Sample records for read write speak

  1. Reading and writing performances of children 7-8 years of age with developmental coordination disorder in Taiwan.

    PubMed

    Cheng, Hsiang-Chun; Chen, Jenn-Yeu; Tsai, Chia-Liang; Shen, Miau-Lin; Cherng, Rong-Ju

    2011-01-01

    Developmental coordination disorder (DCD) refers to a delay in motor development that does not have any known medical cause. Studies conducted in English speaking societies have found that children with DCD display a higher co-occurrence rate of learning difficulties (e.g., problems in reading and writing) than typically developing (TD) children. The present study examined the reading and writing performance of school-aged children with DCD and TD children in Taiwan to determine whether reading and writing difficulties also co-occur with DCD in a non-English speaking society. The Chinese Reading Achievement Test and the Basic Reading and Writing Test were administered to 37 children with DCD (7.8 ± 0.6 years) and 93 TD children (8.0 ± 0.7 years). Children with DCD had significantly lower writing composite scores than TD children on the Basic Reading and Writing Test (105.9 ± 20.0 vs. 114.4 ± 19.9). However, there were no significant differences between children with DCD and TD children in their scores on the Chinese Reading Achievement Test and in their reading composite scores on the Basic Reading and Writing Test. These results contrasted interestingly with those obtained from English-speaking children: English-speaking DCD children showed poorer reading and poorer writing than English-speaking TD children. The possibility that the logographic nature of the Chinese script might have protected the DCD children against additional reading difficulty is discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

  2. The Rhetorical Cycle: Reading, Thinking, Speaking, Listening, Discussing, Writing.

    ERIC Educational Resources Information Center

    Keller, Rodney D.

    The rhetorical cycle is a step-by-step approach that provides classroom experience before students actually write, thereby making the writing process less frustrating for them. This approach consists of six sequential steps: reading, thinking, speaking, listening, discussing, and finally writing. Readings serve not only as models of rhetorical…

  3. Flights of Fancy: Imaginary Travels as Motivation for Reading, Writing, and Speaking German.

    ERIC Educational Resources Information Center

    Bryant, Keri L.; Pohl, Rosa Marie

    1994-01-01

    The article describes an innovative teaching project suitable for students at any age and all levels of German. The project, conducted entirely in German, includes writing, reading, and speaking, and promotes the skills of letter-writing, reading for content, note-taking, and oral presentation. (JL)

  4. O.A.T.S.: What the Real World Needs in Reading, Writing, Speaking, and Listening: Occupational Application of Tasks and Skills in Reading, Writing, Speaking, and Listening--A Communication Application Curriculum and Tech Prep Project.

    ERIC Educational Resources Information Center

    Bradley, Gaylene K.; Winfield, Collette M.

    Enabling teachers at both the secondary and post-secondary levels to show students the communication skills they need to be successful in particular careers, this paper presents the reading, writing, speaking, and listening tasks routinely performed by persons working in a variety of occupational tasks. Occupations listed in the paper are divided…

  5. Using Comic Art to Improve Speaking, Reading and Writing

    ERIC Educational Resources Information Center

    Bowkett, Steve

    2011-01-01

    "Using Comic Art to Improve Speaking, Reading and Writing" uses children's interest in pictures, comics and graphic novels as a way of developing their creative writing abilities, reading skills and oracy. The book's underpinning strategy is the use of comic art images as a visual analogue to help children generate, organise and refine their ideas…

  6. 8 CFR 312.1 - Literacy requirements.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ..., including an ability to read, write, and speak words in ordinary usage in the English language. (b) Exceptions. The following persons need not demonstrate an ability to read, write and speak words in ordinary...) Verbal skills. The ability of an applicant to speak English shall be determined by a designated examiner...

  7. 8 CFR 312.1 - Literacy requirements.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., including an ability to read, write, and speak words in ordinary usage in the English language. (b) Exceptions. The following persons need not demonstrate an ability to read, write and speak words in ordinary...) Verbal skills. The ability of an applicant to speak English shall be determined by a designated examiner...

  8. Effects of listening ability on speaking, writing and reading skills of children who were suspected of auditory processing difficulty.

    PubMed

    Yalçinkaya, Fulya; Muluk, Nuray Bayar; Sahin, Semra

    2009-08-01

    The aim of this study was to investigate the effects of listening ability on speaking, writing and reading skills of children who was suspected of auditory processing difficulty (APD). This research was conducted with 67 children in 1st or 2nd grade of primary school. The first group (Group I-control) was comprised of 41 children without APD. The second group (Group II-study group) was comprised of 26 children with APD. Listening, speaking, reading and writing skills were evaluated by Observational Rating Scale (ORS) and analyzed in both groups. Listening value of ORS in APD group was significantly lower; and, speaking, reading and writing values of ORS in APD group were significantly higher than control group (p=0.000). It was also found that, the main effect of listening skills was on speaking in normal childs, and on writing ability in children with APD. It was concluded that, for school-aged children, APD can lead to or is associated with difficulties in written language.

  9. 77 FR 8828 - Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-15

    .... Introduction Most individuals living in the United States read, write, speak and understand English. There are... or Pacific Island language at home. If these individuals have a limited ability to read, write, speak... San Francisco school district that had a significant number of non-English speaking students of...

  10. Relations between Early Reading and Writing Skills among Spanish-Speaking Language Minority Children

    ERIC Educational Resources Information Center

    Goodrich, J. Marc; Farrington, Amber L.; Lonigan, Christopher J.

    2016-01-01

    Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children's Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language)…

  11. Predictable Charts: An Effective Strategy to Engage and Impact Learners

    ERIC Educational Resources Information Center

    McClure, Erin

    2016-01-01

    This article explores how to integrate reading, writing, speaking, and listening instruction by engaging students in Predictable Charts. Discover how Predictable Charts can support students with reading, writing, speaking, and listening in Kindergarten, First Grade, or Special Education classrooms. Through this article, learn the steps to…

  12. The Linkages across Listening, Speaking, Reading, Drawing, and Writing.

    ERIC Educational Resources Information Center

    Bartelo, Dennise M.

    1990-01-01

    Investigates how children represent meaning in their response to stories through listening, speaking, reading, drawing, and writing. Finds no one particular language process to be exclusively used by children to convey meaning in response to story. Discovers sequential and simultaneous linkage patterns of language process modality. (KEH)

  13. 20 CFR 664.205 - How is the “deficient in basic literacy skills” criterion in § 664.200(c)(1) defined and documented?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ...) Computes or solves problems, reads, writes, or speaks English at or below the 8th grade level on a... to compute or solve problems, read, write, or speak English at a level necessary to function on the...

  14. 20 CFR 664.205 - How is the “deficient in basic literacy skills” criterion in § 664.200(c)(1) defined and documented?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ...) Computes or solves problems, reads, writes, or speaks English at or below the 8th grade level on a... to compute or solve problems, read, write, or speak English at a level necessary to function on the...

  15. 20 CFR 664.205 - How is the “deficient in basic literacy skills” criterion in § 664.200(c)(1) defined and documented?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ...) Computes or solves problems, reads, writes, or speaks English at or below the 8th grade level on a... to compute or solve problems, read, write, or speak English at a level necessary to function on the...

  16. Speaking, Reading and Writing in Three Languages. Preferences and Attitudes of Multilingual Malaysian Students

    ERIC Educational Resources Information Center

    Karchner-Ober, Renate

    2012-01-01

    This study presents the main findings from a study which investigated Malaysian multilingual students' practical use of three languages with respect to reading, speaking and writing in Bahasa Malaysia (BM), English and German. In addition, two further aspects have been examined: students' motivation to learn a language, and the respondents'…

  17. 75 FR 34465 - Office for Civil Rights and Civil Liberties; Guidance to Federal Financial Assistance Recipients...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-17

    ... individuals, however, do not read, write, speak, or understand English as their primary language. Based on the... or Pacific Island language at home. If these individuals have a limited ability to read, write, speak..., language can be a barrier to accessing important benefits or services, understanding and exercising...

  18. Integrating Reading, Writing, and Thinking.

    ERIC Educational Resources Information Center

    Anderson, Philip M., Ed.

    1983-01-01

    The eight articles in this focused journal issue are concerned with integrating reading, writing, and thinking, with varying attention to other language processes such as listening and speaking. The titles and authors of the articles are (1) "Does What You Read Influence How You Write?" by Dennis Adams; (2) "Dictation: Building…

  19. The Application of Weikart's Theories in Teaching Non-English Speaking Students How to Read.

    ERIC Educational Resources Information Center

    Layton, Kent

    Non-English speaking students of average intelligence experience extreme frustration when learning to read. The frustration is partly a result of simultaneous requirements to speak, read, listen, and write in the new language. It also is possible that the teaching methods and strategies employed by the teachers could be harmful to non-English…

  20. Learning Disabilities

    MedlinePlus

    ... a student to read, write, spell, or solve math problems. The way our brains process information is ... has difficulty speaking, reading, writing, figuring out a math problem, communicating with a parent, or paying attention ...

  1. Seeing, Hearing, Reading, Writing, Speaking and Things: On Silences, Senses and Emotions during the "Zero Hour" in Germany

    ERIC Educational Resources Information Center

    Priem, Karin

    2016-01-01

    This article focuses on senses, emotions and cultural practices such as writing, reading and speaking in West Germany after 1945. The period immediately following the end of the Second World War--the so-called "Stunde Null", or "zero hour"--has generally been seen as a time of new beginnings, also with regard to cleansing the…

  2. English Skills for Engineers Required by the English Technical Writing Test

    NASA Astrophysics Data System (ADS)

    Kyouno, Noboru

    Japanese English education has focused mainly on teaching passive skills such as reading and listening, whereas actual business activities in society require active skills such as writing and speaking in addition to the passive skills. This educational situation is estimated to be a reason Japanese engineers are less confident in writing and speaking than in reading and listening. This paper focuses on details of the English Technical Writing Test provided by the Japan Society of Technical Communication and emphasizes the importance of the active skills, mainly focusing on what skills should be taught in the future and how to develop these skills. This paper also stresses the necessity of learning rhetoric-related skills, concept of information words, as well as paragraph reading and writing skills based on the concept of the 3Cs (Correct, Clear, and Concise) as a means to develop technical writing skills for engineers.

  3. The Contribution of Early Home Literacy Activities to First Grade Reading and Writing Achievements in Arabic

    ERIC Educational Resources Information Center

    Aram, Dorit; Korat, Ofra; Hassunah-Arafat, Safieh

    2013-01-01

    This longitudinal study assessed the literacy development of native Arabic-speaking children from kindergarten to the end of first grade, focusing on the role of home literacy activities (mother-child shared book reading and joint writing). The contribution of these activities in kindergarten to children's reading and writing at the end of…

  4. Literacy Development among Language Minority Background and Dyslexic Children in Finnish Orthography Context

    ERIC Educational Resources Information Center

    Sikiö, Riitta; Siekkinen, Martti; Holopainen, Leena

    2016-01-01

    This study examines the development of reading and writing from first to second grade in transparent orthography (Finnish) among three groups: language minority children (n = 49), Finnish children at risk of reading difficulties (n = 347), and Finnish speaking children (n = 1747). Findings indicated that reading and writing skills in the language…

  5. African American English-speaking students: an examination of the relationship between dialect shifting and reading outcomes.

    PubMed

    Craig, Holly K; Zhang, Lingling; Hensel, Stephanie L; Quinn, Erin J

    2009-08-01

    In this study, the authors evaluated the contribution made by dialect shifting to reading achievement test scores of African American English (AAE)-speaking students when controlling for the effects of socioeconomic status (SES), general oral language abilities, and writing skills. Participants were 165 typically developing African American 1st through 5th graders. Half were male and half were female, one third were from low-SES homes, and two-thirds were from middle-SES homes. Dialect shifting away from AAE toward Standard American English (SAE) was determined by comparing AAE production rates during oral and written narratives. Structural equation modeling evaluated the relative contributions of AAE rates, SES, and general oral language and writing skills on standardized reading achievement scores. AAE production rates were inversely related to reading achievement scores and decreased significantly between the oral and written narratives. Lower rates in writing predicted a substantial amount of the variance in reading scores, showing a significant direct effect and a significant indirect effect mediated by measures of oral language comprehension. The findings support a dialect shifting-reading achievement hypothesis, which proposes that AAE-speaking students who learn to use SAE in literacy tasks will outperform their peers who do not make this linguistic adaptation.

  6. Improvement of Speaking Ability through Interrelated Skills

    ERIC Educational Resources Information Center

    Liao, Guoqiang

    2009-01-01

    How to improve students' ability of speaking English? That is the key point we are concerned about. This paper discusses the possibility and necessity of improving students' ability by combining the four skills of speaking, listening, reading and writing.

  7. "What More Is Literacy?" The Language of Secondary Preservice Teachers about Reading and Content

    ERIC Educational Resources Information Center

    McArthur, Kerry Gordon

    2007-01-01

    Reform in the fields of adolescent and content area literacy have focused on broadening a definition of literacy beyond the ability to read and write. In a broader definition the language processes of reading, writing, speaking and listening become literacy tools to engage students in the learning of concepts and afford the learner ways to…

  8. Professional Writing in the English Classroom: Professional Collaborative Writing--Teaching, Writing, and Learning--Together.

    ERIC Educational Resources Information Center

    Bush, Jonathan; Zuidema, Leah

    2013-01-01

    In this article, the authors report the importance of teaching students about collaborative writing. When teachers are effective in helping students to learn processes for collaborative writing, everyone involved needs to speak, listen, write, and read about how to write well and what makes writing good. Students are forced to "go meta"…

  9. Television, Dialogue Journals, and Feedback in the EFL Classroom.

    ERIC Educational Resources Information Center

    Ennis, Mark

    1997-01-01

    An approach used to teach English as a foreign language (EFL) and American culture that addresses the four language skills (listening, speaking, reading writing) in a complementary, non-contrived way is described. Classroom activities combine television viewing, discussion, writing, and reading journal entries. Students watch small segments of…

  10. The Occupations of Literacy: Occupational Therapy's Role

    ERIC Educational Resources Information Center

    Frolek Clark, Gloria

    2016-01-01

    Nationally, student proficiency in reading and writing is very low and requires ongoing focus from state and local agencies. With almost 25% of occupational therapists working in early intervention and school settings (AOTA, 2015), their role of facilitating literacy (e.g., reading, writing, speaking and listening) is critical. Occupational…

  11. Sensing Matter--Is It a Liquid or Solid?

    ERIC Educational Resources Information Center

    Troncale, Jennifer M.

    2016-01-01

    Reading and writing are essential skills that students use as they learn science. For students to attain scientific literacy, they must create meaningful lessons capitalizing on curiosity and natural wonders about the world, through which students speak, read, and write about their science experiences. The inquiry-based lesson described in this…

  12. Phonemic Awareness and Beginning Reading and Writing.

    ERIC Educational Resources Information Center

    Kamii, Constance; Manning, Maryann

    2002-01-01

    Examined English-speaking preschoolers' level of writing and their performance on oral-segmentation tasks. Found a close relationship between children's levels of writing and their levels of oral segmentation on a writing task in which they were asked to write four pairs of words, for example, "ham" and "hamster." Concluded…

  13. African American English-Speaking Students: An Examination of the Relationship between Dialect Shifting and Reading Outcomes

    ERIC Educational Resources Information Center

    Craig, Holly K.; Zhang, Lingling; Hensel, Stephanie L.; Quinn, Erin J.

    2009-01-01

    Purpose: In this study, the authors evaluated the contribution made by dialect shifting to reading achievement test scores of African American English (AAE)-speaking students when controlling for the effects of socioeconomic status (SES), general oral language abilities, and writing skills. Method: Participants were 165 typically developing…

  14. Speech Perception Deficits in Mandarin-Speaking School-Aged Children with Poor Reading Comprehension

    PubMed Central

    Liu, Huei-Mei; Tsao, Feng-Ming

    2017-01-01

    Previous studies have shown that children learning alphabetic writing systems who have language impairment or dyslexia exhibit speech perception deficits. However, whether such deficits exist in children learning logographic writing systems who have poor reading comprehension remains uncertain. To further explore this issue, the present study examined speech perception deficits in Mandarin-speaking children with poor reading comprehension. Two self-designed tasks, consonant categorical perception task and lexical tone discrimination task were used to compare speech perception performance in children (n = 31, age range = 7;4–10;2) with poor reading comprehension and an age-matched typically developing group (n = 31, age range = 7;7–9;10). Results showed that the children with poor reading comprehension were less accurate in consonant and lexical tone discrimination tasks and perceived speech contrasts less categorically than the matched group. The correlations between speech perception skills (i.e., consonant and lexical tone discrimination sensitivities and slope of consonant identification curve) and individuals’ oral language and reading comprehension were stronger than the correlations between speech perception ability and word recognition ability. In conclusion, the results revealed that Mandarin-speaking children with poor reading comprehension exhibit less-categorized speech perception, suggesting that imprecise speech perception, especially lexical tone perception, is essential to account for reading learning difficulties in Mandarin-speaking children. PMID:29312031

  15. Sentence Reading and Writing for Second Language Vocabulary Acquisition

    ERIC Educational Resources Information Center

    Pichette, Francois; de Serres, Linda; Lafontaine, Marc

    2012-01-01

    This study compares the relative effectiveness of reading and writing sentences for the incidental acquisition of new vocabulary in a second language. It also examines if recall varies according to the concreteness of target words. Participants were 203 French-speaking intermediate and advanced English as second language (ESL) learners, tested for…

  16. Numeracy Strategies for African American Students: Successful Partnerships

    ERIC Educational Resources Information Center

    Powell, Angiline; Anderson, Celia-Rousseau

    2007-01-01

    Formerly, literacy was considered the basic ability to read and write. Now, literacy is defined as "an individual's ability to read, write, speak in English, compute and solve problems at levels of proficiency necessary to function on the job, in the family of the individual and in society." With this broader definition, mathematical literacy, or…

  17. New-Media Literacies

    ERIC Educational Resources Information Center

    Ohler, Jason

    2009-01-01

    Being literate in a real-world sense means being able to read and write using the media forms of the day, whatever they may be. For centuries, consuming and producing words through reading and writing and, to a lesser extent, listening and speaking were sufficient. But because of inexpensive, easy-to-use, and widely available new tools, literacy…

  18. Acquisition of Reading and Spelling in a Syllabo-Alphabetic Writing System.

    ERIC Educational Resources Information Center

    Patel, P. G.; Soper, Henry V.

    1987-01-01

    Examined written language tasks in 120 Gujarati-speaking children from grades two through four to assess the development of such skills in a syllabo-alphabetic writing system. Results indicated that the syllabo-alphabetic system of Devanagari proved to follow the models of reading acquisition constructed for alphabetic systems. (MM)

  19. Chinese-Mandarin: Basic Course. Volume XII: Lessons 120-131.

    ERIC Educational Resources Information Center

    Defense Language Inst., Monterey, CA.

    This is the twelfth of 16 volumes of audiolingual classroom instruction in Mandarin Chinese. The course is designed to train native English speakers to Level 3 Foreign Service Institute proficiency in comprehension and speaking, and to Level 2 proficiency in reading and writing Mandarin. Facility in reading, writing, and translating texts written…

  20. Riddle appreciation and reading comprehension in Cantonese-speaking children.

    PubMed

    Tang, Ivy N Y; To, Carol K S; Weekes, Brendan S

    2013-10-01

    Inference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between inference-making skills, as measured by riddle appreciation ability, and reading comprehension performance in typically developing Cantonese-speaking children in the 4th grade. Forty Cantonese-speaking children between the ages of 9;1 (years;months) and 11;0 were given tests of riddle appreciation ability and reading comprehension. Chinese character reading and auditory comprehension abilities were also assessed using tests that had been standardized in Hong Kong. Regression analyses revealed that riddle appreciation ability explained a significant amount of variance in reading comprehension after variance due to character reading skills and auditory comprehension skills were first considered. Orthographic, lexical, morphological, and syntactic riddles were also significantly correlated with reading comprehension. Riddle appreciation ability predicts reading comprehension in Cantonese-speaking 4th-grade children. Therefore, training Cantonese speakers in riddle appreciation should improve their reading comprehension.

  1. Instructivo del Alfabetizador: Poblacion Urbana (Reading and Writing Instruction: Urban Population).

    ERIC Educational Resources Information Center

    Instituto Nacional para la Educacion de los Adultos, Mexico City (Mexico).

    This series of instructional materials is designed for Spanish speaking adults in Mexico who are in the process of becoming literate or have recently become literate in their native language. The reading/writing workbook is presented in two volumes along with a teacher's manual for an adult literacy program directed at urban inhabitants of Mexico.…

  2. Instructivo del Alfabetizador: Poblacion Rural (Reading and Writing Instruction: Rural Population).

    ERIC Educational Resources Information Center

    Instituto Nacional para la Educacion de los Adultos, Mexico City (Mexico).

    This Mexican series of instructional materials is designed for Spanish speaking adults who are in the process of becoming literate or have recently become literate in their native language. The reading/writing workbook is presented in two volumes along with a teacher's manual for an adult literacy program directed at rural inhabitants of Mexico.…

  3. Developing Reading and Writing Skills of Learners' from Arabic-Speaking Backgrounds

    ERIC Educational Resources Information Center

    Fuqua, Jason

    2015-01-01

    The number of native Arabic-speaking students coming to America to study English in university programs has grown over the past few years, and continues to be substantial. It has also been noticed by the English Language Institute (ELI) at Sam Houston State University (SHSU) that these students often struggle more with reading activities in class,…

  4. Young Children Write: The Beginnings. Program in Language and Literacy Occasional Paper No. 5.

    ERIC Educational Resources Information Center

    Milz, Vera E.

    Focusing on writing as a language process, this booklet describes a framework for writing instruction that has as a major consideration the totality of language. The first section discusses writing as a language process, emphasizing that as children learn to write, they can also learn to listen, speak, and read. The second section focuses on the…

  5. Reading and Writing Performances of Children 7-8 Years of Age with Developmental Coordination Disorder in Taiwan

    ERIC Educational Resources Information Center

    Cheng, Hsiang-Chun; Chen, Jenn-Yeu; Tsai, Chia-Liang; Shen, Miau-Lin; Cherng, Rong-Ju

    2011-01-01

    Developmental coordination disorder (DCD) refers to a delay in motor development that does not have any known medical cause. Studies conducted in English speaking societies have found that children with DCD display a higher co-occurrence rate of learning difficulties (e.g., problems in reading and writing) than typically developing (TD) children.…

  6. Implementing PCRP: Fact or Fiction? Communication Skills.

    ERIC Educational Resources Information Center

    Rosecky, Marion

    The Pennsylvania Comprehensive Reading/Communication Arts Plan (PCRP) is a language arts curriculum providing four critical experiences that all students need in order to become competent in reading, writing, listening, and speaking: responding to literature, sustained silent reading, oral and written composing, and investigating and mastering…

  7. Mother Tongue Teaching at School Comparison of French and Turkish Models

    ERIC Educational Resources Information Center

    Bozavli, Ebubekir

    2017-01-01

    Like speaking, two other important aspects of language are reading and writing. Speaking is acquired unconsciously in public while other two skills are learned at school and contribute to life-long speaking skills. The present research is to analyze mother tongue teaching at school and compare two different models, one in France, a developed…

  8. Understanding English Speaking Difficulties: An Investigation of Two Chinese Populations

    ERIC Educational Resources Information Center

    Gan, Zhengdong

    2013-01-01

    Compared with reading, writing and listening, there has been a paucity of empirical data documenting learners' experiences of speaking English as a second language (ESL) or English as a foreign language (EFL) in different learning contexts in spite of the fact that developing the ability to speak in a second or foreign language is widely…

  9. Building Vocabulary in Every Content Area.

    ERIC Educational Resources Information Center

    Cushenbery, Donald C.

    Every reader possesses five distinct vocabularies--listening, speaking, reading, writing, and potential--which grow at different rates, depend on the background and motivation of a particular reader, and are positively related to overall intelligence and reading comprehension. If students are to gain complete understanding of reading material in…

  10. Forming Well Organized Writing Activities

    ERIC Educational Resources Information Center

    Tosuncuoglu, Irfan

    2018-01-01

    English has been widely spoken in the world and seen as the language of education, communication, economics and etc., for a long time and it can be accepted as lingua franca. Knowledge of a language includes four basic language skills, these are listening, reading, speaking, and writing. In this study writing was investigated in detail and it was…

  11. Reaching Today's Writing Teacher: Multiliteracies Pedagogy in a National Writing Project Summer Institute

    ERIC Educational Resources Information Center

    Blady, Shannon

    2013-01-01

    The meaning of literacy has drastically transformed over the past two decades, and it continues to evolve. Literacy extends beyond the traditional reading, writing, listening, and speaking. "Multiliteracies" was coined by the New London Group (1996) and includes digital literacy, new literacy, visual literacy, computer literacy, and…

  12. Cincinnati's Bold New Venture: A Unified K-12 Reading/Communication Arts Program.

    ERIC Educational Resources Information Center

    Green, Reginald Leon

    1989-01-01

    Describes a unified reading/communication arts program in the Cincinnati Public School System which uses new basal texts, support materials, and a customized instructional system for each grade level, integrating listening, speaking, reading, writing, and thinking skills into a unified language approach. Discusses intervention strategies,…

  13. Honoring the Child with Dyslexia in a Montessori Classroom

    ERIC Educational Resources Information Center

    Skotheim, Meghan Kane

    2009-01-01

    Speaking, listening, reading, and writing are all language activities. The human capacity for speaking and listening has a biological foundation: wherever there are people, there is spoken language. Acquiring spoken language is an unconscious activity, and, barring any physical deformity or language learning disability, like severe autism, all…

  14. A Novel Approach for Enhancing Student Reading Comprehension and Assisting Teacher Assessment of Literacy

    ERIC Educational Resources Information Center

    Chen, Jun-Ming; Chen, Meng-Chang; Sun, Yeali S.

    2010-01-01

    For students of English as a Foreign Language (EFL), reading exercises are critical not only for developing strong reading comprehension, but also for developing listening, speaking, and writing skills. Prior research suggests that social, collaborative learning environments are best suited for improving language ability. However, opportunities…

  15. Adult Education Basic Skills Task Force: Writing Skills.

    ERIC Educational Resources Information Center

    Utah State Office of Education, Salt Lake City.

    In response to the Utah State Board of Education's new high school graduation requirements, five task forces of adult basic education teachers were charged with the identification of functional competencies for adult students in the areas of reading, writing, speaking, listening, and computation, and with the development of curricular materials…

  16. The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners

    ERIC Educational Resources Information Center

    Mohammadian, Amir; Saed, Amin; Shahi, Younes

    2018-01-01

    With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some…

  17. Tips and Tulips: A Resource Manual for Teachers of Bilingual Students.

    ERIC Educational Resources Information Center

    Reifenrath, Gloria; Rowch, Nancy

    Written to assist the classroom teacher of limited or non-English speaking students, this manual suggests ways to teach the four components of language--listening, speaking, reading, and writing. Each component is handled in a separate section that provides theoretical background followed by suggestions for instruction that can be adapted for…

  18. Meursault on Trial: Multi-Skills Activities for Teaching "L'Etranger."

    ERIC Educational Resources Information Center

    Polly, Lyle R.; Buscaglia, Michael J.

    1978-01-01

    Presents a unit of activities based on a reading of Albert Camus'""L'Etranger." The activities, which can be adapted to various levels and abilities in an intermediate French class, incorporate reading, writing, listening and speaking skills. Sample materials and a bibliography are appended. (AM)

  19. Storytelling for Fluency and Flair: A Performance-Based Approach

    ERIC Educational Resources Information Center

    Campbell, Terry; Hlusek, Michelle

    2015-01-01

    In the classroom experiences described in this article, grade three students were introduced to storytelling through the interactive read aloud of a mentor text and a storytelling demonstration, followed by daily collaborative activities involving listening, speaking, reading, and writing, culminating in dramatic storytelling performances. The…

  20. Introductory Spanish: Part 3.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL.

    These Quinmester Program materials are intended for students developing the basic skills of reading, writing, speaking, and listening. Performance Objectives are outlined and structural exercises treating "-e" and "-i" verbs,…

  1. 15 CFR 40.2 - Qualifications.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... training programs. (2) Able to speak, read, write, and understand the English language. (3) Sponsored by his government either directly with the United States or through a public international agency. (4...

  2. 15 CFR 40.2 - Qualifications.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... training programs. (2) Able to speak, read, write, and understand the English language. (3) Sponsored by his government either directly with the United States or through a public international agency. (4...

  3. 15 CFR 40.2 - Qualifications.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... training programs. (2) Able to speak, read, write, and understand the English language. (3) Sponsored by his government either directly with the United States or through a public international agency. (4...

  4. 15 CFR 40.2 - Qualifications.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... training programs. (2) Able to speak, read, write, and understand the English language. (3) Sponsored by his government either directly with the United States or through a public international agency. (4...

  5. 15 CFR 40.2 - Qualifications.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... training programs. (2) Able to speak, read, write, and understand the English language. (3) Sponsored by his government either directly with the United States or through a public international agency. (4...

  6. Mississippi Language Arts Framework with the Process of Instructional Intervention, 2000.

    ERIC Educational Resources Information Center

    Mississippi State Dept. of Education, Jackson.

    This Language Arts Framework provides a description of what students should know and do in English, language arts, and reading classrooms, kindergarten through twelfth grade. The framework addresses the interrelatedness of reading, writing, speaking, listening, and viewing. The intent is to raise expectations for student performance, provide…

  7. Vocabulary Instruction for Struggling Students. What Works for Special-Needs Learners Series

    ERIC Educational Resources Information Center

    Vadasy, Patricia F.; Nelson, J. Ron

    2012-01-01

    Addressing a key skill in reading, writing, and speaking, this comprehensive book is grounded in cutting-edge research on vocabulary development. It presents evidence-based instructional approaches for at-risk students, including English language learners and those with learning difficulties. Coverage ranges from storybook reading interventions…

  8. Lernen Wir Deutsch! Part 10, German: 7535.02.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL.

    This course in German prescribes broad goals and performance objectives for the development of cultural awareness, student attitudes, and listening, speaking, writing, and reading skills. The content of the course, based on Units 21 and 22 of "A-LM German: Level 2" and "Reading for Meaning," requires mastery of selected…

  9. Some "Wonderings" about Literacy Teacher Education.

    ERIC Educational Resources Information Center

    Alvermann, Donna E.

    2001-01-01

    Ponders whether there exists a knowledge base for teaching others how to teach reading. Discusses the distinction between "social constructionism" and "social constructivism." Notes that literacy teacher educators who conceive of literacy as critical social practice do not deny the cognitive or behavioral aspects of reading, writing, and speaking,…

  10. Language Arts in the Science Curriculum.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Language arts experiences integrate well with quality science lessons and units of study. For example, there are many opportunities for listening, speaking, reading, and writing activities in science. Ideas gleaned in science need to be communicated in diverse ways involving one or more senders and receivers of messages. Students may read about…

  11. What Is the Study of Variation Useful For?

    ERIC Educational Resources Information Center

    Shuy, Roger W.

