended.