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Dissertations / Theses on the topic 'Suggestion of reading and writing teaching'

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Published: 4 June 2021

Last updated: 3 February 2022

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1

Santos, Carlos Alberto Daniel dos. "Proposta de ensino de leitura e escrita, por meio de discriminações condicionais aplicadas com software, para jovens e adultos de um curso de EJA." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/16008.

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Made available in DSpace on 2016-04-28T20:56:26Z (GMT). No. of bitstreams: 1 Carlos Alberto Daniel dos Santos.pdf: 1671061 bytes, checksum: b1b6932332dc1d25cd8dcf12f4f7b552 (MD5) Previous issue date: 2011-09-30<br>The present study has had as goal the application and valuation of a suggestion of reading and writing teaching, for students with a history of scholar failure, and that attend the education for young and grown-ups at a private school of the city of São Paulo. The teaching was applied to 11 participants (partakers), during the normal period of class, in the collective context. Afte

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2

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 d

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3

Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.

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Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.

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4

Wissbeck-Kittel, Claudia Eleanore. "Teaching the reading/writing connection in the diverse community college classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1992.

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This thesis argues that with the racial and ethnic diversity becoming more pronounced in the diverse disciplines of the two year college we are going to need to adapt a cultural studies pedagogy in the writing class.

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5

Marks, Lori J. "Learning Strategies for Reading, Writing, and Content Areas." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3574.

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6

Turuk, Kuek Mamour Choul. "Developing critical thinking skills through integrative teaching of reading and writing in the L2 writing classroom." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1063.

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Applying sociocultural principles of mediation, collaboration and scaffolding as the underpinning theory, combined with the integrative teaching of reading and writing method, this study explored how L2 students’ thinking and reasoning abilities as manifested in their argumentative writing skills can be improved. Students’ creative and critical thinking skills and their ability to write logically and intelligently are part of English teaching objectives in the Sudan. However, there are no explicit guidelines on how they could be achieved. In this study therefore, argumentative/persuasive writi

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7

Birtwistle, John. "Reading Recovery : what makes it special?" Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299730.

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8

Withrow, Mark H. Hesse Douglas Dean. "Enhancing students' relationship with language instructional strategies for teaching reading and writing /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115232.

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Thesis (D.A.)--Illinois State University, 1990.<br>Title from title page screen, viewed December 1, 2005. Dissertation Committee: Douglas D. Hesse (chair), Glenn A. Grever, Ronald J. Fortune, Janice Neuleib, Fay F. Bowren. Includes bibliographical references (leaves 209-218) and abstract. Also available in print.

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9

Lumadi, Thabelo Zacharia. "Teaching strategies that teachers use to improve reading and writing in English as first additional language : case study." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1763.

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Thesis (M. Ed.) -- University of Limpopo, 2016<br>This study reflects on the teaching strategies that that teachers use to improve reading and writing in English FAL in the Acornhoek area of Mpumalanga Province. Since the study wanted to have an in-depth understanding of the strategies that teachers use to improve reading and writing, a qualitative methodology was used. It is within this methodology that a case study was adopted whereby three methods of data collection were used, namely: interviewing, observation and documents. Two schools were selected as sites for the study by means of purp

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10

Marks, Lori J. "Addressing the Needs of Students with Reading and Writing Problems." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3713.

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11

Marks, Lori J. "Addressing the Needs of Students with Reading and Writing Problems." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3717.

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12

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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13

Lyon, Karen Diane. "Reading and writing reciprocity through literature-based thematic cycles." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1022.

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14

Booth, V. H. A. "A comparative study of educational techniques alone and in combination with Delicato techniques with children having reading and writing difficulties." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382507.

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15

Wong, So-shan, and 黃素珊. "Teachers' views of methods for teaching reading and writing skills in Chinese and English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962014.

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16

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,

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17

Carlsson, Anna. "Läs- och skrivundervisning i skolan : En intervjuundersökning om hur lärare arbetar för att främja barns grundläggande." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1096.

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<p>Abstract</p><p>The purpose of this research paper is to study which methods teachers are using to develop children’s reading and writing skills. The purpose is also to investigate necessarily conditions to individualize the teaching of reading and writing.</p><p>The qualitative research is based on interviews with six elementary school teachers. The interviewed teachers think that it is important to see every child individually to be able to develop the reading and writing skills. Education can only be stimulating and delightful when it is individualized. In spite of this, the result shows

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18

Lindberg, Glenda Jean. "Literacy through writing." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1821.

