Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults.

PubMed

Gunderson, Elizabeth A; Hamdan, Noora; Sorhagen, Nicole S; D'Esterre, Alexander P

2017-06-01

Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of intelligence (i.e., math vs. reading and writing). The authors examined this in a cross-section of students from 1st grade to college (N = 523). They also examined whether students hold different beliefs about the role of fixed ability in adult jobs versus their own grade. The authors' adult-specific beliefs hypothesis states that when children learn societally held beliefs from adults, they first apply these beliefs specifically to adults and later to students their own age. Consistent with this, even the youngest students (1st and 2nd graders) believed that success in an adult job requires more fixed ability in math than reading and writing. However, when asked about students in their own grade, only high school and college students reported that math involves more fixed ability than reading and writing. High school and college students' math-specific theories of intelligence were related to their motivation and achievement in math, controlling for reading and writing-specific theories. Reading and writing-specific theories did not predict reading and writing-specific motivations or achievement, perhaps because students perceive reading and writing as less challenging than math. In summary, academic-domain-specific theories of intelligence develop early but may not become self-relevant until adolescence, and math-specific beliefs may be especially important targets for intervention. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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…

Math Disabilities and Reading Disabilities: Can They Be Separated?

ERIC Educational Resources Information Center

Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua

2009-01-01

This article synthesizes some of the published literature that selectively compares the cognitive functioning of children with math disabilities (MDs) with average-achieving children and poor readers (children with reading disabilities [RDs] or comorbid disabilities [RDs + MDs]). All studies in the synthesis report reading, IQ, and math scores for…

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…

Language, reading, and math learning profiles in an epidemiological sample of school age children.

PubMed

Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F; Ansari, Daniel

2013-01-01

Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.

Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children

PubMed Central

Archibald, Lisa M. D.; Oram Cardy, Janis; Joanisse, Marc F.; Ansari, Daniel

2013-01-01

Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities. PMID:24155959

Elementary School Math Instruction: Can Reading Specialists Assist?

ERIC Educational Resources Information Center

Heinrichs, Audrey S.

1987-01-01

Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

Teaching Art + Math

ERIC Educational Resources Information Center

McIntosh, Ronald D.

2008-01-01

Professional learning communities (PLCs) are designed to increase and improve the time teachers spend working with one another planning curriculum for mathematics, reading, writing, history, English, and other disciplines offered by their school. These meetings help to improve test scores in math and English. Teachers have coupled their subject…

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.

PubMed

Peterson, Robin L; Boada, Richard; McGrath, Lauren M; Willcutt, Erik G; Olson, Richard K; Pennington, Bruce F

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

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…

Deconstructing Remediation in Community Colleges: Exploring Associations between Course-Taking Patterns, Course Outcomes, and Attrition from the Remedial Math and Remedial Writing Sequences

ERIC Educational Resources Information Center

Bahr, Peter Riley

2012-01-01

Each year, a sizeable percentage of community college students enroll in remedial coursework to address skill deficiencies in math, writing, and/or reading. Unfortunately, the majority of these students do not attain college-level competency in the subjects in which they require remedial assistance. Moreover, students whose point of entry into the…

Neurobiological Underpinnings of Math and Reading Learning Disabilities

PubMed Central

Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod

2013-01-01

The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in each domain. Next we review functional imaging studies of MD and RD in children, integrating relevant theories from experimental psychology and cognitive neuroscience to characterize the functional neuroanatomy of cognitive dysfunction in MD and RD. We then review recent research on the anatomical correlates of MD and RD. Converging evidence from morphometry and tractography studies are presented to highlight distinct patterns of white matter pathways which are disrupted in MD and RD. Finally, we examine how the intersection of MD and RD provides a unique opportunity to clarify the unique and shared brain systems which adversely impact learning and skill acquisition in MD and RD, and point out important areas for future work on comorbid learning disabilities. PMID:23572008

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…

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)

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…

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)

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…

Improving Congolese Children's Early Math and Reading Ability: Preliminary Results from a Cluster Randomized Trial in the Democratic Republic of the Congo

ERIC Educational Resources Information Center

Starkey, Leighann; Aber, J. Lawrence; Johnston, Brian M.

2014-01-01

Mastering basic numeracy and literacy skills is one of the most fundamental goals of education. However, it is estimated that 250 million primary-school-age children lack basic reading, writing and math skills (UN, 2013). Children living in war and poverty stricken countries are among the least likely to attain those basic goals. The United States…

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.…

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…

Does the KABC-II Display Ethnic Bias in the Prediction of Reading, Math, and Writing in Elementary School Through High School?

PubMed

Scheiber, Caroline

2017-09-01

This study explored whether the Kaufman Assessment Battery for Children-Second Edition (KABC-II) predicted academic achievement outcomes of the Kaufman Test of Educational Achievement-Second Edition (KTEA-II) equally well across a representative sample of African American, Hispanic, and Caucasian school-aged children ( N = 2,001) in three grade groups (1-4, 5-8, 9-12). It was of interest to study possible prediction bias in the slope and intercept of the five underlying Cattell-Horn-Carroll (CHC) cognitive factors of the KABC-II-Sequential/Gsm (Short-Term Memory), Learning/Glr (Long-Term Storage and Retrieval), Simultaneous/Gv (Visual Processing), Planning/Gf (Fluid Reasoning), and Knowledge/Gc (Crystallized Ability)-in estimating reading, writing, and math. Structural equation modeling techniques demonstrated a lack of bias in the slopes; however, four of the five CHC indexes showed a persistent overprediction of the minority groups' achievement in the intercept. The overprediction is likely attributable to institutional or societal contributions, which limit the students' ability to achieve to their fullest potential.

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…

Psychostimulant and sensory stimulation interventions that target the reading and math deficits of students with ADHD.

PubMed

Zentall, Sydney S; Tom-Wright, Kinsey; Lee, Jiyeon

2013-05-01

The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving sensory stimulation. A comprehensive examination of the literature was conducted on children with ADHD with and without co-occurring disabilities, summarizing their reading and math achievement and the effects of psychostimulant and sensory stimulant interventions on these academic areas. Students without co-occurring disabilities (ADHD-) had fewer deficits in reading than in math and than students with co-occurring disabilities (ADHD+). Furthermore, students with ADHD+ demonstrated greater responsiveness to psychostimulants through improved reading recognition and math calculations, with limited gains in literal reading comprehension. Added sensory stimulation produced differential gains for both groups in reading recognition and comprehension and in math calculations and problem solving. The efficacy of psychostimulants was documented on specific areas of achievement for the ADHD+ group, but this review did not support the administration of psychostimulants for students with ADHD-. For both groups of students, differential gains, losses, and habituation were documented in response to sensory stimulation for both subareas within reading and math, which were interpreted as support for the optimal stimulation theory.

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…

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…

Classification and Identification of Reading and Math Disabilities: The Special Case of Comorbidity

ERIC Educational Resources Information Center

Branum-Martin, Lee; Fletcher, Jack M.; Stuebing, Karla K.

2013-01-01

Much of learning disabilities research relies on categorical classification frameworks that use psychometric tests and cut points to identify children with reading or math difficulties. However, there is increasing evidence that the attributes of reading and math learning disabilities are dimensional, representing correlated continua of severity.…

Classification and identification of reading and math disabilities: the special case of comorbidity.

PubMed

Branum-Martin, Lee; Fletcher, Jack M; Stuebing, Karla K

2013-01-01

Much of learning disabilities research relies on categorical classification frameworks that use psychometric tests and cut points to identify children with reading or math difficulties. However, there is increasing evidence that the attributes of reading and math learning disabilities are dimensional, representing correlated continua of severity. We discuss issues related to categorical and dimensional approaches to reading and math disabilities, and their comorbid associations, highlighting problems with the use of cut points and correlated assessments. Two simulations are provided in which the correlational structure of a set of cognitive and achievement data are simulated from a single population with no categorical structures. The simulations produce profiles remarkably similar to reported profile differences, suggesting that the patterns are a product of the cut point and the correlational structure of the data. If dimensional approaches better fit the attributes of learning disability, new conceptualizations and better methods to identification and intervention may emerge, especially for comorbid associations of reading and math difficulties.

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…

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…

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…

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…

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.

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…

"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)

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.

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…

Connecting Reading and Writing: A Case Study

ERIC Educational Resources Information Center

Li, Zhanfang

2015-01-01

Connecting reading and writing, proposed by many scholars, is realized in this case study. The 30 participants in this study are the English majors of the third year in one School of Foreign Languages in Beijing. They are encouraged to write journals every week, based on the source text materials in their Intensive Reading class, with the final…

The read-write Linked Data Web.

PubMed

Berners-Lee, Tim; O'Hara, Kieron

2013-03-28

This paper discusses issues that will affect the future development of the Web, either increasing its power and utility, or alternatively suppressing its development. It argues for the importance of the continued development of the Linked Data Web, and describes the use of linked open data as an important component of that. Second, the paper defends the Web as a read-write medium, and goes on to consider how the read-write Linked Data Web could be achieved.

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…

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,…

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…

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability

PubMed Central

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

2009-01-01

The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h2 = .00 –.63) and shared (c2 = .15–.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences. PMID:20157630

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…

Evaluation of Floors and Item Gradients for Reading and Math Tests for Young Children

ERIC Educational Resources Information Center

Bradley-Johnson, Sharon; Durmusoglu, Gokce

2005-01-01

Ignoring the adequacy of floors and item gradients for tests used with young children can have serious consequences. Thus, because of the importance of early intervention for reading and math problems, we used the criteria suggested by Bracken for adequate floors and item gradients, and reviewed 15 reading tests and 12 math tests for ages 4-0…

[Reading and writing Japanese: Kanji versus Kana].

PubMed

Kawamura, Mitsuru

2006-11-01

In my talk, I reviewed studies on the neural substrates of Kanji vs. Kana, two types of Japanese characters, written since the 1980s. More Specifically, I reviewed the development of the studies on (1) Kanji and Kana in pure alexia/agraphia, (2) alexia with agraphia of Kanji and (3) 'musical letters' vs. 'literary letters', and reported new findings from those studies. In the 1980s, we frequently studied patients with partial callosal lesions and those with pure alexia, and many of the studies were on the neural substrates of Kanji vs. Kana. Later, we discovered cases of alexia with agraphia of Kanji caused by lesions in the posterior part of the left inferior temporal gyrus, leading us to understand the neural substrates of Kanji and Kana in more detail. In addition to the reading and writing of 'literary letters', we studied the neural mechanisms of the reading and writing of 'musical letters', i.e. musical scores. Our study showed that the neural mechanisms of reading and writing musical scores were similar to those of reading and writing 'literary letters' in professional musicians, although those neural mechanisms varied slightly.

Reading-Writing Integrated Tasks, Comprehensive Corrective Feedback, and EFL Writing Development

ERIC Educational Resources Information Center

Zhang, Xiaoyan

2017-01-01

The study examines whether there is any difference between the effects of a reading-writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners' writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language…

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…

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.

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…

Does breastfeeding contribute to the racial gap in reading and math test scores?

PubMed

Peters, Kristen E; Huang, Jin; Vaughn, Michael G; Witko, Christopher

2013-10-01

The aim of this study was to examine the impact of divergent breastfeeding practices between Caucasian and African American mothers on the lingering achievement test gap between Caucasian and African American children. The Child Development Supplement of the Panel Study of Income Dynamics, beginning in 1997, followed a cohort of 3563 children aged 0-12 years. Reading and math test scores from 2002 for 1928 children were linked with breastfeeding history. Regression analysis was used to examine associations between ever having been breastfed and duration of breastfeeding and test scores, controlling for characteristics of child, mother, and household. African American students scored significantly lower than Caucasian children by 10.6 and 10.9 points on reading and math tests, respectively. After accounting for the impact of having been breastfed during infancy, the racial test gap decreased by 17% for reading scores and 9% for math scores. Study findings indicate that breastfeeding explains 17% and 9% of the observed gaps in reading and math scores, respectively, between African Americans and Caucasians, an effect larger than most recent educational policy interventions. Renewed efforts around policies and clinical practices that promote and remove barriers for African American mothers to breastfeed should be implemented. Copyright © 2013 Elsevier Inc. All rights reserved.

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…

Integrating Reading and Writing: One Professor's Story

ERIC Educational Resources Information Center

DuBrowa, Melissa

2011-01-01

In these austere and uncertain financial times, colleges are caught in a quandary: they need to admit a certain number of students each term in order to make budget, yet many of the students they admit are developmental in nature by virtue of their critical thinking, writing and/or math scores on their entrance exams. Creative colleges are…

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…

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.

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…

Beyond adoption status: Post-adoptive parental involvement and children's reading and math performance from kindergarten to first grade.

PubMed

Tan, Tony Xing; Kim, Eun Sook; Baggerly, Jennifer; Mahoney, E Emily; Rice, Jessica

2017-01-01

In this study, we went beyond adoption status to examine the associations between postadoption parental involvement and children's reading and math performance from kindergarten to first grade. Secondary data on a sample of adopted children and nonadopted children were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 to 1999 (ECLS-K). Weighted data on the children's reading performance were available for 13,900 children (181 were adopted); weighted data on the children's math performance were available for 14,128 children (184 were adopted). Descriptive data showed no group difference in reading scores at all 3 Waves but adopted children scored lower than nonadopted children in math at Wave 2 (Spring of kindergarten) and Wave 3 (Spring of first grade). However, controlling for 6 covariates, latent growth modeling showed that adoption status was unrelated to Wave 1 reading and math scores or subsequent growth rate. Rather, parents' beliefs on skills needed to succeed in kindergarten were a significant predictor of reading and math performance at Wave 1 and subsequent growth rates, and parents' educational expectation was a significant predictor of growth rate in reading and math. Our findings highlight the importance of parental involvement in adopted children's learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Myth #8: Reading Is More Important than Math.

ERIC Educational Resources Information Center

Literacy Beat, 1988

1988-01-01

Adeptness in abstractions and analysis--the language of math--is at least as important as adeptness at reading words for individuals in business and industry. Mathematics literacy stimulates the problem-solving and critical thinking skills that the workplace now demands. A National Assessment of Educational Progress study found that about half of…

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.…

Reading, Writing, and Publishing Digital Text.

ERIC Educational Resources Information Center

Boone, Randall; Higgins, Kyle

2003-01-01

This article explores current state-of-the-art technologies available for reading, writing, and publishing, including electronic books (ebooks), electronic libraries, and electronic journals. Instructional design, best practices for improving reading skills using ebooks, and copyright issues are discussed. Vignettes offer a positive scenario for…

Reading and Writing and Cognitive Strategies

ERIC Educational Resources Information Center

VanDeWeghe, Rick, Ed.