    The study of language variation has brought linguists closer to some of the problems which concern our schools, namely, the teaching of reading, writing, and speaking. Through variability studies, answers can be found to questions about how to delimit styles, how to effect acceptability in school writing and talking, how to appreciate the dynamics…

  12. Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation

    ERIC Educational Resources Information Center

    Britsch, Susan

    2010-01-01

    Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus…

  13. Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy

    2012-01-01

    The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and…

  14. Readers Theater as a Tool to Understand Difficult Concept in Economics

    ERIC Educational Resources Information Center

    Wulandari, Dwi; Narmaditya, Bagus Shandy

    2017-01-01

    Readers Theater is one of the innovative learning in an effort to increase the understanding and value students' learning processes that involve the activity of reading, writing, listening and speaking. In this type of learning, students read a manuscript of a certain literature and other students grasp the meaning of what was read and is shown by…

  15. 34 CFR 646.7 - What definitions apply?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... individual, means a person whose native language is other than English and who has sufficient difficulty speaking, reading, writing, or understanding the English language to deny that individual the opportunity...

  16. 34 CFR 646.7 - What definitions apply?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... individual, means a person whose native language is other than English and who has sufficient difficulty speaking, reading, writing, or understanding the English language to deny that individual the opportunity...

  17. 34 CFR 646.7 - What definitions apply?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... individual, means a person whose native language is other than English and who has sufficient difficulty speaking, reading, writing, or understanding the English language to deny that individual the opportunity...

  18. Learning Disabilities and ADHD

    MedlinePlus

    ... several areas, including speaking, reading, writing, and doing math. Attention deficit hyperactivity disorder (ADHD) is not a ... Dyscalculia makes it hard for people to understand math. They may also have problems telling time and ...

  19. 5 CFR 9901.364 - Foreign language proficiency pay.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... particular language skills; (3) The difficulty of recruiting or retaining employees with the same... least two skills (listening, reading, speaking, or writing, as required). (2) FLPP may be paid for...

  20. Predictors of Spelling and Writing Skills in First- and Second-Language Learners

    ERIC Educational Resources Information Center

    Harrison, Gina L.; Goegan, Lauren D.; Jalbert, Rachel; McManus, Kelly; Sinclair, Kristin; Spurling, Jessica

    2016-01-01

    Cognitive and linguistic components related to spelling and writing in English as a second language (ESL) and native-English speaking (EL1) third graders were examined. ESL and EL1 children performed similarly on rapid naming, phonological awareness (PA), verbal short-term and working memory, reading fluency, single-word spelling, text spelling,…

  1. Collaboration through Blogging: The Development of Writing and Speaking Skills in ESP Courses

    ERIC Educational Resources Information Center

    Kleanthous, Angela; Cardoso, Walcir

    2016-01-01

    There has been a growing interest in incorporating social media in education and in language teaching in general. From a pedagogical perspective, as mentioned in Kleanthous (2016), blogs (or weblogs) appear to be effective in enhancing writing and/or reading skills, as their interactive platforms enable learners to exchange comments and offer…

  2. Lab Reports: A Concise Guide for Non-Native English Speakers

    ERIC Educational Resources Information Center

    Soundranayagam, Luxshmi

    2014-01-01

    College students in the non-English-speaking world have to overcome formidable barriers in reading and writing when their medium of instruction is English. One particular problem faced by science majors is the writing of lab reports, a demanding task that might not be effectively supported by the standard guides and manuals available. This paper…

  3. Strengthen Your Music Program by Incorporating Aspects of the ELA Common Core State Standards

    ERIC Educational Resources Information Center

    Smith, Nancy Thompson

    2014-01-01

    Implementation of the English Language Arts (ELA) Common Core State Standards (CCSS) reduces the traditional separation between the study of different subjects. Increased focus on nonfiction reading and writing means more incorporation of other content, such as music, into language arts classes. CCSS's emphasis on speaking and writing across…

  4. Predicting Writing Development in Dual Language Instructional Contexts: Exploring Cross-Linguistic Relationships

    ERIC Educational Resources Information Center

    Savage, Robert; Kozakewich, Meagan; Genesee, Fred; Erdos, Caroline; Haigh, Corinne

    2017-01-01

    This study examined whether decoding and linguistic comprehension abilities, broadly defined by the Simple View of Reading, in grade 1 each uniquely predicted the grade 6 writing performance of English-speaking children (n = 76) who were educated bilingually in both English their first language and French, a second language. Prediction was made…

  5. Hello...Hello...This Is the Poet Speaking...Do You Read Me...?

    ERIC Educational Resources Information Center

    Gibbons, Maurice

    1972-01-01

    In dialogue between Poet" and English teacher", author writes, Kids will know a hell of a lot more about poetry if they read, experience, enjoy, talk, probe, criticize, respond and create...than if they line-by-line a few set poems." His thesis: the set poetry curriculum turns pupils off. (Author/PD)

  6. Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek.

    PubMed

    Altani, Angeliki; Georgiou, George K; Deng, Ciping; Cho, Jeung-Ryeul; Katopodi, Katerina; Wei, Wei; Protopapas, Athanassios

    2017-12-01

    We examined cross-linguistic effects in the relationship between serial and discrete versions of digit naming and word reading. In total, 113 Mandarin-speaking Chinese children, 100 Korean children, 112 English-speaking Canadian children, and 108 Greek children in Grade 3 were administered tasks of serial and discrete naming of words and digits. Interrelations among tasks indicated that the link between rapid naming and reading is largely determined by the format of the tasks across orthographies. Multigroup path analyses with discrete and serial word reading as dependent variables revealed commonalities as well as significant differences between writing systems. The path coefficient from discrete digits to discrete words was greater for the more transparent orthographies, consistent with more efficient sight-word processing. The effect of discrete word reading on serial word reading was stronger in alphabetic languages, where there was also a suppressive effect of discrete digit naming. However, the effect of serial digit naming on serial word reading did not differ among the four language groups. This pattern of relationships challenges a universal account of reading fluency acquisition while upholding a universal role of rapid serial naming, further distinguishing between multi-element interword and intraword processing. Copyright © 2017 Elsevier Inc. All rights reserved.

  7. Legends for Sale, Poems for Free: Whole Language Activities Can Be Inspired by Risk-Taking and Scene Changes.

    ERIC Educational Resources Information Center

    Kaminski, Robert

    1991-01-01

    Describes two classroom activities that were developed to promote a whole language approach to listening, speaking, reading, and writing. One involved fifth grade students who wrote legends that other students paid to read and evaluate, and the other involved an eighth grade English class who gave free poetry readings in a coffee house setting.…

  8. 77 FR 69604 - Applications for New Awards; Model Demonstration Projects on Promoting Reentry Success Through...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-11-20

    ... skills (including English language acquisition), complete secondary education, and transition to further... limited to, assessment; instruction in reading, writing, and speaking the English language, numeracy...

  9. Destrezas de communicacion en la vida actual. Volumen I. Edicion para el maestro (Communications Skills in Everday Life. Volume I. Teacher Edition). Applied Basic Curriculum Series.

    ERIC Educational Resources Information Center

    Evaluation, Dissemination and Assessment Center, Dallas.

    The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…

  10. Destrezas de communicacion en la vida actual. Volumen III. Edicion para el maestro (Communication Skills in Everyday Life. Volume III. Teacher Edition). Applied Basic Curriculum Series.

    ERIC Educational Resources Information Center

    Evaluation, Dissemination and Assessment Center, Dallas.

    The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…

  11. Destrezas de communicacion en la vida acutal. Volumen II. Edicion para el maestro (Communication Skills in Everyday Life. Volume II. Teacher Edition). Applied Basic Curriculum Series.

    ERIC Educational Resources Information Center

    Evaluation, Dissemination and Assessment Center, Dallas.

    The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…

  12. Performance of First Year University Students in the Speaking Tasks of a Simulated University Entrance Examination

    ERIC Educational Resources Information Center

    Garcia Laborda, Jesus; Luque Agullo, Gloria; Muñoz, Ana Isabel; Bakieva, Margarita

    2015-01-01

    The debate over the Foreign Language Test (English) in the University Entrance Examination (PAU) has become a critical issue in the Spanish Educational system. Despite the Ministry of Education's interest in changing a test that has its strong emphasis on reading, writing and grammar but a general negligence towards listening and speaking, limited…

  13. E.S.L. Video Recording Project at Martin Luther King, Jr. High School, Spring 1988. OREA Report.

    ERIC Educational Resources Information Center

    Berney, Tomi D.; Schlau, Beth

    The English-as-a-Second-Language (ESL) video recording project was designed to use student-produced videotape recordings to help 120 limited-English-speaking students learn to speak, read, and write English. Staff participated in a series of workshops on video program development and production techniques. Four classes developed video productions,…

  14. Overlap and Uniqueness: Linguistic Componential Traits Contributing to Expressive Skills in English as a Foreign Language

    ERIC Educational Resources Information Center

    Pae, Hye K.; O'Brien, Beth

    2018-01-01

    This study identified robust predictors of expressive skills in academic English as a foreign language. The participants were 92 Korean-speaking learners of English. The field test of the Pearson Test of English Academic was used as a secondary data analysis. Four communicative skills (reading, writing, listening, and speaking) and six enabling…

  15. Flipping between Languages? An Exploratory Analysis of the Usage by Spanish-Speaking English Language Learner Tertiary Students of a Bilingual Probability Applet

    ERIC Educational Resources Information Center

    Lesser, Lawrence M.; Wagler, Amy E.; Salazar, Berenice

    2016-01-01

    English language learners (ELLs) are a rapidly growing part of the student population in many countries. Studies on resources for language learners--especially Spanish-speaking ELLs--have focused on areas such as reading, writing, and mathematics, but not introductory probability and statistics. Semi-structured qualitative interviews investigated…

  16. 14 CFR 63.51 - Eligibility requirements; general.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... years of age; (b) Be able to read, write, speak, and understand the English language; (c) Hold at least a second-class medical certificate issued under part 67 of this chapter within the 12 months before...

  17. Literacy from A to Z: Engaging Students in Reading, Writing, Speaking and Listening

    ERIC Educational Resources Information Center

    Blackburn, Barbara R.

    2008-01-01

    This book offers strategies, activities, and tools to help teachers and reading specialists teach elementary and middle school students to become better readers, writers, speakers, and listeners. Written in a lively and accessible style with one chapter for each letter of the alphabet, the book offers practical advice and fully realized examples…

  18. The Case for Multiple Texts

    ERIC Educational Resources Information Center

    Cummins, Sunday

    2017-01-01

    Reading just one text on any topic, Cummins argues, isn't enough if we expect students to learn at deep levels about the topic, synthesize various sources of information, and gain the knowledge they need to write and speak seriously about the topic. Reading a second or third text expands a reader's knowledge on any topic or story--and the why…

  19. Readings on English as a Second Language for Teachers and Teacher Trainees. Second Edition

    ERIC Educational Resources Information Center

    Croft, Kenneth, Ed.

    Thirty-five articles on teaching English as a second language are presented under the following headings: (1) "Trends and Practices," (2) "The Matter of Errors," (3) "Second Language Acquisition," (4) "Speaking and Understanding," (5) "Reading and Writing," (6) "Vocabulary," (7) "Testing," and (8) "The Matter of Culture." Authors include Clifford…

  20. Reading Closely and Discussing the "I Have a Dream" Speech

    ERIC Educational Resources Information Center

    Brown, Elizabeth S.

    2013-01-01

    In preparation for her school's celebration of Martin Luther King Jr.'s birthday, Elizabeth Brown developed an integrated language arts and social studies one-week unit of study on the civil rights movement, where she reinforced reading, writing, and speaking skills. The overarching goals for the five-day lesson on Dr. King's "I Have a…

  1. Language and Mathematical Performance: A Comparison of Lower Secondary School Students with Different Level of Mathematical Skills

    ERIC Educational Resources Information Center

    Korhonen, Johan; Linnanmaki, Karin; Aunio, Pirjo

    2012-01-01

    This study investigated the connection between language (i.e., word comprehension, reading comprehension and spelling skills) and mathematical performance. The sample consisted of grade nine students (N = 810) in 14 lower secondary schools in the Swedish speaking areas of Finland. Standardized tests for reading and writing skills, and mathematical…

  2. The Impact of Vocabulary Enhancement Activities on Vocabulary Acquisition and Retention among Male and Female EFL Learners in Iran

    ERIC Educational Resources Information Center

    Sharafi-Nejad, Maryam; Raftari, Shohreh; Bijami, Maryam; Khavari, Zahra; Ismail, Shaik Abdul Malik Mohamed; Eng, Lin Siew

    2014-01-01

    In general, incidental vocabulary acquisition is represented as the "picking up" of new vocabularies when students are engaged in a variety of reading, listening, speaking, or writing activities. Research has shown when learners read extensively incidental vocabulary acquisition happens. Many EFL students cannot be involved in reading…

  3. Semantic Radical Knowledge and Word Recognition in Chinese for Chinese as Foreign Language Learners

    ERIC Educational Resources Information Center

    Su, Xiaoxiang; Kim, Young-Suk

    2014-01-01

    In the present study, we examined the relation of knowledge of semantic radicals to students' language proficiency and word reading for adult Chinese-as-a-foreign language students. Ninety-seven college students rated their proficiency in speaking, listening, reading, and writing in Chinese, and were administered measures of receptive and…

  4. Comprehension Right from the Start: How To Organize and Manage Book Clubs for Young Readers.

    ERIC Educational Resources Information Center

    Marriott, Donna

    Noting that book clubs offer a balanced approach that respects the highly individualized nature of learning and utilizes guided reading, shared reading, listening, speaking, writing, and critical thinking skills, this book proposes how to organize and manage book clubs for young readers. The book provides suggestions on how to accomplish the…

  5. Spaces Where We Know Who to Be: Black Girls Reading Reflections of and Speaking for Themselves

    ERIC Educational Resources Information Center

    Harris-Scott, Lynnette H.

    2012-01-01

    This study explores how academically talented Black girls read, write and narrate their lived experiences while attending a predominantly white, selective admissions urban high school. Black girls in these types of settings often experience feelings of isolation and silencing, unjust treatment, and underrepresentation in the curriculum (Carter,…

  6. Consumer Finance: Factors Affecting the Financial Literacy of Individuals with Limited English Proficiency. Report to Congressional Committees. GAO-10-518

    ERIC Educational Resources Information Center

    Cackley, Alicia Puente

    2010-01-01

    According to Census data, more than 12 million adults in the United States report they do not speak English well or at all. Proficiency in reading, writing, speaking, and understanding the English language appears to be linked to multiple dimensions of adult life in the United States, including financial literacy--the ability to make informed…

  7. Design and Psychometric Considerations for Assessments of Speaking Proficiency: The English Language Development Assessment (ELDA) as Illustration

    ERIC Educational Resources Information Center

    Ferrara, Steve

    2008-01-01

    The No Child Left Behind Act of 2001 requires all states to assess the English proficiency of English language learners each school year. Under Title I and Title III of No Child Left Behind, states are required to measure the annual growth of students' English language development in reading, listening, writing, and speaking and in comprehension…

  8. Oral Storytelling, Speaking and Listening and the Hegemony of Literacy: Non-Instrumental Language Use and Transactional Talk in the Primary Classroom

    ERIC Educational Resources Information Center

    Hibbin, Rebecca

    2016-01-01

    The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as "non-instrumental" practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children's education and development,…

  9. 32 CFR 68.3 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    .... Academic skills. Competencies in English, reading, writing, speaking, mathematics, and computer skills that..., degree competencies (e.g., foreign language, computer literacy), and elective course options that... course requirements, degree competencies (e.g., foreign language, computer literacy), and elective course...

  10. 32 CFR 68.3 - Definitions.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    .... Academic skills. Competencies in English, reading, writing, speaking, mathematics, and computer skills that..., degree competencies (e.g., foreign language, computer literacy), and elective course options that... course requirements, degree competencies (e.g., foreign language, computer literacy), and elective course...

  11. Skills and Content: Coordinating the Classroom.

    ERIC Educational Resources Information Center

    Erlich, Howard; Kennedy, Mary Lynch

    1983-01-01

    Describes Ithaca College's project incorporating basic skills development in traditional liberal arts courses. Explains the techniques used to develop skills in reading and studying, writing, speaking and listening, and language and reasoning in courses from nine disciplines. (DMM)

  12. "To speak or not to speak - that is the question". Oral communication skills in a broader profile of literacy: A high school teacher's quest for communicative competence in his chemistry classroom

    NASA Astrophysics Data System (ADS)

    Tuleja, Elizabeth A.

    The goal of any school is to help its students become literate. Broadly speaking, to be literate means to be well informed and educated. More specifically, literacy---or the ability to read and write---is encouraged through the language arts, which is usually characterized by activities that focus primarily on reading and writing skills. While reading and writing are absolutely essential to the academic success of any student, the aspect of speaking skills---or effective communication skills---is often considered ancillary instruction, something to do "if there is enough time," since speaking is assumed to be an innate skill. This research focused on the place of oral communication skills in a broader profile for literacy and its place in every course across the curriculum. The research for this study took place over a nine month period and focused on documenting what one high school science teacher called, "reading, writing, research and recitation" in his 10th and 11 th grade chemistry class. His objective was to teach his chemistry students about the significance of developing oral communication competencies (specifically presentation skills), in the content course of chemistry. Through a descriptive, interpretive, and naturalistic study, I sought to better understand three questions. First, how did this particular teacher integrate oral communication skills into the content area of science? Second, how did the students react to this process and what did they learn from it. Third, what happened when an intervention took place whereby an experienced instructor in the field of communication education partnered with this science teacher in order to help integrate oral communication competencies into the curriculum? The focus of this research was to understand the process that this teacher went through as he attempted to integrate oral speech skills into the curriculum, as well as what the students did with this information while they developed their oral presentations. This study has provided a rich description for understanding the process of integrating oral communication skills into one high school science teacher's chemistry course. It has also looked at the issues of professional development, curriculum, and assessment, which were related concerns regarding this integration. This study may provide a much needed example for bringing together both secondary and higher education professionals who are concerned about what and how to teach oral communication skills in a broader profile of literacy in grades 9--12.

  13. The Views of the American Founding Fathers on the Study of the Modern Foreign Languages.

    ERIC Educational Resources Information Center

    Pentlin, Susan Lee

    The Founding Fathers of the United States placed great importance on the learning of foreign languages and on excellence in reading and writing English. Sacrifices in the curriculum in favor of English were justified by the desire that Americans speak and write English as well as the British. Above all, the Founding Fathers were concerned with the…

  14. Postage Stamps as Pedagogical Instruments in the Italian Curriculum.

    ERIC Educational Resources Information Center

    Nuessel, Frank; Cicogna, Caterina

    1992-01-01

    Examination of several interrelated topics on postage stamps, including their multiple functions and significance as semiotic artifacts, precedes suggestions for incorporating them into the Italian language curriculum in such activities as reading, writing, speaking, listening, and cultural understanding. (CB)

  15. 14 CFR 61.103 - Eligibility requirements: General.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... least 17 years of age for a rating in other than a glider or balloon. (b) Be at least 16 years of age for a rating in a glider or balloon. (c) Be able to read, speak, write, and understand the English...

  16. 14 CFR 61.103 - Eligibility requirements: General.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... least 17 years of age for a rating in other than a glider or balloon. (b) Be at least 16 years of age for a rating in a glider or balloon. (c) Be able to read, speak, write, and understand the English...

  17. 14 CFR 61.103 - Eligibility requirements: General.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... least 17 years of age for a rating in other than a glider or balloon. (b) Be at least 16 years of age for a rating in a glider or balloon. (c) Be able to read, speak, write, and understand the English...

  18. Whales: Incredible Ocean Mammals.

    ERIC Educational Resources Information Center

    Devona, Henry

    1992-01-01

    Describes an integrated thematic unit for children from kindergarten to third grade. Explains that the unit incorporates reading, speaking, writing, science, mathematics, social studies, and art into the study of whales. Suggests learning activities on echolocation, migration, measurement, scrimshaw, history, and human interaction with the…

  19. 34 CFR 491.5 - What definitions apply?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Nonprofit Private Project Public Secretary State educational agency (c) Other definitions. The following... literacy training mean adult education for homeless adults whose inability to speak, read, or write the... responsibilities. Eligible recipients means public or private agencies, institutions, or organizations, including...

  20. 34 CFR 491.5 - What definitions apply?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Nonprofit Private Project Public Secretary State educational agency (c) Other definitions. The following... literacy training mean adult education for homeless adults whose inability to speak, read, or write the... responsibilities. Eligible recipients means public or private agencies, institutions, or organizations, including...

  1. Reading depends on writing, in Chinese.

    PubMed

    Tan, Li Hai; Spinks, John A; Eden, Guinevere F; Perfetti, Charles A; Siok, Wai Ting

    2005-06-14

    Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the close relationship between reading and listening is manifested universally across languages and that behavioral remediation using strategies addressing phonological awareness alleviates reading difficulties in dyslexics. The prevailing view of the central role of phonological awareness in reading development is largely based on studies using Western (alphabetic) languages, which are based on phonology. The Chinese language provides a unique medium for testing this notion, because logographic characters in Chinese are based on meaning rather than phonology. Here we show that the ability to read Chinese is strongly related to a child's writing skills and that the relationship between phonological awareness and Chinese reading is much weaker than that in reports regarding alphabetic languages. We propose that the role of logograph writing in reading development is mediated by two possibly interacting mechanisms. The first is orthographic awareness, which facilitates the development of coherent, effective links among visual symbols, phonology, and semantics; the second involves the establishment of motor programs that lead to the formation of long-term motor memories of Chinese characters. These findings yield a unique insight into how cognitive systems responsible for reading development and reading disability interact, and they challenge the prominent phonological awareness view.

  2. Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders

    PubMed Central

    Jones, Jasmin Niedo; Abbott, Robert D.; Berninger, Virginia W.

    2014-01-01

    Human traits tend to fall along normal distributions. The aim of this research was to evaluate an evidence-based conceptual framework for predicting expected individual differences in reading and writing achievement outcomes for typically developing readers and writers in early and middle childhood from Verbal Reasoning with or without Working Memory Components (phonological, orthographic, and morphological word storage and processing units, phonological and orthographic loops, and rapid switching attention for cross-code integration). Verbal Reasoning (reconceptualized as Bidirectional Cognitive-Linguistic Translation) plus the Working Memory Components (reconceptualized as a language learning system) accounted for more variance than Verbal Reasoning alone, except for handwriting for which Working Memory Components alone were better predictors. Which predictors explained unique variance varied within and across reading (oral real word and pseudoword accuracy and rate, reading comprehension) and writing (handwriting, spelling, composing) skills and grade levels (second and fifth) in this longitudinal study. Educational applications are illustrated and theoretical and practical significance discussed. PMID:24948868

  3. Eliminating Fear of the Blank Page: A Thematic Approach, aka Squeezing the California Department of Education's 1992 ESL Model Standards for Adult Education Programs into One Tidy Package.

    ERIC Educational Resources Information Center

    DesRoches, Diane

    An approach to teaching integrated language skills in adult English-as-a-Second-Language (ESL) instruction is described. The technique uses a combination of classroom drama and role-playing, writing about the event, revision, publication, and follow-up activities to develop speaking, listening, reading, and writing skills. Eight stages are defined…

  4. English and Federal Government. Federal Textbook on Citizenship--Home Study Course. Revised.

    ERIC Educational Resources Information Center

    Immigration and Naturalization Service (Dept. of Justice), Washington, DC.

    This home study material, developed for use by candidates for naturalization who speak English but who have little or no skill in reading, is designed so that the individual unable to attend classes may learn to read and write by having a limited amount of help provided by some member of his family or neighbor. (A companion pamphlet, ED 054 913,…

  5. Teaching Grammar

    ERIC Educational Resources Information Center

    Crawford, William J.

    2013-01-01

    Grammar is a component in all language skills: reading, writing, speaking, and listening. Teachers need to know rules of grammar (teacher knowledge) as well as techniques that help students use grammar effectively and effortlessly (teaching knowledge). Using reflective practice to help teachers become comfortable with teaching grammar, this…

  6. Communication: Beyond the Basics: Other Communication Levels.

    ERIC Educational Resources Information Center

    Gratz, J. E.; Gratz, Elizabeth

    1979-01-01

    In addition to the basic communication skills of reading, writing, listening, and speaking, the authors suggest five other levels of communication to help teachers expand students' horizons: kinetic and symbolic; mental; extraterrestrial, biological, and technological; imagery; and perceptual. Each level is briefly discussed. (MF)

  7. An Innovative Course in Technical Communication and More

    NASA Astrophysics Data System (ADS)

    Cranor, Maria B.; Price, Richard H.

    2004-05-01

    Several studies have shown that otherwise well-prepared physics undergraduates do not develop writing and speaking skills sufficient to the demands of graduate school or the technical workplace. To rectify this, we have developed and taught, for five semesters, a very successful course for junior and senior physics majors. Students improve their writing and speaking skills through technical projects and through a reading list which includes modules on scientific practice and ethics, pseudo science, management, and workplace collaboration. We present here an overview of this course, and discuss the pros and cons of introducing a useful, yet unusual and highly labor-intensive (for teachers and for students) class into the traditional physics curriculum.

  8. Early development of language by hand: composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling.

    PubMed

    Berninger, Virginia W; Abbott, Robert D; Jones, Janine; Wolf, Beverly J; Gould, Laura; Anderson-Youngstrom, Marci; Shimada, Shirley; Apel, Kenn

    2006-01-01

    The first findings from a 5-year, overlapping-cohorts longitudinal study of typical language development are reported for (a) the interrelationships among Language by Ear (listening), Mouth (speaking), Eye (reading), and Hand (writing) in Cohort 1 in 1st and 3rd grade and Cohort 2 in 3rd and 5th grade; (b) the interrelationships among three modes of Language by Hand (writing manuscript letters with pen and keyboard and cursive letters with pen) in each cohort in the same grade levels as (a); and (c) the ability of the 1st graders in Cohort 1 and the 3rd graders in Cohort 2 to apply fast mapping in learning to spell pseudowords. Results showed that individual differences in Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression are stable developmentally, but each functional language system is only moderately correlated with the others. Likewise, manuscript writing, cursive writing, and keyboarding are only moderately correlated, and each has a different set of unique neuropsychological predictors depending on outcome measure and grade level. Results support the use of the following neuropsychological measures in assessing handwriting modes: orthographic coding, rapid automatic naming, finger succession (grapho-motor planning for sequential finger movements), inhibition, inhibition/switching, and phonemes skills (which may facilitate transfer of abstract letter identities across letter formats and modes of production). Both 1st and 3rd graders showed evidence of fast mapping of novel spoken word forms onto written word forms over 3 brief sessions (2 of which involved teaching) embedded in the assessment battery; and this fast mapping explained unique variance in their spelling achievement over and beyond their orthographic and phonological coding abilities and correlated significantly with current and next-year spelling achievement.

  9. Development and Validation of a Taiwanese Communication Progression in Science Education

    ERIC Educational Resources Information Center

    Hsin, Ming-Chin; Chien, Sung-pei; Hsu, Yin-Shao; Lin, Chen-Yung; Yore, Larry D.

    2016-01-01

    Common core standards, interdisciplinary education, and discipline-specific literacy are common international education reforms. The constructive-interpretative language arts pairs (speaking-listening, writing-reading, representing-viewing) and the communication, construction, and persuasion functions of language are central in these movements.…

  10. Teacher's Guide: Social Studies, 3.

    ERIC Educational Resources Information Center

    Cortland-Madison Board of Cooperative Educational Services, Cortland, NY.

    Part of a K-12 sequential series, this teacher's guide presents objectives and activities for social studies students in grade 3. Five major sections concentrate on learning, inquiry, and discussion skills, concepts, and values and moral reasoning. Learning skills stress listening, speaking, viewing, reading, writing, map, and statistical…

  11. Language Arts.

    ERIC Educational Resources Information Center

    Keener, Paul L.

    Capitalizing on the resources available in an urban city block, this resource guide for the emotionally handicapped (K-6) presents a resource list and objectives and activities relative to teaching language arts (reading, English, listening, speaking, and writing). The resource list is comprised of approximately 150 physical facilities (e.g.,…

  12. Analysis of Children's Errors in Comprehension and Expression

    ERIC Educational Resources Information Center

    Hatcher, Ryan C.; Breaux, Kristina C.; Liu, Xiaochen; Bray, Melissa A.; Ottone-Cross, Karen L.; Courville, Troy; Luria, Sarah R.; Langley, Susan Dulong

    2017-01-01

    Children's oral language skills typically begin to develop sooner than their written language skills; however, the four language systems (listening, speaking, reading, and writing) then develop concurrently as integrated strands that influence one another. This research explored relationships between students' errors in language comprehension of…

  13. Geography, Culture, History, Politics of Latin America. Revised.

    ERIC Educational Resources Information Center

    Dangle, James; Esler, Jon

    This curriculum guide provides activities to help students understand Latin America. A foundation for analyzing the interdependence of world nations develops critical thinking, and problem solving skills. Activities emphasize research, reading, writing, and speaking skills. Detailed lesson plans and accompanying reproducible student handouts are…

  14. Teacher's Guide: Social Studies, 5.

    ERIC Educational Resources Information Center

    Cortland-Madison Board of Cooperative Educational Services, Cortland, NY.

    Part of a sequential K-12 program, this teacher's guide provides objectives and activities for students in grade 5. Five major sections correspond to learning, inquiry, and discussion skills, concepts, and values and moral reasoning. Learning skills include listening, speaking, viewing, reading, writing, map, and statistical abilities. Students…

  15. Workplace 2000 Project. Final Performance Report.

    ERIC Educational Resources Information Center

    West Virginia Northern Community Coll., Wheeling.

    West Virginia Northern Community College provided workplace literacy education and training for employees of Weirton Steel Corporation and Union Carbide Corporation. For Weirton Steel the training included 4,040 hours of instruction in fundamental literacy skills (reading, writing, speaking, and math), oral and written communications (including…

  16. Something Old Is New Again: Revisiting Language Experience

    ERIC Educational Resources Information Center

    Dorr, Roberta E.

    2006-01-01

    Children arrive in classrooms with varied background knowledge, which means that teachers must select instructional methods, materials, and techniques to meet multiple needs. A carefully planned approach that includes direct and explicit instruction--as well as extensive opportunities for reading, writing, speaking, and listening--can help…

  17. Language, Culture & Technology

    ERIC Educational Resources Information Center

    Lum, Lydia

    2006-01-01

    Nationally, foreign language faculty have been adjusting their curricula to ensure that today's college students know how to use technology to communicate effectively in languages other than their native tongue. Once upon a time, students were considered fluent if they could read, write, speak and aurally comprehend a foreign language. However…

  18. Teacher's Guide: Social Studies, 10.

    ERIC Educational Resources Information Center

    Cortland-Madison Board of Cooperative Educational Services, Cortland, NY.