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19

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

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20

Zhao, Ruilan. "Exploring Reading and Writing Connections in the Synthesis Writing of Multilingual Students in a Second Language Writing Classroom." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1433507195.

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21

Long, Celeste. "Examining Students' Reflections on Literacy Activities Focused on Poetry Reading and Writing." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/935.

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Motivation, which is based on experience, is crucial in promoting literacy acquisition; however, little research has explored what children experience during literacy activities such as poetry reading and writing. This phenomenological study explored what elementary students experienced during literacy activities focused on poetry. Educational reform inspired by the No Child Left Behind Act of 2001 is based on a narrow range of quantitative research and does not consider the multifaceted nature of literacy and the experiences of the learner. Bruner's psychocultural theory and the belief that a

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22

Allen, Thomas Coley. "Using schema theory to integrate reading and writing process in composition." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/408.

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23

O'Neal, H. Todd. "Family literacy events promoting early reading and writing behaviors." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/865.

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24

Brown, Ruth Paula. "Writing as a tool for learning." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/665.

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25

Brams, Janis A. "Writing and the unconscious." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/409.

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26

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

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27

McEune, Rhona I. H. "An exploration into the processes of adaptation and internalisation which influence teachers in their teaching of literacy : a comparison of English and Austrian pedagogy and practice." Thesis, University of Bath, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341670.

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28

Markskog, David. "Ett dualistiskt förhållande? : En studie om skrivdidaktiska diskurser och läsarter i gymnasieskolans litteraturundervisning." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49355.

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Reading literature is a fundamental element in school work. This study focuses on the problem of pupils’ declining interest in reading literature and their deteriorating reading comprehension. The study seeks the reasons for this change by examining the learning goals of assignments constructed for the teaching of literature in upper secondary school. The assignment culture is studied on the basis of the learning goal viewed from two perspectives: teaching writing and teaching literature. To reveal the assignment culture, the study uses Ivanic’s (2004) discourses of learning to write and Rosen

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29

Heywood, H. Lawrence. "Publishing class books in first grade: Making the reading-writing connection." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1021.

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30

Cameron, Kathleen. "Natural literacy: The link between reading and writing for the emergent reader." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/162.

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31

Harris, Sarah E. "From the Fictional to the Real: Creative Writing and the Reading Public." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/297049.

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In this project, I argue for the importance of public engagement as a method of scholarship for the discipline of creative writing, in writing studies, and the broader humanities. I do so by using historical study, ethnography and survey data, in order to trace the history of creative writing's disciplinarity, define its contemporary practices as socially collaborative and inventive, and show how those practices align with the goals and methods of public engagement projects. This dissertation contributes to a growing body of work in composition studies calling for collaboration between composi

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32

PACHECO, PATRICIA DA SILVA. "THE TEACHING OF READING AND WRITING AND THE LITERATURE: DIALOGISM AND AESTHETICS IN WRITTEN LANGUAGE ACQUISITION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4146@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Este trabalho tem por objetivo estabelecer uma relação entre linguagem e literatura em situações de aquisição da língua escrita, nos primeiros anos do Ensino Fundamental. Concebendo a linguagem, e mais especificamente a literatura, como elemento vivo e histórico fundamental na formação do sujeito, passo a questionar as formas e concepções de ensino da língua materna tendo em vista a existência de um ser leitor desde os anos iniciais da alfabetização. Que concepções de linguagem norteiam seus usos no Ensino Fundamental, de

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33

Chappell, Julie. "Project CHILD and non-Project CHILD School Performance on FCAT Reading, Mathematics and Writing." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2197.

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Project CHILD (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department of Education, this research studies the Project CHILD learning approach on preparing students for success on portions of the Florida Comprehensive Assessment Test (FCAT) using results from fifteen charter schools in the state of Florida, seven participating in Project CHILD and eight non-participating charter schools for the 2008-2009 school-year. Dispersion statistics such as range and standard deviation as well as i

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34

Kim, Jeung Deok. "The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469775445.

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35

Stockseth, Jennifer Leonore. "THE EFFECTS OF GUIDED PROMPTS ON THE WRITTEN RECALLS OF COMMUNITY COLLEGE STUDENTS (COMPREHENSION, READING/WRITING RELATIONSHIPS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183811.