2008-01-01

This article takes a closer look at teaching in classrooms by reviewing a recent article by Carol Booth Olson and Robert Land, literacy researchers and National Writing Project site directors. In "A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School" (EJ776476), Olson and…

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…

The Effectiveness of SRA Corrective Reading and SRA Connecting Math Programs as Reading and Math Intervention Programs for Students with Disabilities

ERIC Educational Resources Information Center

Guinn, Toby Ready

2009-01-01

The purpose of this study was to evaluate the effectiveness of the SRA Corrective Reading and SRA Connecting Math Intervention Programs when used as a scripted intervention program with identified students with disabilities and was evaluated to determine whether the effectiveness was affected by the student's gender or academic skill proficiency.…

Psychostimulant and Sensory Stimulation Interventions That Target the Reading and Math Deficits of Students with ADHD

ERIC Educational Resources Information Center

Zentall, Sydney S.; Tom-Wright, Kinsey; Lee, Jiyeon

2013-01-01

Objective: The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving…

Do Teachers' Perceptions of Children's Math and Reading Related Ability and Effort Predict Children's Self-Concept of Ability in Math and Reading?

ERIC Educational Resources Information Center

Upadyaya, Katja; Eccles, Jacquelynne

2015-01-01

This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…

States Raise Proficiency Standards in Math and Reading

ERIC Educational Resources Information Center

Peterson, Paul E.; Ackerman, Matthew

2015-01-01

Since No Child Left Behind (NCLB) was enacted into federal law in 2002, states have been required to test students in grades 3 through 8 and again in high school to assess math and reading achievement. The federal law also asks states to establish the performance level students must reach on the exams in order to be identified as…

Reading/Writing Connections: A Case Analysis.

ERIC Educational Resources Information Center

Braun, Carl

An addition to the "wholeness of language" debate, this document is divided into two sections. The first reviews theories regarding the reading writing relationship, suggesting that an awareness of the interdependencies and commonalities among various forms of communication may provide insights leading to students learning to read like…

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…

Reading, Writing, and Rings!

ERIC Educational Resources Information Center

Aschbacher, Pamela; Li, Erika; Hammon, Art

2008-01-01

"Reading, Writing, and Rings!" was created by a team of elementary teachers, literacy experts, and scientists in order to integrate science and literacy. These free units bring students inside NASA's Cassini-Huygens mission to Saturn. The authors--a science teacher and education outreach specialist and two evaluators of educational programs--have…

The Reading-Writing Connection

ERIC Educational Resources Information Center

Miller, Brett; McCardle, Peggy; Long, Richard

2012-01-01

Reading and writing development begin in early childhood and are linked in daily function and in classroom activities from kindergarten or prekindergarten through high school and beyond. There is little research addressing that relationship, or when and how best to integrate these two critical areas instructionally. The report presents an experts…

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.

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,…

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…

A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills.

PubMed

Child, Amanda E; Cirino, Paul T; Fletcher, Jack M; Willcutt, Erik G; Fuchs, Lynn S

2018-05-01

Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.

Reading, Writing and Relevance.

ERIC Educational Resources Information Center

Hoffman, Mary

This monograph presents classroom activities that were designed to encourage children to read and write in a self-reliant and responsible manner. The activities were chosen for their relevance to the children involved and because the vocabulary involved was interesting, familiar, and worth remembering and using again. The topics are arranged in…

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…

Bringing Reading-to-Write and Writing-Only Assessment Tasks Together: A Generalizability Analysis

ERIC Educational Resources Information Center

Gebril, Atta

2010-01-01

Integrated tasks are currently employed in a number of L2 exams since they are perceived as an addition to the writing-only task type. Given this trend, the current study investigates composite score generalizability of both reading-to-write and writing-only tasks. For this purpose, a multivariate generalizability analysis is used to investigate…

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…

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.

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

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…

Students' performance in phonological awareness, rapid naming, reading, and writing.

PubMed

Capellini, Simone Aparecida; Lanza, Simone Cristina

2010-01-01

phonological awareness, rapid naming, reading and writing in students with learning difficulties of a municipal public school. to characterize and compare the performance of students from public schools with and without learning difficulties in phonological awareness, rapid naming, reading and writing. participants were 60 students from the 2nd to the 4th grades of municipal public schools divided into 6 groups. Each group was composed by 10 students, being 3 groups of students without learning difficulties and 3 groups with students with learning difficulties. As testing procedure phonological awareness, rapid automatized naming, oral reading and writing under dictation assessments were used. the results highlighted the better performance of students with no learning difficulties. Students with learning difficulties presented a higher ratios considering time/speed in rapid naming tasks and, consequently, lower production in activities of phonological awareness and reading and writing, when compared to students without learning difficulties. students with learning difficulties presented deficits when considering the relationship between naming and automatization skills, and among lexical access, visual discrimination, stimulus frequency use and competition in using less time for code naming, i.e. necessary for the phoneme-grapheme conversion process required in the reading and writing alphabetic system like the Portuguese language.

Behavioral Performance and Neural Areas Associated with Memory Processes Contribute to Math and Reading Achievement in 6-year-old Children.

PubMed

Blankenship, Tashauna L; Keith, Kayla; Calkins, Susan D; Bell, Martha Ann

2018-01-01

Associations between working memory and academic achievement (math and reading) are well documented. Surprisingly, little is known of the contributions of episodic memory, segmented into temporal memory (recollection proxy) and item recognition (familiarity proxy), to academic achievement. This is the first study to observe these associations in typically developing 6-year old children. Overlap in neural correlates exists between working memory, episodic memory, and math and reading achievement. We attempted to tease apart the neural contributions of working memory, temporal memory, and item recognition to math and reading achievement. Results suggest that working memory and temporal memory, but not item recognition, are important contributors to both math and reading achievement, and that EEG power during a working memory task contributes to performance on tests of academic achievement.

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

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…

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…

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…

Reading & Writing Workshop. The Fantastic Harry Potter.

ERIC Educational Resources Information Center

Lockman, Darcy

2000-01-01

Discusses the Harry Potter series by J.K. Rowling, explaining how to use it to enhance reading and writing instruction. The article presents a brief interview with J.K. Rowling, a Harry Potter time line, and ideas for working on writing and editing paragraphs, creating dynamic dialogue, and fixing grammar and punctuation. Other fantasy books are…

Optical read/write memory system components

NASA Technical Reports Server (NTRS)

Kozma, A.

1972-01-01

The optical components of a breadboard holographic read/write memory system have been fabricated and the parameters specified of the major system components: (1) a laser system; (2) an x-y beam deflector; (3) a block data composer; (4) the read/write memory material; (5) an output detector array; and (6) the electronics to drive, synchronize, and control all system components. The objectives of the investigation were divided into three concurrent phases: (1) to supply and fabricate the major components according to the previously established specifications; (2) to prepare computer programs to simulate the entire holographic memory system so that a designer can balance the requirements on the various components; and (3) to conduct a development program to optimize the combined recording and reconstruction process of the high density holographic memory system.

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

Reading, Writing, and the Study of Literature.

ERIC Educational Resources Information Center

Biddle, Arthur W., Ed.; Fulwiler, Toby, Ed.

Approaching literary study from two distinct yet interlocking perspectives (by looking at the major genres of literature and by examining the forms in which students of literature are expected to write about the literature they read), this book has two main sections. Following the Prelude, which treats the relationships between reading and writing…

Everyday Reading and Writing: English. 5112.24.

ERIC Educational Resources Information Center

Knowles, Marlene; Wardell, Arlene

A curriculum guide to help students improve their everyday English skills has been designed for the Dade County Public Schools. The course, for grades 8 through 12, is to help students learn to read, write, and interpret letters, business forms, instructions, signs, maps, and magazines. The practical subject matter emphasizes basic reading and…

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.

Is There Room in Math Reform for Preservice Teachers to Use Reading Strategies? National Implications

ERIC Educational Resources Information Center

Franz, Dana Pomykal; Hopper, Peggy F.

2007-01-01

Background: Research is proposed for preservice secondary mathematics teachers to develop and use reading strategies in math classrooms. Purpose: to determine if increased instruction on using specific reading strategies in secondary mathematics classrooms significantly impacts a) the type of reading-specific instructional strategies used, b)…

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.…

Does Growth in Working Memory Span or Executive Processes Predict Growth in Reading and Math in Children with Reading Disabilities?

ERIC Educational Resources Information Center

Jerman, Olga; Reynolds, Chandra; Swanson, H. Lee

2012-01-01

The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages…

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…

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

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…

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…

Reading & Writing Instruction in the United States: Historical Trends.

ERIC Educational Resources Information Center

Robinson, H. Alan, Ed.

This book examines historical development of reading and writing research and instruction. Chapters discuss the following topics: spelling instruction in the United States; developments in composition research and instruction; reading instruction and research in historical perspective; eye movement and children's reading interests as two trends in…

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.

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

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.

Reading in Two Writing Systems: Accommodation and Assimilation of the Brain's Reading Network

ERIC Educational Resources Information Center

Perfetti, Charles A.; Liu, Ying; Fiez, Julie; Nelson, Jessica; Bolger, Donald J.; Tan, Li-Hai

2007-01-01

Bilingual reading can require more than knowing two languages. Learners must acquire also the writing conventions of their second language, which can differ in its deep mapping principles (writing system) and its visual configurations (script). We review ERP (event-related potential) and fMRI studies of both Chinese-English bilingualism and…

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…

Comparison of reading-writing patterns and performance of students with and without reading difficulties.

PubMed

Fidalgo, Raquel; Torrance, Mark; Arias-Gundín, Olga; Martínez-Cocó, Begoña

2014-01-01

This paper analyses performance and the process used in carrying out a common hybrid task, such as, summarizing a text, from a developmental point of view and comparing the differences between students with and without reading difficulties. 548 students typically developing and 54 students with learning difficulties for reading (grades 5 to 8, ages 11 to 14) read and summarized a text using the triple task technique and then they did a comprehension questionnaire. Attention was paid to the various activities undertaken during this task, their cognitive cost, and the organization of reading and writing activities throughout the exercise, together with performance through evaluation of the summary and the reading comprehension questionnaire. There were no significant differences in performance or strategies used for the task between students of primary and secondary education. A linear reading-writing process was mostly employed by both, with greater cost and time needed by primary students. Students with reading difficulties did not show any strategies compensating for the greater difficulty and cognitive cost that the task represents for them. The effective and strategic use of summarizing as a learning tool seems to demand a specific training for students with or without reading difficulties.

The Reading Writing Center: What We Can Do

ERIC Educational Resources Information Center

Spillane, Lee Ann

2006-01-01

Writing centers offer students the means to success. The Reading Writing Center (RWC) at University High School in Orlando, Florida, serves a diverse population of more than 3,700 students. The center serves dual purposes. A classroom side operates as a demonstration space where the author, who is the center's director, leads and sometimes…

Adaptive Reading and Writing Instruction in iSTART and W-Pal

ERIC Educational Resources Information Center

Johnson, Amy M.; McCarthy, Kathryn S.; Kopp, Kristopher J.; Perret, Cecile A.; McNamara, Danielle S.

2017-01-01

Intelligent tutoring systems for ill-defined domains, such as reading and writing, are critically needed, yet uncommon. Two such systems, the Interactive Strategy Training for Active Reading and Thinking (iSTART) and Writing Pal (W-Pal) use natural language processing (NLP) to assess learners' written (i.e., typed) responses and provide immediate,…

Neuropsychological Functioning in Specific Learning Disorders--Reading, Writing and Mixed Groups

ERIC Educational Resources Information Center

Kohli, Adarsh; Kaur, Manreet; Mohanty, Manju; Malhotra, Savita

2006-01-01

Aim: The study compared the pattern of deficits, intelligence and neuropsychological functioning in subcategories of learning disorders. Methods: Forty-six children (16 with reading disorders, 11 with writing disorders and 19 with both reading and writing disorders--mixed group) in the age range of 7-14 years were assessed using the NIMHANS Index…

Integrated Reading-Writing Instruction for Elementary School Emergent Bilingual Students

ERIC Educational Resources Information Center

Malova, Irina

2017-01-01

This comparative case study investigated integrated reading-writing instruction (IRWI) as an approach for writing instruction implemented after the adoption of Common Core State Standards (NGA & CCSSO, 2010a). Specifically, I explored the nature of IRWI through video-recorded observations of writing instruction, teachers' perspectives towards…

Undergraduate ESL Students' Engagement in Academic Reading and Writing in Learning to Write a Synthesis Paper

ERIC Educational Resources Information Center

Zhao, Ruilan; Hirvela, Alan

2015-01-01

As an important and a challenging source-based writing task, synthesizing offers rich opportunities to explore the connections between reading and writing. In this article, we report findings from a qualitative study of two Chinese students' learning experiences with academic synthesis writing in a university ESL composition course. Specifically,…

Reading First: Impact on Third Grade Student Performance in Reading, Math, Science Before, During, and after Implementation

ERIC Educational Resources Information Center

Allen, Vikki Renee

2012-01-01

Critical issues are confronting educators regarding increasing student achievement levels in reading, math and science in United States' public schools. Educators and legislators are attempting to make radical changes in instructional methodology and to find viable and sustainable solutions to problems associated with poor student achievement.…

Using Parody to Read and Write Original Poetry

ERIC Educational Resources Information Center

Bintz, William P.

2012-01-01

This article describes an instructional lesson the author developed to help students use parody to read and write original poetry. The author begins this article with an introduction to parody and a rationale for using it as an instructional strategy. Then, he describes materials and procedures he used and he shares samples of student writing. He…

Connecting Reading and Writing in the Intermediate Grades: A Workshop Approach.

ERIC Educational Resources Information Center

Cohle, Diane M.; Towle, Wendy

Imagine a literacy-centered classroom where reading and writing are no longer viewed as school skills, but as life skills--a classroom where students voluntarily and spontaneously engage in discussions about their reading and writing. This book offers personal evidence of the workshop approach as it applies to a balanced language arts program for…

Reading-Writing Relationships in First and Second Language Academic Literacy Development

ERIC Educational Resources Information Center

Grabe, William; Zhang, Cui

2016-01-01

Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

Analysis of Math and Reading Achievement Scores of Students Attending Year-Round Calendar Schools and Traditional Calendar Schools in Tennessee

ERIC Educational Resources Information Center

Abakwue, Chimaeze Ikechi

2011-01-01

The purpose of this study was to determine if there were a significant difference in math and reading academic achievement scores between eighth-grade students attending year-round calendar schools and eighth-grade students attending traditional calendar schools based on the TCAP. In addition, this study investigated math and reading achievement…

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

PubMed

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

2016-07-01

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. First, to test the hypothesis that a fluent writing process leads to richer content and a higher degree of coherence in a written summary, we interrupted the writing process with verbal and nonverbal intervening tasks. The negligible effect of the interference indicated that the stimuli texts were not equivalent in terms of coherence and revealed a relationship between coherence of the stimuli texts, amount of content recalled, and coherence of the written summaries. To test for a possible effect of coherence on reading comprehension, we manipulated the coherence of the texts. We found that students understood the more coherent versions of the passages better than the less coherent versions and were able to accurately distinguish between them. However, they were not able to judge comprehensibility. Implications for further research and classroom application are discussed. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Influence of stationary lateral vibrations on train passengers' difficulty to read and write.