    This teacher's guide, part of a sequential K-12 series, provides objectives and learning activities for social studies students in grade 10. Five major sections focus on learning, inquiry, and discussion skills, concepts, and values and moral reasoning. Learning skills stress listening, speaking, viewing, reading, writing, map, and statistical…

  19. Teacher's Guide: Social Studies, 8.

    ERIC Educational Resources Information Center

    Cortland-Madison Board of Cooperative Educational Services, Cortland, NY.

    This teacher's guide, part of a sequential K-12 series, provides objectives and activities for social studies students in grade 8. Five major sections focus on learning, inquiry, and discussion skills, concepts, and values and moral reasoning. Learning skills stress listening, speaking, viewing, reading, writing, map, and statistical abilities.…

  20. Teacher's Guide: Social Studies, 7.

    ERIC Educational Resources Information Center

    Cortland-Madison Board of Cooperative Educational Services, Cortland, NY.

    This teacher's guide, part of a sequential K-12 series, provides objectives and activities for social studies students in grade 7. Five major sections focus on learning, inquiry, and discussion skills, concepts, and values and moral reasoning. Learning skills stress listening, speaking, viewing, reading, writing, map, and statistical abilities.…

  1. Teacher's Guide: Social Studies, 9.

    ERIC Educational Resources Information Center

    Cortland-Madison Board of Cooperative Educational Services, Cortland, NY.

    This teacher's guide, part of a sequential K-12 series, provides objectives and activities for social studies students in grade 9. Five major sections focus on learning, inquiry, and discussion skills, concepts, and values and moral reasoning. Learning skills stress listening, speaking, viewing, reading, writing, map, and statistical abilities.…

  2. Technology and the Four Skills

    ERIC Educational Resources Information Center

    Blake, Robert

    2016-01-01

    Most L2 instructors implement their curriculum with an eye to improving the four skills: speaking, listening, reading, and writing. Absent in this vision of language are notions of pragmatic, sociolinguistic, and multicultural competencies. Although current linguistic theories posit a more complex, interactive, and integrated model of language,…

  3. Polish Basic Course.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    These 15 volumes of the Basic Polish Course, prepared for use in the Defense Language Institute's intensive language program, comprise Lessons 1-124. They are disigned to train native English language speakers to Level 3 proficiency in comprehension, speaking, reading, and writing Polish. (Level 5 is native-speaker fluency.) The phonological…

  4. Student Cognitive and Affective Development in the Context of Classroom-Level Curriculum Development

    ERIC Educational Resources Information Center

    Shawer, Saad Fathy; Gilmore, Deanna; Banks-Joseph, Susan Rae

    2008-01-01

    This qualitative study examined the impact of teacher curriculum approaches (curriculum-transmitter/curriculum-developer/curriculum-maker) on student cognitive change (reading, writing, speaking, and listening abilities) and their affective change (motivation and interests). This study's conceptual framework was grounded in teacher curriculum…

  5. Web-Based Technology for Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Kumar, S. Praveen; Raja, B. William Dharma

    2010-01-01

    Individuals with special educational needs may face difficulties in acquiring basic skills needed for learning such as reading, spelling, writing, speaking, understanding, listening, thinking or arithmetic. The difficulties they face in the learning process have begun to attract serious attention throughout the globe. They suffer from severe…

  6. Advertisements: An Overlooked Resource in the Foreign Language Classroom.

    ERIC Educational Resources Information Center

    Deutsch, Rena

    The use of newspaper and magazine advertisements for teaching foreign language skills in listening, speaking, reading, and writing as well as vocabulary, idiomatic expressions, grammar, pronunciation, and culture is encouraged and discussed. Suggested lessons and classroom activities are presented in four categories: vocabulary, grammatical rules…

  7. Communicate in Russian--Part 2: 7543.04.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL.

    This second volume of a three-part series intended to follow the Quinmester course "Survive a Russian Party" prescribes broad goals and performance objectives for the development of listening, reading, speaking, and writing skills. Cultural objectives and desirable student attitudes are suggested. Students take an imaginary flight to…

  8. Human Services. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in secondary-level human services occupations programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking);…

  9. Technical/Engineering. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in secondary-level technical/engineering programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking); thinking…

  10. Health Care. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists core standards and occupational knowledge and skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level health care occupations programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking); thinking…

  11. Teacher's Guide: Social Studies, 4.

    ERIC Educational Resources Information Center

    Cortland-Madison Board of Cooperative Educational Services, Cortland, NY.

    This teacher's guide, part of a K-12 sequential series, provides objectives and activities for students in grade 4. Five major sections focus on learning, inquiry, and discussion skills, concepts, and values and moral reasoning. Learning skills stress listening, speaking, viewing, reading, writing, map, and statistical abilities. Students role…

  12. Total Physical Response: A Technique for Teaching All Skills in Spanish.

    ERIC Educational Resources Information Center

    Glisan, Eileen W.

    1986-01-01

    Presents a strategy for using an expanded version of Total Physical Response (TPR) as one tool for teaching listening, speaking, reading, and writing in Spanish. Variations of TPR are suggested for the purpose of implementing the technique within the foreign language curriculum. (Author/CB)

  13. 78 FR 79675 - Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-12-31

    ... written translations. --Competency to interpret, however, does not necessarily mean formal certification... free language assistance. --Written tests that do not assess English language competency, but test... States read, write, speak and understand English. There are many individuals, however, for whom English...

  14. Teacher's Guide: Social Studies, 6.

    ERIC Educational Resources Information Center

    Cortland-Madison Board of Cooperative Educational Services, Cortland, NY.

    This teacher's guide, part of a sequential K-12 series, provides objectives and activities for social studies students in grade 6. Five major sections focus on learning, inquiry, and discussion skills, concepts, and values and moral reasoning. Learning skills stress listening, speaking, viewing, reading, writing, map, and statistical abilities.…

  15. Culture in the Classroom.

    ERIC Educational Resources Information Center

    Le, Thuong Van; Le, Nancylee

    New methods are proposed for teachers to increase the cultural knowledge of their students. Rather than emphasizing food, festivals, and famous faces from other lands, there should be an attempt to use culture in the classroom as content in the regular instruction of speaking, listening, writing, mathematics, reading, and science. Teaching…

  16. Turkish Basic Course.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    These 14 volumes of the Defense Language Institute's basic course in Turkish consist of 112 lesson units designed to train native English language speakers to Level 3 proficiency in comprehending, speaking, reading, and writing Turkish. (Native-speaker fluency is Level 5.) An introduction to the sound system, vowel harmony, and syllable division…

  17. A potential protective effect in multilingual patients with semantic dementia: two case reports of patients speaking Taiwanese and Japanese.

    PubMed

    Liu, Yi-Chien; Yip, Ping-Keung; Fan, Yu-Ming; Meguro, Kenichi

    2012-03-01

    Several reports have suggested that multilingualism has a protective effect against semantic dementia. Here, we provide further evidence for this effect. The patient was a 75-year-old right-handed Taiwanese woman who had retired after working as a tailor. She was able to speak Taiwanese, Japanese and Mandarin Chinese fluently until 5 years ago. She gradually developed symptoms of profound anomia and difficulty with word-finding. Her mother tongue was Taiwanese and she had learned Japanese as her first symbolized language. She had used Mandarin Chinese for most of her life, but depended on Japanese to read and write (such as reading a newspaper and keeping accounts). However, she could now speak only very simple Taiwanese and Japanese, and could recognize only simple Japanese characters. SECOND: The patient was a 62-year-old right-handed man who had worked as an ironworker. He could speak Taiwanese and Mandarin Chinese fluently until 5 years ago. His mother tongue was Taiwanese. After 5 years of language deterioration, he was unable to communicate with his family members or recognize any characters, including numbers. SPECT RESULTS: Brain perfusion ECD SPECT (Tc-99m-ethyl cysteinate dimer single-photon emission computed tomography) showed less perfusion in the multilingual patient (Case #1) than in the bilingual patient (Case #2). Neuropsychological tests also demonstrated a slower rate of degeneration in the multilingual patient. We speculate that reading and writing in Japanese had a greater impact on the semantic system in Case #1. Thus, this patient showed relatively less degeneration or functional inactivity, as shown by perfusion in the frontal lobe, and this might be due to the persistent activation involved in multilingualism.

  18. Computer-Assisted Language Learning for Japanese on the Macintosh: An Update of What's Available.

    ERIC Educational Resources Information Center

    Darnall, Cliff; And Others

    This paper outlines a presentation on available Macintosh computer software for learning Japanese. The software systems described are categorized by their emphasis on speaking, writing, or reading, with a special section on software for young learners. Software that emphasizes spoken language includes "Berlitz for Business…

  19. THE LANGUAGE LABORATORY. A HANDBOOK FOR TEACHERS OF FOREIGN LANGUAGE.

    ERIC Educational Resources Information Center

    New Orleans Public Schools, LA.

    THE PURPOSE OF THE LABORATORIES IS TO DEVELOP FOUR BASIC SKILLS IN FOREIGN LANGUAGE STUDY--AURAL UNDERSTANDING, SPEAKING, READING, WRITING, AND TO SUPPORT AN UNDERSTANDING AND APPRECIATION OF THE CULTURE OF THE COUNTRY STUDIED. THE LABORATORY PROVIDES INDIVIDUAL SEMI-SOUNDPROOF BOOTHS EQUIPPED WITH HEADPHONES, MICROPHONES AND TAPE RECORDING…

  20. Using Films in the Multimedia English Class

    ERIC Educational Resources Information Center

    Wang, Youming

    2009-01-01

    With the great, constant renovation and development of various knowledge and economy, talents of compound, high quality and high skills are in urgent need in society; a new educational reform runs through the whole foreign teaching courses, including audio-visual course, speaking, reading, writing and translating courses. With the aid of…

  1. Whole Language Discovery Activities for the Primary Grades.

    ERIC Educational Resources Information Center

    Riley, Margaret C.; Coe, Donna L.

    For the K-3 teacher, this book presents hundreds of ready-to-use individual and group activities for developing reading, writing, listening, and speaking skills, all correlated with other curriculum areas and organized into nine monthly sections. The book includes teaching strategies, individual and group games, activity sheets, quizzes, writing…

  2. Oral Reading in Bilingual Aphasia: Evidence from Mongolian and Chinese

    ERIC Educational Resources Information Center

    Weekes, Brendan Stuart; Su, I. Fan; Yin, Wengang; Zhang, Xihong

    2007-01-01

    Cognitive neuropsychological studies of bilingual patients with aphasia have contributed to our understanding of how the brain processes different languages. The question we asked is whether differences in script have any impact on language processing in bilingual aphasic patients who speak languages with different writing systems: Chinese and…

  3. The Language Laboratory and Modern Language Teaching. Revised Edition.

    ERIC Educational Resources Information Center

    Stack, Edward M.

    Since the audiolingual forms of a foreign language (hearing and speaking) must be controlled before the graphic skills (reading and writing) are taught, exercises in a language laboratory, which affords students intensive, active, individual drill, ought to precede written exercises on the same material. The three major forms of language…

  4. Lesson Plans for Teaching Young Adult Literature.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    Intended for teachers, this book is a collection of lesson plans created by 28 teachers in North Carolina to provide opportunities that support integrated learning. Using recommended young adult literature, the book presents activities which promote the integration of listening, speaking, reading, writing, and viewing. The book provides two or…

  5. Creative Thought in Teaching Turkish Language

    ERIC Educational Resources Information Center

    Aytan, Talat; Guney, Nail; Gun, Mesut

    2011-01-01

    Primary Turkish lesson curriculum aims to educate individuals who can use Turkish and the abilities of speaking, writing, listening and reading efficiently; who can express feelings, ideas and dreams; who are sensitive to national values and who has the consciousness of language and the top level conscious abilities such as classification,…

  6. Foreign Language Needs of U.S. Businesses.

    ERIC Educational Resources Information Center

    Kordsmeier, William; Arn, Joe; Rogers, Betty

    2000-01-01

    Of 171 human resource managers in multicultural corporations, 78.9% indicated the need for employees with second language fluency, especially in Spanish (69.6%). Second language speaking skills were in higher demand than reading or writing. Second language ability is a major consideration in hiring, promotion, and retention. (SK)

  7. Teaching for the Fun of It

    ERIC Educational Resources Information Center

    Mitcham, Karen

    2009-01-01

    The purpose of having fun in the English language arts (ELA) classroom is twofold: (1) build community; and (2) alleviate the monotony, drudgery, and anxiety that reading, speaking, and writing often produce, especially in struggling students and any and all who are future members of Garrison Keillor's Lake Woebegone Professional Organization of…

  8. Business, Marketing, and Information Management. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in business, marketing, and information management programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking);…

  9. Linguistic Intervention Techniques for At-Risk English Language Learners

    ERIC Educational Resources Information Center

    Schneider, Elke; Evers, Tsila

    2009-01-01

    In U.S. public schools, the population of nonnative speakers of English who are at risk for failing language requirements is growing. This article presents multisensory structured language (MSL) teaching strategies to remediate these students' difficulties in reading, writing, and speaking English. These strategies are underscored by recent…

  10. Re-Imagine Your Library with iPads

    ERIC Educational Resources Information Center

    Perez, Lisa

    2013-01-01

    Chicago Public Schools librarians have discovered that iPads engage students in developing their reading, writing, speaking, and listening skills while expressing their creativity. Their librarians embarked on a year-long experiment with the mobile devices that inspired them to completely reinvent the way they teach. This article presents tips…

  11. Teaching for Content: Greek Mythology in French.

    ERIC Educational Resources Information Center

    Giauque, Gerald S.

    An intermediate-level university French course in Greek mythology was developed to (1) improve student skills in reading, writing, speaking, and comprehending French, (2) familiarize students with Greek mythology, and (3) prepare students to deal better with allusions to Greek mythology in French literature. The texts used are a French translation…

  12. Language Arts Resource Guide K-12.

    ERIC Educational Resources Information Center

    Pitman, John C.

    One of a series designed to help districts refine and upgrade their current curricular offerings, this resource guide deals with the development of a unified K-12 language arts curriculum that combines the four major language arts components of listening, speaking, reading, and writing. Following a brief foreword and list of acknowledgments, the…

  13. 14 CFR 65.101 - Eligibility requirements: General.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... months of practical experience in the procedures, practices, inspection methods, materials, tools, machine tools, and equipment generally used in the maintenance duties of the specific job for which the... employed; and (6) Be able to read, write, speak, and understand the English language, or, in the case of an...

  14. Le Francais Moderne, (Modern French) Part II.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL.

    Performance objectives and broad goals for listening, speaking, reading, and writing skills in French instruction are presented in this text. Cultural awareness and student attitude are also considered. Vocabulary and structure of the course are presented through three situations: shopping, meeting a train, and making vacation plans. Short films…

  15. Where Are We Today? A Survey of Current German Teaching Methods in American Colleges and Universities.

    ERIC Educational Resources Information Center

    Helt, Richard C.; Woloshin, David J.

    1982-01-01

    Reports on survey of beginning German at colleges and universities in the U.S. Results show grammatical knowledge is most important objective followed by speaking, listening, and reading comprehension, cultural awareness, then writing. Results indicate growth within the profession. (BK)

  16. Technologies in Use for Second Language Learning

    ERIC Educational Resources Information Center

    Levy, Mike

    2009-01-01

    This article describes the technologies in use for second language learning, in relation to the major language areas and skills. In order, these are grammar, vocabulary, reading, writing, pronunciation, listening, speaking, and culture. With each language area or skill, the relevant technologies are discussed with examples that illustrate how…

  17. Establishing Proficiency Standards for High School Graduation.

    ERIC Educational Resources Information Center

    Herron, Marshall D.

    The Oregon State Board of Education has rejected the use of cut-off scores on a proficiency test to establish minimum performance standards for high school graduation. Instead, each school district is required to specify--by local board adoption--minimum competencies in reading, writing, listening, speaking, analyzing, and computing. These…

  18. Significance of Literature in Foreign Language Teaching

    ERIC Educational Resources Information Center

    Babaee, Ruzbeh; Yahya, Wan Roselezam Bt Wan

    2014-01-01

    This research aims to consider literature as a significant tool for teaching fundamental language skills including speaking, listening, reading and writing. Reasons for the use of literature in language classrooms and major factors for choosing appropriate kinds of literary texts in such classes should be highlighted in order to make readers aware…

  19. Beyond Literacy in an Uncertain World.

    ERIC Educational Resources Information Center

    Delker, Paul V.

    Media statements and pronouncements by leaders in various sectors throughout the nation confirm that literacy still means the ability to work with the printed or written word. It is also evident that the term literacy includes more than reading. Literacy encompasses writing, speaking and listening, computing, and even problem-solving skills.…

  20. THhe MLA Foreign Language Proficiency Tests for Teachers and Advanced Students.

    ERIC Educational Resources Information Center

    del Olmo, Guillermo

    1967-01-01

    The development, design, and purposes of these advanced proficiency tests are discussed, along with brief descriptions of their seven component parts--listening comprehension, speaking, reading, writing, applied linguistics, civilization and culture, and professional preparation. Some of the research inspired by the tests is identified. (AF)

  1. Amazon Flooded Forest. Teacher Resource Guide.

    ERIC Educational Resources Information Center

    Duvall, Todd

    This teacher's resource guide was created to accompany the Amazon Flooded Forest exhibit at the Oregon Zoo. The enclosed lessons and activities are designed to extend into several aspects of daily curriculum including science, math, reading, writing, speaking, and geography. The materials are intended for use in grades 3-6 although most activities…

  2. The Dynamics of Motivation in Teaching Literacy Skills.

    ERIC Educational Resources Information Center

    Stanchfield, Jo M.

    Basic emotional and intellectual factors in motivation can help to stimulate the learner to acquire the five major literacy skills: listening, speaking, thinking, reading, and writing. Contagion, or the spread effect in psychology, is reflected in the readily communicated attitude of the teacher toward students and teaching itself. Similarly,…

  3. KANSAS STATE PLAN FOR ADULT BASIC EDUCATION.

    ERIC Educational Resources Information Center

    Kansas State Dept. of Public Instruction, Topeka.

    THE KANSAS PLAN IS DESIGNED TO HELP ESTABLISH NEW LOCAL ADULT BASIC EDUCATION PROGRAMS, AND TO EXPAND AND IMPROVE EXISTING ONES. INSTRUCTIONAL CONTENT WILL INCLUDE READING AND WRITING, SPEAKING AND LISTENING SKILLS, CITIZENSHIP, CONSUMER EDUCATION, HUMAN RELATIONS, AND FAMILY LIFE EDUCATION. EARLY STAGES OF PLANNING (TO JUNE 30, 1966) WILL STRESS…

  4. A University Joins the Community

    ERIC Educational Resources Information Center

    Lester, Jessica Nina; Kronick, Bob; Benson, Mark

    2012-01-01

    The lack of opportunities for youth to engage in meaningful academic practices such as reading, writing, and speaking feeds the school-prison nexus. But budget cuts, teacher layoffs, and program depletions make providing a rigorous, well-rounded, 21st century education increasingly difficult. Yet is still possible to do, especially in a…

  5. Communication and Representation as Elements in Mathematical Literacy

    ERIC Educational Resources Information Center

    Thompson, Denisse R.; Chappell, Michaele F.

    2007-01-01

    The process standards of communication and representation in the "Principles and Standards for School Mathematics" are critical tools to help students develop mathematical literacy. In the mathematics classroom, students need to be encouraged to use speaking, listening, reading, and writing to communicate their understanding of mathematics words,…

  6. Romanian Basic Course.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    The "Romanian Basic Course," consisting of 89 lesson units in eight volumes, is designed to train native English language speakers to Level 3 proficiency in comprehension, speaking, reading, and writing Romanian (based on a 1-5 scale in which Level 5 is native speaker proficiency). Volume 1, which introduces basic sentences in dialog form with…

  7. Korean Basic Course.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    These 11 volumes of the Korean Basic Course comprise 112 lesson units designed to train native English language speakers to Level 3 proficiency in comprehension and speaking and Level 2 proficiency in reading and writing Korean. (Level 5 on this scale is native-speaker level.) Intended for classroom use in the Defense Language Institute intensive…

  8. Using Cognates to Scaffold Context Clue Strategies for Latino ELs

    ERIC Educational Resources Information Center

    Montelongo, Jose A.; Hernandez, Anita C.; Herter, Roberta J.; Cuello, Jaime

    2011-01-01

    Latino English learners (ELs) come to elementary classrooms with many English-Spanish cognates in their listening, speaking, reading, and writing vocabularies. Cognates are words that are orthographically, semantically, and syntactically similar in two languages because of a shared etymology. Some cognates are identical in both English and…

  9. Developing Voice through the Language Arts

    ERIC Educational Resources Information Center

    Henn-Reinke, Kathryn; Chesner, Geralyn A.

    2006-01-01

    This book shows prospective teachers how to use the language arts to connect diverse students to the world around them and help them develop their own literate voices. It considers the integrated nature of the primary language arts--reading, writing, listening, speaking, viewing, and visually representing. The authors encourage preservice and…

  10. 34 CFR 491.5 - What definitions apply?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General § 491.5 What definitions apply? (a... literacy training mean adult education for homeless adults whose inability to speak, read, or write the...

  11. 34 CFR 491.5 - What definitions apply?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General § 491.5 What definitions apply? (a... literacy training mean adult education for homeless adults whose inability to speak, read, or write the...

  12. 34 CFR 491.5 - What definitions apply?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General § 491.5 What definitions apply? (a... literacy training mean adult education for homeless adults whose inability to speak, read, or write the...

  13. Teaching Interdisciplinary Thematic Units in Language Arts. ERIC Digest.

    ERIC Educational Resources Information Center

    Ritter, Naomi

    This Digest discusses teaching interdisciplinary thematic units in language arts, noting that such units typically integrate broad areas of knowledge, such as social studies, mathematics, or ecology with the teaching of the four major language skills: reading, writing, listening, and speaking. The Digest presents a definition and rationale for…

  14. Navajo Adult Basic Education.

    ERIC Educational Resources Information Center

    Navajo Community Coll., Tsaile, AZ.

    The objectives of this Special Experimental Demonstration Project in Adult Basic Education for the Navajo were: (1) to raise the educational and social level of Navajo adult students who are unable to read, write, and speak English; (2) to assist the Navajo adult students to take advantage of occupational and vocational training programs; (3) to…

  15. Impacts of Captioned Movies on Listening Comprehension

    ERIC Educational Resources Information Center

    Janfaza, Abusaied; Jelyani, Saghar Javidi; Soori, Afshin

    2014-01-01

    With the advent of technology, the implication of authentic multimedia-based teaching materials are using widely in language classrooms. Technology can be in service of teaching different skills such as listening, reading, speaking and writing. Among these skills listening comprehension is a skill in which the learners have problems to master.…

  16. Do Multimedia Applications Benefit Learning-Disabled Children?

    ERIC Educational Resources Information Center

    Raja, B. William Dharma; Kumar, S. Praveen

    2010-01-01

    This paper focusses on the need and benefit of using multimedia applications to cater to the needs of children with learning disabilities. The children with special educational needs found in various schools may face difficulties in acquiring academic skills such as reading, spelling, writing, speaking, understanding, listening, thinking or…

  17. Language development in a non-vocal child.

    PubMed

    Rogow, S M

    1994-01-01

    Many children who cannot speak, comprehend both oral and written language. Having knowledge of language is not the same as being able to use language for social transactions. Non-vocal children learn to use augmented and assisted systems, but they experience specific difficulties in initiating and maintaining conversations and making use of the pragmatic functions of language. The purpose of this study was to investigate the semantic and syntactic knowledge of a child with severe multiple disabilities who can read and write and comprehend two languages, but does not initiate conversation. The study demonstrates that high levels of language comprehension and ability to read and write do not automatically transfer to conversational competence or narrative ability.

  18. Are written and spoken recall of text equivalent?

    PubMed

    Kellogg, Ronald T

    2007-01-01

    Writing is less practiced than speaking, graphemic codes are activated only in writing, and the retrieved representations of the text must be maintained in working memory longer because handwritten output is slower than speech. These extra demands on working memory could result in less effort being given to retrieval during written compared with spoken text recall. To test this hypothesis, college students read or heard Bartlett's "War of the Ghosts" and then recalled the text in writing or speech. Spoken recall produced more accurately recalled propositions and more major distortions (e.g., inferences) than written recall. The results suggest that writing reduces the retrieval effort given to reconstructing the propositions of a text.

  19. Predicting writing development in dual language instructional contexts: exploring cross-linguistic relationships.

    PubMed

    Savage, Robert; Kozakewich, Meagan; Genesee, Fred; Erdos, Caroline; Haigh, Corinne

    2017-01-01

    This study examined whether decoding and linguistic comprehension abilities, broadly defined by the Simple View of Reading, in grade 1 each uniquely predicted the grade 6 writing performance of English-speaking children (n = 76) who were educated bilingually in both English their first language and French, a second language. Prediction was made from (1) English to English; (2) French to French; and (3) English to French. Results showed that both decoding and linguistic comprehension scores predicted writing accuracy but rarely predicted persuasive writing. Within the linguistic comprehension cluster of tests, Formulating Sentences was a strong consistent within- and between-language predictor of writing accuracy. In practical terms, the present results indicate that early screening for later writing ability using measures of sentence formulation early in students' schooling, in their L1 or L2, can provide greatest predictive power and allow teachers to differentiate instruction in the primary grades. Theoretically, the present results argue that there are correlations between reading-related abilities and writing abilities not only within the same language but also across languages, adding to the growing body of evidence for facilitative cross-linguistic relationships between bilinguals' developing languages. © 2016 John Wiley & Sons Ltd.

  20. Psychometric Properties of a Newly Developed Learning Difficulties Scale in the Omani Society

    ERIC Educational Resources Information Center

    Al-Qaryout, Ibrahim A.; Abu-Hilal, Maher M.; Alsulaimani, Humaira

    2013-01-01

    Introduction: Learning difficulties (LD) is a recent construct. It has been agreed that the individual who suffers from learning difficulties has a disorder in one or more of the basis psychological processes, including attention, cognition, formation of concepts, memory, problem solving, understanding or reading, speaking or writing, or…

  1. The Role of Transitions in ESL Instruction

    ERIC Educational Resources Information Center

    Steinman, Linda

    2013-01-01

    Transitions in ESL contexts generally refer to those linking words placed between sentences and between paragraphs. Transitions in writing (and in speaking) are helpful; they facilitate coherence and cohesion when used correctly. Understanding them when reading allows us to join the writer in seeing why and how idea B follows idea A. In this…

  2. Making Curriculum Pop: Developing Literacies in All Content Areas

    ERIC Educational Resources Information Center

    Goble, Pam; Goble, Ryan R.

    2016-01-01

    From comics to cathedrals, pie charts to power ballads, fashion to Facebook . . . students need help navigating today's mediarich world. And educators need help teaching today's new media literacy. To be "literate" now means being able to read, write, listen, speak, view, and represent across all media--including both print and nonprint…

  3. The Museum of Solid Waste and Energy.

    ERIC Educational Resources Information Center

    National Energy Education Development Project, Reston, VA.

    This activity geared for grades 5-9 involves students in creating museum stations on eight solid waste and energy topics. While working in groups, students present their station topic to other students who are conducting a "museum tour." In doing so participants are encouraged to enhance their reading, writing, public speaking, and artistic skills…

  4. Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

    ERIC Educational Resources Information Center

    Gürleyik, Sinan; Akdemir, Elif

    2018-01-01

    Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of…

  5. Australian Curriculum Linked Lessons: Reasoning in Number and Algebra

    ERIC Educational Resources Information Center

    Day, Lorraine

    2014-01-01

    The Reasoning Proficiency in number and algebra is about children making sense of the mathematics by explaining their thinking, giving reasons for their decisions and describing mathematical situations and concepts. Lorraine Day notes, children need to be able to speak, read and write the language of mathematics while investigating pattern and…

  6. Prentice Hall Literature© (1989-2005). What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2017

    2017-01-01

    "Prentice Hall Literature©" (1989-2005) is an English language arts curriculum designed for students in grades 6-12 that focuses on building reading, writing, listening, viewing, speaking, and language skills. Multiple editions of this curriculum were released between 1989 and 2005, including "Prentice Hall Literature©" (1989)…

  7. Test Review: Canadian Academic English Language (CAEL) Assessment

    ERIC Educational Resources Information Center

    Malone, Margaret E.

    2010-01-01

    This article presents a review of the Canadian Academic English Language (CAEL) Assessment, a high stakes standardized test of the English language. It is a topic-based test that integrates listening, reading, writing and speaking. The test is designed to describe the level of English language proficiency of test takers planning to study at…

  8. Adult Literacy Issues, Programs, and Options. Updated.

    ERIC Educational Resources Information Center

    Irwin, Paul M.

    Media reports suggest widespread illiteracy among adults who may not be able to read, write, speak, or otherwise communicate competently enough to meet the demands of modern society. There is no consensus on the definition of illiteracy or supporting statistics. According to the U.S. Department of Education, the adult illiteracy rate is 13…

  9. L'insegnamento integrato degli aspetti dell'attivita verbale (Integrated Teaching of the Aspects of Verbal Activity).

    ERIC Educational Resources Information Center

    Di Silvestre, Flavio

    1988-01-01

    Discusses an article written by three Soviet teachers who analyze studies conducted in the area of foreign language teaching, particularly the teaching of Russian. Their focus is on the methodological principles of an approach that integrates the teaching of the four skills (listening, speaking, reading, writing). (CFM)

  10. Censoring Freedom: Community-Based Professional Development and the Politics of Profanity

    ERIC Educational Resources Information Center

    Watson, Vajra M.

