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Journal articles on the topic 'Reading-writing relationship'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Jiménez, Juan E., and Maria A. Rumeau. "Writing Disorders and Their Relationship to Reading-Writing Methods." Journal of Learning Disabilities 22, no. 3 (1989): 195–99. http://dx.doi.org/10.1177/002221948902200312.

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2

Seo, Ju Young. "Writing-Reading Relationship of Elementary Students at Risk for Writing Disabilities." Korean Journal of Special Education 50, no. 1 (2015): 99–109. http://dx.doi.org/10.15861/kjse.2015.50.1.99.

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Wong, Yu Ka. "Exploring the reading–writing relationship in young Chinese language learners’ sentence writing." Reading and Writing 31, no. 4 (2018): 945–64. http://dx.doi.org/10.1007/s11145-018-9820-2.

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4

Mais Nurullayeva, Sevinj. "Development of children’s reading and writing skills at level of primary education in Azerbaijan." SCIENTIFIC WORK 56, no. 07 (2020): 93–95. http://dx.doi.org/10.36719/2663-4619/56/93-95.

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Human beings perceive of the outside world by listening and reading skills; he also conveys his emotions, thoughts, dreams and impressions to his opponents with his speaking and writing skills. In other words, listening and reading comprehension, speaking and writing is the ability to explain. For this, developing reading, writing skills in primary school children is important. The relationship between this skills should be well understood and attention should be paid to these skills in education and training. Key words: Primary education, researches, reading, writing, relationship of reading

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Najmi, Najmi, Atmazaki Atmazaki, and Abdurrahman Abdurrahman. "RELATIONSHIPS BETWEEN READING SKILL AND WRITING SKILL OF POPULAR ARTICLES BASED ON CLASS STUDY CLASS XI SMA NEGERI 5 PADANG." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 8, no. 1 (2018): 29. http://dx.doi.org/10.24036/ld.v8i1.10344.

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This research is purposed to explain subsequent concerns. Describe the relationship between student’s critical ability and student’s popular-article writing skill in class XI SMA Negeri 5 Padang and describe the relationship between critical reading ability and popular-article writing skill based on student’s visual learners, auditory learners, tactual learners at class XI SMA Negeri 5 Padang. This correlation research is taken population of students in class XI SMA Negeri 5 Padang year of school 2013/2014. Sample collection in 30 students this research is conducted by using proportional rando

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Grabe, William, and Cui Zhang. "Reading-writing relationships in first and second language academic literacy development." Language Teaching 49, no. 3 (2016): 339–55. http://dx.doi.org/10.1017/s0261444816000082.

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Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this relationship are commonly identified in other ways. For example, research on summarizing skills is an aspect of abilities that come under reading-writing relations. Similarly, topics including synthesis writing, note-taking, plagiarism, content-driven essa

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Olivier, Christina Ethel, and Liswani Simasiku. "Exploring Reading & Writing Relationships in Grade Five." Journal of English Language and Literature 3, no. 2 (2015): 246–52. http://dx.doi.org/10.17722/jell.v3i2.48.

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The study investigated the relationship between reading and writing with Grade Five learners. The objective of the study was to investigate whether extensive reading and practice in writing enhance learners’ reading and writing skills. The sample for the study consisted of eighty Grade Five learners at a school in an informal settlement in Windhoek. The methods used were questionnaire and case study surveys, and a quasi-experiment. A questionnaire survey and a pre-test administered to both groups were followed by intervention. Qualitative data were gathered means of a case study, while quantit

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Lee, Sy-Ying, and Stephen Krashen. "Writing Apprehension in Chinese as a First Language." ITL - International Journal of Applied Linguistics 115-116 (January 1, 1997): 27–37. http://dx.doi.org/10.1075/itl.115-116.02lee.

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Abstract First year high school students in Taiwan filled out a questionniare probing their writing anxiety and leisure reading and writing habits in Chinese. A strong relationship was found between reported writing apprehension and frequency of leisure writing, confirming results reported by Daly and associates with North American English-speaking subjects. In addition, there was evidence of a relationship between writing apprehension and frequency of reading, suggesting that those who read more have lower writing apprehension.

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Mohd Rashid, Rahmah. "The relationship between reading in L1 and EFL writing performance." Social and Management Research Journal 4, no. 1 (2007): 53. http://dx.doi.org/10.24191/smrj.v4i1.5125.