PubMed

Sundström, Jerker; Khan, Shafiquzzaman

2008-11-01

Recent studies on train passengers' activities found that many passengers were engaged in some form of work, e.g. reading and writing, while traveling by train. A majority of the passengers reported that they were disturbed by vibrations or motions during their journey. A laboratory study was therefore set up to study how stationary low-frequency lateral vibrations influence the difficulty to read and write. The study involved 48 subjects (24f+24m) divided into three age groups. Two levels of sinusoidal vibrations were applied at nine discrete frequencies (0.8-8.0 Hz). Subjects performed both reading and writing tasks under two sitting positions (leaning against the backrest and leaning over a table). The judgments of perceived difficulty to read and write were rated using Borg's CR-100 scale. The results showed significant differences between the tasks and postural conditions. The subjects reported greater difficulty while reading and writing on the table than while leaning back. The frequencies up to 5 Hz had a particular influence on the perceived difficulty.

Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning.

PubMed

Willcutt, Erik G; Petrill, Stephen A; Wu, Sarah; Boada, Richard; Defries, John C; Olson, Richard K; Pennington, Bruce F

2013-01-01

Reading disability (RD) and math disability (MD) frequently co-occur, but the etiology of this comorbidity is not well understood. Groups with RD only (N = 241), MD only (N = 183), and RD + MD (N = 188) and a control group with neither disorder (N = 411) completed a battery of measures of internalizing and externalizing psychopathology, social and academic functioning, and 10 neuropsychological processes. Groups with RD only, MD only, and RD + MD were significantly impaired versus the control group on nearly all measures, and the group with RD + MD was more impaired than the groups with MD and RD alone on measures of internalizing psychopathology, academic functioning, and 7 of 10 neuropsychological constructs. Multiple regression analyses of the neuropsychological measures indicated that deficits in reading and math were associated with shared weaknesses in working memory, processing speed, and verbal comprehension. In contrast, reading difficulties were uniquely associated with weaknesses in phoneme awareness and naming speed, and math deficits were uniquely associated with weaknesses in set shifting. These results support multiple-deficit neuropsychological models of RD and MD and suggest that RD and MD are distinct but related disorders that co-occur because of shared neuropsychological weaknesses in working memory, processing speed, and verbal comprehension.

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…

Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years

PubMed Central

Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea

2016-01-01

Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. PMID:27303342

Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.

PubMed

Pitchford, Nicola J; Papini, Chiara; Outhwaite, Laura A; Gulliford, Anthea

2016-01-01

Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.

READING AND WRITING, THE REMEDIAL PROGRAM.

ERIC Educational Resources Information Center

Euclid English Demonstration Center, OH.

THE PAPERS IN THIS COLLECTION EXPLAIN THE JUNIOR HIGH SCHOOL REMEDIAL PROGRAM IN READING AND WRITING DEVELOPED BY THE EUCLID ENGLISH DEMONSTRATION CENTER, THEY ARE (1) "REMEDIAL CLASSES AND THE TOTAL ENGLISH PROGRAM," BY GEORGE HILLOCKS, (2) "DEFINITION, ORIGIN, AND TREATMENT OF UNDERACHIEVEMENT," BY JANE W. KESSLER, (3)…

Natural Approaches to Reading and Writing.

ERIC Educational Resources Information Center

Antonacci, Patricia; Hedley, Carolyn

Based on a two-day presentation workshop on early reading and writing approaches, the 12 essays in this book discuss the development of literacy, natural approaches in developing literacy, and supporting literacy development. Essays in the book are: (1) "Theories of Natural Language" (Carolyn N. Hedley); (2) "Oral Language…

Writing and reading: connections between language by hand and language by eye.

PubMed

Berninger, Virginia W; Abbott, Robert D; Abbott, Sylvia P; Graham, Steve; Richards, Todd

2002-01-01

Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. In the first approach, multigroup structural equation modeling is applied to reading and writing measures given to typically developing writers to examine unidirectional and bidirectional relationships between specific components of the reading and writing systems. In the second approach, structural equation modeling is applied to a multivariate set of language measures given to children and adults with reading and writing disabilities to examine how the same set of language processes is orchestrated differently to accomplish specific reading or writing goals, and correlations between factors are evaluated to examine the level at which the language-by-hand system and the language-by-eye system communicate most easily. In the third approach, mode of instruction and mode of response are systematically varied in evaluating effectiveness of treating reading disability with and without a writing component. In the fourth approach, functional brain imaging is used to investigate residual spelling problems in students whose problems with word decoding have been remediated. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways.

Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

NASA Astrophysics Data System (ADS)

Murrah, William M., III

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

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…

The Grammar Workshop: Systematic Language Study in Reading and Writing Contexts

ERIC Educational Resources Information Center

Zuidema, Leah A.

2012-01-01

In this "prosumer" era in which people seem always to be producing and consuming texts, words matter as much as--or more than--they ever have. Learning how grammar works in the texts they read and write is essential to students' literacy. It is time to reframe English teachers' view to include both writing "and" reading as contexts for grammar…

Self-Efficacy of Teacher Candidates for Teaching First Reading and Writing

ERIC Educational Resources Information Center

Gündogmus, Hatice Degirmenci

2018-01-01

The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were…

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.…

Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

PubMed

Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

2017-09-18

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

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…

Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.

PubMed

McCauley, James B; Zajic, Matthew C; Oswald, Tasha M; Swain-Lerro, Lindsey E; McIntyre, Nancy C; Harris, Michelle A; Trzesniewski, Kali; Mundy, Peter C; Solomon, Marjorie

2018-05-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.

Advanced Math? Write!

ERIC Educational Resources Information Center

Brandenburg, Sister M. Luka

2002-01-01

High-school mathematics teacher in Rock Island, Illinois, describes plan for using writing assignment to improve student understanding of advanced mathematics. Plan includes the following elements: Start small, be firm with students, make writing assignments count, and inform colleagues. (PKP)

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

ERIC Educational Resources Information Center

Peterson, Robin L.; Boada, Richard; McGrath, Lauren M.; Willcutt, Erik G.; Olson, Richard K.; Pennington, Bruce F.

2017-01-01

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and…

Using ICT to Foster (Pre) Reading and Writing Skills in Young Children

ERIC Educational Resources Information Center

Voogt, Joke; McKenney, Susan

2008-01-01

This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article…

Reading and Writing Disabilities among Inmates in Correctional Settings. A Swedish Perspective

ERIC Educational Resources Information Center

Svensson, Idor

2011-01-01

An abundance of research has shown that there is an extensive overrepresentation of reading and writing disabilities among inmates in juvenile institutions and prisons. The aim of this paper is to review publications from the Nordic countries, especially Sweden in the last decade regarding the prevalence of reading and writing disabilities and…

Learning about Fictionalized Biographies: A Reading and Writing Approach.

ERIC Educational Resources Information Center

Zarnowski, Myra

1988-01-01

Describes in detail a three-month class project focusing on fictionalized biographies and the life of Benjamin Franklin. Notes that in-depth integration of reading, writing, and content area instruction improves reading skills, as well as learning from content area textbooks, especially for low ability readers. (MM)

Reading Does Not Depend on Writing, Even in Chinese

ERIC Educational Resources Information Center

Bi, Yanchao; Han, Zaizhu; Zhang, Yumei

2009-01-01

A recent hypothesis proposes that reading depends on writing in a logographic language--Chinese. We present a Chinese individual (HLD) with brain damage whose profile challenges this hypothesis. HLD was severely impaired in the whole process of writing. He could not access orthographic knowledge, had poor orthographic awareness, and was poor at…

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

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…

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.

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.

Maternal Literate Mediation of Writing and Korean Children's Reading and Writing across 1 Year

ERIC Educational Resources Information Center

Cho, Jeung-Ryeul; McBride, Catherine

2018-01-01

The present study examined the relations of maternal literate support instructions during parent--child joint writing to children's word reading and writing across 1 year among 95 4- and 5-year-old children from Korea. The whole episode of mothers individually teaching their children how to write words was videotaped, and a Korean scale of…

Math in the Margins: Writing across Curricula into Community Heritage

ERIC Educational Resources Information Center

Sunstein, Bonnie S.; Liu, Rossina Zamora; Hunsicker, Arthur W.; Baker, Deidra F.

2012-01-01

Imagine two classfuls of American high school students, separated by 1,500 miles and profound differences in local cultures (East Coast urban and Midwestern rural) as they correspond and collaborate in writing between their geometry classes. Reading the students' observations, one sees authentic voice, specific detail, precise language, what…

Global Literacies: Reading and Writing One's World in the Context of Globalization

ERIC Educational Resources Information Center

Caban, Heather Leigh

2012-01-01

Freire wrote that reading one's world is a necessary precursor to writing it, or conscienzation. The present dissertation, expanding on Kellner's concept of multiple literacies (1998; 2002a; 2005b; 2006a; 2008), explores what it means to read and write one's world in the context of globalization. Given the arrival of a new imaginary, with its…

The Relationship between the Amount of Extensive Reading and the Writing Performance

ERIC Educational Resources Information Center

Sakurai, Nobuko

2017-01-01

This paper explored the effects of the amount of extensive reading (ER) on writing ability. Participants were 157 first and second-year non-English majors at a private university in Japan who took a writing test in class. Some of them were reading extensively, while others had no experience in ER. The outcomes of Pearson's correlation indicated…

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)

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…

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.

Gender Differences in Severity of Writing and Reading Disabilities

ERIC Educational Resources Information Center

Berninger, Virginia W.; Nielsen, Kathleen H.; Abbott, Robert D.; Wijsman, Ellen; Raskind, Wendy

2008-01-01

Gender differences in mean level of reading and writing skills were examined in 122 children (80 boys and 42 girls) and 200 adults (115 fathers and 85 mothers) who showed behavioral markers of dyslexia in a family genetics study. Gender differences were found in writing and replicated prior results for typically developing children: Boys and men…

Introducing and Sustaining Close Reading and Writing through Poetry

ERIC Educational Resources Information Center

Timmermans, Karren M.; Johnson, Angie

2017-01-01

Close reading of poetry scaffolds readers and writers as they come to understand the form and function of poetry and transfer those skills to writing. In this teaching tip, the authors explain a way in which primary teachers can introduce close reading and move young students toward composing and presenting poetry.

Building Schema through Writing: The Effects of Writing as a Pre-Reading Activity on Delayed Recall of Narrative Text.

ERIC Educational Resources Information Center

Marino, Jacqueline L.; And Others

Drawing upon research on the composing process and schema theory, a study explored the effects of a generative writing task presented prior to reading on the delayed recall of fourth grade students. The purpose of the study was to determine if a writing task that required the learner to identify with events in a text to be read later would assist…

Science, Ideology, and "Reading, Writing and Riches."

ERIC Educational Resources Information Center

Nock, David A.; Nelson, Randle W.

1982-01-01

Responds to criticisms of "Reading, Writing and Riches." Treats the following topics: the interrelationship between knowledge, science, and ideology; the multiplicity of paradigms within sociology; the continuing debate between idealists and materialists; the dimensions of socioeconomic class and power; and the use of the comparative…

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…

Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.

ERIC Educational Resources Information Center

Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth

1997-01-01

Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…

Writing in Math: A Disciplinary Literacy Approach

ERIC Educational Resources Information Center

Brozo, William G.; Crain, Sarah

2018-01-01

Mathematics teachers often resist generic literacy strategies because they do not seem relevant to math learning. Discipline-specific literacy practices that emerge directly from the math content and processes under study are more likely to be embraced by math teachers. Furthermore, national and state-level mathematics standards as well as Common…

Sustaining Composition: Studying Content-Based, Ecological, and Economical Sustainability of Open-Source Textbooks through "Writing Spaces: Readings on Writing"

ERIC Educational Resources Information Center

Munson, Margaret

2013-01-01

Writing programs in institutions of higher education work to prepare students for real-world writing within any field of study. The composition of "Writing Spaces: Readings on Writing" offers an open-source text for students, teachers, and policy-makers at all levels. Exposure to an open space for learning encourages access to information,…

Reading Strategy Guides to Assist Middle School Educators of Students with Dyslexia

NASA Astrophysics Data System (ADS)

Nichols-Yehling, M.; Strohl, C.

2014-07-01

According to the 2010 International Dyslexia Association publication, “Knowledge and Practice Standards for Teachers of Reading,” effective instruction is the key to addressing students' reading difficulties associated with dyslexia, a language-based disorder of learning to read and write. “Informed and effective classroom instruction. . . can prevent or at least effectively address and limit the severity of reading and writing problems.” The Interstellar Boundary Explorer (IBEX) mission Education and Public Outreach program recently funded the development of six strategy guides for teachers of middle school students with reading difficulties, especially dyslexia. These guides utilize space science-themed reading materials developed by the Great Exploration in Math and Science (GEMS), including the IBEX-funded GEMS Space Science Sequence (Grades 6-8). The aforementioned reading strategy guides are now available on the IBEX mission website.

Updated optical read/write memory system components

NASA Technical Reports Server (NTRS)

1973-01-01

The fabrication of an updated block data composer and holographic storage array for a breadboard holographic read/write memory system is described. System considerations such as transform optics and controlled aberration lens design are described along with the block data composer, photoplastic recording materials, and material development.

Preparing Teacher Candidates to Integrate Reading and Writing Instruction: A Conceptual Piece

ERIC Educational Resources Information Center

Nicholas, Erika L.

2017-01-01

This piece focuses on increasing writing instruction for secondary English teacher candidates in the form of integrating reading and writing. Often, teacher candidates are not sufficiently prepared in university coursework to teach writing and are left to rely on formulaic writing that merely prepares their students for the end-of-year tests.…

Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability across Early Grades

ERIC Educational Resources Information Center

Koponen, Tuire; Aro, Mikko; Poikkeus, Anna-Maija; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Nurmi, Jari-Erik

2018-01-01

We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample (N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance…

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…

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)

Reading and Writing Workshop: Focus on Biography.

ERIC Educational Resources Information Center

Moyers, Suzanne

2000-01-01

Biographies can inspire students to reach their goals and explore various literary elements (turning points, cause and effect, and figurative language). This reading and writing workshop presents resources and strategies for introducing students to biography. A student reproducible has students examine why people are their role models or mentors.…

High-Tech Inspires the Read/Write Website

ERIC Educational Resources Information Center

Richardson, Will; Mancabelli, Rob

2007-01-01

This article discusses a group of new technologies--blogs, wikis, podcasts, social bookmarking, online photo galleries, and RSS (Real Simple Syndication)--collectively referred to as the Read/Write web. These tools allow users to easily create and publish online content, and are beginning to have a profound impact on curriculum, classroom…

Title I/PSEN Individualized Reading and Math Services for the Handicapped, 1980-81. Final Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

The Title I Umbrella Program provided compensatory instruction in reading, mathematics, and writing to 24,000 mildly or moderately handicapped students in New York City. The program was comprised of seven discrete components for the remediation of reading and writing skills, five after-school models, and two components for the remediation of math…

Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students' Reading Skills

ERIC Educational Resources Information Center

Jones, Cindy D'on; Reutzel, D. Ray; Fargo, Jamison D.