    2013-01-01

    The lack of strong literacy skills and practices among students is perhaps the clearest indicator that the education system continues to leave millions of children behind. To advance the reading, writing, and speaking skills of middle and high school students, this study examines a professional development model that brought trained…

  11. Bushwick High School. "A Warm Welcome," 1981-1982. O.E.E. Evaluation Report.

    ERIC Educational Resources Information Center

    Sjostrom, Barbara R.; And Others

    Project "A Warm Welcome" at Bushwick High School in New York City is a comprehensive Spanish-English bilingual/bicultural program that provides instruction in English as a second language; bilingual instruction in reading, writing, mathematics, and other content areas; and career awareness training for Spanish speaking ninth to eleventh…

  12. Why and How EFL Students Learn Vocabulary in Parliamentary Debate Class

    ERIC Educational Resources Information Center

    Aclan, Eunice M.; Aziz, Noor Hashima Abdul

    2015-01-01

    Vocabulary, the backbone of any language including English, is foundational for listening, speaking, reading and writing. These four macro-skills are necessary not only in gaining knowledge as English is the language to access major information sources particularly the World Wide Web but also in the demanding globalized workplace. Vocabulary is…

  13. Empowering Learners with Digital and Media Literacy

    ERIC Educational Resources Information Center

    Hobbs, Renee

    2011-01-01

    School librarians and teachers are working together in a national movement to bring digital and media literacy to all citizens. When people think of the term "literacy," what generally springs to mind is reading and writing, speaking and listening. These are foundational elements of literacy. But because people use so many different types of…

  14. Dialogue Journals and Transformational Learning: Latino Students and Their Professor "Talk-Back" to Each Other

    ERIC Educational Resources Information Center

    Nieves, Yolanda

    2014-01-01

    This article explores how dialogue journals can lead to a transformative learning experience. Adult Latino students enrolled in a community college developmental reading class agree to speak truth to power through this critical writing process. Using Mezirow's (2002) transformational learning theory, Brookfield's (2000) concepts on teaching for…

  15. The English or Foreign Language Major and Liberal Education

    ERIC Educational Resources Information Center

    Liberal Education, 2009

    2009-01-01

    Study in language, literature, and culture has long been a defining feature of education in the liberal arts. Speaking, reading, and writing have traditionally stood at the heart of education because the arts of language and the tools of literacy are key qualifications for full participation in social, political, economic, and cultural life. Today…

  16. A Toolkit of Strategies: Building Literacy in the World Languages Classroom

    ERIC Educational Resources Information Center

    Zeppieri, Rosanne; Russel, Priscilla

    2013-01-01

    In elementary schools around the United States, children learn in text-rich environments with literacy a primary goal of instruction, whether the instruction is in Arabic, Chinese, English, French, Russian, or Spanish. Nonetheless, second language instruction is often overlooked as a vehicle for building students' reading, writing, speaking,…

  17. Using Learning Preferences to Improve Coaching and Athletic Performance

    ERIC Educational Resources Information Center

    Dunn, Julia L.

    2009-01-01

    Each individual learns in a different manner, depending on his or her perceptual or learning preferences (visual, auditory, read/write, or kinesthetic). In sport, coaches and athletes must speak a common language of instructions, verbal cues, and appropriate motor responses. Thus, developing a clear understanding of how to use students' learning…

  18. Let the Data Speak: Gender Differences in Math Curriculum-Based Measurement

    ERIC Educational Resources Information Center

    Yarbrough, Jamie L.; Cannon, Laura; Bergman, Shawn; Kidder-Ashley, Pamela; McCane-Bowling, Sara

    2017-01-01

    Numerous studies have identified differences between males and females in academic performance across the areas of reading, writing, and mathematics. The current study examined whether or not gender differences exist when math curriculum-based measures (M-CBMs) are used to assess basic math computation skills in a sample of third- through…

  19. BASIC JAPANESE FOR COLLEGE STUDENTS. REVISED EDITION.

    ERIC Educational Resources Information Center

    NIWA, TAMAKO; MATSUDA, MAYAKO

    THE 24 LESSONS IN THIS TEXT ARE DESIGNED FOR COLLEGE STUDENTS BEGINNING JAPANESE LANGUAGE STUDY. THE SELECTION OF VOCABULARY AND THE PRESENTATION OF GRAMMAR ARE DIRECTED TO THE GOAL OF ACQUIRING FACILITY IN SPEAKING RATHER THAN WRITING. FOR A READING TEXT RECOMMENDED FOR USE WITH THIS SPOKEN LANGUAGE TEXT, SEE HIBBETT AND ITSAKA "MODERN…

  20. Teaching Nonliterate Adults in Oral Cultures: Findings from Practitioners

    ERIC Educational Resources Information Center

    Thompson, LaNette W.

    2015-01-01

    Literacy is the gatekeeper to modern information. In the world today, approximately 740 million adults are excluded from adult education if that education uses literate instructional strategies. Nearly 3/4 of a billion adults, many of whom speak unwritten languages, do not use reading to learn new information nor share information through writing.…

  1. Manual de Cocina y Nutricion (Handbook on Cooking and Nutrition).

    ERIC Educational Resources Information Center

    Ruiz, Mercedes M., Ed.; Pavon, Elena S., Ed.

    This manual is part of a Mexican series of instructional materials designed for Spanish speaking adults who are in the process of becoming literate or have recently become literate in their native language. Its objective is to strengthen reading and writing skills while teaching basic nutrition and food preparation techniques. The manual provides…

  2. English Language Learners. What Works Clearinghouse Topic Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2007

    2007-01-01

    English language learners are students with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in English. English language learners also include students identified and determined by their school as having limited English proficiency and a language other than English spoken in the…

  3. Immersion francaise precoce: Francais I (Early French Immersion: French I).

    ERIC Educational Resources Information Center

    Burt, Andy; And Others

    This manual for first grade French instruction accompanies the early French immersion program. It is based on general and specific learning objectives for the four language skills the child needs to develop (listening, speaking, reading, and writing). The introduction to the manual provides an overview of the program for the primary grades and…

  4. The Labor of Listening

    ERIC Educational Resources Information Center

    Peterson, Stacey A.

    2012-01-01

    This exercise is designed to illustrate how challenging it is to listen. Although listening is an activity that people use more than speaking, reading, or writing, it is typically not afforded the same level of instruction and focus (Adler & Rodman, 2011). In addition, humans are subject to such continual and diverse stimuli; most do not even…

  5. "#Literate Lives Matter": Black Reading, Writing, Speaking, and Listening in the 21st Century

    ERIC Educational Resources Information Center

    Ladson-Billings, Gloria

    2016-01-01

    Literacy for African Americans has never been merely about skill development and text comprehension. Its primary purposes and foci have been liberation, empowerment, and self-determination. From slave narratives to contemporary liberation movements assisted by social media, African Americans have deployed literacy strategically to as Paulo Freire…

  6. Video Dubbing Projects in the Foreign Language Curriculum

    ERIC Educational Resources Information Center

    Burston, Jack

    2005-01-01

    The dubbing of muted video clips offers an excellent opportunity to develop the skills of foreign language learners at all linguistic levels. In addition to its motivational value, soundtrack dubbing provides a rich source of activities in all language skill areas: listening, reading, writing, speaking. With advanced students, it also lends itself…

  7. 33 CFR 150.205 - What are the language requirements for port personnel?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 33 Navigation and Navigable Waters 2 2010-07-01 2010-07-01 false What are the language requirements for port personnel? 150.205 Section 150.205 Navigation and Navigable Waters COAST GUARD... What are the language requirements for port personnel? Only persons who read, write, and speak English...

  8. 33 CFR 150.205 - What are the language requirements for port personnel?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 33 Navigation and Navigable Waters 2 2011-07-01 2011-07-01 false What are the language requirements for port personnel? 150.205 Section 150.205 Navigation and Navigable Waters COAST GUARD... What are the language requirements for port personnel? Only persons who read, write, and speak English...

  9. Power and Citizenship through Youth-Centered Project-Based Clinical Practice

    ERIC Educational Resources Information Center

    Daoud, Nisreen; Pellegrino, Anthony; Zenkov, Kristien

    2017-01-01

    "Partnerships in/as/for Literacies" explores the idea that literacies are as much evolving processes as they are static contents. Co-authored by university- and school-based teachers and teacher educators, pre-service teachers, and youths, columns consider how very traditional literacies (e.g., in reading, writing, composing, speaking,…

  10. Language Arts Project: Radio Program Production.

    ERIC Educational Resources Information Center

    Staskal, Doreen

    A project in which student groups create a 10-minute radio broadcast consisting of a song, commercials, a news report, and a commentary is presented. The purpose of the project is to teach students to be selective media users while also teaching reading, writing, listening, and speaking skills. The teacher introduction offers suggestions for…

  11. Bulgarski ezik za dobrovoltsi ot Korpusa na mira (Bulgarian Language for Peace Corps Volunteers. Bulgaria).

    ERIC Educational Resources Information Center

    Dimitrova, Aneta; Tomova, Christina; Tasseva, Mila

    Designed for continued language learning beyond the intermediate level, this workbook provides practice and sets of exercises for improving speaking and listening skills in Bulgarian through class participation and discussion, and reading and writing. The book includes grammar explanations, news reports, brief biographies of prominent Bulgarians,…

  12. 14 CFR 65.33 - Eligibility requirements: General.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... certificate a person must— (a) Be at least 18 years of age; (b) Be of good moral character; (c) Be able to read, write, and understand the English language and speak it without accent or impediment of speech..., hold at least a second-class medical certificate issued under part 67 of this chapter within the 12...

  13. Handbook of Research on Teaching Literacy through the Communicative and Visual Arts.

    ERIC Educational Resources Information Center

    Flood, James, Ed.; Heath, Shirley Brice, Ed.; Lapp, Diane, Ed.

    Focusing on multiple ways in which learners gain access to knowledge and skills, this handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing). The handbook pays particular attention to the visual arts of drama,…

  14. Test Review: D. Wechsler "Wechsler Individual Achievement Test" (3rd ed.). San Antonio, Texas--Pearson, 2009

    ERIC Educational Resources Information Center

    Vaughan-Jensen, Jessica; Adame, Cindy; McLean, Lauren; Gamez, Brenda

    2011-01-01

    This article reviews "Wechsler Individual Achievement Test-Third Edition" (WIAT-III), which is designed to assess students' skills in listening, speaking, reading, writing, and mathematics. The test can identify an individual's strengths and weaknesses, assist professionals who are determining whether a student is eligible for special…

  15. AT Advocates Tackle Attitudes & Education towards Learning Disabilities

    ERIC Educational Resources Information Center

    Williams, John M.

    2006-01-01

    Learning disabilities are present in 10 percent of the population, and the condition is defined as, "A disorder in basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or use mathematical calculations". In this…

  16. PLANNING FOR THE LANGUAGE DEVELOPMENT OF DISADVANTAGED CHILDREN AND YOUTH.

    ERIC Educational Resources Information Center

    NEWTON, EUNICE S.

    THE VERBAL ENVIRONMENT OF THE FIRST YEARS OF LIFE IS CRUCIAL IN THE LANGUAGE DEVELOPMENT OF THE INDIVIDUAL. THERE IS A CLOSE INTERRELATEDNESS AMONG LANGUAGE ARTS. SPEAKING, WRITING, LISTENING, AND READING PERFORM RECIPROCAL FUNCTIONS IN THE COMMUNICATIVE CYCLE. THEREFORE, THERE IS A NEED TO REINFORCE LANGUAGE ARTS IN ALL GRADES AND IN ALL…

  17. Advanced English as a Second Language for Manufacturing. P.R.I.D.E. People Retraining for Industry Excellence.

    ERIC Educational Resources Information Center

    Lewandowski, Carol

    This workplace skills training course in English as a Second Language (ESL) identifies English problems for nonnative speakers and encourages students to practice speaking, writing, listening, and reading skills using company literature. Introductory material includes course description, objectives, topical outline, and evaluation. The course…

  18. Teaching Spanish to the Deaf.

    ERIC Educational Resources Information Center

    Munoz-Strizver, Nancy

    Conversational Spanish is taught to hearing-impaired adolescents at the Model Secondary School for the Deaf (MSSD) through the use of cued speech. This paper provides an explanation of this mode of instruction and a description of the Spanish program at MSSD. The students learn the four skills of listening, speaking, reading and writing. Cued…

  19. Issues in Vertical Scaling of a K-12 English Language Proficiency Test

    ERIC Educational Resources Information Center

    Kenyon, Dorry M.; MacGregor, David; Li, Dongyang; Cook, H. Gary

    2011-01-01

    One of the mandates of the No Child Left Behind Act is that states show adequate yearly progress in their English language learners' (ELLs) acquisition of English language proficiency. States are required to assess ELLs' English language proficiency annually in four language domains (listening, reading, writing, and speaking) to measure their…

  20. Austria; Its People and Its Culture.

    ERIC Educational Resources Information Center

    Moore, Merriam

    This curriculum guide details a 10-week German language course on Austria for advanced high school students. It is intended to help students develop skills of listening comprehension, reading, speaking, and writing German; to add to their knowledge of German grammar and vocabulary; to acquaint them with Austrian history and culture, and to have…

  1. Transforming Student Literacies: Three Feminists (Re)Teach Reading, Writing, and Speaking

    ERIC Educational Resources Information Center

    Gerald, Amy Spangler; McEvoy, Kathleen; Whitfield, Pamela

    2004-01-01

    In her 1974 essay "Toward a Woman-Centered University" Adrienne Rich notes that, contrary to popular belief, American universities are not bastions of free thought but patriarchal institutions that reinforce negative aspects of society, such as aggressive competition, domination, hierarchies of power, and gender inequity. Thirty years later Rich's…

  2. Celebrate Democracy! Teach about Censorship

    ERIC Educational Resources Information Center

    Winkler, Lisa K.

    2005-01-01

    An English teacher believes that it is necessary for students to know how and why censorship operates in school libraries and classrooms to help them have the tools to speak for themselves. Free-choice reading, mock trails, and writing assignments are used to teach students about the censorship of books that are used in the schools.

  3. Chinese-Mandarin: Basic Course. Volume VII: Lessons 72-79.

    ERIC Educational Resources Information Center

    Defense Language Inst., Monterey, CA.

    This is the seventh of 16 volumes of audiolingual classroom instruction in Mandarin Chinese. The course is designed to train native English speakers to Level 3 Foreign Service Institute proficiency in comprehension and speaking, and to Level 2 proficiency in reading and writing Mandarin. Facility in the use and recognition of Chinese characters is…

  4. Chinese-Mandarin: Basic Course. Volume IX: Lessons 88-95.

    ERIC Educational Resources Information Center

    Defense Language Inst., Monterey, CA.

    This is the ninth of 16 volumes of audiolingual classroom instruction in Mandarin Chinese. The course is designed to train native English speakers to Level 3 Foreign Service Institute proficiency in comprehension and speaking, and to Level 2 proficiency in reading and writing Mandarin. Facility in the use and recognition of Chinese characters is…

  5. Chinese-Mandarin: Basic Course. Volume VIII: Lessons 80-87.

    ERIC Educational Resources Information Center

    Defense Language Inst., Monterey, CA.

    This is the eighth of 16 volumes of audiolingual classroom instruction in Mandarin Chinese. The course is designed to train native English speakers to Level 3 Foreign Service Institute proficiency in comprehension and speaking, and to Level 2 proficiency in reading and writing Mandarin. Facility in the use and recognition of Chinese characters is…

  6. 76 FR 4978 - Bureau of Educational and Cultural Affairs (ECA) Request for Grant Proposals: National Security...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-27

    ... of 15 and 18 at the start of the program), in intensive, substantive overseas foreign language study... the learning and use of foreign languages by creating and optimizing overseas language study..., speaking, reading and writing), as verified through pre- and post- program assessment with a standardized...

  7. 20 CFR 660.300 - What definitions apply to the regulations for workforce investment systems under title I of WIA?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    .... Literacy means an individual's ability to read, write, and speak in English, and to compute, and solve... award document. Register means the process for collecting information to determine an individual's.... Self certification means an individual's signed attestation that the information he/she submits to...

  8. 20 CFR 660.300 - What definitions apply to the regulations for workforce investment systems under title I of WIA?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    .... Literacy means an individual's ability to read, write, and speak in English, and to compute, and solve... award document. Register means the process for collecting information to determine an individual's.... Self certification means an individual's signed attestation that the information he/she submits to...

  9. 20 CFR 660.300 - What definitions apply to the regulations for workforce investment systems under title I of WIA?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    .... Literacy means an individual's ability to read, write, and speak in English, and to compute, and solve... award document. Register means the process for collecting information to determine an individual's.... Self certification means an individual's signed attestation that the information he/she submits to...

  10. Using Music in the Adult ESL Classroom. ERIC Digest.

    ERIC Educational Resources Information Center

    Lems, Kristen

    Music can be used in the adult English-as-a-Second-Language (ESL) classroom to create a learning environment; to build listening comprehension, speaking, reading, and writing skills; to increase vocabulary; and to expand cultural knowledge. This digest looks briefly at research and offers strategies for using music in the adult ESL classroom.…

  11. Programmed Latin I, Part 2: 7513.06.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL.

    This curriculum guide is designed to be used in conjunction with the text, "Artes Latinae," units 11-17. The course focuses on the listening, speaking, reading, and writing skills as well as on cultural background material. Attention is also paid to developing a positive student attitude toward language learning. The student moves at his…

  12. Programmed Latin I, Part 1. Foreign Language: 7513.05.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL.

    This curriculum guide is designed to be used in conjunction with the text "Artes Latinae," units 1-10. The course focuses on the listening, speaking, reading, and writing skills as well as on cultural background material. Emphasis is placed on developing a positive student attitude toward language learning. The student moves at his own…

  13. Preservice Teachers' Understanding of the Language Arts: Using a Lens of Critical Literacy

    ERIC Educational Resources Information Center

    Bender-Slack, Delane; Young, Teresa

    2016-01-01

    Preservice teachers are placed in educational environments to learn about teaching literacy and about literacy's role in the English Language Arts (ELA) classroom. Of particular significance is how preservice teachers perceive and understand the varied components of language arts (i.e., reading, writing, speaking, listening, viewing, and visually…

  14. Use of Operant Performance to Guide and Evaluate Medical Treatment in an Adult Male Cynomolgus Macaque (Macaca fascicularis)

    DTIC Science & Technology

    2011-11-01

    verbal behavior (for example, reading, writing, speaking) and refined motor performances (for example, driving a car, brushing one’s teeth , playing a...food daily (no. 8714 Teklad 15% Monkey Diet , Harlan Laboratories, Indianapolis, IN, and fresh fruit and vegetables) to maintain body weight at

  15. Interrelationship between learning English language and students' medical education.

    PubMed

    Milosavljević, Natasa

    2008-01-01

    Medical students and researchers need to learn English, not only because it is the means of teaching and learning, but also because its knowledge is necessary in their research activities. The objective of this study was to determine the importance of the study of English language learning for student medical education. The investigation was carried out among students of the Medical Faculty of Nis in 2006. The investigation included 312 students of all years of study and departments and was conducted using a questionnaire. Average rate in writing skill was 4.64 +/- 0.6, in speaking skill 4.62 +/- 0.6, while the students of the College of Nursing showed significantly lower average value. The average value of learning the foreign language was: writing (3.161 +/- .09); speaking (3.27 +/- 1.1); reading (3.84 +/- 1.0) and understanding (3.85 +/- 1.1). The students of the College of Nursing showed significantly lower grades in comparison to the other three Departments. The comparison analysis was done in order to determine the relation of writing and speaking skills in mother tongue and foreign language. As for the English language, the relation of writing and speaking skills was very strong (Pearson C = 0.641, p < 0.01), while in the mother tongue it was slightly lower (Pearson C = 0.44, p < 0.01). The percentage of students satisfied with their economic status was 55% and with social status 79%. The writing and speaking skills in the mother tongue and in English were significantly positively associated with students' satisfaction with their social and economic status, while satisfaction with achievements at the Faculty was associated only with the ability of verbal expression in the mother tongue. The students' satisfaction with their social and economic status was mostly associated with good oral skills in English, which indicates that good knowledge of a foreign language is of great influence on the status of an individual in a society.

  16. The association between semantic dementia and surface dyslexia in Japanese.

    PubMed

    Fushimi, Takao; Komori, Kenjiro; Ikeda, Manabu; Lambon Ralph, Matthew A; Patterson, Karalyn

    2009-03-01

    One theory about reading suggests that producing the correct pronunciations of written words, particularly less familiar words with an atypical spelling-sound relationship, relies in part on knowledge of the word's meaning. This hypothesis has been supported by reports of surface dyslexia in large case-series studies of English-speaking/reading patients with semantic dementia (SD), but would have increased credibility if it applied to other languages and writing systems as well. The hypothesis predicts that, of the two systems used to write Japanese, SD patients should be unimpaired at oral reading of kana because of its invariant relationship between orthography and phonology. By contrast, oral reading of kanji should be impaired in a graded fashion depending on the consistency characteristics of the kanji target words, with worst performance on words whose component characters take 'minority' (atypical) pronunciations, especially if the words are of lower frequency. Errors in kanji reading should primarily reflect assignment of more typical readings to the component characters in these atypical words. In the largest-ever-reported case series of Japanese patients with semantic dementia, we tested and confirmed this hypothesis.

  17. Rigor Plus Support: How Science Teachers Use Literacy Techniques to Get Students Ready for College

    ERIC Educational Resources Information Center

    Bayerl, Katie

    2007-01-01

    Schoolwide literacy--the teaching of reading, writing, speaking, and thinking practices in all content areas--is generally considered an effective, even necessary, approach to addressing the learning needs of adolescents. In early college high schools, which blend high school and college for students who are underserved in higher education, the…

  18. Manual de Salud Familiar y Primeros Auxilios (Family Health and First Aid Manual).

    ERIC Educational Resources Information Center

    Torres De Leon, Juana Maria

    This textbook is part of a Mexican series of instructional materials designed for Spanish speaking adults who are in the process of becoming literate or have recently become literate in their native language. This textbook is designed to strengthen reading and writing skills while teaching basic principles and techniques to improve family health.…

  19. Teaching Advanced Literacy Skills: A Guide for Leaders in Linguistically Diverse Schools

    ERIC Educational Resources Information Center

    Lesaux, Nonie K.; Galloway, Emily Phillips; Marietta, Sky H.

    2016-01-01

    In our knowledge-based society, K-8 students need to develop increasingly sophisticated skills to read, write, and speak for a wide variety of purposes and audiences. Including an extended case example from a linguistically diverse school, this book guides school leaders to design and implement advanced literacy instruction through four key…

  20. Teacher to Teacher: Supporting English Language Learners

    ERIC Educational Resources Information Center

    McElroy, Edward J.

    2005-01-01

    The student population is changing, and teachers need new tools to help their English language learner (ELL) students. ELL students are learning to read, write, and speak English at the same time as they study history, science, math, and all the other subjects taught in our schools. This article describes one tool, the Colorin Colorado website,…

  1. Adult Literacy Issues, Programs, and Options. CRS Issue Brief. Updated.

    ERIC Educational Resources Information Center

    Irwin, Paul M.

    Media reports suggest widespread illiteracy among adults who may not be able to read, write, speak, or otherwise communicate competently enough to meet the demands of modern society. No consensus has been reached regarding a definition of illiteracy or supporting statistics. Estimates of adult illiteracy range form 0.5% to 50%, meaning that of the…

  2. An Examination of Listening Acquisition: A Study of Japanese University Students

    ERIC Educational Resources Information Center

    Hahn, Bryan

    2018-01-01

    English language learners seek strong speaking, reading, writing, and listening skills. When it comes to the last it is commonly assumed that if students have many opportunities to hear spoken English then that exposure will improve their ability to comprehend it. Unfortunately, this is often not the case since many second language learners do not…

  3. The Genetic and Environmental Origins of Learning Abilities and Disabilities in the Early School Years

    ERIC Educational Resources Information Center

    Kovas, Yulia; Haworth, Claire M. A.; Dale, Philip S.; Plomin, Robert

    2007-01-01

    Despite the importance of learning abilities and disabilities in education and child development, little is known about their genetic and environmental origins in the early school years. We report results for English (which includes reading, writing, and speaking), mathematics, and science as well as general cognitive ability in a large and…

  4. Self-Concepts in Reading, Writing, Listening, and Speaking: A Multidimensional and Hierarchical Structure and Its Generalizability across Native and Foreign Languages

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Jansen, Malte

    2016-01-01

    Academic self-concept has been conceptualized as a multidimensional and hierarchical construct. Previous research has mostly focused on its multidimensionality, distinguishing between verbal and mathematical self-concept domains, and only a few studies have examined the factorial structure within specific self-concept domains. The present study…

  5. An Evaluation: Improvement of Teaching English as a Second Language.

    ERIC Educational Resources Information Center

    New York Univ., NY. Center for Field Research and School Services.

    The primary objective of the project for Improving the Teaching of English as a Second Language in the High Schools was to improve the facility of English-language-handicapped students in the four language skills (listening, speaking, reading, and writing) so that they can make a proper adjustment to high school. Most of the students are from…

  6. Enhancing the Performance of Learning-Disabled Children by Dint of Theatre Education

    ERIC Educational Resources Information Center

    Kumar, S. Praveen; Raja, B. William Dharma

    2009-01-01

    In schools, teachers come across pupils who have diverse abilities and special needs. Some of the learners achieve high and some may lag behind in their learning. They may face learning problems such as difficulties in listening, speaking, thinking, reading, writing, spelling, reasoning, calculating or social skills. It is a great challenge on the…

  7. Third Grade Emergent Bilinguals' Voices and Experiences Learning English Literacies in School: A Post-Intentional Phenomenological Exploration

    ERIC Educational Resources Information Center

    Bauer, Rebecca Lee

    2016-01-01

    This study explored the lived experiences of three third grade emergent bilinguals learning English literacies such as speaking, reading, and writing in school using a post-intentional phenomenological approach (Vagle, 2014). Learning what is unfamiliar, especially academics can be challenging for emergent bilinguals. Young elementary children are…

  8. A Nongraded Phase Elective Senior High English Curriculum.

    ERIC Educational Resources Information Center

    South Bend Community School Corp., IN.

    The course content in this nongraded phase elective curriculum is classified into Phase 1, designed for students who find reading, writing, and speaking difficult, Phase 2 for students who need to improve and refine basic skills at a somewhat slower pace, Phase 3 for those who have an average command of basic language skills and want to advance at…

  9. Transcultural Education Model. A Guide for Developing Transitional ESL/LEP and Bilingual Programs Kindergarten through Adult Education.

    ERIC Educational Resources Information Center

    Donaldson, Judy P.

    The Transcultural Education Model presents a unified working model for teaching limited English proficient, English-as-Second-Language (ESL), or English-as-Second-Language transcultural (ESLT) students to read, write, and speak English. The model is designed for students and teachers in elementary, secondary, and adult schools. The model is…

  10. Learning Theory and Languaging: The Acts of Speaking, Reading, and Writing.

    ERIC Educational Resources Information Center

    Evans, Calvin W.

    Through an understanding of learning theories, both those that are cognitive in focus and those which rely on a stimulus-response paradigm, educators may come to a fuller knowledge of what is involved in languaging acts and to a more complete understanding of how to teach necessary communication skills. This paper provides a brief overview of…

  11. Primary School Curriculum for Educable Mentally Retarded Children: A Turkish Case

    ERIC Educational Resources Information Center

    Demirel, Melek

    2010-01-01

    Educable mental retardation is a delay in acquiring basic reading, writing and counting skills emerging through late speaking and linguistic development along with social, emotional or behavioral problems. It is pointed out that such children have intelligence in the 45-74 range, and that they are incompetent in terms of language skills,…

  12. Recent Federal Legislation Added Listening as a Determinant of Literacy: Educators Must Provide Listening Instruction.

    ERIC Educational Resources Information Center

    West, Judy Ferguson

    Listening skills are the most used and least taught of the communication skills. However, in 1978 the United States federal government, through the Elementary and Secondary Education Act, added listening and speaking to reading, writing, and arithmetic as determinants of literacy and needed basic competencies. Through the 1978 legislation, funds…

  13. "Culture" as a Skill in Undergraduate EFL Classrooms: The Bangladeshi Realities

    ERIC Educational Resources Information Center

    Shahed, Faheem Hasan

    2013-01-01

    As regards the status of English in today's globalization era, "culture" has turned out to be an essential component in the teaching and learning of English. Some Applied Linguists have even described it as the fifth skill--after listening, speaking, reading and writing--which must be handled adequately in EFL classrooms. By appreciating…

  14. The Psychosocial Benefits of Oral Storytelling in School: Developing Identity and Empathy through Narrative

    ERIC Educational Resources Information Center

    Hibbin, Rebecca

    2016-01-01

    The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as 'non-instrumental' practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children's education and development, it is…

  15. On Culture Infiltration and the Strategy Integrated with Specialty Characteristics in College English Teaching

    ERIC Educational Resources Information Center

    Liu, Juan

    2017-01-01

    Language is an indispensable part of culture, and it is also a major carrier and medium of culture communication and transmission. Learning a foreign language means not only learning basic language knowledge, training and improving the ability of listening, speaking, reading, writing and translating, but enriching the cross-cultural awareness,…

  16. Teaching English Using Video Materials: Design and Delivery of a Practical Course

    ERIC Educational Resources Information Center

    Lopez-Alvarado, Julio

    2017-01-01

    In this paper, a practical course for listening, speaking, reading and writing was designed using authentic video material. The aim of this paper is to offer tools to the TEFL teacher in order to design new course materials using video material. The development procedure is explained in detail, and the underpinning main theories are also…

  17. Six-Year Ukrainian as a Second Language Program, Grade 11 Teaching Unit.

    ERIC Educational Resources Information Center

    Boruszczak, Bohdan

    The teaching unit provides materials for the fifth year of the six-year secondary school curriculum in Ukrainian as a second language. It focuses on basic vocabulary and communications skills related to the theme of "the restaurant" including: the development of listening, speaking, reading, and writing skills; specific elements of grammar (verb…

  18. Common Core Preparation in Special Education Teacher Education Programs: Beginning the Conversation

    ERIC Educational Resources Information Center

    Murphy, Michelle R.; Marshall, Kathleen J.

    2015-01-01

    The Common Core State Standards (CCSS) were developed to encourage a common focus of instruction and evaluation in the areas of mathematics, reading/language arts, writing, speaking, and listening. As of 2011, all but five states have adopted CCSS for math and English Language Arts (ELA), with another adopting only the standards for ELA. With…

  19. A Comparison of Reliability and Precision of Subscore Reporting Methods for a State English Language Proficiency Assessment

    ERIC Educational Resources Information Center

    Longabach, Tanya; Peyton, Vicki

    2018-01-01

    K-12 English language proficiency tests that assess multiple content domains (e.g., listening, speaking, reading, writing) often have subsections based on these content domains; scores assigned to these subsections are commonly known as subscores. Testing programs face increasing customer demands for the reporting of subscores in addition to the…

  20. Chapter 1 English as a Second Language, 1988-89. OREA Evaluation Section Report.

    ERIC Educational Resources Information Center

    Guerrero, Frank; And Others

    The Chapter 1 English-as-a-Second-Language (ESL) program provided supplementary, intensive English language instruction to limited-English-proficient (LEP) students in 69 non-public schools in New York City. The program's primary goal was to help LEP students gain the listening, speaking, reading, and writing skills necessary to improve their…

  1. Building English Vocabulary through Roots, Prefixes and Suffixes

    ERIC Educational Resources Information Center

    Yurtbasi, Metin

    2015-01-01

    Semantics, the study of the meaning of words, is the sum of the basic elements of four skills, namely, reading, writing, speaking and listening effectively. The knowledge of vocabulary words in lexico-semantics, on the other hand, is essential in every grade level, subject area and assessment for every student. In order to improve students'…

  2. Testing of English in India: A Developing Concept

    ERIC Educational Resources Information Center

    Ramanathan, Hema

    2008-01-01

    English is the associate official language in India and serves as a unifying force in this multilingual country. The teaching of English in K-12 settings focuses on the skills of reading and writing. Listening and speaking skills are not awarded much time, if any, in most classrooms or test settings; only two Boards of Examinations mandate their…

  3. Teaching Persuasive Argument Essay Writing to Adolescent English Language Learners through the "Reading to Learn" Approach

    ERIC Educational Resources Information Center

    Ramos, Kathleen Ann

    2012-01-01

    A persistent achievement gap exists between the steadily growing population of adolescent English language learners (ELLs) in K-12 public schools and their native English-speaking peers. Unsurprisingly, the underachievement of this population of students is linked to an excessively high dropout rate among adolescent ELLs across the nation. Current…

  4. High School Competency Tests and ESL Students: Some Limited Data, Some Larger Questions and a Few Suggestions.

    ERIC Educational Resources Information Center

    McGroarty, Mary

    Graduation competency test results of 27 Spanish-speaking high school students in grades 10-12 indicate that overall oral English proficiency is moderately to strongly correlated with test passage in all three areas tested: mathematics, reading, and writing. These results agree with previous research. However, despite the intuitive appeal of…

  5. Do Phonological Constraints on the Spoken Word Affect Visual Lexical Decision?

    ERIC Educational Resources Information Center

    Lee, Yang; Moreno, Miguel A.; Carello, Claudia; Turvey, M. T.