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Earlier studies on reading and writing relationship have shown that what is learned in reading changes as students come to terms with the process (Chall, 1996). Beginning readers are much more word bound or word oriented than those who are proficient readers and writers. As readers develop a comfortable grasp of basic word recognition and spelling, their attention begin to shift to other issues of interpretation and communication. The developmental lines of reading and writing, according to Shanahan, (1997), are sufficiently similar that the two activities can be combined successfully, in diff

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Nofitri, Zartika, and Ena Noveria. "Hubungan Kemampuan Membaca Pemahaman dengan Kemampuan Menulis." Pendidikan Bahasa Indonesia 9, no. 2 (2020): 80. http://dx.doi.org/10.24036/108994-019883.

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ABSTRACTThis article generally aims to determine the ability to read with the ability to write, while specifically to get an idea of the relationship between reading and writing in writing an article. The ability to reading comprehension and write has a very close relationship when viewed from various aspect. This certainly happens because there is continuity between the two language skills. A writer will not be able to produce a good writing if unable and skilled in reading. Skillful in reading here means being able to understand the contents of the reading and know the meaning of the reading

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11

Ilahiyah, Ajeng Inayatul, Diah Maya Andina, Punggulina Andawaty Tiven, and Bambang Yudi Cahyono. "Indonesian EFL students’ reading motivation and writing achievement across gender." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (2019): 119. http://dx.doi.org/10.30659/e.4.2.119-131.

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The inseparable linkage between reading and writing has gained a crucial emphasis on language learning. It has been regarded as a constructive issue for the improvement in teaching English skills. However, little attention is given to the underlying relationship between students’ motivation in reading and their achievement in writing. This current research aimed at the correlation between students' reading motivation and their writing achievement across gender. It involved 50 third-year EFL students enrolled essay writing course divided into two classes in the ELT department. The quantitative

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12

Pae, Tae-Il. "EFFECTS OF TASK TYPE AND L2 PROFICIENCY ON THE RELATIONSHIP BETWEEN L1 AND L2 IN READING AND WRITING." Studies in Second Language Acquisition 40, no. 1 (2017): 63–90. http://dx.doi.org/10.1017/s0272263116000462.

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This study systematically examines the moderating effects of task type and L2 proficiency on the relationship between L1 and L2 simultaneously across reading and writing tasks with different levels of cognitive complexity. Main and moderating effects were evaluated through structural equation modeling analyses. First, both L1 skills and L2 proficiency were significant independent predictors of L2 reading and writing performance across tasks with different levels of cognitive complexity. Second, L2 proficiency had a much greater effect on L2 reading and writing performance across tasks with dif

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13

Schoonen, Rob. "Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL." Reading and Writing 32, no. 3 (2018): 511–35. http://dx.doi.org/10.1007/s11145-018-9874-1.

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Janopoulos, Michael. "The Relationship of Pleasure Reading and Second Language Writing Proficiency." TESOL Quarterly 20, no. 4 (1986): 763. http://dx.doi.org/10.2307/3586526.

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15

Wang, Amber Yayin. "Exploring the relationship of creative thinking to reading and writing." Thinking Skills and Creativity 7, no. 1 (2012): 38–47. http://dx.doi.org/10.1016/j.tsc.2011.09.001.

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BROEKKAMP, HEIN, TANJA JANSSEN, and HUUB BERGH. "Is There a Relationship Between Literature Reading and Creative Writing?" Journal of Creative Behavior 43, no. 4 (2009): 281–97. http://dx.doi.org/10.1002/j.2162-6057.2009.tb01319.x.

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김희영 and 배정옥. "The Relationship of Collocation Competence with Reading and Writing Skills." English Teaching 67, no. 3 (2012): 95–119. http://dx.doi.org/10.15858/engtea.67.3.201209.95.

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18

Zhang, Xiaoyan. "Reading–writing integrated tasks, comprehensive corrective feedback, and EFL writing development." Language Teaching Research 21, no. 2 (2016): 217–40. http://dx.doi.org/10.1177/1362168815623291.

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The study examines whether there is any difference between the effects of a reading–writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners’ writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language accuracy of the writing resulting from the integrated task. It also explores the possible relationships among language, content alignment and language accuracy and the relationship between language alignment and content alignment. To this end, a quasi-e

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Napigkit, Chorla Q., and Elmira C. Rodriguez. "Receptive Skill in Reading Correlates with Students’ Writing Competence." JPAIR Institutional Research 9, no. 9 (2017): 124. http://dx.doi.org/10.7719/irj.v9i9.496.