2010-01-01

This experimental study directly compared the effects of two prevalent forms of classroom writing instruction, interactive writing and writing workshop, on kindergarten students' acquisition of early reading skills. Repeated measures data was collected at four points over 16 weeks to monitor growth of 151 kindergarten students in phonological…

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…

Commentary on Reading as a Monitor in Writing.

ERIC Educational Resources Information Center

Gordon, Christine J.

1987-01-01

Evaluates Heather Hemming's research project, "Reading as a Monitor in Writing" (this issue). Emphasizes the contribution this project makes to research methodology. Stresses Hemming's conclusion that the type of monitoring strategy used is not important, providing it is effective. (MM)

Voice and Dialogue in Teaching Reading/Writing to Qatari Students

ERIC Educational Resources Information Center

Golkowska, Krystyna U.

2013-01-01

This paper describes an attempt to improve the reading comprehension and writing skills of students coming from an oral culture. The proposed approach involves using voice and dialogue--understood literally and metaphorically--as a tool in teaching students how to engage texts and write with a reader in mind. The author discusses a pilot study…

The influence of morphological awareness on reading and writing: a systematic review.

PubMed

Silva, Ainoã Athaide Macedo; Martins-Reis, Vanessa de Oliveira

2017-02-16

this study aimed to perform a systematic review of national and international studies about the relationship between morphological awareness, reading/writing, reading comprehension, and spelling. a search for national and international literature was carried out using databases Medline (via PubMed) and Portal de Periódicos da Capes (Eric, PsycINFO, LILACS, SciELO) from August to September 2015. the inclusion criteria were: studies that answered the guiding question and addressed the subject matter established by the descriptors and keywords. Studies with animals, laboratories, opinion/expert pieces, case series, case reports and review studies were excluded. the following markers were considered: type and objective of the study, the skills related to morphological awareness (reading, writing, reading comprehension and spelling), tests performed, and their main results. the search carried out in the pre-established databases with descriptors and free terms resulted in 203 articles. The search in PubMed resulted in 81 studies, and in Portal de Periódicos Capes, 122. Of the total, 154 were excluded according to the title and abstract, whereas 39 were excluded upon reading the full text. This allowed for the analysis of 10 articles. children with better scores in the morphological awareness test show better results in reading and writing across all school grades.

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.

PubMed

Fuchs, Lynn S; Seethaler, Pamela M; Powell, Sarah R; Fuchs, Douglas; Hamlett, Carol L; Fletcher, Jack M

2008-01-01

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties

PubMed Central

Fuchs, Lynn S.; Seethaler, Pamela M.; Powell, Sarah R.; Fuchs, Douglas; Hamlett, Carol L.; Fletcher, Jack M.

2009-01-01

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits. PMID:20209074

"Reading to Write" in East Asian Studies

ERIC Educational Resources Information Center

Freedman, Leora

2013-01-01

A reading-writing initiative began in 2011-12 at the University of Toronto as a partnership between an East Asian Studies (EAS) department and an English Language Learning (ELL) Program. In this institution, students are expected to enter into scholarly discussions in their first year essays, yet many (both native English speakers and non-native…

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…

Learning from Picturebooks: Reading and Writing Multimodally in First Grade

ERIC Educational Resources Information Center

Martens, Prisca; Martens, Ray; Doyle, Michelle Hassay; Loomis, Jenna; Aghalarov, Stacy

2013-01-01

This article shares the authors' work with first graders and how, through various reading, writing, and art experiences around picturebooks, the children learned to read and communicate through art along with written language. The work is grounded in multimodality theory and the belief that all modes (particularly art for the purposes of this…

Assessing Understanding through Reading and Writing in Mathematics

ERIC Educational Resources Information Center

Adu-Gyamfi, Kwaku; Bosse, Michael J.; Faulconer, Johna

2010-01-01

The mathematics education community recognizes the integrality of reading and writing in learning and communicating mathematics knowledge. Unfortunately, many students have yet to significantly experience this integrality in their mathematics classrooms despite the power these tools offer teachers for assessing student knowledge. This paper…

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.

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.

How Do You Use Math?

ERIC Educational Resources Information Center

Brown, Joan Marie

1996-01-01

Describes a multimedia math activity for sixth-grade students who have access to a computer lab. Students work in groups and interview an adult who uses math in his or her job. Then, they write an explanatory narrative describing how that adult uses math. Finally, they create a KidPix video slideshow with voice overlays to share with the class.…

Escape from the Twilight Zone: Reading and Writing with "At Risk" Students.

ERIC Educational Resources Information Center

Henly, Carolyn Powell

1992-01-01

Discusses how science fiction can be used as a part of the reading for students who may not like reading and writing. Details a course for at-risk students involving an independent reading project, an original short story, a group movie project, and a daily journal. (PRA)

Assessing Assessment: Evaluating Outcomes and Reliabilities of Grammar, Math, and Writing Skill Measures in an Introductory Journalism Course

ERIC Educational Resources Information Center

Farwell, Tricia M.; Alligood, Leon; Fitzgerald, Sharon; Blake, Ken

2016-01-01

This article introduces an objective grammar and math assessment and evaluates the assessment's outcome and reliability when fielded among eighty-one students in media writing courses. In addition, the article proposes a rubric for grading straight news leads and compares the rubric's reliability with the reliability of rating straight news leads…

Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments

ERIC Educational Resources Information Center

DiGisi, Lori L.; Fleming, Dianne

2005-01-01

Sixth and eighth grade students who are English language learners must be able to read and interpret 39 math word problems in order to successfully calculate the answers on the Massachusetts state math assessment (MCAS). The first year that MCAS was administered, many ELL students read the questions, found them confusing, and left them blank,…

Writing Essays: Does Self-Efficacy Matter? The Relationship between Self-Efficacy in Reading and in Writing and Undergraduate Students' Performance in Essay Writing

ERIC Educational Resources Information Center

Prat-Sala, Merce; Redford, Paul

2012-01-01

Self-efficacy beliefs have been identified as associated with students' academic performance. The present research assessed the relationship between two new self-efficacy scales (self-efficacy in reading [SER] and self-efficacy in writing [SEW]) and students' writing performance on a piece of assessed written coursework. Using data from first and…

"I Write It in a Way that People Can Read It": How Teachers and Adolescent L2 Writers Describe Content Area Writing

ERIC Educational Resources Information Center

Kibler, Amanda

2011-01-01

Adolescent writers in second language settings often spend the majority of their school days in content area courses, such as math, science, and social studies, where they must negotiate challenging literacy tasks in their second languages with little explicit writing instruction. While genre scholars have built an extensive body of knowledge…

Math Safari.

ERIC Educational Resources Information Center

Nelson, Vaunda; Stanko, Anne

1992-01-01

Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)

Equivalent Circuit for Magnetoelectric Read and Write Operations

NASA Astrophysics Data System (ADS)

Camsari, Kerem Y.; Faria, Rafatul; Hassan, Orchi; Sutton, Brian M.; Datta, Supriyo

2018-04-01

We describe an equivalent circuit model applicable to a wide variety of magnetoelectric phenomena and use spice simulations to benchmark this model against experimental data. We use this model to suggest a different mode of operation where the 1 and 0 states are represented not by states with net magnetization (like mx , my, or mz) but by different easy axes, quantitatively described by (mx2-my2), which switches from 0 to 1 through the write voltage. This change is directly detected as a read signal through the inverse effect. The use of (mx2-my2) to represent a bit is a radical departure from the standard convention of using the magnetization (m ) to represent information. We then show how the equivalent circuit can be used to build a device exhibiting tunable randomness and suggest possibilities for extending it to nonvolatile memory with read and write capabilities, without the use of external magnetic fields or magnetic tunnel junctions.

Strategies for Communications, Math with Technology.

ERIC Educational Resources Information Center

Wyoming Univ., Laramie. Dept. of Vocational Education.

This manual was designed for an inservice workshop with business educators on strategies for math communication. The focus is on basic writing and math skills. Technology is incorporated in the curriculum. The manual is divided into six sections; four sections deal with communications skills and two sections with math skills. Each section includes…

Time-Indexed Effect Size Metric for K-12 Reading and Math Education Evaluation

ERIC Educational Resources Information Center

Lee, Jaekyung; Finn, Jeremy; Liu, Xiaoyan

2011-01-01

Through a synthesis of test publisher norms and national longitudinal datasets, this study provides new national norms of academic growth in K-12 reading and math that can be used to reinterpret conventional effect sizes in time units. We propose d' a time-indexed effect size metric to estimate how long it would take for an "untreated"…

The Role of Reading Strategies in Integrated L2 Writing Tasks

ERIC Educational Resources Information Center

Plakans, Lia

2009-01-01

Integrated second-language writing tasks elicit writing performances that involve other abilities such as reading or listening. Thus, understanding the role of these other abilities is necessary for interpreting performance on such tasks. This study used an inductive analysis of think-aloud protocol data and interviews to uncover the reading…

Lift the Math Curse

ERIC Educational Resources Information Center

Albrecht, Cathlene

2006-01-01

"When am I ever going to use this?" This question is heard or thought in every middle-level math class across the land. Teachers struggle to apply math lessons to everyday life and make math meaningful and useful for their students. This author, too, struggled with this problem, until she read the book "Math Curse" by Jon Scieszka (Viking Books,…

Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?

PubMed

Reynolds, Matthew R; Scheiber, Caroline; Hajovsky, Daniel B; Schwartz, Bryanna; Kaufman, Alan S

2015-01-01

The gender similarities hypothesis by J. S. Hyde ( 2005 ), based on large-scale reviews of studies, concludes that boys and girls are more alike than different on most psychological variables, including academic skills such as reading and math (J. S. Hyde, 2005 ). Writing is an academic skill that may be an exception. The authors investigated gender differences in academic achievement using a large, nationally stratified sample of children and adolescents ranging from ages 7-19 years (N = 2,027). Achievement data were from the conormed sample for the Kaufman intelligence and achievement tests. Multiple-indicator, multiple-cause, and multigroup mean and covariance structure models were used to test for mean differences. Girls had higher latent reading ability and higher scores on a test of math computation, but the effect sizes were consistent with the gender similarities hypothesis. Conversely, girls scored higher on spelling and written expression, with effect sizes inconsistent with the gender similarities hypothesis. The findings remained the same after controlling for cognitive ability. Girls outperform boys on tasks of writing.

Beginning Reading and Writing. Language and Literacy Series.

ERIC Educational Resources Information Center

Strickland, Dorothy S., Ed.; Morrow, Lesley Mandel, Ed.

In this essay collection, scholars in the area of early literacy provide concrete strategies for achieving excellence in literacy instruction. The collection presents current, research-based information on the advances and refinements in the area of emerging literacy and the early stages of formal instruction in reading and writing. Following a…

Learning to Read and Write the Woodworking Way.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Div. of Vocational Education.

This curriculum guide, one of 15 volumes written for field test use with educationally disadvantaged industrial education students needing additional instruction in the basic skill areas, deals with helping students to develop basic reading and writing skills while studying woodworking. Addressed in the individual units of the guide are the…

Genetic and Environmental Influences on Writing and Their Relations to Language and Reading

ERIC Educational Resources Information Center

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

2013-01-01

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…

Writing affects the brain network of reading in Chinese: a functional magnetic resonance imaging study.

PubMed

Cao, Fan; Vu, Marianne; Chan, Derek Ho Lung; Lawrence, Jason M; Harris, Lindsay N; Guan, Qun; Xu, Yi; Perfetti, Charles A

2013-07-01

We examined the hypothesis that learning to write Chinese characters influences the brain's reading network for characters. Students from a college Chinese class learned 30 characters in a character-writing condition and 30 characters in a pinyin-writing condition. After learning, functional magnetic resonance imaging collected during passive viewing showed different networks for reading Chinese characters and English words, suggesting accommodation to the demands of the new writing system through short-term learning. Beyond these expected differences, we found specific effects of character writing in greater activation (relative to pinyin writing) in bilateral superior parietal lobules and bilateral lingual gyri in both a lexical decision and an implicit writing task. These findings suggest that character writing establishes a higher quality representation of the visual-spatial structure of the character and its orthography. We found a greater involvement of bilateral sensori-motor cortex (SMC) for character-writing trained characters than pinyin-writing trained characters in the lexical decision task, suggesting that learning by doing invokes greater interaction with sensori-motor information during character recognition. Furthermore, we found a correlation of recognition accuracy with activation in right superior parietal lobule, right lingual gyrus, and left SMC, suggesting that these areas support the facilitative effect character writing has on reading. Finally, consistent with previous behavioral studies, we found character-writing training facilitates connections with semantics by producing greater activation in bilateral middle temporal gyri, whereas pinyin-writing training facilitates connections with phonology by producing greater activation in right inferior frontal gyrus. Copyright © 2012 Wiley Periodicals, Inc.

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

PubMed

Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

2015-09-01

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

Neuroimaging correlates of handwriting quality as children learn to read and write

PubMed Central

Gimenez, Paul; Bugescu, Nicolle; Black, Jessica M.; Hancock, Roeland; Pugh, Kenneth; Nagamine, Masanori; Kutner, Emily; Mazaika, Paul; Hendren, Robert; McCandliss, Bruce D.; Hoeft, Fumiko

2014-01-01

Reading and writing are related but separable processes that are crucial skills to possess in modern society. The neurobiological basis of reading acquisition and development, which critically depends on phonological processing, and to a lesser degree, beginning writing as it relates to letter perception, are increasingly being understood. Yet direct relationships between writing and reading development, in particular, with phonological processing is not well understood. The main goal of the current preliminary study was to examine individual differences in neurofunctional and neuroanatomical patterns associated with handwriting in beginning writers/readers. In 46 5–6 year-old beginning readers/writers, ratings of handwriting quality, were rank-ordered from best to worst and correlated with brain activation patterns during a phonological task using functional MRI, and with regional gray matter volume from structural T1 MRI. Results showed that better handwriting was associated negatively with activation and positively with gray matter volume in an overlapping region of the pars triangularis of right inferior frontal gyrus. This region, in particular in the left hemisphere in adults and more bilaterally in young children, is known to be important for decoding, phonological processing, and subvocal rehearsal. We interpret the dissociation in the directionality of the association in functional activation and morphometric properties in the right inferior frontal gyrus in terms of neural efficiency, and suggest future studies that interrogate the relationship between the neural mechanisms underlying reading and writing development. PMID:24678293

Female teachers' math anxiety affects girls' math achievement.

PubMed

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

Situated Literacies: Reading and Writing in Context. Literacies Series.

