Log in

Relevant bibliographies by topics / Teaching practice of reading and writing / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Teaching practice of reading and writing.

Dissertations / Theses on the topic 'Teaching practice of reading and writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Teaching practice of reading and writing.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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/.

Full text

Abstract:

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,

APA, Harvard, Vancouver, ISO, and other styles

3

Silva, Maria de Fátima da [UNESP]. "Leitura e produção de texto: resgatando o ensinar e motivando o aprender." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/92322.

Full text

Abstract:

Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-17Bitstream added on 2014-06-13T18:06:36Z : No. of bitstreams: 1 silva_mfs_me_prud.pdf: 4104591 bytes, checksum: 8273458d748cfc957863e60cc8a9039f (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Secretaria Estadual de Educação<br>A leitura e a produção textual têm sido alvo de grandes discussões por parte de educadores que atribuem o fracasso escolar ao aluno pelo fato de não saberem ler e que, ao escreverem, frequentemente, fazem narrações que não contam h

APA, Harvard, Vancouver, ISO, and other styles

4

Góes, Camila Bahia. "Práticas pedagógicas de leitura e escrita direcionadas a estudantes com diagnóstico de dislexia: o olhar de professores do ensino fundamental I." Universidade Federal da Bahia, 2015. http://repositorio.ufba.br/ri/handle/ri/18166.

Full text

Abstract:

Submitted by Camila Bahia (camilabagoes@gmail.com) on 2015-09-23T01:33:55Z No. of bitstreams: 1 Dissertação Camila_Versão final.pdf: 1077794 bytes, checksum: 8b2f91694083a4024e25a0d5780dc665 (MD5)<br>Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-10-26T16:08:04Z (GMT) No. of bitstreams: 1 Dissertação Camila_Versão final.pdf: 1077794 bytes, checksum: 8b2f91694083a4024e25a0d5780dc665 (MD5)<br>Made available in DSpace on 2015-10-26T16:08:04Z (GMT). No. of bitstreams: 1 Dissertação Camila_Versão final.pdf: 1077794 bytes, checksum: 8b2f91694083a402

APA, Harvard, Vancouver, ISO, and other styles

5

Atkinson, Laura Elizabeth. "What I'm doing is really working in the language arts with the kids, teacher knowledge, teacher change, and the construction of teaching practice for reading and writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ57520.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Silva, Maria de Fátima da. "Leitura e produção de texto : resgatando o ensinar e motivando o aprender /." Presidente Prudente : [s.n.], 2010. http://hdl.handle.net/11449/92322.

Full text

Abstract:

Orientador: Ana Maria da Costa Santos Menin<br>Banca: Dagoberto Buim Arena<br>Banca: Ana Luzia Videira Parisotto<br>Resumo: A leitura e a produção textual têm sido alvo de grandes discussões por parte de educadores que atribuem o fracasso escolar ao aluno pelo fato de não saberem ler e que, ao escreverem, frequentemente, fazem narrações que não contam histórias; textos expositivos que não expõem idéias; textos argumentativos que não defendem pontos de vista nenhum. Leitura e escrita são consideradas, de um modo geral, atividades inseparáveis. Lê - se para escrever. Escreve-se para ler. A leitu

APA, Harvard, Vancouver, ISO, and other styles

7

Parr, Susan Phillippa. "Aphasia and literacy : the application of practices associated with literacy teaching to the assessment of reading and writing disorders in adult aphasia." Thesis, Birmingham City University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357112.

Full text

Abstract:

This study investigates the relevance of contemporary theories of literacy and associated practices for the assessment of functional reading and writing in acquired aphasia. `Ideological' and `autonomous' models of literacy are described. The ideological model represents reading and writing as a set of activities intrinsically connected with social behaviour. The autonomous model represents literacy as a set of discrete cognitive and linguistic skills which can operate regardless of context. An analysis of currently-used aphasia assessments, and the traditions from which they spring, suggests

APA, Harvard, Vancouver, ISO, and other styles

8

Bennett, Stephanie. "Teachers' Beliefs, Knowledge, and Implementation of Disciplinary Literacy Pedagogy in Three Advanced Placement United States History Classrooms." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4636.