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A good reading comprehension could result to a better writing competence. However, a number of the Bachelor of Elementary Education students of Jose Rizal Memorial State University – Tampilisan Campus were observed to be a bit weak in the use of receptive and productive skills as evidenced by their responses in the teaching-learning situations. The study assessed the level of the receptive and productive skills of the 1st year BEEd students of JRMSU-TC, S.Y. 2012-2013. The study used the descriptive-evaluative method to determine the level of the receptive skills, namely, listening and reading

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Winiharti, Menik, and Djuria Suprato. "Is College Students' Reading Habit Truly Related to Their Writing Ability?" Humaniora 11, no. 2 (2020): 101–10. http://dx.doi.org/10.21512/humaniora.v11i2.6427.

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The research aimed to describe college students’ reading habits and find the relationship between their reading habits and their writing ability. The data were collected from 50 non-English Department students who took English subject whose content was English language skills, including reading and writing. A questionnaire about reading habits was created and distributed to these students. Then in the classroom, they were assigned to write an essay about a topic they like twice. The analysis was done by analyzing the questionnaire’s results on reading habits, then comparing these results with

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Juan, Wang, Li Qing, Li Xiaoxue, and Zhao Yuru. "The New Teaching Model of the Integration of English Reading and Writing in High School." IRA International Journal of Education and Multidisciplinary Studies 16, no. 4 (2020): 253. http://dx.doi.org/10.21013/jems.v16.n4.p7.

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<p>Reading and writing are two important parts of high school English teaching. Reading is the main way for students to input information, while writing is an important form of outputting information and a comprehensive reflection of students' English ability. Therefore, reading and writing content should be closely linked. However, in the practical teaching practice, teachers often separate reading teaching from writing teaching and fail to guide students to realize the complementary relationship between reading and writing, which often leads to low teaching performance and insignifican

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22

Bonifacci, Paola, Lucia Candria, and Silvana Contento. "Reading and writing: what is the relationship with anxiety and depression?" Reading and Writing 21, no. 6 (2007): 609–25. http://dx.doi.org/10.1007/s11145-007-9078-6.

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23

Stoian, Claudia Elena. "The contribution of free reading to students’ writing proficiency in EFL." Global Journal of Foreign Language Teaching 6, no. 2 (2016): 93. http://dx.doi.org/10.18844/gjflt.v6i2.988.

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Many factors contribute to students’ writing proficiency. This paper intends to find out whether free reading is one of them. A group of Romanian students of English as a foreign language has been tested for their amount of free reading and writing proficiency. Students’ scores on the two tasks have been compared by calculating the Pearson’s product-moment correlation coefficient. The degree of covariance obtained is quite weak, showing no significant relationship between free reading and writing proficiency. However, the coefficients of all the variables observed are higher than zero, which c

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Li, Zhanfang. "A Case Study of Two College Students’ Reading Strategies and Their Writing Styles." Journal of Arts and Humanities 5, no. 7 (2016): 15. http://dx.doi.org/10.18533/journal.v5i7.972.

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<p>The importance of integrating reading and writing has aroused many people’s interest, and how to bridge the gap between input (reading) and output (writing) is regarded as an urgent necessity. However, input does not equal to intake, and to achieve the stage of intake, the reader’s conscious attention to the input is necessary, which is commonly realized in the reading process, either by intensive reading (focus-on-form) or extensive reading (focus-on-meaning). Previous studies put more emphasis on extensive reading, while this study is based on the assumed different effects of readin

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25

Bal, Mazhar. "Reading and Writing Experiences of Middle School Students in the Digital Age: Wattpad Sample." International Journal of Education and Literacy Studies 6, no. 2 (2018): 89. http://dx.doi.org/10.7575/aiac.ijels.v.6n.2p.89.

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This study aimed to determine the in-school and out-of-school reading and writing experiences of middle school students. This study used phenomenology from qualitative research methods. All 12 participants (8 female, 4 male) were middle school grade 6 students. Various data collection techniques were employed: a survey and a semi-structured interview about the use of Wattpad, a semi-structured interview about the Turkish language subject, a semi-structured interview about the relationship between in-school and out-of-school reading and writing experiences, a diary of the students’ Wattpad read

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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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Ballock, Ellen, Vicki McQuitty, and Scot McNary. "An Exploration of Professional Knowledge Needed for Reading and Responding to Student Writing." Journal of Teacher Education 69, no. 1 (2017): 56–68. http://dx.doi.org/10.1177/0022487117702576.