ERIC Educational Resources Information Center

Barton, David, Ed.; Hamilton, Mary, Ed.; Ivanic, Roz, Ed.

This book contains 13 papers on situated literacies and reading and writing in context. The following papers are included: "Foreword" (Denny Taylor); "Introduction: Exploring Situated Literacies"; "Literacy Practices" (David Barton, Mary Hamilton); "Expanding the New Literacy Studies: Using Photographs To Explore…

Learning to Read Spectra: Teaching Decomposition with Excel in a Scientific Writing Course

ERIC Educational Resources Information Center

Muelleman, Andrew W.; Glaser, Rainer E.

2018-01-01

Literacy requires reading comprehension, and fostering reading skills is an essential prerequisite to and a synergistic enabler of the development of writing skills. Reading comprehension in the chemical sciences not only consists of the understanding of text but also includes the reading and processing of data tables, schemes, and graphs. Thus,…

Winchester High School Excellence in Education Grant: Reading and Writing across the Curriculum. Final Report.

ERIC Educational Resources Information Center

Winchester School District, MA.

This collection of documents constitutes the final report of the first year of Winchester High School's federally funded reading and writing across the curriculum program. The project director's report presents an overview of the program and discusses anticipated and actual outcomes, including: (1) more systematic reading and writing activities in…

Beyond the Single Text: Nurturing Young Children's Interest in Reading and Writing for Multiple Purposes.

ERIC Educational Resources Information Center

Donovan, Carol A.; Milewicz, Elizabeth J.; Smolkin, Laura B.

2003-01-01

Describes children's early use of oral and written language for different purposes. Advocates fostering early appreciation of a variety of texts to cultivate children's disposition to read and write for enjoyment, information, and communication. Presents ideas for using the talking, reading, and writing done every day by young children to develop…

Expanding the Repertoire: An Anthology of Practical Approaches for the Teaching of Writing (Reading-to-Write Report No. 11). Technical Report No. 30.

ERIC Educational Resources Information Center

McCormick, Kathleen; And Others

This study is the 11th and last report from the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. The report consists of an Introduction and seven essays, each of which discusses ways to teach a variety of aspects of reading and writing which have been tried…

Visual Literacy Connections to Thinking, Reading and Writing.

ERIC Educational Resources Information Center

Sinatra, Richard

Providing both rationale and technique for practitioners, this book emphasizes the influence of visual literacy upon the reading, writing, and creative development of learners. The nine chapters of the book are arranged into three sections, with the first setting forth the basic components of visual literacy and how they manifest themselves in…

Technology Empowers Reading and Writing of Young Children.

ERIC Educational Resources Information Center

Casey, Jean

2001-01-01

Contends that failing to learn to write and read in the early years results in more special education placement, retention, and poor self-esteem for the learner than any other cause. Proposes that computer technology may have many benefits for children with such learning difficulties, including motivational aspects and developing fine motor…

Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-Depth Look into National and State Reading and Math Outcome Trends

ERIC Educational Resources Information Center

Lee, Jaekyung

2006-01-01

This study offers systematic trend analyses of NAEP national and state-level public school fourth and eighth graders' reading and math achievement results during pre-NCLB (1990-2001) and post-NCLB (2002-2005) periods. It compares post-NCLB trends in reading and math achievement with pre-NCLB trends among different racial and socioeconomic groups…

Reading Comprehension Mediates the Relationship between Syntactic Awareness and Writing Composition in Children: A Longitudinal Study.

PubMed

Tong, Xiuhong; McBride, Catherine

2016-12-01

This research aimed to explore the relation between syntactic awareness and writing composition in 129 Hong Kong Chinese children. These children were from a ten-year longitudinal project. At each year, a number of measures were administered. The 129 children's data of nonverbal reasoning at age 4, phonological awareness, morphological awareness, vocabulary knowledge at age 8, reading comprehension at age 12 and syntactic awareness and writing composition skills at ages 11 and 12 were included in this study. Syntactic awareness was longitudinally and uniquely predictive of Chinese children's writing composition, and children's performance in early writing composition was uniquely associated with their later syntactic skills, even when controlling for the contributions from age, nonverbal and verbal abilities, phonological awareness, and morphological awareness. The relationship between syntactic awareness and writing composition was mediated by children's performance in reading comprehension. These findings may suggest a reciprocal relation between syntactic awareness and writing composition, and this association may vary with ability in reading comprehension in Chinese children.

Language Arts: The Intricate Interplay of Reading, Writing and Speech. Harvesting the Harvesters. Book 6.

ERIC Educational Resources Information Center

Lawless, Ken

The sixth in a series of 10 study units for a Migrant Educators' National Training OutReach (MENTOR) correspondence course examines the role of speech, reading, and writing in migrant education and suggests approaches to teaching reading and writing which use group activities and individualized evaluation. Designed to be used in preservice or…

Mimewrighting: Preparing Students for the Real World of Science, Technology, Engineering, and Math

NASA Astrophysics Data System (ADS)

Shope, R. E.

2013-12-01

READING, WRITING, & ENACTING SCIENTIFIC & TECHNICAL LITERATURE: Mimewrighting applies the art of mime as an interpretive springboard to integrate conceptual understanding across all content areas. Mimewrighting guides students to read and express complex ideas in carefully crafted movement integrations, mediating experience, so that students obtain an intuitive grasp of difficult and abstract ideas. THE PROBLEM: Reading science writing presents obstacles for middle and high school students, to the point that many students are turned OFF to science altogether. A typical science abstract, written for colleagues, is as densely packed with concept-laden words as a black hole is densely packed with matter- and just as mysterious. What reads to a science colleague as a richly crafted paragraph, from which a myriad of elegantly interrelated concepts can unfold to point to the significance and context of the study at hand, reads as jabberwocky nonsense to the uninitiated student. So, how do we turn such kids (and teachers) back ON to the inquiry-driven desire to seek out challenging and educative experiences? How do we step up to the national challenge to prepare ALL students adequately for the REAL-WORLD demands of science, technology, engineering, math, (STEM) and communications? How do we help kids read, write, and understand scientific and technical literature? AN UNCONVENTIONAL ANSWER: Mimewrighting applies the classic art of mime to unpack the meaning of science writing. We help students view the text as sequences of action, scenarios that can be enacted theatrically for understanding. HOW DOES IT WORK? READ ALOUD, MIME ALONG: It's as simple as read aloud and mime along. And as complex, in that it requires taking the time to acknowledge each concept packed into the passage. Three opening sentences might involve twenty minutes of mimewrighting activity to ensure that students apprehend the patterns, perceive the relationships, and comprehend the dynamics of such a

Reading and Writing in the 21st Century.

ERIC Educational Resources Information Center

Soloway, Elliot; And Others

1993-01-01

Describes MediaText, a multimedia document processor developed at the University of Michigan that allows the incorporation of video, music, sound, animations, still images, and text into one document. Interactive documents are discussed, and the need for users to be able to write documents as well as read them is emphasized. (four references) (LRW)

Poetic Voices: Writing, Reading, and Responding to Poetry

ERIC Educational Resources Information Center

Bandre, Patricia E.

2012-01-01

"Poetic Voices: Writing, Reading, and Responding to Poetry" was the title of the 2011 Master Class in Children's Literature. Woven into this session were the insights of poets Joyce Sidman and Pat Mora who shared their creative processes and the voices that inspire their poetry. In addition, Barbara Kiefer provided advice regarding how to connect…

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.

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…

[General principles for scientific reading and writing].

PubMed

Seda Diestro, José; Garrido Díaz, Isabel; López Rodríguez, Luis; Aparcero Bernet, Luis; Chacartegui Martínez, E Ildefonso

2002-10-01

To present an introduction to scientific writing and reading. To analyse the most frequently used different formats of scientific-technical documents as reported by UNESCO (1983) including Scientific journals, books, monographs, presentations to congresses, technical reports, yearbooks and bulletins. We describe the main characteristics of each one. To emphasize the importance of written communication, in its different formats, in health sciences, for health care professionals formation and information.

Updated optical read/write memory system components

NASA Technical Reports Server (NTRS)

1974-01-01

A survey of the building blocks of the electro-optic read/write system was made. Critical areas and alternate paths are discussed. The latest PLZT block data composer is analyzed. Stricter controls in the production and fabrication of PLZT are implied by the performance of the BDC. A reverse charge before erase has eliminated several problems observed in the parallel plane charging process for photoconductor-thermoplastic hologram storage.

Influence of Cooperative Integrated Reading and Composition Technique on Foreign Students' Reading and Writing Skills in Turkish

ERIC Educational Resources Information Center

Varisoglu, Behice

2016-01-01

The purpose of this study was to reveal whether the technique of Cooperative Integrated Reading and Composition (CIRC) in Turkish Language teaching had influence on students' skills in reading and writing. In the study, the mixed method, which included quantitative and qualitative dimensions together, was used. The study group was made up of 16…

Assessment of read and write stability for 6T SRAM cell based on charge plasma DLTFET

NASA Astrophysics Data System (ADS)

Anju; Yadav, Shivendra; Sharma, Dheeraj

2018-03-01

To overcome the process variations due to random dopant fluctuations (RDFs) and complex annealing techniques a charge plasma based doping less TFET (CP-DLTFET) device has been proposed for designing of 6T SRAM cell. The proposed device also benefited by subthreshold slope, low leakage current, and low power supply. In this paper, to avoid the dependency of stability parameters of SRAM cell to supply voltage (Vdd), here N-curve metrics has been analyzed to determine read and write stability. Because N-curve provides stability analysis in terms of voltage and current as well as it gives combine stability analysis with the facility of an inline tester. Further, analyzing the N-curve metrics for different Vdd, cell ratio, and pull-up ratio assist in designing the configuration of transistors for the better read and write stability. Power metrics of N-curve gives the knowledge about read and write stability instead of using four metrics (SINM, SVNM, WTV, and WTI) of N-curve. Finally, in the 6T CP-DLTFET SRAM cell, read and write stability is tested by the interface trap charges (ITCs). The performance parameter of the 6T CP-DLTFET SRAM cell provides considerable read and write stability with less fabrication complexity.

Comorbidity between Reading Disability and Math Disability: Concurrent Psychopathology, Functional Impairment, and Neuropsychological Functioning

ERIC Educational Resources Information Center

Willcutt, Erik G.; Petrill, Stephen A.; Wu, Sarah; Boada, Richard; DeFries, John C.; Olson, Richard K.; Pennington, Bruce F.

2013-01-01

Reading disability (RD) and math disability (MD) frequently co-occur, but the etiology of this comorbidity is not well understood. Groups with RD only (N = 241), MD only (N = 183), and RD + MD (N = 188) and a control group with neither disorder (N = 411) completed a battery of measures of internalizing and externalizing psychopathology, social and…

The Relationship between Cognitive Reserve and Math Abilities.

PubMed

Arcara, Giorgio; Mondini, Sara; Bisso, Alice; Palmer, Katie; Meneghello, Francesca; Semenza, Carlo

2017-01-01

Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations), in a group of healthy older people (aged 65-98 years). Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq), and assessed with the Numerical Activities of Daily Living battery (NADL), which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment.

The Relationship between Cognitive Reserve and Math Abilities

PubMed Central

Arcara, Giorgio; Mondini, Sara; Bisso, Alice; Palmer, Katie; Meneghello, Francesca; Semenza, Carlo

2017-01-01

Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations), in a group of healthy older people (aged 65–98 years). Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq), and assessed with the Numerical Activities of Daily Living battery (NADL), which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment. PMID:29311910

Neuroplasticity-Based Cognitive and Linguistic Skills Training Improves Reading and Writing Skills in College Students

PubMed Central

Rogowsky, Beth A.; Papamichalis, Pericles; Villa, Laura; Heim, Sabine; Tallal, Paula

2013-01-01

This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students’ reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students’ foundational cognitive skills (memory, attention span, processing speed, and sequencing) in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language), who demonstrated poor writing skills, participated in the training group. The training group received daily training during the spring semester (11 weeks) with the Fast ForWord Literacy (FFW-L) and upper levels of the Fast ForWord Reading series (Levels 3–5). The comparison group (n = 28) selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT) and the Oral and Written Language Scales (OWLS) Written Expression Scale at the beginning (Time 1) and end (Time 2) of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training. PMID:23533100

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.

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)

Effective Reading and Writing Instruction: A Focus on Modeling

ERIC Educational Resources Information Center

Regan, Kelley; Berkeley, Sheri

2012-01-01

When providing effective reading and writing instruction, teachers need to provide explicit modeling. Modeling is particularly important when teaching students to use cognitive learning strategies. Examples of how teachers can provide specific, explicit, and flexible instructional modeling is presented in the context of two evidence-based…

A Study of the Influence of a Writing Intervention and Selected Demographic Factors on the Writing and Reading Achievement of Middle School Students

ERIC Educational Resources Information Center

Square-Miller, Rhoshanda

2016-01-01

The purpose of this study was to investigate the influence of a writing intervention on the writing and reading achievement of middle school students. Specifically, this study was concerned with 6th grade students who were exposed to a writing intervention and those 6th grade students who were not exposed to a writing intervention with regards to…

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 ...

Attention Deficit Hyperactivity Disorder and Tuberous Sclerosis Complex

MedlinePlus

... disorders (such as in reading, writing, spelling or math) or has global intellectual disability (IQ<70). Child ... specific learning disorders (such as reading, writing, spelling, math) may appear to have trouble concentrating or paying ...

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)

Math: The Delicious Shape Shop.

ERIC Educational Resources Information Center

Krech, Bob

1999-01-01

Describes a consumer-math-skills project in which students make geometric shapes using pretzel sticks and gumdrops, then start a shop to sell them. This requires counting costs, pricing items, setting up shop, using money, making change, and understanding profits. Students reflect on the experience and write lists of the math they used to create…

Pedagogy in the Age of Politics: Writing and Reading (in) the Academy.

ERIC Educational Resources Information Center

Sullivan, Patricia A., Ed.; Qualley, Donna J., Ed.

Recognizing that the teaching of writing has always been political, this collection of essays by teachers, scholars, and theorists intends to promote discussion of what it means to study and teach writing and reading at a time when the academy itself is struggling to define the educational needs of an increasingly diverse student population. The…

Computer Ratio and Student Achievement in Reading and Math in a North Carolina School District

ERIC Educational Resources Information Center

Preswood, Erica

2017-01-01

This longitudinal research project explored the relationship between a 1:1 computing initiative and student achievement on the North Carolina End of Grade Reading Comprehension and Math tests in the study school district. The purpose of this research study was to determine if the implementation of a 1:1 computing initiative impacted student…

Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

PubMed Central

Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn

2009-01-01

Errors in written multi-digit computation were investigated in children with math difficulties. Third-and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities. PMID:19380494

Writing Chinese and mathematics achievement: A study with Chinese-American undergraduates

NASA Astrophysics Data System (ADS)

Li, Chieh; Nuttall, Ronald

2001-04-01

Two recent studies indicated that writing Chinese is correlated to Chinese-American (CA) students' spatial skills. The current study investigated whether writing Chinese would have the same relationship to mathematics skills. The Scholastic Assessment Test—Mathematics (SAT-Math) scores were analysed for 150 CA undergraduates: 42 writers of Chinese and 108 non-writers of Chinese. The results suggested a strong correlation between writing Chinese and success on SAT-Math. An underlying mechanism may be the common cognitive components that encompass writing Chinese, spatial tasks, and SAT-Math. Contrary to previous findings with other populations in the USA, CA females scored slightly higher on SAT-Math than males. The finding supports the cultural relativity theory of gender difference on SAT-Math.