Full text

Abstract:

In this inquiry, I investigated three Advanced Placement United State History teachers' beliefs, knowledge, and implementation of disciplinary literacy pedagogy in their Advanced Placement United States History (APUSH) classrooms. My interest in disciplinary literacy evolved from my own experiences as a high school social studies teacher and middle school intensive reading teacher. With the implementation of the Common Core State Standards, whose emphasis is, in part, on discipline-specific literacy, across the United States in 2014-2015, I recognize the need for research relevant to disciplin

APA, Harvard, Vancouver, ISO, and other styles

9

Oliveira, Crislane Marques de. "Releitura de contos de fadas: a retextualização como prática de produção textual." Universidade Estadual da Paraíba, 2016. http://tede.bc.uepb.edu.br/jspui/handle/tede/3066.

Full text

Abstract:

Submitted by Thiago Bronzeado de Andrade (thiago@ch.uepb.edu.br) on 2018-06-04T12:30:20Z No. of bitstreams: 1 PDF - Crislane Marques de Oliveira.pdf: 26293114 bytes, checksum: dc09f6944e188bc8bf9a9c16ec87796c (MD5)<br>Approved for entry into archive by Milena Araújo (milaborges@ch.uepb.edu.br) on 2018-06-04T18:25:09Z (GMT) No. of bitstreams: 1 PDF - Crislane Marques de Oliveira.pdf: 26293114 bytes, checksum: dc09f6944e188bc8bf9a9c16ec87796c (MD5)<br>Made available in DSpace on 2018-06-04T18:25:09Z (GMT). No. of bitstreams: 1 PDF - Crislane Marques de Oliveira.pdf: 26293114 bytes, checksum: dc0

APA, Harvard, Vancouver, ISO, and other styles

10

Anhussi, Elaine Cristina [UNESP]. "O uso do jornal em sala de aula: sua importância e concepções de professores." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/92284.

Full text

Abstract:

Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-03Bitstream added on 2014-06-13T19:53:46Z : No. of bitstreams: 1 anhussi_ec_me_prud.pdf: 1226811 bytes, checksum: 2b895a3b180a23faf49f82caf119f4ed (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Esta dissertação insere-se na linha de pesquisa Tecnologias de Informação, Comunicação e Educação e tem como objetivo geral analisar as concepções de professores sobre o uso do jornal em sala de aula, tratando-o como meio de ensino e aprendizado. Ao mesmo tempo, pr

APA, Harvard, Vancouver, ISO, and other styles

11

Anhussi, Elaine Cristina. "O uso do jornal em sala de aula : sua importância e concepções de professores /." Presidente Prudente : [s.n.], 2009. http://hdl.handle.net/11449/92284.

Full text

Abstract:

Orientador: Claudia Maria de Lima<br>Banca: Mirza Seabra Toschi<br>Banca: Maria Suzana de Stefano Menin<br>Resumo: Esta dissertação insere-se na linha de pesquisa Tecnologias de Informação, Comunicação e Educação e tem como objetivo geral analisar as concepções de professores sobre o uso do jornal em sala de aula, tratando-o como meio de ensino e aprendizado. Ao mesmo tempo, pretende caracterizar as práticas docentes direcionadas para o ensino e aprendizado da leitura e escrita em escolas públicas municipais das séries iniciais do ensino fundamental (1º ao 5º ano) do município de Andradina - S

APA, Harvard, Vancouver, ISO, and other styles

12

Frier, Aimee. "Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7291.

Full text

Abstract:

In this dissertation, I present the findings from a qualitative case study of the digital literacy integration of a teacher and the digital literacy practices of three students with literacy-related learning difficulties within her classroom. As a researcher, I was interested in the ways students with literacy- related learning difficulties navigated digital tools in a technology-infused environment created by a teacher who has experience using digital tools for instructional and student-learning purposes. My research was guided by the following questions: (1) What was the context, content, an

APA, Harvard, Vancouver, ISO, and other styles

13

Silva, Ana Sofia Mira da. "Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: a aprendizagem da leitura e da escrita na primeira infância (dos 3 aos 10 anos)." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18557.