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This study explored the knowledge elementary teachers need for one core practice: reading and responding to students’ writing. Forty-five preservice teachers read and responded to an elementary student’s narrative writing sample. Using teacher noticing as a framework, we first decomposed the practice into five components indicative of differences in teachers’ attention to writing features, reasoning about those features, and suggested responses. We used multiple correspondence analyses to investigate potential underlying relationships among components and developed cases to highlight one under

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Zahara, Dina, and Afnita Afnita. "Korelasi Keterampilan Membaca Pemahaman Teks Deskripsi dengan Keterampilan Menulis Teks Deskripsi Siswa Kelas VII SMP Negeri 1 Bonjol." Diksa : Pendidikan Bahasa dan Sastra Indonesia 6, no. 2 (2020): 83–92. http://dx.doi.org/10.33369/diksa.v6i2.11062.

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The purpose of this study was to determine the relationship between the reading comprehension skills of the descriptive text and the writing skills of the seventh grade students of SMP Negeri 1 Bonjol. This research used quantitative research using a descriptive correlational design. In this study, there were two variables, namely the X variable and the Y variable. The X variable was the reading comprehension skill, while the Y variable was the description text writing skill. The research instruments were objective tests and performance tests. The data of this study are the results of the read

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Hamrick, Will iam S. "Reading Merleau-Ponty Reading Montaigne." Chiasmi International 22 (2020): 369–83. http://dx.doi.org/10.5840/chiasmi20202233.

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Phenomenologists have always been concerned with the relationships between their methods and the life that sustains and instructs them, and which are, in turn, instructed by it. In its most general form, it is a question of relationships between philosophy and non-philosophy. Maurice Merleau-Ponty conceives of these connections in terms of a reversible inside-outside dynamic from at least Phenomenology of Perception to his unpublished manuscripts. No philosopher better illustrates this dialectic of life and ideas than Michel de Montaigne, whose life and work are the subject of “Reading Montaig

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Ria, Ria, Atmazaki Atmazaki, and Abdurahman Abdurahman. "THE RELATIONSHIP OF READING INTEREST AND LEARNING MOTIVATION WITH NEWS WRITING SKILLS OF GRADE VIII STUDENTS SMP N 24 PADANG." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 16, no. 1 (2015): 79. http://dx.doi.org/10.24036/komposisi.v16i1.8046.

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HUBUNGAN MINAT BACA DAN MOTIVASI BELAJAR DENGAN KETERAMPILAN MENULIS BERITA SISWA KELAS VIII SMP NEGERI 24 PADANGAbstractThis study aims to explain the following. First, the relationship of reading interest, news writing skill of grade VIII students SMP Negeri 24 Padang. Secondly, the relationship between learning motivation with news writing skills of grade VIII students. Third, the relationship between reading interest and learning motivation with news writing skills of grade VIII students. The population was grade VIII students. Samples are 40 students grade VIII students SMP Negeri 24 Pada

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Reutzel, Pamela, Kathleen AJ Mohr, and Cindy D. Jones. "Exploring the relationship between letter recognition and handwriting in early literacy development." Journal of Early Childhood Literacy 19, no. 3 (2017): 349–74. http://dx.doi.org/10.1177/1468798417728099.

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Previous research has demonstrated correlation between letter-naming and letter-writing fluency, and a relationship between letter-naming fluency and successful reading development. Awareness of critical features of letters has received less attention as a part of handwriting development, but it is theorized to also play a role in letter-writing fluency. This study sought to delineate possible components of letter-writing fluency using four related tasks with kindergarten students. Results confirm the correlation between letter-naming and letter-writing fluency and indicate that recognition an

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Mackie, Clare, and Julie E. Dockrell. "The Nature of Written Language Deficits in Children With SLI." Journal of Speech, Language, and Hearing Research 47, no. 6 (2004): 1469–83. http://dx.doi.org/10.1044/1092-4388(2004/109).

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Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship between oral and written language. Eleven children with SLI were identified (mean age = 11 years) and were compared with a group of children matched for chronological age (CA; mean age = 11;2 [years;months]) and language age (LA; mean CA = 7;3).