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The purpose of this study was examine the effects of guided recall prompts on the written recalls of community college students. Data were presented relative to the following areas: (1) statistical analysis of frequency of idea units; (2) statistical analysis of frequency as well as proportion of idea units categorized as literal; inferential, text-relevant supplementary, and text-irrelevant supplementary; (3) statistical analysis of frequency as well as proportion of idea supplementary units categorized as relating to character, theme, reader reaction, or none; (4) statistical analysis of ho

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36

Wilken, Curtis B. "An examination of American reading textbooks, 1785-1819, as an expression of eighteenth-century rhetorical theory, and as a precursor to nineteenth-century writing instruction." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259307.

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In this study I examine twenty-five reading textbooks published in America between 1785 and 1819 for their rhetorical theory, pedagogy, and approach to language in order to discover more about the origins of modern writing instruction. The reading textbooks were selected for popularity, needing to go through at least three editions. I also examine four early writing textbooks, all published 1816 and earlier, and compare them to the reading textbooks on the same points.My results show that the dominant rhetorical theorist before 1800 is James Burgh, and not Hugh Blair. After 1800, rhetorical th

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37

Littleton, Brenda Jean. "College-level reading and writing: Considering curriculum from a postmodern perspective." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2912.

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This project presents qualitative investigations into the relation of science systems to education systems, and suggests post modern constructs as models of systemic change, with application toward reading and writing literacy for the college-level adult learning.

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38

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 differenc

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39

O'Gorman, Elizabeth Teresa. "The effects on reading comprehension and writing skills of training inidentifying the status of information in texts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B38626366.

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40

Terrett, Matthew Andrew. "Exploring an exam-practice approach to teaching academic reading and writing in China : teacher perspectives and materials analysis." Thesis, Open University, 2014. http://oro.open.ac.uk/44913/.

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This study explores teacher perceptions of an approach to teaching academic reading and writing that focuses on local English for Academic Purposes (EAP) exams (the Exam-Practice Approach) and presents a textual analysis of the teaching materials. The research context is the EAP component of an international foundation year programme for undergraduate students embarking on Business or Engineering pathways at a British university operating in China. Semi-structured interviews were conducted with English teachers and analysed thematically. This data was enhanced through participant observation,

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41

Libby, Cynthia B. "Literature and writing in kindergarten: A thematic approach." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/751.

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42

Garriga, María Caridad. "A context for developing structural knowledge for academic writing : teaching learning analytic reading and writing in an intermediate english as a second language composition course /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949150069952.

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43

Chan, Sathena Hiu Chong. "Establishing the validity of reading-into-writing test tasks for the UK academic context." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/312629.

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The present study aimed to establish a test development and validation framework of reading-into-writing tests to improve the accountability of using the integrated task type to assess test takers' ability in Academic English. This study applied Weir's (2005) socio-cognitive framework to collect three components of test validity: context validity, cognitive validity and criterion-related validity of two common types of reading-into-writing test tasks (essay task with multiple verbal inputs and essay task with multiple verbal and non-verbal inputs). Through literature review and a series of pil

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44

Beauchemin, Faythe P. "Languaging Relational-Key in Reading, Writing, Language and Literacy Events: A Microethnographic Discourse Analytic Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555600824740447.

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45

Makiwane-Mazinyo, Nokwindla. "Challenges teachers encounter in teaching English reading and writing to the intermediate phase learners in the Uthungulu District schools." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1593.

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A dissertation submitted to the Faculty of Education in partial fulfilment of the Degree of Masters of Education in the Department of Educational Psychology and Special Needs at the University of Zululand, 2017<br>This study is a descriptive survey designed to investigate challenges teachers encounter in teaching English reading and writing in the uThungulu District schools. This study comprised 44 teachers who were purposely sampled on grounds of availability. Views were sampled through the use of a self-made questionnaire. This study addressed three research questions, namely: (i) what are t

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46

Baxter, Natalie Sue. "The Progymnasmata: New/Old Ways to Teach Reading, Writing, and Thinking in Secondary Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2576.pdf.

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47

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

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48

Garriga, Maria Caridad. "A Context for Developing Structural Knowledge for Academic Writing: Teaching and Learning Analytic Reading and Writing in an Intermediate English as a Second Language Composition Course." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391592686.

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49

Brownfield, Katherine Singleton. "Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461144877.

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50

Frerichs, Linda C. "Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278985/.

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The purpose of this study was to examine first-graders' construction of knowledge of graphophonemic and orthographic relationships. Three levels of treatment were assigned randomly to three groups of first-graders in their first semester of first grade. Treatment varied in student engagement with reading and writing texts based on student interests and in the amount of interaction students had with one another and the researcher as they read, wrote, and examined words, word patterns, and graphophonemic relationships. The study was based on a quasi-experimental nonequivalent control group desig

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