The perceptions and practices of selected high school teachers in special admission schools regarding writing across the curriculum

NASA Astrophysics Data System (ADS)

Mitchell, Rebecca Hayward

The National Assessment of Educational Progress (NAEP) measured the writing achievement of 55,000 American school children. The students performed at the basic or lower level. In 1988, "The Writing Report Card of the NAEP," and in 1996, the Pennsylvania Mathematics and Reading Assessment along with the Stanford 9 Exam concluded that students, of all racial/ethnic backgrounds, are unable to write well except in response to the simplest tasks. The purpose of this study was to determine the perceptions and practices of math, science, and social studies high school teachers in special admission schools regarding writing across the curriculum (WAC). Specifically, this study attempted to answer: (1) Do math, science, and social studies teachers differ in their perceptions and practices regarding student writing in their classrooms? (2) Are teacher characteristics related to the perceptions and practices of math, science, and social studies teachers regarding the need for student writing in their classrooms? The questions led to the following null hypotheses: (1) There is no significant difference among math, science, and social studies teachers regarding their perceptions and practices for student writing in their classrooms. (2) There is no significant relationship between the highest degree earned, the length of teaching experience, and the level of grades taught by math, science, and social studies teachers and their perceptions and practices regarding the need for student writing in their classrooms. A review of the literature since 1992 using ERIC and Dissertation Abstracts revealed that there were no studies concerned with the focus of this particular study. A cross sectional survey of School District of Philadelphia math, science, and social studies high school teachers in special admission schools was conducted. A questionnaire was developed to obtain the data. A panel of experts was selected to establish validity of the instrument. Thirty-two usable

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links with Reading Ability and General Cognitive Ability

ERIC Educational Resources Information Center

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

2009-01-01

The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of…

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…

Writing and Reading Working Together. Occasional Paper No. 5.

ERIC Educational Resources Information Center

Tierney, Robert J.; And Others

This collaborative study examined episodes in primary through secondary classrooms in which writing and reading were working together, exploring the extent to which student learning and development were enhanced. Review of research and extrapolations from classrooms suggest that benefits for students are likely to be accrued in four areas: (1)…

Reading, Writing and Interpreting Literature: Pedagogy, Positions and Research.

ERIC Educational Resources Information Center

Blake, Robert W., Ed.

The purpose of this book is to provide teachers of literature with a sampling of a wide range of theoretical backgrounds and possible pedagogical applications for reading, writing, and interpreting literature in school classrooms, elementary through college. The book contains the following essays listed with their authors: (1) "Henny Penny to…

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…

Keeping Up in School? Identifying Learning Problems

MedlinePlus

... español Send us your comments Reading, writing, and math are the building blocks of learning. Mastering these ... and can create issues with reading, writing, and math. “Typically, in the first few years of elementary ...

A Reading-Writing Connection in the Content Areas (Secondary Perspectives).

ERIC Educational Resources Information Center

Journal of Reading, 1990

1990-01-01

Discusses instructional activities designed to foster the reading-writing connection in the content area classroom. Describes the use of "possible sentences," learning logs, freewriting, dialogue journals, the RAFT technique (role, audience, format, and topic), and the "opinion-proof" organization strategy. (RS)

Pre-Service Teachers' Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

ERIC Educational Resources Information Center

Karadag, Ruhan

2015-01-01

The aim of this study was to explore pre-service teachers' perceptions on the use of game-based learning in a Primary Reading and Writing Instruction Course. A mixed method research was used in the study. Participants were composed of a total of 189 pre-service teachers taking the Primary Reading and Writing Instruction course during the fall term…

Schooling Bodies to Read and Write: A Technosomatic Perspective

ERIC Educational Resources Information Center

Vlieghe, Joris

2016-01-01

In this article Joris Vlieghe defends the view that technologies of reading and writing are more than merely instruments that support education, arguing that these technologies themselves decide what education is all about and that they form subjectivity in substantial ways. Expanding on insights taken from media theory, Vlieghe uses the work of…

Real-World Reading and Writing through Project-Based Learning.

ERIC Educational Resources Information Center

Diffily, Deborah

Standards documents produced by professional educational organizations on the best ways to teach reading and writing have been synthesized by Zemelman, Daniels, and Hyde (1998). They recommend that teachers provide: more active learning in the classroom; more diverse roles for teachers; more emphasis on higher order thinking; more deep study of a…

Read-Write-Codes: An Erasure Resilient Encoding System for Flexible Reading and Writing in Storage Networks

NASA Astrophysics Data System (ADS)

Mense, Mario; Schindelhauer, Christian

We introduce the Read-Write-Coding-System (RWC) - a very flexible class of linear block codes that generate efficient and flexible erasure codes for storage networks. In particular, given a message x of k symbols and a codeword y of n symbols, an RW code defines additional parameters k ≤ r,w ≤ n that offer enhanced possibilities to adjust the fault-tolerance capability of the code. More precisely, an RWC provides linear left(n,k,dright)-codes that have (a) minimum distance d = n - r + 1 for any two codewords, and (b) for each codeword there exists a codeword for each other message with distance of at most w. Furthermore, depending on the values r,w and the code alphabet, different block codes such as parity codes (e.g. RAID 4/5) or Reed-Solomon (RS) codes (if r = k and thus, w = n) can be generated. In storage networks in which I/O accesses are very costly and redundancy is crucial, this flexibility has considerable advantages as r and w can optimally be adapted to read or write intensive applications; only w symbols must be updated if the message x changes completely, what is different from other codes which always need to rewrite y completely as x changes. In this paper, we first state a tight lower bound and basic conditions for all RW codes. Furthermore, we introduce special RW codes in which all mentioned parameters are adjustable even online, that is, those RW codes are adaptive to changing demands. At last, we point out some useful properties regarding safety and security of the stored data.

Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten through the Third Grade

ERIC Educational Resources Information Center

Cheadle, Jacob E.

2008-01-01

Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piece-wise growth models regressing children's math and reading achievement…

Developing Mathematical Resilience of Prospective Math Teachers

NASA Astrophysics Data System (ADS)

Ariyanto, L.; Herman, T.; Sumarmo, U.; Suryadi, D.

2017-09-01

Prospective math teachers need to develop positive adaptive attitudes toward mathematics that will enable them to continue learning despite having to deal with obstacles and difficulties. This research focuses on the resilience improvement of the prospective mathematic teachers after being treated using problem-based learning based on their basic knowledge on mathematic and their overall knowledge on math. This research used only one group for pre-test and post-test. The result of this research shows that there is improvement on prospective teachers’ resilience after they were given treatment using problem-based learning. One of the factors causing the resilience improvement of the prospective mathematic teachers is the instructions on students’ work sheet. In the instructions, stud ents were asked to write difficulties in solving math problems as well as write down the solution they take to overcome them. This research can be used as a reference for other researchers who want to do the same research related on students’ resiliency o n math and or math lecturers to improve the resilience of prospective teachers to be resilient teachers on math in the future.

[Relationship between clinical symptoms and Hiragana reading ability in children with difficulties in reading and writing:usefulness of a clinical-symptoms-checklist].

PubMed

Kita, Yosuke; Kobayashi, Tomoka; Koike, Toshihide; Koeda, Tatsuya; Wakamiya, Eiji; Hosokawa, Torn; Kaga, Makiko; Inagaki, Masumi

2010-11-01

We investigated the clinical symptoms of children with developmental dyslexia (DD) and evaluated the relationship between these symptoms and their Hiragana reading abilities. In order to detect the clinical symptoms of DD, we newly developed a clinical-symptoms-checklist (CL), which consisted of a total of 30 yes/no questions regarding symptoms linked to reading (15 questions) and writing (15 questions). Subjects were 98 Japanese school grade (1 to 9) children, aged 6 to 15 years old, with normal intelligence confirmed by the Wechsler Intelligence Test for Children (WISC-Ill) and they were divided into 2 groups according to their diagnosis. Twenty four children diagnosed as developmental dyslexia consisted the DD group, and the remaining 74 children were grouped in the non-DD group. CL showed significant construct validity (p<0.05) and inner consistency (reading: a =0.82, writing: a =0.72) after deleting two questions from the originals. The number of questions checked in the CL reading subcategory significantly correlated with the Hiragana reading ability of articulation time in all Hiragana reading tasks (p<0.001). More severe clinical symptoms and lower reading ability were observed in the DD group compared to the non-DD group. Receiver Operating Characteristics (ROC) analysis indicated that these two groups could be discriminated by the CL and the results of the reading task, and both sensitivity and specificity rate were approximately 80%. It was suggested that 7 or more positive checks in the CL and 2 or more abnormal scores in the reading tasks might discriminate DD from other conditions which cause difficulties in reading and writing in Japanese children.

Extending Literacy across the Disciplines: Reading & Writing Poetry in Middle School Classrooms.

ERIC Educational Resources Information Center

Bullion-Mears, Ann; McWhorter, J. YeVette; Haag, Claudia; Cox, Maggie; Hickey, Shelly

Suggesting that poetry can be inserted into any classroom in any curricular area, this paper discusses reading and writing poetry in middle school classrooms. The paper begins with advice on reading poetry in content classrooms, and then presents a 31-item bibliography of poetry sources "for browsing." The paper then presents tips for writing…

Literacy for Life: The Demand for Reading and Writing.

ERIC Educational Resources Information Center

Bailey, Richard W., Ed.; Fosheim, Robin Melanie, Ed.

Offering a variety of perspectives, the articles in this book are intended for those who teach reading and writing; those who make policy influencing what is taught, how, and to whom; and those individuals who would influence the influential. The 18 articles are grouped into four sections: "Literacy, Politics, and Policies"; "Forms of Literacy";…

Connecting Mathematics and Writing Workshop: It's Kinda like Ice Skating

ERIC Educational Resources Information Center

Carter, Susan

2009-01-01

Second-grade students struggle with writing about mathematical topics during math class, so the teacher begins to integrate mathematical topics into their Writing Workshop. Content journals are used during math, and students are encouraged to write about personal connections to mathematical situations, as well as incorporate mathematical concepts…

The Impact of Professional Learning Communities on Urban Teachers and Their Students' Reading and Math Achievement

ERIC Educational Resources Information Center

Williams, Deborah Johnson

2011-01-01

This study followed a causal comparative research design that utilized mixed methods. This non-experimental investigation sought to identify potential cause and effect relationships between variations in achievement data among schools. The purpose of the study was to determine if urban students' reading and math achievement increased as a result…

A Math Intervention for Third Grade Latino English Language Learners at Risk for Math Disabilities

ERIC Educational Resources Information Center

Orosco, Michael J.

2014-01-01

Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…

Writing in Maths

ERIC Educational Resources Information Center

Australian Primary Mathematics Classroom, 2009

2009-01-01

Students write definitions or explanations of mathematical words or symbols in their own words. These can be collated and added to as the year progresses to form a class dictionary that all students can access as required, or students could create their own personal dictionaries. This article presents a collection of ideas for incorporating…

Writing Disabilities and Reading Disabilities in Elementary School Students

ERIC Educational Resources Information Center

Costa, Lara-Jeane C.; Edwards, Crystal N.; Hooper, Stephen R.

2016-01-01

This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single…

Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade.

PubMed

Berninger, Virginia W; Abbott, Robert D; Swanson, H Lee; Lovitt, Dan; Trivedi, Pam; Lin, Shin-Ju Cindy; Gould, Laura; Youngstrom, Marci; Shimada, Shirley; Amtmann, Dagmar

2010-04-01

The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation modeling was used to evaluate whether the 2 predictor working memory factors contributed unique variance beyond their shared covariance to each of 5 outcome factors: handwriting, spelling, composing, word reading, and reading comprehension. At each grade level, except for handwriting and composing in 6th grade, the word-level working memory factor contributed unique variance to each reading and writing outcome. The text-level working memory factor contributed unique variance to reading comprehension in 4th and 6th grade. The clinical significance of these findings for assessment and intervention is discussed.

How Home Enrichment Mediates the Relationship between Maternal Education and Children's Achievement in Reading and Math

ERIC Educational Resources Information Center

Zadeh, Zohreh Yaghoub; Farnia, Fataneh; Ungerleider, Charles

2010-01-01

Research Findings: This article addresses the mediating role of early childhood home enrichment in the association between maternal education and academic achievement in the reading and math of 1,093 children aged 7 (Grade 1). Data were extracted from the National Institute of Child Health and Human Development database. We used the bootstrapping…

Connecting Practice and Research: Integrated Reading and Writing Instruction Assessment

ERIC Educational Resources Information Center

Caverly, David C.; Taylor, Judi Salsburg; Dimino, Renee K.; Lampi, Jodi P.

2016-01-01

The first "Connecting Practice and Research" column (Lampi, Dimino, & Salsburg Taylor, 2015), introduced a Research-to-Practice partnership (Coburn & Penuel, 2016) between two faculty from a community college and a university professor who were aiming to develop effective integrated reading and writing (IRW) instruction through a…

One Student's Many Voices: Reading, Writing, and Responding with Bakhtin.

ERIC Educational Resources Information Center

Welch, Nancy

1993-01-01

Presents an approach to the reading and responding to students' written texts that moves beyond the separation of experience and writing. Envisions personal and public authority, content and form, people and texts, as inseparable. Utilizes Mikhail Bakhtin's theory of dialogism in forming such an approach. (HB)

Encouraging Reading/Writing Literacy with Young Children in the Home.

ERIC Educational Resources Information Center

Valeri-Gold, Maria

1989-01-01

Lists 10 practical suggestions and literature sources for parents to use with their children, including creating a "reading and writing corner," playing word games such as "pictodictionary," taking children to the library, and using magazines and newspapers as sources of learning material. Lists newsletters, brochures, and…

Cognitive intervention in unemployed individuals with reading and writing disabilities.

PubMed

Jensen, J; Lindgren, M; Andersson, K; Ingvar, D H; Levander, S

2000-01-01

Sixty native-born Swedish unemployed participants with reading and writing disabilities (R&WD) participated in a 20-week educational program aimed at improving reading and writing, verbal memory, self-confidence, and flexibility of perspectives. They were tested with a comprehensive battery (interviews, questionnaires, neuropsychological tests, and tests of academic achievement) before and after the intervention. Sixteen controls, matched for sex, age, education, and nonverbal IQ, participated in the pre- and posttest sessions but received only standard unemployment interventions. The educational program participants' performance in tests assessing spelling, decoding of letters, self-confidence, and flexibility improved significantly in comparison with the controls after the intervention. A significantly larger number of the participants had obtained work or started a regular education than expected. A substantial proportion of unemployed participants have R&WD and it appears that an intensive but fairly short educational program can improve their accessibility to the labor market and their motivation for study.