    2013-01-01

    Reading a word may involve the spoken language in two ways: in the conversion of letters to phonemes according to the conventions of the language's writing system and the assimilation of phonemes according to the language's constraints on speaking. If so, then words that require assimilation when uttered would require a change in the phonemes…

  6. A Developing Curriculum in English: Kindergarten Through Grade Twelve. Second Edition. Studies in Curriculum Development No. 3.

    ERIC Educational Resources Information Center

    Gibbs, Vanita; Mullican, James

    This monograph describes a curriculum first published 14 years ago that is based on students' human development. The described curriculum utilizes a framework of the language arts of listening, speaking, reading, writing, and literature understanding and leaves to the imagination and skill of the individual teacher how the curriculum is…

  7. Drama in the Key Stage 3 English Framework. Key Stage 3: National Strategy.

    ERIC Educational Resources Information Center

    Department for Education and Skills, London (England).

    Effective drama teaching improves the following student skills: speaking and listening, reading and writing through developing thinking, communication skills, and critical analysis. Drama is part of young people's core curriculum entitlement in the United Kingdom. It is included in the English Curriculum Orders and in the Key Stage 3 Framework for…

  8. An Ethnographic Approach to Understanding How Female Students Who Have Been Institutionally Labeled "Migrant" Act as Literate Agents

    ERIC Educational Resources Information Center

    Harmeson, Margarita

    2012-01-01

    This dissertation focused on the literacy practices of three female students institutionally labeled "migrant" as they used reading, writing, and speaking in and out of the classroom as tools for agency. A history of socioeconomic and educational inequities that surround the migratory farmworking population and a tradition of lesser…

  9. The Signs of a Savant: Language Against the Odds

    ERIC Educational Resources Information Center

    Smith, Neil; Tsimpli, Ianthi; Morgan, Gary; Woll, Bencie

    2011-01-01

    Every once in a while nature gives us insight into the human condition by providing us with a unique case whose special properties illuminate the species as a whole. Christopher is such an example. Despite disabilities which mean that everyday tasks are burdensome chores, Christopher is a linguistic wonder who can read, write, speak, understand…

  10. An Integrative Approach to Teaching English as a Second Language: The Hong Kong Case.

    ERIC Educational Resources Information Center

    Wan, Yee

    This paper proposes an integrative approach for teaching English as a second language to students in Hong Kong to develop their listening, speaking, reading, and writing skills in English to meet the challenge of an English curriculum. The integrative approach provides an authentic language environment for learners to develop language skills in a…

  11. Using Original Methods in Teaching English Language to Foreign Students (Chinese) in Indian Classroom

    ERIC Educational Resources Information Center

    Devimeenakshi, K.; Maheswari, C. N. Baby

    2012-01-01

    The article gives information on English language teaching schemes in Indian classrooms for foreign students. The teacher monitors as facilitator and instructor. The trainees were trained in the four macro skills, LSRW. I taught some topics in three skills, namely, writing, listening and reading (just three, not speaking skills) to Chinese…

  12. Measuring the Impact of Language-Learning Software on Test Performance of Chinese Learners of English

    ERIC Educational Resources Information Center

    Nicholes, Justin

    2016-01-01

    This classroom quasi-experiment aimed to learn if and to what degree supplementing classroom instruction with Rosetta Stone (RS), Tell Me More (TMM), Memrise (MEM), or ESL WOW (WOW) impacted high-stakes English test performance in areas of university-level writing, reading, speaking, listening, and grammar. Seventy-eight (N = 78) Chinese learners…

  13. Weaving It All Together: Meeting Standards, Motivating Students.

    ERIC Educational Resources Information Center

    Van Horn, Leigh

    2002-01-01

    Notes the author vowed to prove to herself and to her students that they could meet and exceed the state standards, that they could succeed on any test, and that they could do it while engaging in authentic, context-based reading, writing, speaking, listening, thinking, viewing, and visually representing. Discusses units of study based upon a…

  14. Steller Cove. Oregon Zoo Teacher Resource Guide.

    ERIC Educational Resources Information Center

    Ward, Kristin

    The goal of this teacher guide is to promote education by providing resources and information to aid classroom teachers in using the Oregon Zoo as an educational setting. The unit also emphasizes the integration of science, mathematics, reading, writing, speaking, and problem solving. It is designed for grades 3-5 and is based on the Oregon State…

  15. Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers

    NASA Astrophysics Data System (ADS)

    van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam

    2013-06-01

    The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.

  16. Varied Responses as a Means to the Richness of Discourse: Reading Tough Texts through Speaking and Writing

    ERIC Educational Resources Information Center

    Thompson, Carol L.; Kleine, Michael W.

    2016-01-01

    New scholarship advocates that students should learn deeply and well. Little information exists on exactly how to get students deeply into material so that they understand it inside and out, backward and forward and in a way that enables them to construct knowledge schemas. The authors have developed a heuristic list of communication response…

  17. Phonological Short-Term Memory, Working Memory and Foreign Language Performance in Intensive Language Learning

    ERIC Educational Resources Information Center

    Kormos, Judit; Safar, Anna

    2008-01-01

    In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15-16 in the first intensive language training year of…

  18. Persian Achievement Tests for Aural Comprehension, Speaking, Reading and Writing at the Elementary Level.

    ERIC Educational Resources Information Center

    Marashi, Mehdi

    This volume contains achievement tests designed for American students studying Persian at the elementary level. They are constructed on the basis of materials related to course syllabi. Preceding the tests, the sources of the test data are reviewed and the main ones are listed. The allocation of points in each section of the test syllabus is…

  19. Literacy: State of the Nation--A Picture of Literacy in the UK Today

    ERIC Educational Resources Information Center

    Jama, Deeqa; Dugdale, George

    2012-01-01

    Literacy is the combination of reading, writing, speaking and listening skills we all need to fulfil our potential. These life skills are essential to the happiness, health and wealth of individuals and society. "Literacy: State of the Nation" provides a coherent picture of literacy in the UK today. It reveals that: (1) One in six people…

  20. Profiles in Emergent Biliteracy: Children Making Meaning in a Chicano Community. Educational Psychology: Critical Pedagogical Perspectives. Volume 9

    ERIC Educational Resources Information Center

    Connery, M. Cathrene

    2011-01-01

    How do young children learn to read, write, speak, and listen in two languages? How do emergent readers and writers make meaning within multilingual communities? This book examines the emergent biliteracy development of two kindergarteners growing up in a New Mexican neighborhood. Using ethnographic accounts, the book portrays the familial,…

  1. Success Skills for Textile Workers. Workforce 2000 Partnership. Workplace Literacy Project. End-of-Project External Evaluation Report. November 1, 1994-October 31, 1997.

    ERIC Educational Resources Information Center

    Hill, Allison

    A 3-year workplace literacy project combined the resources and efforts of a junior and a technical college, literacy education providers, and businesses to implement an assessment and education program for textile workers. The program included four components: (1) reading, writing, speaking, listening, and mathematics skills; (2) creative…

  2. Issues in Contemporary Spain: A Multimedia Approach to Teaching Language and Culture in Context.

    ERIC Educational Resources Information Center

    Ramos, Rosa Alicia

    A method of combining second language learning and cultural education at the advanced level is described. In a third-year college Spanish course, the subject of post-Franco Spain is used as the context for developing reading, writing, speaking, and listening skills and also serves as content area in itself. In addition to instructional texts,…

  3. Increasing Creativity with the Self-Studies in Basic English Classes

    ERIC Educational Resources Information Center

    Yagcioglu, Ozlem

    2016-01-01

    There are many materials, books and resources for the self-studies which can be useful in the ESL and in the EFL classrooms. Choosing the ones which can make learners more creative and happier will help our students to develop their language skills in speaking, reading, writing and listening. This paper deals with the methods and approaches to…

  4. Relationship between English Language Learners' Proficiency in Reading, Writing, Listening, and Speaking and Proficiency on Maryland School Assessments in Mathematics

    ERIC Educational Resources Information Center

    Johnson, C. Michael

    2013-01-01

    Mathematics proficiency of English language learners (ELLs) on the Maryland School Assessments (MSA) for mathematics continues to lag behind the proficiency level of students who are proficient English speakers. The purpose of this study was to determine if there is a statistically significant relationship between English language learner's…

  5. Teaching Communication in Content Area Courses: Another Functional Use of the Liberal Arts Curriculum.

    ERIC Educational Resources Information Center

    Roberts, Charles V.; Cannon, Walter

    This paper describes a unified effort at Central College (Pella, Iowa) to insure that graduates in all content areas achieve competency in the communication skills of reading, writing, and speaking. The discussion focuses on how the program was set up, what its components are, how all the faculty contribute, the positive impact of the…

  6. 5 CFR 7301.102 - Prior approval for outside teaching, speaking and writing.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Prior approval for outside teaching... approval for outside teaching, speaking and writing. (a) Before engaging in outside teaching, speaking or... that the outside teaching, speaking or writing is not expected to involve conduct prohibited by statute...

  7. On Their Own but Not Alone: The Difficulty in Competence-Oriented Approaches to Teaching Reading and Writing of Thinking of "Performance" in Communal Terms

    ERIC Educational Resources Information Center

    Abraham, Ulf

    2016-01-01

    Among educators in the field of language and literature, in the German-speaking world and beyond, the concept of "competence" has been gaining ground for three decades. This article questions the validity of prevalent competence definitions, which by focusing on the proficiency of an individual student ignore the fact that in…

  8. Family Literacy Works: Key Findings from the NFER Evaluation of the Basic Skills Agency's Demonstration Programmes

    ERIC Educational Resources Information Center

    Basic Skills Agency, 2006

    2006-01-01

    The Basic Skills Agency (formerly the Adult Literacy and Basic Skills Unit--ALBSU) is the national development agency for literacy, numeracy and related basic skills in England and Wales. This agency defines basic skills as " the ability to read, write, and speak in English and use mathematics at a level necessary to function and progress at…

  9. Big Skills for the Common Core: Literacy Strategies for the 6-12 Classroom

    ERIC Educational Resources Information Center

    Benjamin, Amy; Hugelmeyer, Michael

    2013-01-01

    Zoom in on the academic skills students are required to learn in reading, writing, speaking/listening, and language! This book cuts through all of the Common Core jargon and gets right to the heart of what students need to learn now. "Big Skills for the Common Core" is packed with engaging strategies you can use immediately to improve your…

  10. Do Polish Higher School Students Prefer Speaking in Person, Listening, Reading or Writing during EFL classes? A Brief Commentary

    ERIC Educational Resources Information Center

    Butler, Norman L.; Davidson, Barry S.; Mroz, Liliana; Brown, Veda E.; Griffith, Kimberly Grantham; Kritsonis, Willam Allen

    2007-01-01

    The purpose of this brief commentary is to determine which language skill Polish higher school learners think ought to be practiced most frequently during EFL classes. Twenty-seven male and female undergraduate students who study at AGH University of Science and Technology, Poland were surveyed, and the authors found that most learners (70%)…

  11. AI Tools for Foreign Language Training

    DTIC Science & Technology

    1989-07-01

    certain of the four basic language skills (reading, writing, speak- ing, hearing ) are supported in this envircnmnnt. hile this argument is valid, we... skills . While this paper will not review the psycholinguistic parameters pertaining to foreign language learning, we mention it as cne of the essential...Institute Technologies for Skill Acquisition and Retention Technical Area Zita M. Simutis, Chief Training Research Laboratory Jack H. HiJler, Director U.S

  12. I See What You Mean: Visual Literacy, K-8. Second Edition

    ERIC Educational Resources Information Center

    Moline, Steve

    2011-01-01

    Some educators may view diagrams, pictures, and charts as nice add-on tools for students who are visual thinkers. But Steve Moline sees visual literacy as fundamental to learning and to what it means to be human. In Moline's view, we are all bilingual. Our second language, which we do not speak but which we read and write every day, is visual.…

  13. A Case Study of Peer Review Practices of Four Adolescent English Language Learners in Face-to-Face and Online Contexts

    ERIC Educational Resources Information Center

    Vorobel, Oksana

    2013-01-01

    Peer review is a complex collaborative activity, which may engage English language learners in reading, writing, listening, and speaking and carry many potential benefits for their language learning (Hu, 2005). While many research studies focused on peer review practices of adult language learners in academic settings in the USA or abroad in…

  14. Driver Education. Supplemental Lessons and Activities for Use with Limited English Proficient (LEP) Students Enrolled in ESL or Special Education Classes.

    ERIC Educational Resources Information Center

    Fairfax County Schools, VA.

    A curriculum for use with limited English proficient students in English-as-a-second-language or special education classes who are enrolled in the driver education course is described. The 14 lessons require a basic proficiency in understanding, speaking, reading, and writing English. The lessons cover such topics as vocabulary and idioms related…

  15. The Impact of Project GLAD on Students' Literacy and Science Learning: Year 1 Results from a Cluster-Randomized Trial of Sheltered Instruction

    ERIC Educational Resources Information Center

    Deussen, Theresa; Autio, Elizabeth; Roccograndi, Angela; Hanita, Makoto

    2014-01-01

    With the increased population of English learners (ELs), educators need programs that help students access academic content while learning to understand, speak, read, and write English (Tharp, Estrada, Dalteen, & Yamaguchi 2000; Echevarria, Short & Powers, 2006). ELs come into U.S. schools needing to learn the same grade-level content as…

  16. "Become a Reporter", the Four Skills News Project: Applying and Practising Language Skills Using Digital Tools for Level C1/C2 Students

    ERIC Educational Resources Information Center

    Magedera-Hofhansl, Hanna

    2016-01-01

    The Four Skills News Project is an example of communicative language learning, developed for final year German students at the University of Liverpool. It focuses on how students use and practise their reading, writing, listening and speaking skills via the creative use of news reports and digital technology. Each student creates an avatar using…

  17. 20 CFR 664.205 - How is the “deficient in basic literacy skills” criterion in § 664.200(c)(1) defined and documented?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... State or local concerns, and must include a determination that an individual: (1) Computes or solves problems, reads, writes, or speaks English at or below the 8th grade level on a generally accepted standardized test or a comparable score on a criterion-referenced test; or (2) Is unable to compute or solve...

  18. The Gender Gap in Second Language Acquisition: Gender Differences in the Acquisition of Dutch among Immigrants from 88 Countries with 49 Mother Tongues.

    PubMed

    van der Slik, Frans W P; van Hout, Roeland W N M; Schepens, Job J

    2015-01-01

    Gender differences were analyzed across countries of origin and continents, and across mother tongues and language families, using a large-scale database, containing information on 27,119 adult learners of Dutch as a second language. Female learners consistently outperformed male learners in speaking and writing proficiency in Dutch as a second language. This gender gap remained remarkably robust and constant when other learner characteristics were taken into account, such as education, age of arrival, length of residence and hours studying Dutch. For reading and listening skills in Dutch, no gender gap was found. In addition, we found a general gender by education effect for all four language skills in Dutch for speaking, writing, reading, and listening. Female language learners turned out to profit more from higher educational training than male learners do in adult second language acquisition. These findings do not seem to match nurture-oriented explanatory frameworks based for instance on a human capital approach or gender-specific acculturation processes. Rather, they seem to corroborate a nature-based, gene-environment correlational framework in which language proficiency being a genetically-influenced ability interacting with environmental factors such as motivation, orientation, education, and learner strategies that still mediate between endowment and acquiring language proficiency at an adult stage.

  19. Test Writing and Speaking at GCE Ordinary Level

    ERIC Educational Resources Information Center

    Harding, Ann

    1974-01-01

    Discusses diversity which has arisen in testing of productive skills at GCE O level. Criteria to apply in assessment of foreign language acquisition, and writing and speaking tests in particular, are discussed, as well as the weighting of writing and speaking at O level. (RM)

  20. [Acquiring Science English: A Plan and System Are Needed].

    PubMed

    Foong, Foo Wah

    2018-01-01

    　Literary English is different from science English (SE) and pharmaceutical science English (PSE). Therefore, a totally new approach was adopted for students to learn PSE at Kyoto Pharmaceutical University (KPU). In 2012, a 4-year program for teaching PSE was proposed, and a stepwise-stepup tertiary science English education (SSTSEE) system was introduced at KPU. The system provides a novel form of PSE teaching that stretches from year 1 to 4, where the PSE level progresses to higher levels of learning with each passing academic year. With the launch of the SSTSEE system, relevant science-educated staff were provided with training and were also requested to study the syllabi of the respective academic years to write textbooks with the appropriate PSE content for their respective levels. From 2012 to 2015, textbooks and curricula for 4 year academic levels were developed and published to meet the needs for PSE learning at each academic level. Based on results of the SSTSEE system, year 1 students acquired the SE basics, and year 2 students applied the SE basics acquired. In years 3 and 4, students further pursued and developed their PSE ability. Additionally, students participated actively in developing skills in the reading, listening, writing, and speaking of SE/PSE. Active-plus-deep learning prompted students in developing those skills using illustrations, posters, and power-point slideshow presentations. By year 4, average achievers had established an independent level of competency in reading, listening, speaking, and writing PSE. Moreover, the SSTSEE system accommodated students timely in developing communication skills for practical fieldwork (clerkships) at pharmacies/hospitals in year 5 and for their future endeavors.

  1. Demonstration of the Marine Towed Array on Bahia Salinas del Sur Vieques, Puerto Rico

    DTIC Science & Technology

    2009-02-01

    much of the island, particularly in areas close to the shore, has sandy soils . The two islands protecting the mouth of the Bahia and the chain of...investigations, artificial reef projects, soil /water sampling and marine surveys. He is fully bilingual (speaks, reads & writes) English and Spanish...1,000,000 per occurrence General Aggregate - $2,000,000 Workmen’s Compensation and Employer’s Liability Insurance for Employees (including USL

  2. Investigating the Value of Section Scores for the "TOEFL iBT"® Test. "TOEFL iBT"® Research Report. TOEFL iBT-21. ETS Research Report RR-13-35

    ERIC Educational Resources Information Center

    Sawaki, Yasuyo; Sinharay, Sandip

    2013-01-01

    This study investigates the value of reporting the reading, listening, speaking, and writing section scores for the "TOEFL iBT"® test, focusing on 4 related aspects of the psychometric quality of the TOEFL iBT section scores: reliability of the section scores, dimensionality of the test, presence of distinct score profiles, and the…

  3. Writing Process Products in Intermediate-Grade Children With and Without Language-Based Learning Disabilities.

    PubMed

    Koutsoftas, Anthony D

    2016-12-01

    Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Sixty-four children completed a writing task whereby they planned, wrote, and revised a narrative story across 3 days. Children had extended time to produce an outline, first draft, and final copy of their story. Language transcription approaches were used to obtain measures reflecting writing productivity, complexity, accuracy, and mechanics, in addition to measures of planning and revision. Results indicated that children with writing difficulties produced poorer quality stories compared with their peers yet were not significantly different across all measures. Children with typical development produced longer stories with better spelling accuracy. Writing process measures predicted significant amounts of variance in writing quality across the sample. Writing should be considered as part of language assessment and intervention, whether as the sole language difficulty or alongside difficulties with speaking, listening, or reading in children with language-based learning difficulties. Implications for translation of research to practice and service delivery are provided.

  4. 5 CFR 5501.107 - Teaching, speaking and writing by special Government employees in the Public Health Service.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 5 Administrative Personnel 3 2011-01-01 2011-01-01 false Teaching, speaking and writing by special Government employees in the Public Health Service. 5501.107 Section 5501.107 Administrative Personnel... DEPARTMENT OF HEALTH AND HUMAN SERVICES § 5501.107 Teaching, speaking and writing by special Government...

  5. 5 CFR 5501.107 - Teaching, speaking and writing by special Government employees in the Public Health Service.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Teaching, speaking and writing by special Government employees in the Public Health Service. 5501.107 Section 5501.107 Administrative Personnel... DEPARTMENT OF HEALTH AND HUMAN SERVICES § 5501.107 Teaching, speaking and writing by special Government...

  6. Linking English-Language Test Scores onto the Common European Framework of Reference: An Application of Standard-Setting Methodology. TOEFL iBT Research Report TOEFL iBt-06. ETS RR-08-34

    ERIC Educational Resources Information Center

    Tannenbaum, Richard J.; Wylie, E. Caroline

    2008-01-01

    The Common European Framework of Reference (CEFR) describes language proficiency in reading, writing, speaking, and listening on a 6-level scale. In this study, English-language experts from across Europe linked CEFR levels to scores on three tests: the TOEFL® iBT test, the TOEIC® assessment, and the TOEIC "Bridge"™ test.…

  7. The Gender Gap in Second Language Acquisition: Gender Differences in the Acquisition of Dutch among Immigrants from 88 Countries with 49 Mother Tongues

    PubMed Central

    van der Slik, Frans W. P.; van Hout, Roeland W. N. M.; Schepens, Job J.

    2015-01-01

    Gender differences were analyzed across countries of origin and continents, and across mother tongues and language families, using a large-scale database, containing information on 27,119 adult learners of Dutch as a second language. Female learners consistently outperformed male learners in speaking and writing proficiency in Dutch as a second language. This gender gap remained remarkably robust and constant when other learner characteristics were taken into account, such as education, age of arrival, length of residence and hours studying Dutch. For reading and listening skills in Dutch, no gender gap was found. In addition, we found a general gender by education effect for all four language skills in Dutch for speaking, writing, reading, and listening. Female language learners turned out to profit more from higher educational training than male learners do in adult second language acquisition. These findings do not seem to match nurture-oriented explanatory frameworks based for instance on a human capital approach or gender-specific acculturation processes. Rather, they seem to corroborate a nature-based, gene-environment correlational framework in which language proficiency being a genetically-influenced ability interacting with environmental factors such as motivation, orientation, education, and learner strategies that still mediate between endowment and acquiring language proficiency at an adult stage. PMID:26540465

  8. Complexity in cognitive assessment of elderly British minority ethnic groups: Cultural perspective.

    PubMed

    Khan, Farooq; Tadros, George

    2014-07-01

    To study the influence of cultural believes on the acceptance and accessibility of dementia services by patients from British Minority Ethnic (BME) groups. It is noted that non-White ethnic populations rely more on cultural and religious concepts as coping mechanisms to overcome carer stress. In British Punjabi families, ageing was seen as an accepted reason for withdrawal and isolation, and cognitive impairment was rarely identified. Illiteracy added another complexity, only 35% of older Asians in a UK city could speak English, 21% could read and write English, while 73% could read and write in their first language. False positive results using Mini Mental State Examination was found to be 6% of non-impaired white people and 42% of non-impaired black people. Cognitive assessment tests under-estimate the abilities in BME groups. Wide range of variations among white and non-White population were found, contributors are education, language, literacy and culture-specific references. © The Author(s) 2013 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

  9. Auditory temporal perceptual learning and transfer in Chinese-speaking children with developmental dyslexia.

    PubMed

    Zhang, Manli; Xie, Weiyi; Xu, Yanzhi; Meng, Xiangzhi

    2018-03-01

    Perceptual learning refers to the improvement of perceptual performance as a function of training. Recent studies found that auditory perceptual learning may improve phonological skills in individuals with developmental dyslexia in alphabetic writing system. However, whether auditory perceptual learning could also benefit the reading skills of those learning the Chinese logographic writing system is, as yet, unknown. The current study aimed to investigate the remediation effect of auditory temporal perceptual learning on Mandarin-speaking school children with developmental dyslexia. Thirty children with dyslexia were screened from a large pool of students in 3th-5th grades. They completed a series of pretests and then were assigned to either a non-training control group or a training group. The training group worked on a pure tone duration discrimination task for 7 sessions over 2 weeks with thirty minutes per session. Post-tests immediately after training and a follow-up test 2 months later were conducted. Analyses revealed a significant training effect in the training group relative to non-training group, as well as near transfer to the temporal interval discrimination task and far transfer to phonological awareness, character recognition and reading fluency. Importantly, the training effect and all the transfer effects were stable at the 2-month follow-up session. Further analyses found that a significant correlation between character recognition performance and learning rate mainly existed in the slow learning phase, the consolidation stage of perceptual learning, and this effect was modulated by an individuals' executive function. These findings indicate that adaptive auditory temporal perceptual learning can lead to learning and transfer effects on reading performance, and shed further light on the potential role of basic perceptual learning in the remediation and prevention of developmental dyslexia. Copyright © 2018 Elsevier Ltd. All rights reserved.

  10. The Effectiveness of the Creative Writing Instruction Program Based on Speaking Activities (CWIPSA)

    ERIC Educational Resources Information Center

    Bayat, Seher

    2016-01-01

    This study aims to develop a creative writing instruction program based on speaking activities and to investigate its effect on fourth-grade primary school students' creative writing achievements and writing attitudes. The experimental method based on the pre-test/post-test model was used in this research. The research was conducted with 42…

  11. Writing for Science Literacy

    NASA Astrophysics Data System (ADS)

    Chamberlin, Shannon Marie

    Scientific literacy is the foundation on which both California's currently adopted science standards and the recommended new standards for science are based (CDE, 2000; NRC, 2011). The Writing for Science Literacy (WSL) curriculum focuses on a series of writing and discussion tasks aimed at increasing students' scientific literacy. These tasks are based on three teaching and learning constructs: thought and language, scaffolding, and meta-cognition. To this end, WSL is focused on incorporating several strategies from the Rhetorical Approach to Reading, Writing, Listening and Speaking to engage students in activities designed to increase their scientific literacy; their ability to both identify an author's claim and evidence and to develop their own arguments based on a claim and evidence. Students participated in scaffolded activities designed to strengthen their written and oral discourse, hone their rhetorical skills and improve their meta-cognition. These activities required students to participate in both writing and discussion tasks to create meaning and build their science content knowledge. Students who participated in the WSL curriculum increased their written and oral fluency and were able to accurately write an evidence-based conclusion all while increasing their conceptual knowledge. This finding implies that a discourse rich curriculum can lead to an increase in scientific knowledge.

  12. What Do You Mean By That? The Art of Speaking and Writing Clearly.

    ERIC Educational Resources Information Center

    Ryckman, W. G.

    Intended for professionals who wish to improve their confidence as well as their ability to speak and write clearly, this book contains practical information about effective communication. The first section of the book discusses the techniques of persuasive public speaking, including ways to break the ice, formal speeches, presentations, other…

  13. Speaking Activities and Reading.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Pupils who are far along in their speaking vocabularies tend to do well in reading. This paper includes numerous speaking activities that bolster pupils' oral communication: the including use of puppets, role playing, committee endeavors, oral reports, oral reading, extemporaneous speaking, and giving directions. Additional experiences for pupils…

  14. Increasing the linguistic competence of the nurse with limited English proficiency.

    PubMed

    Guttman, Minerva S

    2004-01-01

    Teaching linguistic competence to nursing students educated in the United States but whose families are recent immigrants is a difficult task for nurse educators. Although students may easily learn the mechanics of a new language, the cultural differences must also be addressed. In the face of the current nursing shortage, it is critically important that strategies to improve linguistic competence be incorporated into curricular efforts. This article describes integrated skills reinforcement as one academic strategy to improve reading, speaking, listening, and writing skills. Suggestions are made for incorporating and evaluating these techniques.

  15. The linguistic demands of the Common Core State Standards for reading and writing informational text in the primary grades.

    PubMed

    Roberts, Kathryn L

    2012-05-01

    Forty-five states and four U.S. territories have committed to implementing the new Common Core State Standards, with the goal of graduating students from our K-12 programs who are ready for college and careers. For many, the new standards represent a shift in genre focus, giving much more specific attention to informational genres. Beginning in the primary grades, the standards set high expectations for students' interaction with informational text, many of which are significantly more linguistically demanding than the standards that they replace. These increased demands are likely to pose difficulties not only for students currently receiving language support, but also for students without identified delays or disabilities. This article describes several of the kindergarten through fifth-grade standards related to informational text, highlighting the linguistic demands that each poses. In addition, instructional strategies are provided that teachers and speech-language pathologists can use to support the understanding and formulation of informational text for listening, reading, speaking, and writing. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  16. Women Speak: Healing the Wounds of Homelessness through Writing.

    ERIC Educational Resources Information Center

    Wolf, Karen Anne; And Others

    1997-01-01

    The Women Speak writing project explored the use of writing as therapy for homeless women at an urban drop-in center. By sharing experiences, a sense of empowerment began. Nursing students and faculty were challenged to rethink the traditional clinical relationship that gives highest priority to the needs of students and faculty rather than the…

  17. Text-speak processing impairs tactile location.

    PubMed

    Head, James; Helton, William; Russell, Paul; Neumann, Ewald

    2012-09-01

    Dual task experiments have highlighted that driving while having a conversation on a cell phone can have negative impacts on driving (Strayer & Drews, 2007). It has also been noted that this negative impact is greater when reading a text-message (Lee, 2007). Commonly used in text-messaging are shortening devices collectively known as text-speak (e.g.,Ys I wll ttyl 2nite, Yes I will talk to you later tonight). To the authors' knowledge, there has been no investigation into the potential negative impacts of reading text-speak on concurrent performance on other tasks. Forty participants read a correctly spelled story and a story presented in text-speak while concurrently monitoring for a vibration around their waist. Slower reaction times and fewer correct vibration detections occurred while reading text-speak than while reading a correctly spelled story. The results suggest that reading text-speak imposes greater cognitive load than reading correctly spelled text. These findings suggest that the negative impact of text messaging on driving may be compounded by the messages being in text-speak, instead of orthographically correct text. Copyright © 2012 Elsevier B.V. All rights reserved.