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Stollfuß, Sven. "Platformized book prosumption on Wattpad: Reading and writing in the case of a pandemic diary." Book 2.0 11, no. 1 (2021): 139–55. http://dx.doi.org/10.1386/btwo_00049_1.

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This article investigates how readers and writers engage on the Wattpad platform. As examples of the digitalization of book culture, platforms such as Wattpad allow converging practices of reading and writing by means of collaborative community actions of prosumption in a data-driven environment of communication and cultural exchange. Following the concepts of prosumption, communities of practice and the platformization of media cultural production, I refer to Wattpad’s converging practices of reading and writing as ‘platformized book prosumption’. To understand how platformized book prosumpti

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B, Trinidad, Stebbins L, and Golden C. "A-047 Examining the relationship between Learning Diagnoses and Social Skills Deficit subscales within the Personality Inventory for Children, Second Edition." Archives of Clinical Neuropsychology 35, no. 6 (2020): 837. http://dx.doi.org/10.1093/arclin/acaa068.047.

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Abstract Objective The present study examined the relationship between the Social Skills Deficit (SSD) subscales obtained on the Personality Inventory for Children, second edition (PIC-2), and diagnoses of three major Learning Disorders (LD) of Math, Reading, and Writing. Method Participants in the present study consisted of 523 children from a mixed clinical sample who were between the ages of 3 to 17 years (M = 9.897, SD = 3.130). Participants were referred to a south Florida neuropsychology community assessment center and completed a full neuropsychological battery. Males composed 64% of th

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Lutfiati, Rizka Riyani, and Fitri Wahyuni. "Ta’līm al-Lugah al-‘Arabiyyah bimajāl Mahārah al-Qirā’ah wa al-Kitābah." Aphorisme: Journal of Arabic Language, Literature, and Education 2, no. 1 (2021): 33–46. http://dx.doi.org/10.37680/aphorisme.v2i1.626.

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In studying language, vocabulary is the key to understand language lesson. It is similar in learning Arabic. The vocabulary is important. In learning Arabic, there four skills. They are listening, writing, reading, and speaking. All students should have a lot of vocabulary. The main purpose of this research are: (1) to describe the intensity of reading vocabulary of the second grade students at Arrisalah Islamic Boarding School, (2) to describe the writing skills of the second grade students at Arrisalah Islamic Boarding School, (3) to understand the effect of vocabulary reading intensity to i

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Choi, Jihye, Youngsun Moon, Jin Kyung Paek, and Yusun Kang. "Examining the Relationship between Reading and Writing of Advanced Korean EFL Learners." Korean Journal of Applied Linguistics 34, no. 1 (2018): 91–116. http://dx.doi.org/10.17154/kjal.2018.3.34.1.91.

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Shanahan, Timothy, and Richard G. Lomax. "An analysis and comparison of theoretical models of the readingwriting relationship." Journal of Educational Psychology 78, no. 2 (1986): 116–23. http://dx.doi.org/10.1037/0022-0663.78.2.116.

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S�vik, Nils, Marit Samuelstuen, Kyrre Svarva, and Alfred Lie. "The relationship between linguistic characteristics and reading/writing performances of Norwegian children." Reading and Writing 8, no. 2 (1996): 199–216. http://dx.doi.org/10.1007/bf00555370.

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Apriyenti, Lisa, and Tressyalina Tressyalina. "KORELASI KETERAMPILAN MEMBACA APRESIATIF DENGAN KETERAMPILAN MENULIS TEKS CERPEN SISWA KELAS XI SMA ADABIAH 2 PADANG." Pendidikan Bahasa Indonesia 9, no. 1 (2020): 121. http://dx.doi.org/10.24036/108272-019883.

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ABSTRACT The purpose of this research was to describe things as follows. First, describes the skills of reading appreciative grade XI Senior High School 2 Padang. Second, it describes the writing skills text cerpen grade XI Senior High School 2 Padang. Third, explain the relationship between the reading appreciative with writing skill text cerpen grade XI Senior High School 2 Padang. This type of research correlation between appreciative reading skills and writing skills text cerpen of grade XI Senior High School 2 Padang is quantitative research with descriptive methods. Based on the reslt of

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SHATIL, EVELYN, DAVID L. SHARE, and IRIS LEVIN. "On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew." Applied Psycholinguistics 21, no. 1 (2000): 1–21. http://dx.doi.org/10.1017/s0142716400001016.