Spelling-to-Sound Correspondences for Reading vs. Sound-to-Spelling Correspondences for Writing.

ERIC Educational Resources Information Center

Cronnell, Bruce

Differences between spelling-to-sound correspondences for reading and sound-to-spelling correspondences for writing are discussed in terms of the characteristics of and the relationships between stimuli and responses. While dialect variation can be accommodated in reading, it cannot be accommodated in spelling, where no response variation is…

Going Out on a Limb: A Reading and Writing Course about the Fourth Dimension.

ERIC Educational Resources Information Center

Putz, John F.

2001-01-01

Describes a reading and writing course about the fourth dimension that involves readings selected from both mathematical and non-mathematical literature, frequent class discussion, several invited speakers from disciplines other than mathematics, and some hands-on and group activities. (Author/ASK)

Involvement in Cassini's "Reading, Writing and Rings" Project as a Prototype for DPS Scientists' Participation in Education Projects

NASA Astrophysics Data System (ADS)

Miner, E. D.

2004-11-01

The great emphasis on assuring that the nation's students become competent in reading and writing has led in many US states to the elimination of science teaching in the lower elementary grades. This in turn has led to an ever-decreasing understanding of science by students, as well as a corresponding drop in those who choose scientific careers. One method of attacking this problem is to include scientific content in the reading and writing curriculum. The Cassini Mission has funded an initiative which has included the Bay Area Writing Project, Project FIRST (Foundations In Reading trough Science and Technology), and CAPSI (Caltech Pre-college Science Initiative) in writing such a science-based reading and writing curriculum, entitled "Reading, Writing and Rings." The author worked closely with one of the primary writers to assure that the content was scientifically accurate, serving in the process as an educator-mentor for the curriculum writer. This paper discusses that interaction, shows the finished product, and documents some of the results from beta testing in elementary schools in Victorville and Oakland, California, as well as in other classrooms in the San Francisco Bay Area. This type of involvement in education and public outreach utilizes the respective strengths of both the scientific and educational communities and can serve as a model for effective interaction between the two. More information on the product is available at the website listed below.

Using Cooperative Learning To Improve Reading and Writing in Science.

ERIC Educational Resources Information Center

Nesbit, Catherine R.; Rogers, Cynthia A.

1997-01-01

Presents several cooperative learning lessons that integrate science, reading and writing. Notes that sample lessons involve six methods of cooperative learning drawn from four prominent developers and researchers, David Johnson, Roger Johnson, Robert Slavin, and Spencer Kagan. Describes the cooperative learning method to illustrate how to use it…

Do Teacher-Coaches Make the Cut? The Effectiveness of Athletic Coaches as Math and Reading Teachers

ERIC Educational Resources Information Center

Egalite, Anna J.; Bowen, Daniel H.; Trivitt, Julie R.

2015-01-01

Math and reading teachers who also coach athletics in the public school system are challenged to balance the responsibilities that come with fulfilling dual occupational roles. While many studies have examined teacher-coaches' stress levels and job perception in the context of role strain, there is no evidence of how student achievement in tested…

An Extensive Reading Strategy to Promote Online Writing for Elementary Students in the 1:1 Digital Classroom

ERIC Educational Resources Information Center

Sun, Zhong; Yang, Xian Min; He, Ke Kang

2016-01-01

The rapid development of the digital classroom has made it possible to combine extensive reading with online writing, yet research and development in this area are lacking. This study explores the impact of online writing after extensive reading in a classroom setting in China where there was one computer for each student (a 1:1 digital…

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)…

Teaching with Technology. Software That's Right for You.

ERIC Educational Resources Information Center

Allen, Denise

1995-01-01

Recommends software to help teachers plan curriculum in the areas of comprehensive language arts ("Cornerstone"); writing and information ("Keroppi Day Hopper"); creative writing and imagination ("Imagination Express"); reading ("Jo-Jo's Reading Circus"); math ("Careers in Math: From Architects to Astronauts") and nature ("Eyewitness"). Provides…

Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

PubMed Central

Nielsen, Kathleen; Abbott, Robert; Griffin, Whitney; Lott, Joe; Raskind, Wendy; Berninger, Virginia W.

2016-01-01

The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement: Coding (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); Cross-Code Integration (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and Supervisory Attention (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (n=31) or did not (n=50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia. PMID:26855554

Toward a Transparent Construct of Reading-to-Write Tasks: The Interface between Discourse Features and Proficiency

ERIC Educational Resources Information Center

Gebril, Atta; Plakans, Lia

2013-01-01

As a growing number of testing programs use integrated writing tasks, more validation research is needed to inform stakeholders about score use and interpretation. The current study investigates the relationship between writing proficiency and discourse features in an integrated reading-writing task. At a Middle Eastern university, 136…

Writing Chinese and Mathematics Achievement: A Study with Chinese-American Undergraduates.

ERIC Educational Resources Information Center

Li, Chieh; Nuttall, Ronald

2001-01-01

Indicates that writing Chinese is correlated to Chinese-American (CA) students' spatial skills and investigates whether writing Chinese would have the same relationship to mathematics skills. Suggested a strong correlation between writing Chinese and success on SAT-Math. Supports the cultural relativity theory of gender difference on SAT-Math.…

Impacts after One Year of "Healing Classroom" on Children's Reading and Math Skills in DRC: Results from a Cluster Randomized Trial

ERIC Educational Resources Information Center

Aber, J. Lawrence; Torrente, Catalina; Starkey, Leighann; Johnston, Brian; Seidman, Edward; Halpin, Peter; Shivshanker, Anjuli; Weisenhorn, Nina; Annan, Jeannie; Wolf, Sharon

2017-01-01

This article examines the effects of one year of exposure to "Learning to Read in a Healing Classroom" (LRHC) on the reading and math skills of second- to fourth-grade children in the low-income and conflict-affected Democratic Republic of the Congo. LRHC consists of two primary components: teacher resource materials that infuse…

Writing and Reading Knowledge of Spanish/English Second-Generation Bilinguals

ERIC Educational Resources Information Center

Ardila, Alfredo; Garcia, Krystal; Garcia, Melissa; Mejia, Joselyn; Vado, Grace

2017-01-01

Written bilingualism represents a particular type of bilingualism that is not frequently approached. The aim of this study was to investigate the writing and reading abilities of second-generation immigrants, Spanish-English bilinguals in South Florida. 58 participants (36 females, 22 males; 18-39 years of age) were selected. Both parents were…

Reading and Writing Skills of Deaf Pupils with Cochlear Implants

ERIC Educational Resources Information Center

Mayer, Connie; Watson, Linda; Archbold, Sue; Ng, Zheng Yen; Mulla, Imran

2016-01-01

Thirty-three young people with cochlear implants, aged between 9 and 16 years, were assessed for use of their implant system, cognitive abilities, vocabulary, reading, and writing skills. The group came from throughout England and included 26 born deaf, six deafened by meningitis, one with auditory neuropathy, and five with additional needs.…

Integrating Reading, Writing, and Thinking Skills into the Music Class.

ERIC Educational Resources Information Center

Duke, Charles R.

Music education is uniquely suited to reinforce several basic skills that are part of the overall reading and writing processes of students. These skills include freedom of expression and the fluency of ideas, identifying a composer's purpose and message, and reasoning and comprehension. Musicians should develop the habit of using journals for…

Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in children with learning disabilities.

PubMed

Niileksela, Christopher R; Reynolds, Matthew R

2014-01-01

This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales-Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

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…

[Phonological awareness, working memory, reading and writing performances in familial dyslexia].

PubMed

Capellini, Simone Aparecida; Padula, Niura Aparecida de Mouro Ribeiro; Santos, Lara Cristina Antunes Dos; Lourenceti, Maria Dalva; Carrenho, Erika Hasse; Ribeiro, Lucilene Arilho

2007-01-01

familial dyslexia. to characterize and compare the phonological awareness, working memory, reading and writing abilities of individuals whose family members are also affected. in this study 10 familial nuclei of natural family relationship of individuals with dyslexia were analyzed. Families of natural individuals living in the west region of the state of São Paulo were selected. Inclusion criteria were: to be a native speaker of the Brazilian Portuguese language, to have 8 years of age or more, to present positive familial history for learning disabilities, that is, to present at least one relative with difficulties in learning. Exclusion criteria were: to present any neurological disorder genetically caused or not, in any of the family members, such as dystonia, extra pyramidal diseases, mental disorder, epilepsy, attention deficit and hyperactivity disorder (ADHA); psychiatric symptoms or conditions; or any other pertinent conditions that could cause errors in the diagnosis. As for the diagnosis of developmental dyslexia, information about the familial history of the adolescents and children was gathered with the parents, so that a detailed pedigree could be delineated. Neurological, psychological, speech-language, and school performance evaluations were made with the individuals and their families. the results of this study suggest that the dyslexic individuals and their respective relatives, also with dyslexia, presented lower performances than the control group in terms of rapid automatic naming, reading, writing and phonological awareness. deficits in phonological awareness, working memory, reading and writing seem to have genetic susceptibility that possibly determine, when in interaction with the environment, the manifestation of dyslexia.

Reading Disorders: Pro-Eating Disorder Rhetoric and Anorexia Life-Writing.

PubMed

Seaber, Emma

This article explores the relationship between eating disorders and reading behaviors, arguing that there is a meaningful difference in a minority of readers' approach to and understanding of anorexia life-writing, and of literary texts more broadly. To illuminate this distinction, this article begins by considering the reported deleterious influence of Marya Hornbacher's anorexia memoir, Wasted, elaborating the ways Hornbacher offers a positive presentation of anorexia nervosa that may, intentionally or not, induce certain readers to "try it" themselves. This is followed by an exploration of how Hornbacher's own reading praxis is implicated in a discursive feedback loop around anorexia narratives. It concludes with a discussion of disordered reading attitudes in relation to the emergence of the "pro-anorexia" phenomenon.

Reading and Writing Difficulties--A Problem? EMIR Education and Research.

ERIC Educational Resources Information Center

Ericson, Britta, Ed.

This collection of essays contains a brief description of the symptoms of dyslexia and a definition of the terminology. The meaning of being the mother of a dyslexic child and how to live with this "hidden handicap" are also described. Suggestions regarding how to treat persons with reading and writing difficulties are put forward. After…

Becoming One Community: Reading and Writing with English Language Learners

ERIC Educational Resources Information Center

Fay, Kathleen; Whaley, Suzanne

2004-01-01

Written for the general classroom teacher whose class includes English language learners (ELLs), as well as for ELL teachers working in general classrooms, this book portrays ELL students in grades 3-6 who learn essential reading and writing skills and are full members of the classroom community. Throughout the book, the authors emphasize the…

"Mississippi Trial, 1955": Tangling with Text through Reading, Discussion, and Writing

ERIC Educational Resources Information Center

Grierson, Sirpa; Thursby, Jacqueline S.; Dean, Deborah; Crowe, Chris

2007-01-01

The authors proffer practical critical-reading strategies for teaching "Mississippi Trial, 1955" to increase students' vocabulary, comprehension, and background knowledge of historical eras. They use nonfiction, a PBS documentary, the Web, folklore, and picture books among other tools for inciting thoughtful discussion and writing.

Efficacy of Parenting Education Compared to the Standard Method in Improvement of Reading and Writing Disabilities in Children

PubMed Central

Karahmadi, Mojgan; Shakibayee, Fereshteh; Amirian, Hushang; Bagherian-Sararoudi, Reza; Maracy, Mohammad Reza

2014-01-01

Objective: The present study aimed to evaluate the effect of parenting education on improvement of reading and writing disabilities in children. Methods: A randomized controlled trial was done on primary school students with reading and writing disabilities and their mothers. The subjects were divided into three groups with 26 members in each group. The first group (mothers’ education group) received 6 one-hour new educational sessions. The second group (standard group) received 12-15 standard educational sessions for learning disability, and the third group (control group) which consisted of students with learning disability did not receive any treatments. Research instruments included reading and writing tests, and demographic questionnaire. The three groups were evaluated via pretest and posttests at baseline and after one and three months of educational interventions. Data were analyzed using the chi-square, t-test, and repeated measures multivariate analysis of variance (MANOVA). Results: The mean reading speed had the most progression in the mothers' education group. Comparison among reading speed, reading accuracy, and spelling scores has been statistically significant (F 2, 6 = 90.64;p < 0.001) but the mean of these scores has been insignificant among the three groups (F 2, 67 = 0.583;p > 0.05). The mean reading accuracy, mostly increased after 3-month interventions in the mothers group. The control group had the lowest mean reading accuracy scores. Conclusion: Parenting education in mothers had a positive effect on the treatment of children with reading and writing disabilities. Declaration of interest: None. Clinical Trial Registration-URL: http://www.irct.ir. Unique identifier: IRCT201101205653N1. PMID:24995030

A Small Learning Community's Impact on Students' Success Assessed by State Test Scores in Reading and Math

ERIC Educational Resources Information Center

Smith, Christiana Helen Croson

2013-01-01

Drastic reform measures have taken place at Howard High School of Technology to incorporate a 10th grade small learning community. Due to the costs and resources associated with implementing small learning communities, it is important to examine if the 10th graders' achievement on the state tests in reading and math were significantly different…

Only Connect: How Literature Teaches Children To Read and Write.

ERIC Educational Resources Information Center

Sloan, Glenna Davis

Memorable language that delights children, makes them laugh or gasp, or causes them to ponder and wonder is the literature that will begin the process of teaching them to read and write. Literature is meant to connect, not with reason primarily, but with readers' and listeners' imaginations and emotions, and in the case of poetry, with something…

Notes from North America: "Reading and Writing" and "Impact/Retract"

ERIC Educational Resources Information Center

Alper, Paul

2013-01-01

This paper is comprised of two essays by the same author. The first essay, "Reading and Writing," refers to two books written by Dan Koeppel as an introduction to the topic of plagiarism in education and the temptation that both educators and students face to cheat. A "Big Lister" is described by Dan Koeppel in his book,…

Television and Radio Ads as Resources for Reading and Writing.

ERIC Educational Resources Information Center

Moss, R. Kay; Stansell, John C.

Young children learn many important things about language from the television and radio ads they encounter that can help them learn to read and write. They learn that print carries messages that are personally important to them, that whatever can be said can also be written, what some forms of written language look like, and that language use can…

Writing and Reading with Art: Adult Literacy, Transformation, and Learning

ERIC Educational Resources Information Center

Azevedo, Nair Rios; Goncalves, Maria Jose

2012-01-01

Especially in a time of economic and social crisis, besides poverty and social segregation, immigrants face an additional difficulty to get integrated in a new society: lack of oral and written knowledge of the language of the country they are now living in. This paper describes an on-going research project--Writing and Reading with Art (WRAP)…

Writing as a Response to Reading. Learning Package No. 5.