  18. Literacy Development of Linguistically Diverse First Graders in a Mainstream English Classroom: Connecting Speaking and Writing

    ERIC Educational Resources Information Center

    Kennedy, Eileen

    2006-01-01

    Children who speak different home languages and dialects in a monolingual classroom often carry the challenge of having to develop literacy in a different language. This article presents a qualitative study of five first graders who speak different home languages in an inner city mainstream English classroom. Through interviews, classroom writing,…

  19. Success in Writing and Attributions of 16-Year-Old French-Speaking Students in Minority and Majority Environments

    ERIC Educational Resources Information Center

    Bouchamma, Yamina; Lapointe, Claire

    2008-01-01

    This article examines causal attributions of writing performance made by 16-year-old French-speaking Canadian students (N = 3,874). The students are from the French-speaking majority province (Quebec) and minority provinces in Canada (Manitoba, Ontario, New Brunswick, and Nova Scotia). The data came from the School Achievement Indicators Program…

  20. Reading Strategies to Improve Writing Instruction.

    ERIC Educational Resources Information Center

    Bulakowski, Carole

    Reading instructors have valuable expertise to share with writing instructors to improve the writing ability of students. Writing instructors often give reading assignments to provide topics for students' essays or discussion, without understanding the reading process. A reading teacher can (1) show the writing instructor how to determine the…

  1. Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading

    ERIC Educational Resources Information Center

    Graham, Steve; Hebert, Michael

    2011-01-01

    Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading…

  2. Automated Scoring for the "TOEFL Junior"® Comprehensive Writing and Speaking Test. Research Report. ETS RR-15-09

    ERIC Educational Resources Information Center

    Evanini, Keelan; Heilman, Michael; Wang, Xinhao; Blanchard, Daniel

    2015-01-01

    This report describes the initial automated scoring results that were obtained using the constructed responses from the Writing and Speaking sections of the pilot forms of the "TOEFL Junior"® Comprehensive test administered in late 2011. For all of the items except one (the edit item in the Writing section), existing automated scoring…

  3. Up or down? Reading direction influences vertical counting direction in the horizontal plane - a cross-cultural comparison.

    PubMed

    Göbel, Silke M

    2015-01-01

    Most adults and children in cultures where reading text progresses from left to right also count objects from the left to the right side of space. The reverse is found in cultures with a right-to-left reading direction. The current set of experiments investigated whether vertical counting in the horizontal plane is also influenced by reading direction. Participants were either from a left-to-right reading culture (UK) or from a mixed (left-to-right and top-to-bottom) reading culture (Hong Kong). In Experiment 1, native English-speaking children and adults and native Cantonese-speaking children and adults performed three object counting tasks. Objects were presented flat on a table in a horizontal, vertical, and square display. Independent of culture, the horizontal array was mostly counted from left to right. While the majority of English-speaking children counted the vertical display from bottom to top, the majority of the Cantonese-speaking children as well as both Cantonese- and English-speaking adults counted the vertical display from top to bottom. This pattern was replicated in the counting pattern for squares: all groups except the English-speaking children started counting with the top left coin. In Experiment 2, Cantonese-speaking adults counted a square array of objects after they read a text presented to them either in left-to-right or in top-to-bottom reading direction. Most Cantonese-speaking adults started counting the array by moving horizontally from left to right. However, significantly more Cantonese-speaking adults started counting with a top-to-bottom movement after reading the text presented in a top-to-bottom reading direction than in a left-to-right reading direction. Our results show clearly that vertical counting in the horizontal plane is influenced by longstanding as well as more recent experience of reading direction.

  4. Reading in the Writing Classroom.

    ERIC Educational Resources Information Center

    Fagan, Edward R.

    Reading in the writing classroom can be defined as a cluster of arbitrary categories, each with its own effect on the reading/writing process. Given this definition, it can be said that (1) perceptions significantly affect both reading and writing, (2) attitudes are factors in reading and writing, (3) rhetorical triangles are useful in teaching…

  5. Reading and Writing Connections in the Language Arts.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Reading and writing are interrelated. What has been read provides material for writing. This paper focuses on reading endeavors that provide subject matter for writing. The paper first recommends reading poetry to the class and states that the teacher should have ready for use an anthology of children's literature. Children can write poems for…

  6. 5 CFR 5501.107 - Teaching, speaking and writing by special Government employees in the Public Health Service.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES SUPPLEMENTAL STANDARDS OF ETHICAL CONDUCT FOR EMPLOYEES OF THE DEPARTMENT OF HEALTH AND HUMAN SERVICES § 5501.107 Teaching, speaking and writing by special Government...

  7. 5 CFR 5501.107 - Teaching, speaking and writing by special Government employees in the Public Health Service.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES SUPPLEMENTAL STANDARDS OF ETHICAL CONDUCT FOR EMPLOYEES OF THE DEPARTMENT OF HEALTH AND HUMAN SERVICES § 5501.107 Teaching, speaking and writing by special Government...

  8. 5 CFR 5501.107 - Teaching, speaking and writing by special Government employees in the Public Health Service.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES SUPPLEMENTAL STANDARDS OF ETHICAL CONDUCT FOR EMPLOYEES OF THE DEPARTMENT OF HEALTH AND HUMAN SERVICES § 5501.107 Teaching, speaking and writing by special Government...

  9. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  10. Reading and writing skills in young adults with spina bifida and hydrocephalus.

    PubMed

    Barnes, Marcia; Dennis, Maureen; Hetherington, Ross

    2004-09-01

    Reading and writing were studied in 31 young adults with spina bifida and hydrocephalus (SBH). Like children with this condition, young adults with SBH had better word decoding than reading comprehension, and, compared to population means, had lower scores on a test of writing fluency. Reading comprehension was predicted by word decoding and listening comprehension. Writing was predicted by fine motor finger function, verbal intelligence, and short-term and working memory. These findings are consistent with cognitive models of reading and writing. Writing, but not reading, was related to highest level of education achieved and writing fluency predicted several aspects of functional independence. Reading comprehension and writing remain deficient in adults with SBH and have consequences for educational attainments and functional independence.

  11. Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis

    PubMed Central

    Ahmed, Yusra; Wagner, Richard K.; Lopez, Danielle

    2013-01-01

    Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants included 316 boys and girls who were assessed annually in grades 1 through 4. Measures of reading included pseudo-word decoding, sentence reading efficiency, oral reading fluency and passage comprehension. Measures of writing included spelling, a sentence combining task and writing prompts. Findings suggest that a reading-to-writing model better described the data for the word and text levels of language, but a bidirectional model best fit the data at the sentence level. PMID:24954951

  12. Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series.

    PubMed

    Jiménez, Juan E

    This special issue of the Journal of Learning Disabilities focuses on studies of writing disabilities in Spanish-speaking children. The World Health Organization (2001) included writing difficulties as one of the problems considered to constitute an impediment to school participation, a significant element in the normal developmental process of the child. In this introduction, I describe the background of a larger project promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This special series offers recent findings on writing disabilities in Spanish-Speaking children within the UNESCO project. The pilot study was carried out in the Canary Islands, an autonomous Spanish region located between three continents and composed of seven islands in the Atlantic Ocean. Most of the current empirical evidence on writing disabilities comes from English, a language with deep orthography; therefore, it is very relevant to investigate the writing process in Spanish, a language with shallow, fine-grained orthography. Included are a number of articles that form a conspectus on writing disabilities in the Spanish language. Topics center on early grade writing assessment, prevalence of writing disabilities, handwriting and keyboarding, transcription and text generation, graphonomic and handwriting analysis, and instructional practices with an learning disabled population.

  13. Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading.

    PubMed

    Cao, Fan; Perfetti, Charles A

    2016-01-01

    Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG) is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level.

  14. Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading

    PubMed Central

    Cao, Fan; Perfetti, Charles A.

    2016-01-01

    Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG) is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level. PMID:27992505

  15. Spatialization in working memory is related to literacy and reading direction: Culture "literarily" directs our thoughts.

    PubMed

    Guida, Alessandro; Megreya, Ahmed M; Lavielle-Guida, Magali; Noël, Yvonnick; Mathy, Fabien; van Dijck, Jean-Philippe; Abrahamse, Elger

    2018-06-01

    The ability to maintain arbitrary sequences of items in the mind contributes to major cognitive faculties, such as language, reasoning, and episodic memory. Previous research suggests that serial order working memory is grounded in the brain's spatial attention system. In the present study, we show that the spatially defined mental organization of novel item sequences is related to literacy and varies as a function of reading/writing direction. Specifically, three groups (left-to-right Western readers, right-to-left Arabic readers, and Arabic-speaking illiterates) were asked to memorize random (and non-spatial) sequences of color patches and determine whether a subsequent probe was part of the memorized sequence (e.g., press left key) or not (e.g., press right key). The results showed that Western readers mentally organized the sequences from left to right, Arabic readers spontaneously used the opposite direction, and Arabic-speaking illiterates showed no systematic spatial organization. This finding suggests that cultural conventions shape one of the most "fluid" aspects of human cognition, namely, the spontaneous mental organization of novel non-spatial information. Copyright © 2018 Elsevier B.V. All rights reserved.

  16. Second language learning in a family nurse practitioner and nurse midwifery diversity education project.

    PubMed

    Kelley, Frances J; Klopf, Maria Ignacia

    2008-10-01

    To describe the Clinical Communication Program developed to integrate second language learning (L2), multimedia, Web-based technologies, and the Internet in an advanced practice nursing education program. Electronic recording devices as well as audio, video editing, Web design, and programming software were used as tools for developing L2 scenarios for practice in clinical settings. The Clinical Communication Program offers opportunities to support both students and faculty members to develop their linguistic and cultural competence skills to serve better their patients, in general, and their students who speak a language other than English, in particular. The program provided 24 h on-demand access for using audio, video, and text exercises via the Internet. L2 education for healthcare providers includes linguistic (listening, speaking, reading, and writing) experiences as well as cultural competence and practices inside and outside the classroom environment as well as online and offline the Internet realm.

  17. Writing Activities for Developing Reading Comprehension.

    ERIC Educational Resources Information Center

    Karlin, Robert; Karlin, Andrea R.

    As both draw upon language and experience, and both deal with meaning, writing and reading can be learned concurrently. Writing activities having a positive effect on reading skills include notetaking and sentence combining exercises. A more productive way of improving reading comprehension through writing is to have students base their writing on…

  18. Spelling Errors in French-speaking Children with Dyslexia: Phonology May Not Provide the Best Evidence.

    PubMed

    Daigle, Daniel; Costerg, Agnès; Plisson, Anne; Ruberto, Noémia; Varin, Joëlle

    2016-05-01

    For children with dyslexia, learning to write constitutes a great challenge. There has been consensus that the explanation for these learners' delay is related to a phonological deficit. Results from studies designed to describe dyslexic children's spelling errors are not always as clear concerning the role of phonological processes as those found in reading studies. In irregular languages like French, spelling abilities involve other processes than phonological processes. The main goal of this study was to describe the relative contribution of these other processes in dyslexic children's spelling ability. In total, 32 francophone dyslexic children with a mean age of 11.4 years were compared with 24 reading-age matched controls (RA) and 24 chronological-age matched controls (CA). All had to write a text that was analysed at the graphemic level. All errors were classified as either phonological, morphological, visual-orthographic or lexical. Results indicated that dyslexic children's spelling ability lagged behind not only that of the CA group but also of the RA group. Because the majority of errors, in all groups, could not be explained by inefficiency of phonological processing, the importance of visual knowledge/processes will be discussed as a complementary explanation of dyslexic children's delay in writing. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  19. Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9.

    PubMed

    Berninger, Virginia W; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D

    2015-02-01

    Effectiveness of iPad computerized writing instruction was evaluated for 4 th to 9 th graders ( n =35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword - (handwriting), word - (spelling), and syntax - (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.

  20. Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9

    PubMed Central

    Berninger, Virginia W.; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D.

    2014-01-01

    Effectiveness of iPad computerized writing instruction was evaluated for 4th to 9th graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities. PMID:25378768

  1. The Basic Writer as Reluctant Oralist.

    ERIC Educational Resources Information Center

    Villanueva, Victor

    By identifying speculations concerning cognitive abilities and cognition's relation to culture, this paper outlines some of the work surrounding basic writers and speaking-writing relationships. Beginning with a discussion of the differences between speaking and writing popularized by Mina Shaughnessy, the paper goes on to examine studies that…

  2. Writing-Reading Relationships: Effectiveness of Writing Activities as Pre-Reading Tasks to Enhance L2 Inferential Reading Comprehension

    ERIC Educational Resources Information Center

    Wickramaarachchi, Thilina Indrajie

    2014-01-01

    The study examines the interaction between reading and writing processes in general and more specifically the impact of pre-reading tasks incorporating writing tasks (referred to as "prw tasks") in helping the development of inferential reading comprehension. A sample of 70 first year ESL students of the University of Kelaniya were…

  3. Universal Reading Processes Are Modulated by Language and Writing System

    ERIC Educational Resources Information Center

    Perfetti, Charles A.; Harris, Lindsay N.

    2013-01-01

    The connections among language, writing system, and reading are part of what confronts a child in learning to read. We examine these connections in addressing how reading processes adapt to the variety of written language and how writing adapts to language. The first adaptation (reading to writing), as evidenced in behavioral and neuroscience…

  4. Write to read: the brain's universal reading and writing network.

    PubMed

    Perfetti, Charles A; Tan, Li-Hai

    2013-02-01

    Do differences in writing systems translate into differences in the brain's reading network? Or is this network universal, relatively impervious to variation in writing systems? A new study adds intriguing evidence to these questions by showing that reading handwritten words activates a pre-motor area across writing systems. Copyright © 2012 Elsevier Ltd. All rights reserved.

  5. Intertextual Connections: The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop

    ERIC Educational Resources Information Center

    Manak, Jennifer Amy

    2009-01-01

    Teachers frequently read aloud as a part of writing instruction so that children's book authors can serve as mentors for students' writing. Despite extensive anecdotal reporting of the significance of reading aloud children's literature within writing workshop, the intertextual connections students construct between interactive read alouds and…

  6. Navigating graduate school and beyond: A career guide for graduate students and a must read for every advisor

    NASA Astrophysics Data System (ADS)

    Schultz, Colin

    2012-05-01

    Beginning his scientific career as an engineering student at PSG College of Technology, in Coimbatore, India, Sundar A. Christopher has negotiated and navigated the higher-education system to become the chairman of the Department of Atmospheric Sciences at the University of Alabama in Huntsville. Drawing on his own experiences and on insights gleaned from the students who have passed through his graduate-level professional development course, Christopher takes a lighthearted look at peer review, proposal writing, managing budgets, and making the most of conferences in the AGU bookNavigating Graduate School and Beyond: A Career Guide for Graduate Students and a Must Read for Every Advisor. In this interview, Eos speaks to Christopher about overcoming the bureaucratic, logistical, and personal hurdles that too often lead students to disillusionment and conflict.

  7. Young Spanish-English Speaking Children's Reading Attitudes in Relation to Language Skills

    ERIC Educational Resources Information Center

    Wood, Carla L.; Gabas, Clariebelle M.

    2017-01-01

    Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied. Purpose: The aim of the current study was to describe…

  8. Specialization and Universals in the Development of Reading Skill: How Chinese Research Informs a Universal Science of Reading

    PubMed Central

    Perfetti, Charles; Cao, Fan; Booth, James

    2014-01-01

    Understanding Chinese reading is important for identifying the universal aspects of reading, separated from those aspects that are specific to alphabetic writing or to English in particular. Chinese and alphabetic writing make different demands on reading and learning to read, despite reading procedures and their supporting brain networks that are partly universal. Learning to read accommodates the demands of a writing system through the specialization of brain networks that support word identification. This specialization increases with reading development, leading to differences in the brain networks for alphabetic and Chinese reading. We suggest that beyond reading procedures that are partly universal and partly writing-system specific, functional reading universals arise across writing systems in their adaptation to human cognitive abilities. PMID:24744605

  9. Exploring EFL Students' Use of Writing Strategies and Their Attitudes towards Reading-To-Write and Writing-Only Tasks

    ERIC Educational Resources Information Center

    Soltani, Azimeh; Kheirzadeh, Shiela

    2017-01-01

    This study aimed to explore EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. The primary purpose of this study was to see whether there was any significant difference between the writing performance of reading-to-write and writing-only task groups of Iranian EFL learners. Also, this study…

  10. What Is the Value of Connecting Reading and Writing? Reading Education Report No. 55.

    ERIC Educational Resources Information Center

    Tierney, Robert J.; Leys, Margie

    The study of reading-writing connections involves appreciating how reading and writing work together as tools for information storage and retrieval, discovery and logical thought, communication, and self-indulgence. There are numerous benefits that can be accrued from connecting reading and writing. Thus far, for example, the research data have…

  11. Bringing Together Reading and Writing: An Experimental Study of Writing Intensive Reading Comprehension in Low-Performing Urban Elementary Schools

    ERIC Educational Resources Information Center

    Collins, James L.; Lee, Jaekyung; Fox, Jeffery D.; Madigan, Timothy P.

    2017-01-01

    This study examined the hypothesis that assisted writing during reading improves reading comprehension. The hypothesis was derived from sociocognitive and constructivist theory and research and implemented in the form of a curricular intervention called Writing Intensive Reading Comprehension after its main feature of bringing together reading…

  12. Reading in French-Speaking Adults with Dyslexia

    ERIC Educational Resources Information Center

    Martin, Jennifer; Cole, Pascale; Leuwers, Christel; Casalis, Severine; Zorman, Michel; Sprenger-Charolles, Liliane

    2010-01-01

    This study investigated the reading and reading-related skills of 15 French-speaking adults with dyslexia, whose performance was compared with that of chronological-age controls (CA) and reading-level controls (RL). Experiment 1 assessed the efficiency of their phonological reading-related skills (phonemic awareness, phonological short-term…

  13. DOE Office of Scientific and Technical Information (OSTI.GOV)

    Aoki, Kenji

    A read/write head for a magnetic tape includes an elongated chip assembly and a tape running surface formed in the longitudinal direction of the chip assembly. A pair of substantially spaced parallel read/write gap lines for supporting read/write elements extend longitudinally along the tape running surface of the chip assembly. Also, at least one groove is formed on the tape running surface on both sides of each of the read/write gap lines and extends substantially parallel to the read/write gap lines.

  14. The Cortical Network for Braille Writing in the Blind.

    PubMed

    Likova, Lora T; Tyler, Christopher W; Cacciamani, Laura; Mineff, Kristyo; Nicholas, Spero

    2016-01-01

    Fundamental forms of high-order cognition, such as reading and writing, are usually studied in the context of one modality - vision. People without sight, however, use the kinesthetic-based Braille writing, and haptic-based Braille reading. We asked whether the cognitive and motor control mechanisms underlying writing and reading are modality-specific or supramodal. While a number of previous functional Magnetic Resonance Imaging (fMRI) studies have investigated the brain network for Braille reading in the blind, such studies on Braille writing are lacking. Consequently, no comparative network analysis of Braille writing vs. reading exists. Here, we report the first study of Braille writing, and a comparison of the brain organization for Braille writing vs Braille reading. FMRI was conducted in a Siemens 3T Trio scanner. Our custom MRI-compatible drawing/writing lectern was further modified to provide for Braille reading and writing. Each of five paragraphs of novel Braille text describing objects, faces and navigation sequences was read, then reproduced twice by Braille writing from memory, then read a second time. During Braille reading, the haptic-sensing of the Braille letters strongly activated not only the early visual area V1 and V2, but some highly specialized areas, such as the classical visual grapheme area and the Exner motor grapheme area. Braille-writing-from-memory, engaged a significantly more extensive network in dorsal motor, somatosensory/kinesthetic, dorsal parietal and prefrontal cortex. However, in contrast to the largely extended V1 activation in drawing-from-memory in the blind after training (Likova, 2012), Braille writing from memory generated focal activation restricted to the most foveal part of V1, presumably reflecting topographically the focal demands of such a "pin-pricking" task.

  15. The Cortical Network for Braille Writing in the Blind

    PubMed Central

    Likova, Lora T.; Tyler, Christopher W.; Cacciamani, Laura; Mineff, Kristyo; Nicholas, Spero

    2017-01-01

    Fundamental forms of high-order cognition, such as reading and writing, are usually studied in the context of one modality - vision. People without sight, however, use the kinesthetic-based Braille writing, and haptic-based Braille reading. We asked whether the cognitive and motor control mechanisms underlying writing and reading are modality-specific or supramodal. While a number of previous functional Magnetic Resonance Imaging (fMRI) studies have investigated the brain network for Braille reading in the blind, such studies on Braille writing are lacking. Consequently, no comparative network analysis of Braille writing vs. reading exists. Here, we report the first study of Braille writing, and a comparison of the brain organization for Braille writing vs Braille reading. FMRI was conducted in a Siemens 3T Trio scanner. Our custom MRI-compatible drawing/writing lectern was further modified to provide for Braille reading and writing. Each of five paragraphs of novel Braille text describing objects, faces and navigation sequences was read, then reproduced twice by Braille writing from memory, then read a second time. During Braille reading, the haptic-sensing of the Braille letters strongly activated not only the early visual area V1 and V2, but some highly specialized areas, such as the classical visual grapheme area and the Exner motor grapheme area. Braille-writing-from-memory, engaged a significantly more extensive network in dorsal motor, somatosensory/kinesthetic, dorsal parietal and prefrontal cortex. However, in contrast to the largely extended V1 activation in drawing-from-memory in the blind after training (Likova, 2012), Braille writing from memory generated focal activation restricted to the most foveal part of V1, presumably reflecting topographically the focal demands of such a “pin-pricking” task. PMID:28890944

  16. Executive functions in becoming writing readers and reading writers: note taking and report writing in third and fifth graders.

    PubMed

    Altemeier, Leah; Jones, Janine; Abbott, Robert D; Berninger, Virginia W

    2006-01-01

    Results are reported for a study of 2 separate processes of report writing-taking notes while reading source material and composing a report from those notes-and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127 girls and 114 boys) completed two reading-writing tasks-read paragraph (mock science text)-write notes and use notes to generate written report, a reading comprehension test, a written expression test, four tests of executive functions (inhibition, verbal fluency, planning, switching attention), and a working memory test. For the read-take notes task, the same combination of variables was best (explained the most variance and each variable added unique variance) for 3rd graders and 5th graders: Wechsler Individual Achievement Test-Second Edition (WIAT-II) Reading Comprehension, Process Assessment of the Learner Test for Reading and Writing (PAL) Copy Task B, WIAT-II Written Expression, and Delis-Kaplan Executive Function System (D-KEFS) Inhibition. For the use notes to write report task, the best combinations of variables depended on grade level: For 3rd graders, WIAT-II Reading Comprehension, WIAT-II Written Expression, D-KEFS Verbal Fluency, and Tower of Hanoi; for 5th graders, WIAT-II Reading Comprehension, D-KEFS Verbal Fluency, WIAT-II Written Expression, and PAL Alphabet Task. These results add to prior research findings that executive functions contribute to the writing development of elementary-grade students and additionally support the hypothesis that executive functions play a role in developing reading-writing connections.

  17. Early Grade Writing Assessment: An Instrument Model.

    PubMed

    Jiménez, Juan E

    The United Nations Educational, Scientific, and Cultural Organization promoted the creation of a model instrument for individual assessment of students' foundational writing skills in the Spanish language that was based on a literature review and existing writing tools and assessments. The purpose of the Early Grade Writing Assessment (EGWA) is to document learners' basic writing skills, mapped in composing units of increasing complexity to communicate meaning. Validation and standardization of EGWA was conducted in the Canary Islands (Spain) in 12 schools using a cross-sectional design with a sample of 1,653 Spanish-speaking students in Grades 1 through 3. The author describes EGWA's internal structure, along with the prevalence of learning disabilities (LD) in transcription and developmental differences in writing between Spanish-speaking children with LD and typical peers. Findings suggest that EGWA's psychometric characteristics are satisfactory, and its internal structure can be attributed to four factors responsible for a high percentage of the variance. The odds ratio indicated that 2 Spanish-speaking children with LD in transcription are identified out of every 100. A comparison between students with and without LD in transcription revealed statistically significant differences concerning sentence and text production across grades. Results are interpreted within current theoretical accounts of writing models.

  18. Dynamic Development in Speaking versus Writing in Identical Twins

    ERIC Educational Resources Information Center

    Chan, HuiPing; Verspoor, Marjolijn; Vahtrick, Louisa

    2015-01-01

    Taking a dynamic usage-based perspective, this longitudinal case study compares the development of sentence complexity in speaking versus writing in two beginner Taiwanese learners of English (identical twins) in an extensive corpus consisting of 100 oral and 100 written texts of approximately 200 words produced by each twin over 8 months. Three…

  19. 5 CFR 3601.102 - Designation of separate agency components.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... outside sources and 5 CFR 2635.807 governing teaching, speaking and writing: (1) Armed Services Board of... Services University of the Health Sciences. (b) Employees of DoD components not designated as separate... identifying the DoD employee's agency under 5 CFR 2635.807 governing teaching, speaking and writing. [58 FR...

  20. Influence of writing and reading intertrack interferences in terms of bit aspect ratio in shingled magnetic recording

    NASA Astrophysics Data System (ADS)

    Nobuhara, Hirofumi; Okamoto, Yoshihiro; Yamashita, Masato; Nakamura, Yasuaki; Osawa, Hisashi; Muraoka, Hiroaki

    2014-05-01

    In this paper, we investigate the influence of the writing and reading intertrack interferences (ITIs) in terms of bit aspect ratio (BAR) in shingled magnetic recording by computer simulation using a read/write model which consists of a writing process based on Stoner-Wohlfarth switching asteroid by a one-side shielded isosceles triangular write head and a reading process by an around shielded read head for a discrete Voronoi medium model. The results show that BAR should be 3 to reduce the influence of writing and reading ITIs, media noise, and additive white Gaussian noise in an assumed areal density of 4.61Tbpsi.

  1. Identifying Writing Difficulties in First Grade: An Investigation of Writing and Reading Measures

    ERIC Educational Resources Information Center

    Ritchey, Kristen D.; Coker, David L., Jr.

    2014-01-01

    Early identification of students who are at risk for writing difficulties is an important first step in improving writing performance. First grade students (N = 150) were administered a set of early writing measures and reading measures in January. Sentence Writing Quality and Oral Reading Fluency demonstrated strong classification accuracy when a…

  2. Baselining Young People's Literacy in Middlesbrough in 2012

    ERIC Educational Resources Information Center

    Clark, Christina

    2013-01-01

    This report presents baseline information about the degree to which children and young people in Middlesbrough enjoy reading and writing, how often then engage in reading and writing, what types of materials they read and write and how they feel about reading and writing. It also outlines baseline information about their confidence in their own…

  3. The Writing-Reading Connection: A Pamphlet Project at Yang-Ming University.

    ERIC Educational Resources Information Center

    Wu, Siew-Rong

    This project emphasized the writing-reading connection in the English as a Foreign Language (EFL) curriculum, noting the effects of integrating nonfiction reading about culture into writing tasks and investigating reading-for-writing activities that functioned as an extension from the EFL classrooms to the outside world. The project occurred in a…

  4. Deaf Students' Reading and Writing in College: Fluency, Coherence, and Comprehension

    ERIC Educational Resources Information Center

    Albertini, John A.; Marschark, Marc; Kincheloe, Pamela J.

    2016-01-01

    Research in discourse reveals numerous cognitive connections between reading and writing. Rather than one being the inverse of the other, there are parallels and interactions between them. To understand the variables and possible connections in the reading and writing of adult deaf students, we manipulated writing conditions and reading texts.…

  5. Writing and Reading: The Transactional Theory. Technical Report No. 416.

    ERIC Educational Resources Information Center

    Rosenblatt, Louise M.

    Because any reading or writing research project or teaching method rests on some kind of epistemological assumptions and some models of reading and writing processes, a coherent theoretical approach to the interrelationships of the reading and writing processes is needed. In light of the post-Einsteinian scientific paradigm and Peircean semiotics,…

  6. Family Connections: Promoting Early Literacy Skills--Ages Birth to 5

    ERIC Educational Resources Information Center

    Huisman, Sarah

    2012-01-01

    Reading, writing, and communicating, also known as literacy, are important cognitive skills to teach within society. Early literacy is knowledge about reading and writing before actually being able to read and write and is the foundation to future reading and writing skills (Ghoting & Martin-Diaz, 2006). The role of families in developing early…

  7. Nursing students' reading and English aptitudes and their relationship to discipline-specific formal writing ability: a descriptive correlational study.

    PubMed

    Newton, Sarah; Moore, Gary

    2010-01-01

    Formal writing assignments are commonly used in nursing education to develop students' critical thinking skills, as well as to enhance their communication abilities. However, writing apprehension is a common phenomenon among nursing students. It has been suggested that reading and English aptitudes are related to formal writing ability, yet neither the reading nor the English aptitudes of undergraduate nursing students have been described in the literature, and the relationships that reading and English aptitude have with formal writing ability have not been explored. The purpose of this descriptive correlational study was to describe writing apprehension and to assess the relationships among reading and English aptitude and discipline-specific formal writing ability among undergraduate nursing students. The study sample consisted of 146 sophomores from one baccalaureate nursing program. The results indicated that both reading and English aptitude were related to students' formal writing ability.

  8. Genetic and Environmental Influences on Writing and their Relations to Language and Reading

    PubMed Central

    Olson, Richard K.; Hulslander, Jacqueline; Christopher, Micaela; Keenan, Janice M.; Wadsworth, Sally J.; Willcutt, Erik G.; Pennington, Bruce F.; DeFries, John C.

    2011-01-01

    Identical and fraternal twins (N = 540, age 8 to 18 years) were tested on three different measures of writing (Woodcock-Johnson III Tests of Achievement-Writing Samples and Writing Fluency; Handwriting Copy from the Group Diagnostic Reading and Aptitude Achievement Tests), three different language skills (Phonological Awareness, Rapid Naming, and Vocabulary), and three different reading skills (Word Recognition, Spelling, and Reading Comprehension). Substantial genetic influence was found on two of the writing measures, Writing Samples and Handwriting Copy, and all of the language and reading measures. Shared environment influences were generally not significant, except for vocabulary. Non-shared environment estimates, including measurement error, were significant for all variables. Genetic influences among the writing measures were significantly correlated (highest between the speeded measures Writing Fluency and Handwriting Copy), but there were also significant independent genetic influences between Copy and Samples and between Fluency and Samples. Genetic influences on writing were significantly correlated with genetic influences on all of the language and reading skills, but significant independent genetic influences were also found for Copy and Samples, whose genetic correlations were significantly less than 1.0 with the reading and language skills. The genetic correlations varied significantly in strength depending on the overlap between the writing, language, and reading task demands. We discuss implications of our results for education, limitations of the study, and new directions for research on writing and its relations to language and reading. PMID:21842316

  9. Interaction effect of response medium and working memory capacity on creative idea generation

    PubMed Central

    Hao, Ning; Yuan, Huan; Cheng, Rui; Wang, Qing; Runco, Mark A.

