Bibliografías temáticas / Teaching practice of reading and writing

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Literatura académica sobre el tema "Teaching practice of reading and writing"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Teaching practice of reading and writing"

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Cascardi, Anthony J. "TEACHING READING, TEACHING WRITING: QUESTIONS OF THEORY AND PRACTICE." British Journal of Educational Studies 67, no. 3 (2019): 307–19. http://dx.doi.org/10.1080/00071005.2019.1662883.

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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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Li, Jing. "A Brief Analysis of the Positive Significance of ‘Three Minutes Before Class’ to Chinese Writing Teaching in Primary Schools Based on the Core Literacy of Chinese." Lifelong Education 9, no. 7 (2020): 92. http://dx.doi.org/10.18282/le.v9i7.1478.

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Chinese learning consists of four parts: listening, speaking, reading, and writing. The teaching process of Chinese writing in primary schools is inseparable from the practice of “listening, speaking and reading”. “Three minutes before class” not only can effectively exercise the ability of students’ listening, speaking, reading, and can stimulate students’ interest in writing. In addition, it can also implement the cultivation of Chinese core accomplishment in writing teaching and comprehensively improve the comprehensive quality of students, which lays a good foundation for students’ Chinese
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Wu, Yan. "Reading for Writing—The Application of Genre Analysis in College English Writing in China." Theory and Practice in Language Studies 7, no. 10 (2017): 883. http://dx.doi.org/10.17507/tpls.0710.09.

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Writing is seen as the most difficult one in the four skills of learning a foreign language. And also one cannot be quickly improved in teaching. Genre approach is a teaching pedagogy based on the theories of genre analysis. The purposes of genre approach are to cultivate learners’ genre awareness of texts and master a certain genre which has its own communicative purpose and generic structure, to help learners understand and apply generic knowledge in writing. The author analyzes the existing problems in teaching college English writing in China. Then, the author designs a teaching approach,
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Grant-Davie, Keith. "Teaching Technical Writing with Only Academic Experience." Journal of Technical Writing and Communication 26, no. 3 (1996): 291–305. http://dx.doi.org/10.2190/aa5p-ca40-gv64-qpht.

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Can technical writing still be taught credibly by teachers with only academic experience? This article draws a distinction between courses designed for students expecting to be full-time technical communicators and general-purpose service courses designed for students in a variety of fields. The article then argues that teachers of service courses can teach credibly without having worked as writers in nonacademic workplaces if they fulfill these conditions: they should have a critical command of research into nonacademic writing, rhetorical theory, and reading theory; they should define techni
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Melenteva, Yu P. "Digital reading for teaching and learning." Scientific and Technical Libraries, no. 4 (April 5, 2019): 76–83. http://dx.doi.org/10.33186/1027-3689-2019-4-76-83.

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The term “digital reading” is defined. The author proves that digital reading is a natural stage of reading evolution as a civilizing process. Being “the other side” of writing, reading has been reflecting the changes of 5 thousand years of its history. The reading practices have been changing with changing writing practices. Today, as soon as the writing systems has been increasingly digitized and obtained some media features, the reading has been modifying itself, too.Digital reading has become introduced into the sphere of learning and education. Firstly, it is due to the education sector b
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Hyland, Theresa. "Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies." TESL Canada Journal 27, no. 2 (2010): 51. http://dx.doi.org/10.18806/tesl.v27i2.1055.

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Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answer
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Cooney, Adeline, Eamon Darcy, and Denis Casey. "Integrating reading and writing: supporting students' writing from source." Journal of University Teaching and Learning Practice 15, no. 5 (2018): 17–35. http://dx.doi.org/10.53761/1.15.5.3.

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Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of stude
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Jie, Zhang, and Peng Yi. "A Review of the Evaluation of the Continuation Task." IRA International Journal of Education and Multidisciplinary Studies 17, no. 3 (2021): 115. http://dx.doi.org/10.21013/jems.v17.n3.p1.

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The continuation task is a new type of writing that organically combines reading and writing. It provides new ideas for English writing teaching. It creatively combines language input understanding with output writing, which can effectively improve students’ writing skills. This paper reviews different ways of evaluating “the continuation task” and outlines related research, aiming to provide suggestions for future teaching practice of its evaluation.
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Stockero, Shari L., and Laura R. Van Zoest. "Connecting Research to Teaching: Making Student Thinking Public." Mathematics Teacher 104, no. 9 (2011): 704–9. http://dx.doi.org/10.5951/mt.104.9.0704.