Full text

Abstract:

O presente relatório surgiu da nossa investigação e da nossa praxis tanto no contexto da Prática de Ensino Supervisionada em Educação Pré-Escolar, como em Ensino do 1º Ciclo do Ensino Básico, em instituições da cidade de Évora. O principal objetivo foi compreender a finalidade e funcionalidade atribuída pelas crianças à aprendizagem da leitura e da escrita. Neste sentido, foi construído um referencial teórico que sustentou todo o processo de investigação. Desta forma, considero fundamental, contextualizar de forma breve, os ambientes educativos e a conceção da ação educativa que regeu a minha

APA, Harvard, Vancouver, ISO, and other styles

14

Moura, Juçara Gomes de. "A FORMAÇÃO NO CURSO DE PEDAGOGIA E A PRÁTICA DE ENSINO DA LEITURA E DA ESCRITA: UMA ANÁLISE DAS CONTRADIÇÕES." Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/743.

Full text

Abstract:

Made available in DSpace on 2016-07-27T13:45:15Z (GMT). No. of bitstreams: 1 JUCARA GOMES DE MOURA.pdf: 1526525 bytes, checksum: a5eadc8f568d10f7e933a5aa9125da16 (MD5) Previous issue date: 2011-08-26<br>Considering the debates around the proposition of a new pedagogy course in the late 1970 s and early 1980 s in Goiás, the present thesis aims at analysing the practice of a former Pedagogy student at teaching reading and writing, in order to identify possible contributions and limitations of the training offered. The theoretical foundation of the thesis is on Freire, Kleiman, Marcuschi, Marx,

APA, Harvard, Vancouver, ISO, and other styles

15

Barreto, Denise Aparecida Brito. "Representações sociais do professor de educação de jovens e adultos sobre leitura e escrita." reponame:Repositório Institucional da UFBA, 2006. http://www.repositorio.ufba.br/ri/handle/ri/11807.

Full text

Abstract:

237 f.<br>Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-25T18:52:28Z No. of bitstreams: 1 Tese_Denise Aparecida.pdf: 1207287 bytes, checksum: 9738a9ab76ca8897d95bab8d2f429fd2 (MD5)<br>Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T19:56:37Z (GMT) No. of bitstreams: 1 Tese_Denise Aparecida.pdf: 1207287 bytes, checksum: 9738a9ab76ca8897d95bab8d2f429fd2 (MD5)<br>Made available in DSpace on 2013-06-10T19:56:37Z (GMT). No. of bitstreams: 1 Tese_Denise Aparecida.pdf: 1207287 bytes, checksum: 9738a9ab76ca8897d95bab8d2f429fd2 (MD5) Previous is

APA, Harvard, Vancouver, ISO, and other styles

16

Correia, Cátia Martins. "Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: a poesia como potenciadora da leitura e da escrita." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/15026.

Full text

Abstract:

O presente relatório da Prática de Ensino Supervisionada (PES) tem como principal objetivo dar a conhecer o desenvolvimento de toda a minha prática educativa nos contextos de Educação Pré-Escolar e 1º Ciclo do Ensino Básico (CEB) nos anos letivos de 2013/2014 e 2014/2015 A temática escolhida teve não só por base o interesse pessoal e das crianças em explorar a poesia, mas também a importância e necessidade de promover momentos de leitura e de escrita nas faixas etárias com que trabalhei ao longo da minha PES. Com o objetivo de potenciar a leitura e a escrita através da poesia, foram desenvolvi

APA, Harvard, Vancouver, ISO, and other styles

17

Coelho, Izac Trindade [UNESP]. "Pedagogia histórico-crítica e alfabetização: elementos para uma perspectiva histórico-crítica do ensino da leitura e da escrita." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/138222.

Full text

Abstract:

Submitted by IZAC TRINDADE COELHO null (izac.tcoelho@gmail.com) on 2016-05-02T14:11:22Z No. of bitstreams: 1 Pedagogia Histórico-Crítica e Alfabetização.pdf: 1172486 bytes, checksum: 67e412e79bdc7ccc96282ece2e2ff6ef (MD5)<br>Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-05-04T14:21:52Z (GMT) No. of bitstreams: 1 coelho_it_me_arafcl.pdf: 1172486 bytes, checksum: 67e412e79bdc7ccc96282ece2e2ff6ef (MD5)<br>Made available in DSpace on 2016-05-04T14:21:52Z (GMT). No. of bitstreams: 1 coelho_it_me_arafcl.pdf: 1172486 bytes, checksum: 67e412e79bdc7cc

APA, Harvard, Vancouver, ISO, and other styles

18

Lima, Sirleide de Almeida. "Práticas de leitura e escrita: um estudo sobre o acompanhamento escolar." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/5627.