    2015-01-01

    This study aimed to examine the interaction effect of response medium (i.e., write down ideas and orally report ideas) and working memory capacity (WMC) on creative idea generation. Participants (N = 90) with higher or lower WMC were asked to solve Alternative Uses Task (AUT) problems in the condition of writing down or speaking out ideas. The results showed that fluency of AUT performance was higher in the writing than in the speaking condition. Additionally, participants with higher WMC performed better on AUT fluency than those with lower WMC in the writing condition, while they showed no difference in the speaking condition. Moreover, level of cognitive demand fully mediated the effect of response medium on AUT fluency. Theoretically, these findings indicated the importance of WMC in creative idea generation, which supported the controlled-attention theory of creativity. Practical implications and future directions were discussed. PMID:26528227

  10. Interaction effect of response medium and working memory capacity on creative idea generation.

    PubMed

    Hao, Ning; Yuan, Huan; Cheng, Rui; Wang, Qing; Runco, Mark A

    2015-01-01

    This study aimed to examine the interaction effect of response medium (i.e., write down ideas and orally report ideas) and working memory capacity (WMC) on creative idea generation. Participants (N = 90) with higher or lower WMC were asked to solve Alternative Uses Task (AUT) problems in the condition of writing down or speaking out ideas. The results showed that fluency of AUT performance was higher in the writing than in the speaking condition. Additionally, participants with higher WMC performed better on AUT fluency than those with lower WMC in the writing condition, while they showed no difference in the speaking condition. Moreover, level of cognitive demand fully mediated the effect of response medium on AUT fluency. Theoretically, these findings indicated the importance of WMC in creative idea generation, which supported the controlled-attention theory of creativity. Practical implications and future directions were discussed.

  11. The current challenges of teaching ESP

    NASA Astrophysics Data System (ADS)

    Fălăuş, A.

    2017-05-01

    Although the status of lingua franca can easily be claimed by English nowadays, there are always plenty of challenges involved in the process of teaching a foreign language. The simple mastering of the four skills (reading, writing, listening and speaking) and the acquisition of general grammar and vocabulary may not be enough in some circumstances. ESP focuses on the specific needs of the learners, concentrating more on language in context and on the students’ need to acquire a set of professional skills and particular job-related functions. This paper, consequently, focuses on identifying the current challenges that teachers and students may encounter in the process of teaching and learning English for Specific Purposes.

  12. Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade Children

    PubMed Central

    Graham, Steve; Berninger, Virginia; Abbott, Robert

    2012-01-01

    This study examined whether or not attitude towards writing is a unique and separable construct from attitude towards reading for young, beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). Each child was individually administered a 24 item attitude measure, which contained 12 items assessing attitude towards writing and 12 parallel items for reading. Students also wrote a narrative about a personal event in their life. A factor analysis of the 24 item attitude measure provided evidence that generally support the contention that writing and reading attitudes are separable constructs for young beginning writers, as it yielded three factors: a writing attitude factor with 9 items, a reading attitude factor with 9 parallel items, and an attitude about literacy interactions with others factor containing 4 items (2 items in writing and 2 parallel items in reading). Further validation that attitude towards writing is a separable construct from attitude towards reading was obtained at the third-grade level, where writing attitude made a unique and significant contribution, beyond the other two attitude measures, to the prediction of three measures of writing: quality, length, and longest correct word sequence. At the first-grade level, none of the 3 attitude measures predicted students’ writing performance. Finally, girls had more positive attitudes concerning reading and writing than boys. PMID:22736933

  13. Writing for Whom? Cognition, Motivation, and a Writer's Audience

    ERIC Educational Resources Information Center

    Magnifico, Alecia Marie

    2010-01-01

    When writers write, how do they decide to whom they are speaking? How does this decision affect writers' cognition about writing? Their motivation to write? In this article, I review literature on cognitive and social processes of writing, conceptualizations of audience, writing across distinct learning environments, and writers' motivations. I…

  14. Young People's Literacy in Middlesbrough in 2013: One Year On

    ERIC Educational Resources Information Center

    Clark, Christina

    2014-01-01

    This report presents second year information about the degree to which children and young people in Middlesbrough enjoy reading and writing, how often then engage in reading and writing, what types of materials they read and write and how they feel about reading and writing. It also outlines information about their confidence in their own…

  15. SPEAKING, WRITING, AND LISTENING IN THE ST. PAUL ELEMENTARY SCHOOLS.

    ERIC Educational Resources Information Center

    AMBROSE, HELEN; AND OTHERS

    DESIGNED AS A RESOURCE FOR ELEMENTARY SCHOOL TEACHERS TO USE IN HELPING CHILDREN THINK CLEARLY AND COMMUNICATE EFFECTIVELY, THE ST. PAUL CURRICULUM GUIDE IS DIVIDED INTO THREE SECTIONS--SPEAKING, LISTENING, AND WRITING. AN OVERVIEW OF EACH SECTION DESCRIBES CURRENT THINKING IN THE FIELD AND GENERAL SKILLS WHICH NEED TO BE ACQUIRED BY STUDENTS.…

  16. Anxiety over EFL Speaking and Writing: A View from Language Classrooms

    ERIC Educational Resources Information Center

    Gkonou, Christina

    2011-01-01

    The assumption that foreign language learners experience a high level of anxiety mainly when faced with speaking activities implies that research should focus on those learners prone to anxiety over that skill. Despite not being widely investigated, foreign language writing anxiety also seems to be a concern for a large number of students. Drawing…

  17. Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing

    ERIC Educational Resources Information Center

    Graham, Steve; Liu, Xinghua; Bartlett, Brendan; Ng, Clarence; Harris, Karen R.; Aitken, Angelique; Barkel, Ashley; Kavanaugh, Colin; Talukdar, Joy

    2018-01-01

    This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies…

  18. Parent-child reading interactions among English and English as a second language speakers in an underserved pediatric clinic in Hawai'i.

    PubMed

    Kitabayashi, Kristyn M; Huang, Gary Y; Linskey, Katy R; Pirga, Jason; Bane-Terakubo, Teresa; Lee, Meta T

    2008-10-01

    The purpose of this study was to compare reading patterns between English-speaking and English as a Second Language (ESL) families in a health care setting in Hawai'i. A cross-sectional study was performed at an underserved pediatric primary care clinic in Hawai'i. Caregivers of patients between the ages of 6 months to 5 years were asked questions regarding demographics and parent-child reading interactions. Respondents were categorized into English-speaking or ESL groups based on primary language spoken at home. Pearson chi2 tests and Fisher exact tests were performed to compare demographic differences, reading frequency, and reading attitudes between groups. One-hundred three respondents completed the survey Fifty percent were ESL. All ESL respondents were of Asian-Pacific Islander (API) or mixed Asian ethnicity. All Caucasians in the study (n = 9) were in the English-speaking group. Between the English-speaking (n = 52) and ESL (n = 51) groups, there were no significant statistical differences in age or gender of the child, reading attitudes, or parent's educational status. Parents in the ESL group read to their children significantly fewer days per week than their English-speaking counterparts, had significantly fewer books in the home, and lived significantly fewer years in the United States. The findings suggest that API immigrant families share similar attitudes about reading as English-speaking families in Hawai'i but have significantly fewer books in their household and read significantly less frequently Physicians working with API populations should be aware that immigrant children may have fewer reading interactions and should counsel parents on the importance of reading daily.

  19. Predictors of English Reading Comprehension: Cantonese-Speaking English Language Learners in the U.S.

    ERIC Educational Resources Information Center

    Uchikoshi, Yuuko

    2013-01-01

    In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs…

  20. Computer Vision Syndrome for Non-Native Speaking Students: What Are the Problems with Online Reading?

    ERIC Educational Resources Information Center

    Tseng, Min-chen

    2014-01-01

    This study investigated the online reading performances and the level of visual fatigue from the perspectives of non-native speaking students (NNSs). Reading on a computer screen is more visually more demanding than reading printed text. Online reading requires frequent saccadic eye movements and imposes continuous focusing and alignment demand.…

  1. Roles of Morphological Awareness in the Reading Comprehension of Spanish-Speaking Language Minority Learners: Exploring Partial Mediation by Vocabulary and Reading Fluency

    ERIC Educational Resources Information Center

    Kieffer, Michael J.; Biancarosa, Gina; Mancilla-Martinez, Jeannette

    2013-01-01

    This study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions…

  2. A dual V t disturb-free subthreshold SRAM with write-assist and read isolation

    NASA Astrophysics Data System (ADS)

    Bhatnagar, Vipul; Kumar, Pradeep; Pandey, Neeta; Pandey, Sujata

    2018-02-01

    This paper presents a new dual V t 8T SRAM cell having single bit-line read and write, in addition to Write Assist and Read Isolation (WARI). Also a faster write back scheme is proposed for the half selected cells. A high V t device is used for interrupting the supply to one of the inverters for weakening the feedback loop for assisted write. The proposed cell provides an improved read static noise margin (RSNM) due to the bit-line isolation during the read. Static noise margins for data read (RSNM), write (WSNM), read delay, write delay, data retention voltage (DRV), leakage and average powers have been calculated. The proposed cell was found to operate properly at a supply voltage as small as 0.41 V. A new write back scheme has been suggested for half-selected cells, which uses a single NMOS access device and provides reduced delay, pulse timing hardware requirements and power consumption. The proposed new WARI 8T cell shows better performance in terms of easier write, improved read noise margin, reduced leakage power, and less delay as compared to the existing schemes that have been available so far. It was also observed that with proper adjustment of the cell ratio the supply voltage can further be reduced to 0.2 V.

  3. Writing through Visual Acts of Reading: Incorporating Visual Aesthetics in Integrated Writing and Reading Tasks

    ERIC Educational Resources Information Center

    Choo, Suzanne S.

    2010-01-01

    The English curriculum tends to be framed in relation to two unconscious boundaries based on the dichotomies between writing and reading as well as print and image. This paper re-envisions the curriculum as comprising a hybrid space where students are involved in composing texts that integrate writing and reading practices while also considering…

  4. Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills

    ERIC Educational Resources Information Center

    Jones, Cindy D.; Reutzel, D. Ray

    2015-01-01

    The purpose of this study was to examine whether the code-related features used in current methods of writing instruction in kindergarten classrooms transfer reading outcomes for kindergarten students. We randomly assigned kindergarten students to 3 instructional groups: a writing workshop group, an interactive writing group, and a control group.…

  5. Exploring Poetry: The Reading and Writing Connection.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Connecting reading and writing has become an important trend in teaching the language arts. Poetry, as a salient facet of the reading curriculum, integrates well with different purposes in writing. Poetry read aloud to students can assist learners to enjoy reading activities and develop the feeling and aesthetic dimension of learning, among other…

  6. Reading and Abstracting Journal Articles in Sedimentology and Stratigraphy.

    ERIC Educational Resources Information Center

    Conrad, Susan Howes

    1991-01-01

    An assignment centered on reading journal articles and writing abstracts is an effective way to improve student reading and writing skills in sedimentology and stratigraphy laboratories. Each student reads two articles and writes informative abstracts from the author's point of view. (PR)

  7. Modeling Second Language Change Using Skill Retention Theory

    DTIC Science & Technology

    2013-06-01

    xiv LIST OF TABLES Table 1. ILR and ACTFL Scale Comparison (From SIL International, 1999) ................5 Table 2. Metacognitive Learning Strategy...meaningful. • Speaking and writing are productive skill and require that a linguist actively produce information to be conveyed. E. RESEARCH...before productive skills (speaking and writing ) and attrition of these skills takes place in reverse order (Hansen & Reetz-Kurashige, 1999). Hansen

  8. Introducing OVAL Writing: A New Approach to Chinese Character Retention for Secondary Non-Chinese-Speaking Background Learners

    ERIC Educational Resources Information Center

    Ren, Guanxin

    2004-01-01

    One of the difficulties secondary non-Chinese-speaking background (NCSB) learners are facing is to remember the characters learned in order to recall them when necessary. The traditional way of teaching secondary NCSB learners to remember Chinese characters is through mere repetition, e.g. writing out each single character by following its stroke…

  9. When You Do Whole Language Instruction, how Will You Keep Track of Reading and Writing Skills? (When the Principal Asks).

    ERIC Educational Resources Information Center

    Harp, Bill

    1988-01-01

    Discusses several ways to evaluate reading and writing skills in a whole language classroom, including evaluation checklists, holistic evaluation of writing, and miscue analysis. Provides a literacy development checklist for reading and writing. (MM)

  10. Using Technology to Support Expository Reading and Writing in Science Classes

    ERIC Educational Resources Information Center

    Montelongo, Jose A.; Herter, Roberta J.

    2010-01-01

    Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students' reading comprehension and recall by writing summaries…

  11. The Effect of Summary Writing on Reading Comprehension: The Role of Mediation in EFL Classroom

    ERIC Educational Resources Information Center

    Gao, Yang

    2013-01-01

    Reading teachers focus more on the instruction of reading content or strategies, but pay relatively less attention to the impact of writing on reading comprehension. Based on mediation theory, the author examined the effect of summary writing about reading texts on readers' comprehension. By reviewing relevant literatures on the topic of…

  12. Sun Valley Elementary School Reading and Writing Assessment Project: Final Report.

    ERIC Educational Resources Information Center

    Zakaluk, Beverley L.

    A study investigated the effectiveness of integrating computer technology (multimedia learning resources in a "virtual" classroom) with content area and reading and writing curriculum. All students in grades 2 through 5 at Sun Valley Elementary School, Canada, had their reading and writing assessed. In addition, the writing performance…

  13. Mother-Child Joint Writing and Storybook Reading: Relations with Literacy among Low SES Kindergartners.

    ERIC Educational Resources Information Center

    Aram, Dorit; Levin, Iris

    2002-01-01

    Examined relationship of maternal mediation in joint writing and of storybook reading with emergent literacy among low-SES kindergartners. Found that after partialling out home environment measures and storybook reading, maternal writing mediation explained added variance for children's word writing/recognition and phonological awareness.…

  14. Infusing Writing Activities into College Reading.

    ERIC Educational Resources Information Center

    Cate, L. C.; Heerman, C. E.

    1987-01-01

    Measures the effects of infusing writing components into a university reading laboratory. Reports that reading improvement was significant with writing infusions but that results are inconclusive due to lack of true experimental design. (AEW)

  15. Microcomputer Activities Which Encourage the Reading-Writing Connection.

    ERIC Educational Resources Information Center

    Balajthy, Ernest

    Many reading teachers, cognizant of the creative opportunities for skill development allowed by new reading-writing software, are choosing to use microcomputers in their classrooms full-time. Adventure story creation programs capitalize on reading-writing integration by allowing children, with appropriate assistance, to create their own…

  16. "Why are Your Kids Writing during Reading Time?"

    ERIC Educational Resources Information Center

    Harp, Bill

    1987-01-01

    Presents a hypothetical situation of an elementary school principal's concern at students writing during reading time, and offers a possible teacher's response with information about the direct tie between writing and reading improvement. (JC)

  17. Teaching Writing through Communicative Approach in Military English

    ERIC Educational Resources Information Center

    Likaj, Manjola

    2015-01-01

    The paper speaks about teaching writing through communicative approach in English for Specific Purposes, especially in Military English. There are presented three different approaches regarding writing in ESP: product, process and social-constructionist approach. The recent developments in ESP writing consider the social-constructionist approach…

  18. Writing Quality Predicts Chinese Learning

    ERIC Educational Resources Information Center

    Guan, Connie Qun; Perfetti, Charles A.; Meng, Wanjin

    2015-01-01

    To examine the importance of manual character writing to reading in a new writing system, 48 adult Chinese-as-a-foreign-language students were taught characters in either a character writing-to-read or an alphabet typing-to-read condition, and engaged in corresponding handwriting or typing training for five consecutive days. Prior knowledge of…

  19. Read, Write, Touch: Co-Construction and Multiliteracies in a Third-Grade Digital Writing Exercise

    ERIC Educational Resources Information Center

    Cordero, Kristina; Nussbaum, Miguel; Ibaseta, Valentina; Otaíza, María José; Chiuminatto, Pablo

    2018-01-01

    Many researchers and educators believe that reading and writing instruction needs to change in order to reflect the multimodal, technological, interactive nature of communication today. To date, few studies have examined how touchscreen devices may influence primary school students' reading and writing practices. Guided by Vygotsky's notion of…

  20. Developing Historical Reading and Writing with Adolescent Readers: Effects on Student Learning

    ERIC Educational Resources Information Center

    De La Paz, Susan; Felton, Mark; Monte-Sano, Chauncey; Croninger, Robert; Jackson, Cara; Deogracias, Jeehye Shim; Hoffman, Benjamin Polk

    2014-01-01

    In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers.…

  1. Engaging Sources through Reading-Writing Connections across the Disciplines

    ERIC Educational Resources Information Center

    Carillo, Ellen C.

    2016-01-01

    This essay argues that what might otherwise be considered "plagiarism" in student writing is a symptom of the difficulties students encounter in their reading and writing, moments in which students' inabilities to critically assess, read, and respond to sources through the act of writing come to the surface. Expanding the context within…

  2. A Quasi-Experimental Study on Using Short Stories: Statistical and Inferential Analyses on the Non-English Major University Students' Speaking and Writing Achievements

    ERIC Educational Resources Information Center

    Iman, Jaya Nur

    2017-01-01

    This research was conducted to find out whether or not using short stories significantly improve the speaking and writing achievements. A quasi-experimental study of non-equivalent pretest-posttest control group design or comparison group design was used in this research. The population of this research was the all first semester undergraduate…

  3. Effects of Word and Fragment Writing during L2 Vocabulary Learning

    ERIC Educational Resources Information Center

    Barcroft, Joe

    2007-01-01

    This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English-speaking first-semester learners of Spanish attempted to learn 24 Spanish nouns via word-picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the…

  4. Componential skills of beginning writing: An exploratory study

    PubMed Central

    Kim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Greulich, Luana; Wagner, Richard K.

    2011-01-01

    The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective. PMID:22267897

  5. Writing instruction in kindergarten: examining an emerging area of research for children with writing and reading difficulties.

    PubMed

    Edwards, Lana

    2003-01-01

    This review examines the literature on how to teach kindergarten children with reading and writing difficulties how to write. Specifically, research on handwriting instruction, spelling instruction, and composition writing is discussed. Due to the limited number of empirical studies on writing that included kindergarten students with diagnosed reading and writing difficulties, selected studies conducted with the full range of kindergarten children, as well as studies conducted in the early elementary grades, are presented to highlight future directions for research.

  6. Investigating the Reading-to-Write Processes and Source Use of L2 Postgraduate Students in Real-Life Academic Tasks: An Exploratory Study

    ERIC Educational Resources Information Center

    McCulloch, Sharon

    2013-01-01

    Existing studies of source use in academic student writing tend to i), focus more on the writing than the reading end of the reading-to-write continuum and ii), involve the use of insufficiently "naturalistic" writing tasks. Thus, in order to explore the potential of an alternative approach, this paper describes an exploratory case study…

  7. Avoiding the Struggle: Instruction That Supports Students' Motivation in Reading and Writing about Content Material

    ERIC Educational Resources Information Center

    Mason, Linda H.; Meadan, Hedda; Hedin, Laura R.; Cramer, Anne Mong

    2012-01-01

    We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We…

  8. Reading, Writing & Rings: Science Literacy for K-4 Students

    NASA Astrophysics Data System (ADS)

    McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

    2007-12-01

    Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.

  9. [Development of a training program for Japanese dyslexic children and its short-term efficacy].

    PubMed

    Wakamiya, Eiji; Takeshita, Takashi; Nakanishi, Makoto; Mizuta, Mekumi; Kurimoto, Naoko; Okumura, Tomohito; Tamai, Hiroshi; Koeda, Tatsuya; Inagaki, Masumi

    2013-07-01

    The purpose of this study is to develop a computer training program of reading for the Japanese dyslexic children and to examine its short-term efficacy on their reading and writing abilities. Fifteen dyslexic children underwent two sets of training programs, one for single-hiragana and non-word reading, and the other for the reading of real words, in which each hiragana was followed by the correctly read sound. Subjects were required to use a given program for five minutes a day for three weeks, switching to the other program after a three-week interval. Four kinds of reading test and one writing test were done at the beginning and end of each program period. The averages reading speeds increased, and the single-hiragana reading error average was lower after the training. Hiragana-writing errors also decreased, even though no writing procedure was involved in the programs. The results indicate the usefulness of these training programs as an early intervention of reading and writing for the Japanese dyslexic children.

  10. Writing Expertise and Second-Language Proficiency.

    ERIC Educational Resources Information Center

    Cumming, Alister

    1989-01-01

    Assessment of the English writing proficiency of 23 native French speaking students on 3 composition tasks found variance in the qualities of written texts and problem-solving behaviors. Writing expertise was found to affect discourse organization and content, writing complexity, heuristic strategies, and control strategies, while second-language…

  11. Comparative analysis of performance in reading and writing of children exposed and not exposed to high sound pressure levels.

    PubMed

    Santos, Juliana Feitosa dos; Souza, Ana Paula Ramos de; Seligman, Lilian

    2013-01-01

    To analyze the possible relationships between high sound pressure levels in the classroom and performance in the use of lexical and phonological routes in reading and writing. This consisted on a quantitative and exploratory study. The following measures were carried out: acoustic measurement, using the dosimeter, visual inspection of the external auditory canal, tonal audiometry thresholds, speech recognition tests and acoustic immittance; instrument for evaluation of reading and writing of isolated words. The non-parametric χ² test and Fisher's exact test were used for data analysis. The results of acoustic measurements in 4 schools in Santa Maria divided the sample of 87 children of third and fourth years of primary school, aged 8 to 10 years, in 2 groups. The 1st group was exposed to sound levels higher than 80 dB(A) (Study group) and the 2nd group at levels lower than 80 dB(A) (Control group). Higher prevalence of correct answers in reading and writing of nonwords, reading irregular words and frequency effect were observed. Predominance of correct answers in the writing of irregular words was observed in the Control group. For the Study group, a higher number of type errors neologism in reading and writing were observed, especially regarding the writing of nonwords and the extension effect; fewer errors of lexicalization type and verbal paragraphy in writing were observed. In assessing the reading and writing skills, children in the Study group exposed to high noise levels had poorer performance in the use of lexical and phonological routes, both in reading and in writing.

  12. Group Writing: How Writing Teaches Reading

    ERIC Educational Resources Information Center

    Campbell-Rush, Peggy

    2006-01-01

    What do Slinky toys, sign language, clipboards, golf pencils, and a house icon have in common? They all are a part of the author's writing and reading program, which teaches children how to write, and then read what they have written. This book includes: effective strategies that address multiple learning styles; a ready-to-use form for ongoing…

  13. Zines for Social Justice: Adolescent Girls Writing on Their Own

    ERIC Educational Resources Information Center

    Guzzetti, Barbara J.; Gamboa, Margaret

    2004-01-01

    Despite the popularity of self-published teen zines, few studies have been conducted of the adolescent girls who write and read them. Past research on teens' reading and writing shows that adolescents read and write along stereotypical or gendered lines. This study explores the out-of-school literacy practices of three adolescent girls who write…

  14. Writing and reading in the electronic health record: an entirely new world.

    PubMed

    Han, Heeyoung; Lopp, Lauri

    2013-02-05

    Electronic health records (EHRs) are structured, distributed documentation systems that differ from paper charts. These systems require skills not traditionally used to navigate a paper chart and to produce a written clinic note. Despite these differences, little attention has been given to physicians' electronic health record (EHR)-writing and -reading competence. This study aims to investigate physicians' self-assessed competence to document and to read EHR notes; writing and reading preferences in an EHR; and demographic characteristics associated with their perceived EHR ability and preference. Fourteen 5-point Likert scale items, based on EHR system characteristics and a literature review, were developed to measure EHR-writing and -reading competence and preference. Physicians in the midwest region of the United States were invited via e-mail to complete the survey online from February to April 2011. Factor analysis and reliability testing were conducted to provide validity and reliability of the instrument. Correlation and regression analysis were conducted to pursue answers to the research questions. Ninety-one physicians (12.5%), from general and specialty fields, working in inpatient and outpatient settings, participated in the survey. Despite over 3 years of EHR experience, respondents perceived themselves to be incompetent in EHR writing and reading (Mean = 2.74, SD = 0.76). They preferred to read succinct, narrative notes in EHR systems. However, physicians with higher perceived EHR-writing and -reading competence had less preference toward reading succinct (r= - 0.33, p<0.001) and narrative (r= - 0.36, p<0.001) EHR notes than physicians with lower perceived EHR competence. Physicians' perceived EHR-writing and -reading competence was strongly related to their EHR navigation skills (r=0.55, p<0.0001). Writing and reading EHR documentation is different for physicians. Maximizing navigation skills can optimize non-linear EHR writing and reading. Pedagogical questions remain related to how physicians and medical students are able to retrieve correct information effectively and to understand thought patterns in collectively lengthier and sometimes fragmented EHR chart notes.

  15. Early Reading Development in Chinese-Speaking Children with Hearing Loss

    ERIC Educational Resources Information Center

    Chan, Yi-Chih; Yang, You-Jhen

    2018-01-01

    This study aims to explore early reading comprehension in Chinese-speaking children with hearing loss (HL) by examining character recognition and linguistic comprehension. Twenty-five children with HL received three measures relevant to character reading: phonological awareness (PA), morphological awareness (MA), and character recognition; two…

  16. The Relations among L1 (Spanish) Literacy Skills, L2 (English) Language, L2 Text Reading Fluency, and L2 Reading Comprehension for Spanish-Speaking ELL First Grade Students

    ERIC Educational Resources Information Center

    Kim, Young-Suk

    2012-01-01

    We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as…

  17. Using Artificial Orthographies for Studying Cross-Linguistic Differences in the Cognitive and Neural Profiles of Reading

    PubMed Central

    Hirshorn, Elizabeth A.; Fiez, Julie A.

    2017-01-01

    Reading and writing are cultural inventions that have become vital skills to master in modern society. Unfortunately, writing systems are not equally learnable and many individuals struggle to become proficient readers. Languages and their writing systems often have co-varying characteristics, due to both psycholinguistic and socio-cultural forces. This makes it difficult to determine the source of cross-linguistic differences in reading and writing. Nonetheless, it is important to make progress on this issue: a more precise understanding of the factors that affect reading disparities should improve reading instruction theory and practice, and the diagnosis and treatment of reading disorders. In this review, we consider the value of artificial orthographies as a tool for unpacking the factors that create cognitive and neural differences in reading acquisition and skill. We do so by focusing on one dimension that differs among writing systems: grain size. Grain size, or the unit of spoken language that is mapped onto a visual graph, is thought to affect learning, but its impact is still not well understood. We review relevant literature about cross-linguistic writing system differences, the benefits of using artificial orthographies as a research tool, and our recent work with an artificial alphasyllabic writing system for English. We conclude that artificial orthographies can be used to elucidate cross-linguistic principles that affect reading and writing. PMID:28280288

  18. A Preliminary Testability Analysis of the Mil-STD-1862 Architecture.

    DTIC Science & Technology

    1981-08-01

    NEXT Iget address of successor of P (S) and check for write rights tmp2 = read(tmpl,word,M.w) NEXT read(tmp,word,M.w) NEXT Icheck write rights...read(tmp+4,word,M.w) NEXT Icheck write rights read(tmp2+4,word,M.w) NEXT Icheck write rights I IF tmp<l:0> OR tmpl<l:0> OR tmp2<l:0...address of pred (P) read(tmp2,word,M.w) NEXT Icheck access rights read(tmpl+4,word,M.w) NEXT. Icheck access rights IIF tmp<l:0> OR tmpl<l:0> OR

  19. Literacy in the U.S.

    ERIC Educational Resources Information Center

    Weber, Rose-Marie

    1991-01-01

    Current definitions of literacy reflect a holistic view of reading and writing as linguistic enterprises situated in social and intellectual contexts. This article reviews early reading and writing, aspects of comprehension, reading/writing learning problems, and second and foreign language literacy. (99 references) (LB)

  20. Reading Development in Upper Elementary Language Minority Readers of Hebrew: The Specific Challenge of Fluency

    ERIC Educational Resources Information Center

    Shahar-Yames, Daphna; Prior, Anat

    2017-01-01

    We examined reading proficiency, focusing on fluency, in 56 Russian-speaking language minority (LM) students and 56 native Hebrew-speaking (NH) peers. Fifth-grade students completed measures of Hebrew reading accuracy and fluency from word to text level as well as phonological awareness (PA), RAN and vocabulary. LM students read single words less…

  1. "I wz wondering-uhm could 'Raid' uhm 'e'ffect the brain permanently d'y know?": Some Observations on the Intersection of Speaking and Writing in Calls to a Poison Control Center.

    ERIC Educational Resources Information Center

    Frankel, Richard M.

    1989-01-01

    Focuses on how written records are created during calls to a Poison Control Center. Describes the relationship between writing and speaking in this bureaucratic context. Finds that keeping written records extends the length of call processing time, representing a barrier to handling new calls promptly. (MS)

  2. Gender Difference and Student Writing.

    ERIC Educational Resources Information Center

    Flynn, Elizabeth A.

    An exploratory study examined gender differences in writing in the essays of five male and five female freshman composition students. The findings suggest parallels between the writing and speaking behaviors of men and women students and between student writing and the work of male and female professional writers. The male students made few…

  3. Teaching Technical and Business Writing: Strategies and Evaluation.

    ERIC Educational Resources Information Center

    Alexander, Clara

    1985-01-01

    Describes a course that gives students the kinds of writing and oral communication experiences they will need on the job. The course gives students information about effective speaking and teaches them how to write business letters, prepare simple visuals for written and oral reports, and write formal proposals. (EL)

  4. Theoretically Speaking: An Examination of Four Theories and How They Support Writing in the Classroom

    ERIC Educational Resources Information Center

    Hodges, Tracey S.

    2017-01-01

    Writing is complex, and the more researchers understand the cognitive processes and engagement for writing, the more complex the relationships between cognition and producing writing appear. Writing theory is constantly shifting from a focus on mechanics and form to a focus on creativity and sociability. This literature review analyzes four…

  5. Reading to Write an Argumentation: The Role of Epistemological, Reading and Writing Beliefs

    ERIC Educational Resources Information Center

    Mateos, Mar; Cuevas, Isabel; Martin, Elena; Martin, Ana; Echeita, Gerardo; Luna, Maria

    2011-01-01

    The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on…

  6. UAE University Male Students' Interests Impact on Reading and Writing Performance and Improvement

    ERIC Educational Resources Information Center

    Al Murshidi, Ghadah

    2014-01-01

    The study examined the impact of the conjunction of structured journal writing and reading for pleasure on students' reading and writing skills. Forty male students from UAE University participated in the study. The participants are of different academic abilities, majors and nationalities. Many of them have little experience with reading for…

  7. Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom

    ERIC Educational Resources Information Center

    Bunn, Michael

    2013-01-01

    Teaching reading in terms of its connections to writing can motivate students to read and increase the likelihood that they find success in both activities. It can lead students to value reading as an integral aspect of learning to write. It can help students develop their understanding of writerly strategies and techniques. Drawing on qualitative…

  8. The Effects of Reading Short Stories in Improving Foreign Language Writing Skills

    ERIC Educational Resources Information Center

    Bartan, Özgür Sen

    2017-01-01

    This study is an inquiry into the effects of reading short stories in improving foreign language writing skills through Read for Writing model, which is the adaptation of the approach called Talk for Writing (Corbett, 2013). It is a quasi-experimental 13-week field study which was implemented in a primary school. The purpose of this study is to…

  9. The Influence of Working Memory on Reading and Creative Writing Processes in a Second Language.

    ERIC Educational Resources Information Center

    Abu-Rabia, Salim

    2003-01-01

    Investigates the working memory (WM) processing and storage functions; whether WM in writing follows the same process as in reading; and the influence of WM on creative writing. Focuses on high school students (n=47). Finds relationships between WM measures and reading and writing in English as a Second Language. Includes references. (CMK)

  10. Using Literature-Based Prompts To Teach Writing Competencies: Directed Reading and Writing Lessons.

    ERIC Educational Resources Information Center

    Gelsinger, Barry D.