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This longitudinal study examined the relationship between kindergarten word writing and grade 1 literacy in a large sample of Israeli children. In kindergarten, a majority of children produced writing which displayed most of the graphospatial characteristics of conventional word writing, although only one-third of the children demonstrated a working knowledge of the alphabetic principle. Kindergarten writing significantly predicted variance in all three measures of grade 1 literacy (decoding, spelling, and reading comprehension), even after controlling for general intelligence. We also investi

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Li, Hehui, Jia Zhang, and Guosheng Ding. "Reading across writing systems: A meta-analysis of the neural correlates for first and second language reading." Bilingualism: Language and Cognition 24, no. 3 (2021): 537–48. http://dx.doi.org/10.1017/s136672892000070x.

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AbstractNumerous studies have investigated the neural correlates of reading in two languages. However, reliable conclusions have not been established as to the relationship of the neural correlates underlying reading in the first (L1) and second (L2) language. Here, we conduct meta-analyses to address this issue. We found that compared to L1, the left inferior parietal lobule showed greater activation during L2 processing across all bilingual studies. We then divided the literature into two categories: bilingual participants who learned two languages with different writing systems and bilingua

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Naluri, Kekeh, and Emidar Emidar. "KORELASI KETERAMPILAN MEMBACA PEMAHAMAN DAN KETERAMPILAN MENULIS TEKS EKSPOSISI SISWA KELAS X SMA NEGERI 1 PADANG PANJANG." Pendidikan Bahasa Indonesia 8, no. 3 (2020): 195. http://dx.doi.org/10.24036/107516-019883.

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ABSTRACT The purpose of this study is to describe reading comprehension skills, exposition text writing skills, and correlation reading comprehension skills and exposition text writing skills of class X students of Padang Panjang High School. The results of this study are three, namely (1) reading comprehension skills of students of class X exposition in SMA Negeri 1 Padang Panjang are in good qualifications, with an average value (80.68), (2) writing skills of students exposition writing class X SMA Negeri 1 Padang Panjang is in good qualifications with an average grade (82.52), (3) there is

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Ayuni, Qurrata, and Tressyalina Tressyalina. "KORELASI KETERAMPILAN MEMBACA PEMAHAMAN DENGAN KETERAMPILAN MENULIS TEKS DESKRIPSI SISWA KELAS VII SMP NEGERI 20 PADANG." Pendidikan Bahasa Indonesia 8, no. 1 (2019): 168. http://dx.doi.org/10.24036/103932-019883.

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ABSTRACT The purpose of this research was to describe things as follows. First, it describes the skills of reading comprehension grade VII JUNIOR 20 Country field. Second, it describes the writing skills text description grade VII JUNIOR 20 Country field. Third, explain the relationship between the keterampilaan reading comprehension with writing skills text description grade VII JUNIOR 20 Country field. Type of this research is quantitative research with the method korelasional. The research design used was the korelasional relationship of two variables. The population of this research grade

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Wang, Chaochang, and Chu-Tai Ho. "Extensive Reading for University EFL Learners: Its Effects and Both Teachers' and Learners' Views." Journal of Language Teaching and Research 10, no. 4 (2019): 692. http://dx.doi.org/10.17507/jltr.1004.04.

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The effect of reading on general communicative competence remains a focus of second language acquisition research. Extensive reading, in particular, provides rich input and helps learners acquire languages. Research has provided findings that support the value of extensive reading (ER); however, there is scant evidence to date showing the relationship of extensive reading to overall competence and, particularly, writing competence. The present study investigated the relationship of ER to overall English language competence as well as teachers’ and students’ views about its implementation. The

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Bisiacchi, Patrizia S., Lisa Cipolotti, and Gianfranco Denes. "Impairment in Processing Meaningless Verbal Material in Several Modalities: The Relationship between Short-term Memory and Phonological Skills." Quarterly Journal of Experimental Psychology Section A 41, no. 2 (1989): 293–319. http://dx.doi.org/10.1080/14640748908402367.