Full text

Abstract:

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-06-01T20:24:50Z No. of bitstreams: 2 Dissertação - Sirleide de Almeida Lima - 2013.pdf: 6042866 bytes, checksum: 1c519832eab5be4f0a3a78630d17732a (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-02T15:35:07Z (GMT) No. of bitstreams: 2 Dissertação - Sirleide de Almeida Lima - 2013.pdf: 6042866 bytes, checksum: 1c519832eab5be4f0a3a78630d17732a (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485

APA, Harvard, Vancouver, ISO, and other styles

19

Arnoldi, Eliana Scaravelli. "Leitura e escrita de professores: socialização e práticas profissionais." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01102014-101110/.

Full text

Abstract:

Levando em conta os processos de socialização familiar, escolar e profissional de um grupo de professores, este trabalho propõe examinar as repercussões de um programa de formação continuada nas práticas de ensino de docentes da Educação Básica, em particular, nas práticas de leitura e escrita. O referencial teórico do estudo vale-se de conceitos de Bourdieu, Lahire, Elias e Setton. Por meio do exame de diferentes arranjos das experiências socializadoras dos professores, o trabalho indaga sobre as possibilidades de transformação das práticas docentes, sobretudo, as relacionadas ao ensino da le

APA, Harvard, Vancouver, ISO, and other styles

20

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

21

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

22

Cardoso, Ana Marta Marchã. "Prática de ensino supervisionada em pré-escolar e em 1º ciclo do ensino básico: as conceções da leitura e da escrita." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/12059.

Full text

Abstract:

O presente relatório da Prática de Ensino Supervisionada (PES) emerge da observação e participação no contexto da PES em pré-escolar, na Escola Básica e Jardim de Infância do Bacelo e em 1º Ciclo do Ensino Básico (CEB) na Escola Básica e Jardim de Infância dos Canaviais, ambas pertencentes ao Agrupamento nº 4 de Évora. O principal objetivo foi compreender que conhecimentos possuem as crianças sobre a funcionalidade da leitura e da escrita e sobre os seus suportes antes e após a entrada no ensino formal obrigatório. Para isso, importa contextualizar a ação com uma breve descrição e análise dos

APA, Harvard, Vancouver, ISO, and other styles

23

Mcarthur, George Douglas. "Integrating Reading and Writing For Florida's ESOL Program." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5070.

Full text

Abstract:

ABSTRACT This thesis examines an incongruity that exists within Florida's ESOL program. While the curriculum standards direct teachers to "develop and integrate" skills in speaking, listening, reading and writing, student promotions to higher fluency levels are based solely on reading assessments. Listening assessments are also required to "determine instructional needs," but writing assessments are not required and, in most cases, not given. As a result, reading is prioritized, writing is subordinated, the connection between the two skills is broken, and the mutual benefits of integration are

APA, Harvard, Vancouver, ISO, and other styles

24

Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.

Full text

Abstract:

University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action

APA, Harvard, Vancouver, ISO, and other styles

25

Ribeiro, Roberta Soares. "Pr?ticas pedag?gicas nas aulas de l?ngua portuguesa no 2? ano do ensino m?dio na perspectiva dos alunos." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/702.

Full text

Abstract:

Made available in DSpace on 2016-04-04T18:33:08Z (GMT). No. of bitstreams: 1 Roberta Soares Ribeiro.pdf: 649195 bytes, checksum: c225708604a4fb0e0b22f6e5b2afd32d (MD5) Previous issue date: 2012-02-24<br>This paper aims to present the practices of reading and writing proposals for a teacher of Portuguese students of 2nd year of high school and the influences of such practices in the training of these students, as regards the field of reading and writing in different situations of use. Its research problem the following question: what the students of 2nd year of high school to a public schoo

APA, Harvard, Vancouver, ISO, and other styles

26

Segall, Avner. "Disturbing practice : reading and writing (social studies) teacher education as text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Thornley, Christina, and n/a. "Developing teachers� theory and practice in literacy teaching." University of Otago. Faculty of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081205.084524.

Full text

Abstract:

In recent years, professional development programmes that have been made available to teachers in New Zealand and other western countries have not often achieved the desired outcomes of improved teacher practice and decision making, or increased student achievement. The professional development research literature implies that the reason for this situation, is the inadequacy of programmes that do not acknowledge the teacher as a learner with individual knowledge, experience and priorities for their learning. As resources and attention continue to be focused on improving curriculum policies and

APA, Harvard, Vancouver, ISO, and other styles

28

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

29

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

31

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Lloyd, Narelle J., and n/a. "Whole language and teachers' perceptions of their classroom practice in reading and writing." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060818.131449.