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Teachers often have students publicly share their mathematical thinking as part of classroom instruction. Before reading further, we invite you to stop and think about this practice by writing down your responses to the following two questions:
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Tesis sobre el tema "Teaching practice of reading and writing"

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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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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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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.

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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
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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.

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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
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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.

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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.

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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
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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.

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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
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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.

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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
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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.

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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
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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.

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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
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Libros sobre el tema "Teaching practice of reading and writing"

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Heller, Mary F. Reading-writing connections: From theory to practice. Longman, 1991.

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Reading-writing connections: From theory to practice. 2nd ed. Longman Publishers USA, 1995.

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Reading-writing connections: From theory to practice. 2nd ed. L. Erlbaum Associates, 1999.

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Parr, Susan Philippa. Aphasia and literacy: The application of practices associated with literacy teaching to the assessment of reading and writing disorders in adult aphasia. University of Central England in Birmingham, 1993.

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Teaching content reading and writing. 4th ed. John Wiley & Sons, 2005.

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Teaching content reading and writing. 2nd ed. Allyn and Bacon, 1997.

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Teaching content reading and writing. 3rd ed. Wiley, 2001.

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Teaching content reading and writing. 5th ed. John Wiley & Sons, 2007.

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Ruddell, Martha Rapp. Teaching content reading and writing. Allyn and Bacon, 1993.

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Reading and writing 3: Further practice. Pan, 1985.

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Capítulos de libros sobre el tema "Teaching practice of reading and writing"

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Olsen, Redell. "Reading and Writing Through Found Materials: From Modernism to Contemporary Practice." In Teaching Modernist Poetry. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230289536_9.

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Turcotte, Catherine, and Marie-Julie Godbout. "Teaching Reading Comprehension Strategies: A Research Program Combining Partners from A to Z." In From Reading-Writing Research to Practice. John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119610793.ch1.

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Dubé, France, Chantal Ouellet, France Dufour, et al. "Teaching Practices that Promote the Development of Reading Skills in Inclusive Secondary Schools." In From Reading-Writing Research to Practice. John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119610793.ch5.

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Pompert, Bea. "Teaching Reading by Writing." In Developmental Education for Young Children. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4617-6_15.

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Daly, Edward J., and Sara Kupzyk. "Teaching reading." In APA handbook of behavior analysis, Vol. 2: Translating principles into practice. American Psychological Association, 2013. http://dx.doi.org/10.1037/13938-016.

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Lennon, Paul. "Reading and Writing." In The Foundations of Teaching English as a Foreign Language. Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-9.

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DuPlessis, Rachel Blau, and Jena Osman. "Creative Writing and Creative Reading in the Poetry Workshop." In Teaching Creative Writing. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137284464_5.

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Bowden, John A., and Pamela J. Green. "Writing with integrity." In Understanding Teaching-Learning Practice. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6990-2_8.

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Walker, Jean. "Teaching Basic Reading and Spelling." In Dyslexia in Practice. Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4169-1_5.

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Murphy, Neil. "Reading by Recipe: Postcolonial Theory and the Practice of Reading." In Teaching Theory. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230304727_10.

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Actas de conferencias sobre el tema "Teaching practice of reading and writing"

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Havel, Jiri. "TEACHING ELEMENTARY READING AND WRITING PRACTICE IN INCLUSIVE SCHOOL." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.112.

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Hu, Song. "Research and Practice of Teaching Method on Balanced Development of Listening, Speaking, Reading, and Writing Ability." In 2015 International Conference on Education Technology and Economic Management. Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.21.

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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova, and Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writin
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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequa
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Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.

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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advert
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Capay, Martin, and Jarmila Capayova. "Teaching Writing and Reading to Children with Autism." In 2019 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2019. http://dx.doi.org/10.1109/educon.2019.8725072.

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Rastle, Kathy. "How do writing systems shape reading and reading acquisition?" In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0001/000416.

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Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning t
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Mukhlisah, Futuchi A. Wildan, Wilda Shofiarita, Amrullah Y. Karim, and F. P. Ayuningtyas. "Revealing Students’ Reading Practice in English Language Department." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.045.

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Rachmawati, Dian, and Candra Hadi Asmara. "Reading and Writing: Development of Project-Based Learning (PBL) Approach." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.11.

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Ferisia, Hernik, Aula Bidayatul Hidayah, Mohammad Annas Miftakhuddin, and Nurul Huda. "Students’ Reading Habit and Students’ Writing Introduction in Research Seminar Proposal." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.050.

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Informes sobre el tema "Teaching practice of reading and writing"

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with
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