    Intended to help teachers integrate writing instruction with the study of literature, this teaching guide offers a philosophy of writing instruction, describes a procedure for teaching reading and writing lessons, and provides a sequence of writing skills. For various literature selections, the guide defines vocabulary, provides topic discussion…

  11. Writing an Independently Composed Sentence by Spanish-Speaking Children with and without Poor Transcription Skills: A Writing-Level Match Design

    ERIC Educational Resources Information Center

    Garcia, Eduardo; Crespo, Patricia; Bermúdez, Ivana

    2017-01-01

    The main objective of this research was to analyze the impact of transcription skills of Spanish writers when writing an independently composed sentence within a writing-level design. The free-writing sentence task from the "Early Grade Writing Assessment" (Jiménez, in press) was used to examine the production, accuracy, speed, syntactic…

  12. The Impact of Morphological Awareness on Word Reading and Dictation in Chinese Early Adolescent Readers With and Without Dyslexia.

    PubMed

    Kalindi, Sylvia Chanda; Chung, Kevin Kien Hoa

    2018-01-01

    This study investigated the role of morphological awareness in understanding Chinese word reading and dictation among Chinese-speaking adolescent readers in Hong Kong as well as the cognitive-linguistic profile of early adolescent readers with dyslexia. Fifty-four readers with dyslexia in Grades 5 and 6 were compared with 54 chronological age-matched (CA) typical readers on the following measures of cognitive-linguistic and literacy skills: morphological awareness, phonological awareness, visual-orthographic knowledge, rapid naming, vocabulary knowledge, verbal short-term memory (STM), Chinese word reading, and dictation (or spelling). The results indicated that early adolescent readers with dyslexia performed less well than the typical readers on all cognitive-linguistic and literacy measures except the phonological measures. Both groups' scores showed substantial correlations between morphological awareness and Chinese word reading and dictation. Visual-orthographic knowledge and rapid naming were also associated with dictation in early adolescent readers with and without dyslexia, respectively. Moderated multiple regression analyses further revealed that morphological awareness and rapid naming explained unique variance in word reading and dictation for the readers with dyslexia and typical readers separately after controlling readers' age and group effect. These results highlight the potential importance of morphological awareness and rapid naming in Chinese word reading and writing in Chinese early adolescents' literacy development and impairment.

  13. Stress Judgment and Production in English Derivation, and Word Reading in Adult Mandarin-Speaking English Learners

    ERIC Educational Resources Information Center

    Chung, Wei-Lun; Jarmulowicz, Linda

    2017-01-01

    For monolingual English-speaking children, judgment and production of stress in derived words, including words with phonologically neutral (e.g., -ness) and non-neutral suffixes (e.g., "-ity"), is important to both academic vocabulary growth and to word reading. For Mandarin-speaking adult English learners (AELs) the challenge of…

  14. Nietzsche in Basel: Writing Reading.

    ERIC Educational Resources Information Center

    Miller, J. Hillis

    1993-01-01

    Explores the tight relationship between reading and writing, and discusses the implications of this central relationship for departments of English. Discusses Friedrich Nietzsche's early writings on rhetoric as challenging Western metaphysical tradition and providing a new model of writing. (HB)

  15. Handwriting or Typewriting? The Influence of Pen- or Keyboard-Based Writing Training on Reading and Writing Performance in Preschool Children.

    PubMed

    Kiefer, Markus; Schuler, Stefanie; Mayer, Carmen; Trumpp, Natalie M; Hille, Katrin; Sachse, Steffi

    2015-01-01

    Digital writing devices associated with the use of computers, tablet PCs, or mobile phones are increasingly replacing writing by hand. It is, however, controversially discussed how writing modes influence reading and writing performance in children at the start of literacy. On the one hand, the easiness of typing on digital devices may accelerate reading and writing in young children, who have less developed sensory-motor skills. On the other hand, the meaningful coupling between action and perception during handwriting, which establishes sensory-motor memory traces, could facilitate written language acquisition. In order to decide between these theoretical alternatives, for the present study, we developed an intense training program for preschool children attending the German kindergarten with 16 training sessions. Using closely matched letter learning games, eight letters of the German alphabet were trained either by handwriting with a pen on a sheet of paper or by typing on a computer keyboard. Letter recognition, naming, and writing performance as well as word reading and writing performance were assessed. Results did not indicate a superiority of typing training over handwriting training in any of these tasks. In contrast, handwriting training was superior to typing training in word writing, and, as a tendency, in word reading. The results of our study, therefore, support theories of action-perception coupling assuming a facilitatory influence of sensory-motor representations established during handwriting on reading and writing.

  16. Handwriting or Typewriting? The Influence of Pen- or Keyboard-Based Writing Training on Reading and Writing Performance in Preschool Children

    PubMed Central

    Kiefer, Markus; Schuler, Stefanie; Mayer, Carmen; Trumpp, Natalie M.; Hille, Katrin; Sachse, Steffi

    2015-01-01

    Digital writing devices associated with the use of computers, tablet PCs, or mobile phones are increasingly replacing writing by hand. It is, however, controversially discussed how writing modes influence reading and writing performance in children at the start of literacy. On the one hand, the easiness of typing on digital devices may accelerate reading and writing in young children, who have less developed sensory-motor skills. On the other hand, the meaningful coupling between action and perception during handwriting, which establishes sensory-motor memory traces, could facilitate written language acquisition. In order to decide between these theoretical alternatives, for the present study, we developed an intense training program for preschool children attending the German kindergarten with 16 training sessions. Using closely matched letter learning games, eight letters of the German alphabet were trained either by handwriting with a pen on a sheet of paper or by typing on a computer keyboard. Letter recognition, naming, and writing performance as well as word reading and writing performance were assessed. Results did not indicate a superiority of typing training over handwriting training in any of these tasks. In contrast, handwriting training was superior to typing training in word writing, and, as a tendency, in word reading. The results of our study, therefore, support theories of action-perception coupling assuming a facilitatory influence of sensory-motor representations established during handwriting on reading and writing. PMID:26770286

  17. Reading/Writing and Mathematics Instruction. CIPP Planning/Evaluation Report 95-018. Focus on Program Evaluation.

    ERIC Educational Resources Information Center

    Des Moines Public Schools, IA. Dept. of Information Management.

    The Chapter 1 reading, writing, and mathematics instruction programs of the Des Moines (Iowa) public schools were evaluated for the 1993-94 school year. These programs provided supplemental instruction for about 2,968 students in 1993-94 through six components: (1) schoolwide projects; (2) the Reading Recovery Program; (3) the Reading/Writing Lab…

  18. Success of Children at Risk in a Program That Combines Writing and Reading. Technical Report No. 417.

    ERIC Educational Resources Information Center

    Pinnell, Gay Su

    A study examined the processes and results of children's involvement in interrelated reading/writing activities. First, descriptions of 23 children's reading and writing behavior were drawn from a group of case studies of children who were participating in Reading Recovery, an early intervention program that targets first grade children at risk of…

  19. Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning

    ERIC Educational Resources Information Center

    Grabe, William; Zhang, Cui

    2013-01-01

    "As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course, Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may…

  20. Close Reading and Creative Writing in Clinical Education: Teaching Attention, Representation, and Affiliation

    PubMed Central

    Charon, Rita; Hermann, Nellie; Devlin, Michael J.

    2015-01-01

    Medical educators increasingly have embraced literary and narrative means of pedagogy, such as the use of learning portfolios, reading works of literature, reflective writing, and creative writing, to teach interpersonal and reflective aspects of medicine. Outcomes studies of such pedagogies support the hypotheses that narrative training can deepen the clinician's attention to a patient and can help to establish the clinician's affiliation with patients, colleagues, teachers, and the self. In this article, the authors propose that creative writing in particular is useful in the making of the physician. Of the conceptual frameworks that explain why narrative training is helpful for clinicians, the authors focus on aesthetic theories to articulate the mechanisms through which creative and reflective writing may have dividends in medical training. These theories propose that accurate perception requires representation and that representation requires reception, providing a rationale for teaching clinicians and trainees how to represent what they perceive in their clinical work and how to read one another's writings. The authors then describe the narrative pedagogy used at the College of Physicians and Surgeons of Columbia University. Since faculty must read what their students write, they receive robust training in close reading. From this training emerged the Reading Guide for Reflective Writing, which has been useful to clinicians as they develop their skills as close readers. This institution-wide effort to teach close reading and creative writing aims to equip students and faculty with the pre-requisites to provide attentive, empathic clinical care. PMID:26200577

  1. Close Reading and Creative Writing in Clinical Education: Teaching Attention, Representation, and Affiliation.

    PubMed

    Charon, Rita; Hermann, Nellie; Devlin, Michael J

    2016-03-01

    Medical educators increasingly have embraced literary and narrative means of pedagogy, such as the use of learning portfolios, reading works of literature, reflective writing, and creative writing, to teach interpersonal and reflective aspects of medicine. Outcomes studies of such pedagogies support the hypotheses that narrative training can deepen the clinician's attention to a patient and can help to establish the clinician's affiliation with patients, colleagues, teachers, and the self. In this article, the authors propose that creative writing in particular is useful in the making of the physician. Of the conceptual frameworks that explain why narrative training is helpful for clinicians, the authors focus on aesthetic theories to articulate the mechanisms through which creative and reflective writing may have dividends in medical training. These theories propose that accurate perception requires representation and that representation requires reception, providing a rationale for teaching clinicians and trainees how to represent what they perceive in their clinical work and how to read one another's writings. The authors then describe the narrative pedagogy used at the College of Physicians and Surgeons of Columbia University. Because faculty must read what their students write, they receive robust training in close reading. From this training emerged the Reading Guide for Reflective Writing, which has been useful to clinicians as they develop their skills as close readers. This institution-wide effort to teach close reading and creative writing aims to equip students and faculty with the prerequisites to provide attentive, empathic clinical care.

  2. Beyond the One-Hour Outreach Talk: Introducing a Reading and Writing Program into a High School Science Class

    NASA Astrophysics Data System (ADS)

    Ratay, Douglas L.; Schairer, Ashley; Garland, Catherine A.; Gomez-Martin, Cynthia

    We present a discussion of a newly implemented one-year program that brings high-level science reading and writing into a remedial high school science class. In the program, articles from publications such as Scientific American and Astronomy magazines are used to teach current science topics and to reinforce reading and writing skills. These skills are critical for general knowledge, literacy, and for passing state standardized tests. Members of the astronomy community act as "writing coaches" to help guide the students through the reading and writing process. This program illustrates one way that astronomers can become involved with underserved populations.

  3. A Close Investigation into Source Use in Integrated Second Language Writing Tasks

    ERIC Educational Resources Information Center

    Plakans, Lia; Gebril, Atta

    2012-01-01

    An increasing number of writing programs and assessments are employing writing-from-sources tasks in which reading and writing are integrated. The integration of reading and writing in such contexts raises a number of questions with regard to writers' use of sources in their writing, the functions these sources serve, and how proficiency affects…

  4. What Hands May Tell Us about Reading and Writing

    ERIC Educational Resources Information Center

    Mangen, Anne

    2016-01-01

    Reading and writing are increasingly performed with digital, screen-based technologies rather than with analogue technologies such as paper and pen(cil). The current digitization is an occasion to "unpack," theoretically and conceptually, what is entailed in reading and writing as embodied, multisensory processes involving audiovisual…

  5. Writing Lessons with Gavin Curtis.

    ERIC Educational Resources Information Center

    Fu, Danling; Lamme, Linda

    2002-01-01

    Discusses a literature-inspired model of teaching writing and two scenarios of reading and writing connections in the classroom. Presents several reading and writing lessons drawn from the children's book "The Bat Boy and His Violin" by Gavin Curtis. Discusses Curtis' craft and demonstrates how to use this book to teach writing. Includes brief…

  6. Young Dual Language Learners' Emergent Writing Development

    ERIC Educational Resources Information Center

    Gillanders, Cristina; Franco, Ximena; Seidel, Kent; Castro, Dina C.; Méndez, Lucía I.

    2017-01-01

    This study examined how early writing develops in Spanish-English-speaking children of Mexican and Central American descent who are dual language learners (DLLs) in the United States. The emergent writing skills in Spanish and English of 140 preschoolers in a multisite study were assessed using name- and word-writing tasks during the children's…

  7. Assessment of narrative writing by Persian-speaking students with hearing impairments.

    PubMed

    Zamani, P; Soleymani, Z; Mousavi, S M; Akbari, N

    2018-02-16

    Previous studies have highlighted that narrative skill is critical to the development of the literacy skills by children. Children with cochlear implants (CI) and hearing aids (HA) may have problems in narrative development compared to peers with healthy hearing (HH). There is no exact data about the narrative writing ability of Persian-speaking students who are hearing-impaired. This study was undertaken to compare the microstructure and macrostructure scores for narrative writing of Persian-speaking students who are hearing-impaired and peers with HH. This was a cross-sectional descriptive-analytical study. The subjects were recruited from elementary schools in the city of Tehran. A total of 144 elementary school students were participated. The written narratives were elicited using a wordless pictorial storybook story. Three-way ANOVA with post hoc adjusted Bonferroni test was applied to determine the main effects and interactions of grounded variables on the microstructure and macrostructure components of narrative writing. No significant differences were observed in the macrostructure components of narrative writing between hearing-impaired and HH students. Factors analysis showed that the 4th grade HH students had significantly the highest scores, and the 3rd grade HA students had significantly the lowest scores in microstructure components of narrative writing. The findings revealed that hearing-impaired students similarly to their HH peers can transmit the main idea (macrostructure) of narrative writing, but show critical difficulties when using complete grammatical elements (microstructures) to form sentences to convey the idea in the narrative. © 2018 John Wiley & Sons Ltd.

  8. Task-Modality and L1 Use in EFL Oral Interaction

    ERIC Educational Resources Information Center

    Azkarai, Agurtzane; del Pilar García Mayo, María

    2015-01-01

    This study examines whether task-modality (speaking vs. speaking+writing) influences first language (L1) use in task-based English as a foreign language (EFL) learner-learner interaction. Research on the topic has shown that different task-modality triggers different learning opportunities with collaborative speaking tasks drawing learners'…

  9. Do L2 Writing Courses Affect the Improvement of L1 Writing Skills via Skills Transfer from L2 to L1?

    ERIC Educational Resources Information Center

    Gonca, Altmisdort

    2016-01-01

    This study investigates the relationship of second language (L2) writing skills proficiency with the first language (L1) writing skills, in light of the language transfer. The study aims to analyze the positive effects of L2 writing proficiency on L1 writing proficiency. Forty native Turkish-speaking university students participated in the study.…

  10. How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

    ERIC Educational Resources Information Center

    Li, Hongli; Suen, Hoi K.

    2015-01-01

    This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

  11. Reading, Writing, and Word Walls: Strategies to Boost Literacy Skills in All Learners

    ERIC Educational Resources Information Center

    Campbell-Rush, Peggy

    2007-01-01

    In this book, author Peggy Campbell-Rush shares the strategies she relies on to teach young students not only how to read and write, but also to love to read and write. Teachers will find close to 100 tips, ideas, and activities that they can implement immediately, including: the dos and don'ts for reading aloud; putting new twists on tedious…

  12. Let's Tell the Good News about Reading and Writing.

    ERIC Educational Resources Information Center

    Corbett, William D.

    1989-01-01

    Since the media seldom feature good news about education, principals need to highlight elementary school children's reading and writing accomplishments. Principals can hear students read aloud in the hallway, send interesting compositions to the superintendent's office, and post creative writing efforts on the walls of local banks, pizza parlors,…

  13. Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language

    ERIC Educational Resources Information Center

    Xu, Yi; Chang, Li-Yun; Zhang, Juan; Perfetti, Charles A.

    2013-01-01

    Previous studies suggest that writing helps reading development in Chinese in both first and second language settings by enabling higher-quality orthographic representation of the characters. This study investigated the comparative effectiveness of reading, animation, and writing in developing foreign language learners' orthographic knowledge…

  14. The Relationship between Reading, Writing, and Spelling.

    ERIC Educational Resources Information Center

    Keegan, Jill

    This paper asks whether there is a relationship between reading, writing, and spelling, whether these subjects should be taught together or separately. A review of the literature found that many theorists saw a strong relationship between just reading and writing, while others believed spelling belonged with these. The consensus of researchers was…

  15. Reciprocal Teaching of Comprehension Strategies Improves EFL Learners' Writing Ability

    ERIC Educational Resources Information Center

    Ghorbani, Mohammad Reza; Gangeraj, Atefeh Ardeshir; Alavi, Sahar Zahed

    2013-01-01

    Although the importance of reading in developing writing ability is undeniable, few competent readers in EFL contexts develop into competent writers. Since students are not aware that reading can assist them in writing, this study examined the effect of reciprocal teaching--which focuses on four reading comprehension strategies, namely…

  16. The Effects of Pre-Learning Vocabulary on Reading Comprehension and Writing

    ERIC Educational Resources Information Center

    Webb, Stuart A.

    2009-01-01

    This study investigates the effects of pre-learning vocabulary on reading comprehension and writing. Japanese students studying English as a foreign language (EFL) learned word pairs receptively and productively; four tests were used to measure reading comprehension, writing, and receptive and productive vocabulary knowledge. The findings suggest…

  17. Reading and Writing Journals: Balancing Skills and Humanities in the English Classroom.

    ERIC Educational Resources Information Center

    Pezzulich, Evelyn

    Interdepartmental rivalries between literature instruction and composition instruction have contributed to viewing reading and writing as disconnected activities. One solution to this divisiveness is a course in "the journal as a literary tradition," which combines reading and writing in equal portions. Students first learn about the…

  18. Investigating Connections among Reading, Writing, and Language Development: A Multiliteracies Perspective

    ERIC Educational Resources Information Center

    Paesani, Kate

    2016-01-01

    This study explores relationships among reading literature, creative writing, and language development in a university-level advanced French grammar course through the theoretical lens of the multiliteracies framework. The goal is to investigate reading-writing connections and whether these literacy practices facilitate students' understanding and…

  19. Research-Based Integrated Reading and Writing Course Development

    ERIC Educational Resources Information Center

    Pierce, Calisa A.

    2017-01-01

    With the continuing national emphases on acceleration and completion, an integrated reading and writing course (a combined developmental reading and developmental writing course, with all levels compressed into a single course) is one way to move students more quickly and efficiently through the developmental sequence while still maintaining…

  20. Do Children Who Read More Books Know "What is Good Writing" Better Than Children Who Read Less? A Comparison Between Grade Levels and SES Groups

    ERIC Educational Resources Information Center

    Korat, Ofra; Schiff, Rachel

    2005-01-01

    We investigated how SES, grade level, and book reading experiences are related to children's writing self-efficacy as well as to their knowledge of "good writing" and "writing difficulties." The sample included 199 middle-high (HSES) and low (LSES) SES children (63 second graders, 67 fourth graders, and 69 sixth graders).…

  1. Writing a Movie.

    ERIC Educational Resources Information Center

    Hoffner, Helen

    2003-01-01

    Explains a reading and writing assignment called "Writing a Movie" in which students view a short film segment and write a script in which they describe the scene. Notes that this assignment uses films to develop fluency and helps students understand the reading and writing connections. Concludes that students learn to summarize a scene from film,…

  2. The Quotation Theory of Writing

    ERIC Educational Resources Information Center

    Olson, David R.; Oatley, Keith

    2014-01-01

    Learning to read and write is seen as both the acquisition of skills useful in a modern society and an introduction to a world increasingly organized around the reading and writing of authoritative texts. While most agree on the importance of writing, insufficient attention has been given to the more basic question of just what writing is, that…

  3. Writing To Be Read. Revised Second Edition.

    ERIC Educational Resources Information Center

    Macrorie, Ken

    The free-writing program presented in this book and illustrated with student writing samples emphasizes student writing which is alive and valuable and which is to be read by real persons, who respond. New material in this second edition focuses especially on these points, in three chapters: writing in and for a group of helping commenters…

  4. Reading in the Writing Class: Conventions, Socialization, and Revision.

    ERIC Educational Resources Information Center

    Werner, Warren W.

    On the premise that the kind of writing done in business and technical writing classes is a social act, the business and technical writing courses at Auburn University (Alabama) use peer interaction, revision, and audience awareness to help students become aware of and internalize the conventions of writing. Students are required to read each…

  5. [The politicization of narcissism: Reading Kohut with and through Morganthaler].

    PubMed

    Herzog, Dagmar

    2016-01-01

    While in the US in the 1970s, Heinz Kohut's work served as a major rescue operation for a psychoanalytic profession that was in deep crisis, the reception in the German-speaking lands was, for multiple reasons, ultimately marked by far more ambivalence. No one explicated and defended Kohut more vigorously to his professional peers as well as to a younger generation of left-leaning psychoanalysts than the charismatic Swiss psychoanalyst (and coinventor of ethnopsychoanalysis) Fritz Morgenthaler. It was, furthermore, specifically in engaged grappling with Kohut's creative clinical innovations as well as his blind spots that Morgenthaler--as a close reading of their correspondence and respective writings shows--developed his own distinctive perspectives on the enduring riddle of how best to theorize the interrelationships between "the sexual" and other realms of existence. It was also in this context that Morgenthaler became the first European analyst of any nationality to articulate an eloquent rebuttal to the homophobic consensus that had become consolidated across the psychoanalytic diaspora since Freud's death.

  6. Derivational Morphology in Reading Comprehension of Chinese-Speaking Learners of English: A Longitudinal Structural Equation Modeling Study

    ERIC Educational Resources Information Center

    Zhang, Dongbo

    2017-01-01

    This longitudinal study examined the contribution of morphological awareness to English as a Second Language (ESL) reading comprehension. Young Chinese-speaking ESL learners completed twice with a one-year interval the same set of tasks that measured derivational awareness, vocabulary breadth, fluency of reading derived words, and passage…

  7. Phonological Processing Skills as Predictors of Literacy amongst Arabic Speaking Bahraini Children

    ERIC Educational Resources Information Center

    al Mannai, Haya; Everatt, John

    2005-01-01

    This paper reports a study of the reading and spelling skills of grades 1-3 Arabic-speaking children in Bahrain. Children were tested on their literacy skills (single word reading and spelling), their ability to decode letter strings (non-word reading) and measures of phonological awareness, short-term memory, speed of processing and non-verbal…

  8. Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners

    ERIC Educational Resources Information Center

    Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren

    2014-01-01

    This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…

  9. Reliability and Prevalence of an Atypical Development of Phonological Skills in French-Speaking Dyslexics

    ERIC Educational Resources Information Center

    Sprenger-Charolles, Liliane; Cole, Pascale; Kipffer-Piquard, Agnes; Pinton, Florence; Billard, Catherine

    2009-01-01

    In the present study, conducted with French-speaking children, we examined the reliability (group study) and the prevalence (multiple-case study) of dyslexics' phonological deficits in reading and reading-related skills in comparison with Reading Level (RL) controls. All dyslexics with no comorbidity problem schooled in a special institution for…

  10. Really Writing! Ready-To-Use Writing Process Activities for the Elementary Grades. 2nd Edition

    ERIC Educational Resources Information Center

    Sunflower, Cherlyn

    2005-01-01

    The second edition of "Really Writing!" provides 40 real-life writing activities designed to capture the attention of young authors (grades 2 through 6) who are just learning the composing process. This book is also a resource for teaching advanced writers who are ready to experiment with a variety of writing and speaking genres. Each of the…

  11. Neuropsychological test scores, academic performance, and developmental disorders in Spanish-speaking children.

    PubMed

    Rosselli, M; Ardila, A; Bateman, J R; Guzmán, M

    2001-01-01

    Limited information is currently available about performance of Spanish-speaking children on different neuropsychological tests. This study was designed to (a) analyze the effects of age and sex on different neuropsychological test scores of a randomly selected sample of Spanish-speaking children, (b) analyze the value of neuropsychological test scores for predicting school performance, and (c) describe the neuropsychological profile of Spanish-speaking children with learning disabilities (LD). Two hundred ninety (141 boys, 149 girls) 6- to 11-year-old children were selected from a school in Bogotá, Colombia. Three age groups were distinguished: 6- to 7-, 8- to 9-, and 10- to 11-year-olds. Performance was measured utilizing the following neuropsychological tests: Seashore Rhythm Test, Finger Tapping Test (FTT), Grooved Pegboard Test, Children's Category Test (CCT), California Verbal Learning Test-Children's Version (CVLT-C), Benton Visual Retention Test (BVRT), and Bateria Woodcock Psicoeducativa en Español (Woodcock, 1982). Normative scores were calculated. Age effect was significant for most of the test scores. A significant sex effect was observed for 3 test scores. Intercorrelations were performed between neuropsychological test scores and academic areas (science, mathematics, Spanish, social studies, and music). In a post hoc analysis, children presenting very low scores on the reading, writing, and arithmetic achievement scales of the Woodcock battery were identified in the sample, and their neuropsychological test scores were compared with a matched normal group. Finally, a comparison was made between Colombian and American norms.

  12. Literacy: International, National, State, and Local. Yearbook of the American Reading Forum, Volume XI.

    ERIC Educational Resources Information Center

    Hayes, Bernard L., Ed.; Camperell, Kay, Ed.

    This book contains papers which consider literacy issues at all levels from preschool to reading and the aging. The book includes discussions of cultural literacy, computer literacy, the reading/writing connection, adult basic literacy, measurement of reading and writing, special reading programs, and reading research. The following papers are…

  13. Keep Up the Good Work! Part III: Using Multimedia To Build Reading Fluency and Enjoyment.

    ERIC Educational Resources Information Center

    Glasgow, Jacqueline N.

    1997-01-01

    Discusses building fluency in reading and writing and teaching students to read and write for pleasure. Highlights include multimedia storyboards; bilingual instruction; writing programs for building fluency; CD-ROM storyboards; student-created storyboards; and an annotated bibliography of CD-ROM storyboards, poetry collections, and composing…

  14. Machine Learning Based Evaluation of Reading and Writing Difficulties.

    PubMed

    Iwabuchi, Mamoru; Hirabayashi, Rumi; Nakamura, Kenryu; Dim, Nem Khan

    2017-01-01

    The possibility of auto evaluation of reading and writing difficulties was investigated using non-parametric machine learning (ML) regression technique for URAWSS (Understanding Reading and Writing Skills of Schoolchildren) [1] test data of 168 children of grade 1 - 9. The result showed that the ML had better prediction than the ordinary rule-based decision.

  15. DRAWS: Development of Reading and Writing in Social Studies. Teacher's Guide.

    ERIC Educational Resources Information Center

    Garrahy, Dennis J.

    The teacher's guide outlines seven individual social studies units designed to help low achieving students develop reading and writing skills. Following a preface on reading and writing in the content area, material is divided into seven sections which cover the program units on religion, "isms," education, energy, technology, revolution, and…

  16. The Multiple Intelligences of Reading and Writing: Making the Words Come Alive.

    ERIC Educational Resources Information Center

    Armstrong, Thomas

    This book is intended for all educators who work with reading and writing skills. The book combines Howard Gardner's multiple intelligences and recent brain research on reading and writing with historical, anthropological, biographical, and psychological perspectives on literacy. It pulls the research together to show how teachers can engage…

  17. The Reading-Writing Connection: An Overview and Annotated Bibliography.

    ERIC Educational Resources Information Center

    Malinowski, Patricia A.

    Addressing the need for developmental or remedial reading and writing courses at the college level, this paper provides a broad perspective on the strengthening of such programs for students deficient in these skills. The paper first enumerates various reasons for developing reading-writing courses for pre-college students, then provides evidence…

  18. Online Class Size, Note Reading, Note Writing and Collaborative Discourse

    ERIC Educational Resources Information Center

    Qiu, Mingzhu; Hewitt, Jim; Brett, Clare

    2012-01-01

    Researchers have long recognized class size as affecting students' performance in face-to-face contexts. However, few studies have examined the effects of class size on exact reading and writing loads in online graduate-level courses. This mixed-methods study examined relationships among class size, note reading, note writing, and collaborative…

  19. Writing and reading training effects on font type and size preferences by students with low vision.

    PubMed

    Atasavun Uysal, Songül; Düger, Tülin

    2012-06-01

    The effect of writing and reading training on preferred font type and size in low-vision students was evaluated in 35 children. An ophthalmologist confirmed low vision according to ICD-10-CM. Children identified the font type and size they could best read. The writing subtest of the Jebsen-Taylor Hand Function Test, read in 1 min., and legibility as measured by the number of readable written letters were used in evaluating the children. A writing and reading treatment program was conducted, beginning with the child's preferred font type and size, for 3 months, 2 days per week, for 45 min. per day at the child's school. Before treatment, the most preferred font type was Verdana; after treatment, the preferred font type and size changed. Students had gained reading and writing speed after training, but their writing legibility was not significantly better. Training might affect the preferred font type and size of students with low vision. Surprisingly, serif and sans-serif fonts were preferred about equally after treatment.

  20. How directional change in reading/writing habits relates to directional change in displayed pictures.

    PubMed

    Lee, Hachoung; Oh, Songjoo

    2016-01-01

    It has been suggested that reading/writing habits may influence the appreciation of pictures. For example, people who read and write in a rightward direction have an aesthetic preference for pictures that face rightward over pictures that face leftward, and vice versa. However, correlations for this phenomenon have only been found in cross-cultural studies. Will a directional change in reading/writing habits within a culture relate to changes in picture preference? Korea is a good place to research this question because the country underwent gradual changes in reading/writing direction habits, from leftward to rightward, during the 20th century. In this study, we analyzed the direction of drawings and photos published in the two oldest newspapers in Korea from 1920-2013. The results show that the direction of the drawings underwent a clear shift from the left to the right, but the direction of the photos did not change. This finding suggests a close psychological link between the habits of reading/writing and drawing that cannot be accounted for simply by an accidental correspondence across different cultures.

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