Full text

Abstract:

In NSW during the last decade there has been strong interest in promoting theories that espoused a naturalistic and wholistic approach to the teaching of reading and writing. One such theory is the Whole Language Approach to teaching reading and writing. The work of Brian Cambourne is integral to this approach and his theory is that the principles of how young children learn to become successful talkers can be applied to how children best learn to become successful readers and writers. This study was concerned with the teachers' perceptions of their classroom practice and whether these percept

APA, Harvard, Vancouver, ISO, and other styles

33

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

34

Cobb, H., and Karina T. Croucher. "Assembling Archaeology: Teaching, practice and research." Oxford University Press, 2020. http://hdl.handle.net/10454/17951.

Full text

Abstract:

No<br>Assembling Archaeology provides a radical rethinking of the relationships between teaching, researching, and practicing as an archaeologist in the twenty-first century. At its heart, this book addresses the marketization of higher education, demonstrating how this fundamentally impacts contemporary archaeological practice. The book proposes a solution which is grounded in a theoretical rethinking of archaeological teaching, training, and practice. Archaeology is currently undergoing a material turn which sees the revaluing of artefacts, objects, and the non-human in understanding the wor

APA, Harvard, Vancouver, ISO, and other styles

35

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

36

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

Full text

Abstract:

This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.

APA, Harvard, Vancouver, ISO, and other styles

40

Ahlsén, Emelie, and Nathalie Lundh. "Teaching Writing in Theory and Practice : A Study of Ways of Working with Writing in the 9th Grade." Thesis, Stockholm University, The Stockholm Institute of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7933.

Full text

Abstract:

<p>The main purpose of this study is to take a closer look at how teachers work with writing and to examine some theories on the teaching of writing. Five teachers in two schools are included in order to get an insight in teachers’ practical work with EFL writing. This has been done through classroom observations and interviews. The results show that all teachers seem to use aspects from several theories. The results also show that the teachers’ level of awareness of theories on teaching writing varies</p>

APA, Harvard, Vancouver, ISO, and other styles

41

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Mays, Lydia Criss. "Linking Theory to Practice: Understanding How Two Reading Recovery Teachers' Reflections Inform their Teaching Practices." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-07072009-162305/.

Full text

Abstract:

Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from file title page. Diane Truscott, committee chair; Joyce Many, Barbara Meyers, Ramona Matthews, Floretta Reid-Thornton, committee members. Description based on contents viewed Oct. 19, 2009. Includes bibliographical references (p. 155-174).

APA, Harvard, Vancouver, ISO, and other styles

43

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Townsend, Rodwell. "The national curriculum statement on writing practice design for grades 11 and 12: implications for academic writing in higher education." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1125.

Full text

Abstract:

This study examines the role of academic literacies and academic-writing practices at two diverse South African senior secondary schools and the implications that these practices have for academic-literacy teaching in Higher Education (HE). As student academic writing is central to teaching, learning and assessment in HE, learner academic-writing standards at schools will often impact on academic success in HE. This is a concern for HE as research from South African schooling contexts have found that students from secondary schools are seldom equipped to cope with the demands of HE writing pra

APA, Harvard, Vancouver, ISO, and other styles

45

Richards, Constance S. "Toward a transnational feminist writing and reading practice : Virginia Woolf, Alice Walker, and Zoë Wicomb /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940308432471.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Saternus, Julie A. "Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

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.

Full text

Abstract:

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,

APA, Harvard, Vancouver, ISO, and other styles

49

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.

Full text

Abstract:

<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

APA, Harvard, Vancouver, ISO, and other styles

50

Kostopoulou, Angeliki. "Teachers' beliefs about the teaching of reading in early years settings." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2455/.

Full text

Abstract:

Although the necessity for the young child to become a confident reader in the early years of schooling is indisputable, we are less in agreement about the ways in which teachers might best achieve that. Approaching reading as part of subject matter knowledge, and providing a hierarchy of the concepts, understandings and skills that children need to acquire in order to read successfully, may be one way of facilitating practitioners’ ‘reflection in action’. (Schön, 1987). With this in mind, the project reported here studied the beliefs held by various types of early years teachers/workers about

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!