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Phonological processing abilities were studied in a patient who, following focal brain damage, showed selective impairment in non-word reading, writing, and repetition and also a severe short-term memory (STM) deficit specific for auditorily presented verbal material. The patient could execute tasks involving phonemic manipulation and awareness perfectly. Our data, in contrast with earlier observations in a case of developmental phonological dyslexia, show that acquired impairment in non-word reading, writing, repetition, and immediate memory may occur despite good phonological processing abil

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Prianggita, Veny Agustini, and Mochammad Habibi. "The Correlation between Students’ Reading Comprehension and Their Writing Skill at MTsN 5 Pandeglang." Journal of English Education Studies 1, no. 1 (2018): 61–72. http://dx.doi.org/10.30653/005.201811.1.

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This study discusses the ability to read and write. The study aims to answer some problems, namely: 1) Knowing students’ reading comprehension, 2) Knowing students’ writing skill, and 3) To obtain whether there is a significant relationship between students' reading comprehension and writing skills or not. This research uses Mix method. The population is 183 students of MTs. Negeri 5 Pandeglang. The researcher took 30 students as sample. To test the research hypothesis, the researcher collected data analysis using inferential statistical techniques using Product Moment formula. The finding of

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Fanno, Bimma Geo, and Afnita Afnita. "KORELASI KETERAMPILAN MEMBACA PEMAHAMAN TEKS BERITA DENGAN KETERAMPILAN MENULIS TEKS BERITA SISWA KELAS VIII SMP NEGERI 18 PADANG." Pendidikan Bahasa Indonesia 8, no. 2 (2019): 39. http://dx.doi.org/10.24036/103912-019883.

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ABSTRACT The purpose of this research there are three. First, it describes the skills of reading comprehension text news grade VIII SMP Negeri Padang 18. Second, the governing text news writing skills of students of class VIII SMP Negeri Padang 18. Third, to analyze the correlation between the skills of reading comprehension texts with news writing skills text news grade VIII SMP Negeri Padang 18. Type of this research is a descriptive method quantitative research. The research design used was the korelasional relationship of two variables. The population of this research grade VIII SMP Negeri

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Kakoty, Dr Atonu. "LLS use and Proficiency: Assamese ESL Learner’s Context." SMART MOVES JOURNAL IJELLH 8, no. 7 (2020): 60–68. http://dx.doi.org/10.24113/ijellh.v8i7.10657.

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This paper studies the relationship of Language Learning Strategies (LLS) use and proficiency. Four hundred and fifty undergraduate Assamese ESL learners from three colleges of Dibrugarh University, Assam participated in the study. The aim of the paper is to investigate the relationship of Assamese ESL Learner’s use of LLS and reading and writing proficiency in English. A Strategy Inventory for Language Learning (SILL) based questionnaire is used to identify learner’s use of LLS and a reading and writing activity questionnaire is used to measure learner’s proficiency. The participants answered

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Ralli, Asimina, Dimitra Karagiannopoulou та Ilektra Antaraki. "Η σχέση μεταξύ των γλωσσικών και των ψυχοκοινωνικών δεξιοτήτων των μαθητών: Εκπαιδευτικές προεκτάσεις". Preschool and Primary Education 5, № 1 (2017): 84. http://dx.doi.org/10.12681/ppej.10756.

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Literacy and psychosocial competence are very critical factors for school achievement. Most of the relevant studies have focused mainly on the relationship between reading skills and behaviour problems without investigating other literacy factors such as writing skills, as well as other aspects of psychosocial skills, such as social, emotional and school competence. The main purpose of this study was to investigate the relationship between literacy (reading-writing skills) and psychosocial competence (social, emotional, school competence and behaviour problems) in typically developing primary

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Aieny, Melani Putri, and Irfani Basri. "KORELASI KETERAMPILAN MEMBACA PEMAHAMAN TEKS EKSPOSISI DENGAN KETERAMPILAN MENULIS TEKS EKSPOSISI SISWA KELAS VIII SMP NEGERI 34 PADANG." Pendidikan Bahasa Indonesia 9, no. 1 (2020): 127. http://dx.doi.org/10.24036/108273-019883.

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ABSTRACT The purpose of this research was to describe things as follows. First, describes the reading skills in understanding of exposition textgrade VIIIJunior High School 34 Padang. Second, it describes the writing skills of expositon textgrade VIIIJunior High School 34 Padang. Third, explain the relationship between the reading skills in understanding of exposition text with writing skills of expositon textgrade VIIIJunior High School 34 Padang. This type of research correlation between the reading skills in understanding of exposition textwith writing skills of exposition text grade VIIIJu

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