ERIC Educational Resources Information Center

Nelson, Carol; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on writing as a response to reading is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic; the full text of…

The Relationship between Reading and Writing. Learning Package No. 40.

ERIC Educational Resources Information Center

Collins, Norma, Comp.; Smith, Carl, Ed.

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on the relationship between reading and writing is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC…

Development in reading and math in children from different SES backgrounds: the moderating role of child temperament.

PubMed

Wang, Zhe; Soden, Brooke; Deater-Deckard, Kirby; Lukowski, Sarah L; Schenker, Victoria J; Willcutt, Erik G; Thompson, Lee A; Petrill, Stephen A

2017-05-01

Socioeconomic risks (SES risks) are robust risk factors influencing children's academic development. However, it is unclear whether the effects of SES on academic development operate universally in all children equally or whether they vary differentially in children with particular characteristics. The current study aimed to explore children's temperament as protective or risk factors that potentially moderate the associations between SES risks and academic development. Specifically, latent growth modeling (LGM) was used in two longitudinal datasets with a total of 2236 children to examine how family SES risks and children's temperament interactively predicted the development of reading and math from middle childhood to early adolescence. Results showed that low negative affect, high effortful control, and low surgency mitigated the negative associations between SES risks and both reading and math development in this developmental period. These findings underline the heterogeneous nature of the negative associations between SES risks and academic development and highlight the importance of the interplay between biological and social factors on individual differences in development. © 2015 John Wiley & Sons Ltd.

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).…

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training

PubMed Central

Boonen, Anton J. H.; de Koning, Björn B.; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME. PMID:26925012

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training.

PubMed

Boonen, Anton J H; de Koning, Björn B; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.

Rethinking the Reading-Writing Workshop: Tensions and Negotiations between a Stephen King Reader and Her Teacher.

ERIC Educational Resources Information Center

Chandler, Kelly

2000-01-01

Explores the participation in reading-writing workshops of students who consider reading to be an important part of their lives. Finds students who are engaged readers of fiction bring a set of expectations that differ from their teachers' and from students who do not read regularly for pleasure. (NH)

An Analysis of the Impact of Single-Sex Schools on Seventh Grade Math and Reading Tasks Scores

ERIC Educational Resources Information Center

Groves-Redwood, Tarawa F.

2012-01-01

The purpose of this study was to determine if there is a statistically significant mean difference in math and reading student performance by types of schools. The types of schools were identified as all-male and all-female public middle schools. Specifically, this study examined the impact of public single-sex schools on the mathematics and…

Middle School A/B Block and Traditional Scheduling: An Analysis of Math and Reading Performance by Race

ERIC Educational Resources Information Center

Gill, Willie Wallicia Allen

2011-01-01

The purpose of this quantitative study was to examine whether a difference existed in the percentage performance of students earning a pass/advanced score on the Standards of Learning (SOL) Test in math and reading in Virginia's Region IV for schools using an A/B block schedule and those using a traditional schedule. The research also examined if…

The Impact of Supplemental Education Services Program on Middle School At-Risk Learners' Math and Reading Scores

ERIC Educational Resources Information Center

Maxwell, June B.

2010-01-01

In the state of Georgia, local school systems are under pressure to increase at-risk middle school students' state scores in reading and math. At the data site, the local school system implemented a supplemental education service (SES) program for at-risk students in order to pass the Georgia Criterion Referenced Competency Test (CRCT) in reading…

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)

Measurement of math beliefs and their associations with math behaviors in college students.

PubMed

Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara

2014-12-01

Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. (c) 2014 APA, all rights reserved.

Working Memory and Dynamic Measures of Analogical Reasoning as Predictors of Children's Math and Reading Achievement

ERIC Educational Resources Information Center

Stevenson, Claire E.; Bergwerff, Catharina E.; Heiser, Willem J.; Resing, Wilma C. M.

2014-01-01

Working memory and inductive reasoning ability each appear related to children's achievement in math and reading. Dynamic measures of reasoning, based on an assessment procedure including feedback, may provide additional predictive value. The aim of this study was to investigate whether working memory and dynamic measures of analogical…

Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery “BALE”

PubMed Central

Toledo Piza, Carolina M. J.; de Macedo, Elizeu C.; Miranda, Monica C.; Bueno, Orlando F. A.

2014-01-01

The analysis of cognitive processes underpinning reading and writing skills may help to distinguish different reading ability profiles. The present study used a Brazilian reading and writing battery to compare performance of students with dyslexia with two individually matched control groups: one contrasting on reading competence but not age and the other group contrasting on age but not reading competence. Participants were 28 individuals with dyslexia (19 boys) with a mean age of 9.82 (SD ± 1.44) drawn from public and private schools. These were matched to: (1) an age control group (AC) of 26 good readers with a mean age of 9.77 (SD ± 1.44) matched by age, sex, years of schooling, and type of school; (2) reading control group (RC) of 28 younger controls with a mean age of 7.82 (SD ± 1.06) matched by sex, type of school, and reading level. All groups were tested on four tasks from the Brazilian Reading and Writing Assessment battery (“BALE”): Written Sentence Comprehension Test (WSCT); Spoken Sentence Comprehension Test (OSCT); Picture-Print Writing Test (PPWT 1.1-Writing); and the Reading Competence Test (RCT). These tasks evaluate reading and listening comprehension for sentences, spelling, and reading isolated words and pseudowords (non-words). The dyslexia group scored lower and took longer to complete tasks than the AC group. Compared with the RC group, there were no differences in total scores on reading or oral comprehension tasks. However, dyslexics presented slower reading speeds, longer completion times, and lower scores on spelling tasks, even compared with younger controls. Analysis of types of errors on word and pseudoword reading items showed students with dyslexia scoring lower for pseudoword reading than the other two groups. These findings suggest that the dyslexics overall scores were similar to those of younger readers. However, specific phonological and visual decoding deficits showed that the two groups differ in terms of underpinning

Strengthening the Reading-Writing Connection: A Plan for Implementing Young Author's Conferences.

ERIC Educational Resources Information Center

Gorsuch, Sarah; Furnas, Judy

1989-01-01

Discusses how workshops for young authors help to cement the reading-writing connection for students and build their motivation and enthusiasm. Provides a step-by-step outline for educators who are interested in planning and implementing a young author's conference. (MG)

Research to Practice: Integrating Reading and Writing in a Kindergarten Curriculum. Technical Report No. 415.

ERIC Educational Resources Information Center

Kawakami-Arakaki, Alice J.; And Others

Based on emergent literacy research, two components of reading and writing--the morning message and the writing process--were developed in a laboratory school kindergarten by teacher-researcher collaboration and later disseminated to both public and private schools through a project conducted for the Kamehameha Schools, a private school in…

The Contributions of Vocabulary and Letter Writing Automaticity to Word Reading and Spelling for Kindergartners

ERIC Educational Resources Information Center

Kim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Gruelich, Luana

2014-01-01

In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…

Research and Teaching: Undergraduate Science Students' Attitudes toward and Approaches to Scientific Reading and Writing

ERIC Educational Resources Information Center

Verkade, Heather; Lim, Saw Hoon

2016-01-01

In this study, a cohort of final-year undergraduate science students were surveyed to examine whether they fully read journal articles, including whether they seek to understand how the results support the conclusions. Their writing was also examined to see if they use deep or surface approaches to scientific writing.

Beyond Test Preparation: Nurturing Successful Learners through Reading and Writing Workshops

ERIC Educational Resources Information Center

Miller, Melinda; Higgins, Betty

2008-01-01

Teachers are faced with a dilemma when they know what good teaching is but feel pressure from their colleagues and administrators to use published test preparation materials to teach reading and writing. However, effective instructional practices and mandated testing demands can coexist if teachers choose methods that not only provide authentic…

"My Place": Exploring Children's Place-Related Identities through Reading and Writing

ERIC Educational Resources Information Center

Charlton, Emma; Cliff Hodges, Gabrielle; Pointon, Pam; Nikolajeva, Maria; Spring, Erin; Taylor, Liz; Wyse, Dominic

2014-01-01

This paper considers how children perceive and represent their placed-related identities through reading and writing. It reports on the findings of an 18-month interdisciplinary project, based at Cambridge University Faculty of Education, which aimed to consider children's place-related identities through their engagement with, and creation of,…

Reading and Writing in Multimodal Contexts: Exploring the Deictic Nature of Literacy

ERIC Educational Resources Information Center

Bailey, Margaret Denice

2012-01-01

This study examined the reading and writing processes that seventh-graders used in hypertext versus traditional print environments. Additionally, it considered the impact of incorporating technology and collaboration into pedagogical practice. Three separate literacy activities involved students in finding information, creating presentations, and…

Addendum to the Evaluation of the Expository Reading and Writing Course

ERIC Educational Resources Information Center

Fong, Anthony B.; Finkelstein, Neal D.

2016-01-01

In 2015, Fong, Finkelstein, Jaeger, Diaz, and Broek reported the findings from an independent evaluation of the Expository Reading and Writing Course (ERWC). The evaluation found positive and statistically significant effects of the ERWC on student achievement. Due to some concerns that the previously reported results in Fong et al. (2015) did not…

Exploring the Relationship between Reading and Writing in Early Literacy Development.

ERIC Educational Resources Information Center

Kurth, Ruth J.

Researchers studying emerging literacy have begun building a theory of literacy development that links the processes of reading and writing. Their findings suggest that a child's emerging literacy is based on three factors: a functional expectation for print to make logical sense; an expectation of how language operates in alternate contexts; and…

Reading, Writing, and Documentation and Managing the Development of User Documentation.

ERIC Educational Resources Information Center

Lindberg, Wayne; Hoffman, Terrye

1987-01-01

The first of two articles addressing the issue of user documentation for computer software discusses the need to teach users how to read documentation. The second presents a guide for writing documentation that is based on the instructional systems design model, and makes suggestions for the desktop publishing of user manuals. (CLB)

Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language

PubMed Central

Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk

2013-01-01

In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed. PMID:25132722

Math Learning Begins at Home

ERIC Educational Resources Information Center

Eason, Sarah H.; Levine, Susan C.

2017-01-01

Children demonstrate gaps in the math knowledge that they possess by the time they begin school, and these gaps have been found to predict long-term outcomes not only in math but also in reading. Consequently, it is important to identify what accounts for these early differences and how they can be addressed to ensure that all children enter…

Reading, Writing and Linguistics Areas in French as a Foreign Language

ERIC Educational Resources Information Center

Erkan, Senem Seda Sahenk

2017-01-01

Globalization and technological developments have caused several students to start their academic careers with the challenge of mastering at least two languages. The purpose of this study is to examine the importance of reading, linguistics, and writing areas in French as a Foreign language (FFL) at the A2 (Waystage) language level. This study was…

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.…

Astra's Magic Math. Teacher's Manual, Manipulatives, and Student Worksheets.

ERIC Educational Resources Information Center

Brown, Judith; And Others

Astra's Magic Math is a beginning multi-sensory program that attempts to teach basic math skills through 22 sequentially developed self-contained units designed to combine manipulation, writing, and language activities. The units are first introduced to the large group to stimulate interest and develop concepts through oral language. Children then…

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,…

Reading and Writing in the Curriculum.

ERIC Educational Resources Information Center

Ediger, Marlow

There are many kinds of writing activities for pupils. Pupils need to develop proficiency for a variety of types of writing, such as creative writing and poetry, writing in journals, writing about personal experiences, writing an outline, writing an opinion, writing on how something should be done, writing and problem solving, writing to inform,…

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.

Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

ERIC Educational Resources Information Center

Solikhah, Imroatus

2015-01-01

This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis…

Chinese University EFL Undergraduate Students' Perceptions towards EGAP Reading and Writing Courses

ERIC Educational Resources Information Center

Du, Ning; Chen, Jianhua; Liu, Meihua

2016-01-01

The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely…

Reading and Writing: What Is the Relationship with Anxiety and Depression?

ERIC Educational Resources Information Center

Bonifacci, Paola; Candria, Lucia; Contento, Silvana

2008-01-01

Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey. The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third…

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.…

Instant Math Storymats with Hands-on Activities for Building Essential Primary Math Skills, Grades K-2.

ERIC Educational Resources Information Center

Spann, Mary Beth

This book contains 18 reproducible Math Storymats which can be a refreshing addition to any early elementary math program. Each storymat is accompanied by two separate read-aloud story selections that guide children in using plastic disk-shaped markers to interact with the mats in specific and open-ended ways. Together the mats and the…

Computerization in industry causes problems for people with reading and writing difficulties (dyslexia).

PubMed

Knutsson, A

1986-01-01

For 10 years computerization in industry has advanced at a rapid pace. A problem which has not received attention is that of people with reading and writing difficulties who experience severe problems when they have to communicate with a computer monitor screen. These individuals are often embarrassed by their difficulties and conceal them from their fellow workers. A number of case studies are described which show the form the problems can take. In one case, an employee was compelled to move from department to department as each was computerized in turn. Computers transform a large number of manual tasks in industry into jobs which call for reading and writing skills. Better education at elementary school and at the workplace in connection with computerization are the most important means of overcoming this problem. Moreover, computer programs could be written in a more human way.

The Power of Math Dictionaries in the Classroom

ERIC Educational Resources Information Center

Patterson, Lynn Gannon; Young, Ashlee Futrell

2013-01-01

This article investigates the value of a math dictionary in the elementary classroom and if elementary students prefer using a traditional math dictionary or a dictionary on an iPad. In each child's journey to reading with understanding, the dictionary can be a comforting and valuable resource. Would students find a math dictionary to be a…

Early math and reading achievement are associated with the error positivity.

PubMed

Kim, Matthew H; Grammer, Jennie K; Marulis, Loren M; Carrasco, Melisa; Morrison, Frederick J; Gehring, William J

2016-12-01

Executive functioning (EF) and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN) and error positivity (Pe). Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe - which reflects individual differences in motivational processes as well as attention - may be associated with early academic achievement. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Integrating Reading and Writing Instruction in Middle and High School: The Role of Professional Development in Shaping Teacher Perceptions and Practices

ERIC Educational Resources Information Center

Doubet, Kristina J.; Southall, Gena

2018-01-01

This study examined the extent to which middle and high school English teachers integrate reading and writing instruction as complementary processes. Using qualitative research methods, researchers investigated the following: (a) Do middle and high school English teachers conceive of and enact the teaching of reading and writing as integrated…

National Writing Project 2009 Annual Report

ERIC Educational Resources Information Center

National Writing Project (NJ1), 2009

2009-01-01

Writing as a tool for thinking, learning, and communicating is crucial to academic and career success as well as to active citizenship in a democracy. This annual report of the National Writing Project features teachers of math, chemistry, art, history, and business who develop their students as writers. These educators employ writing to engage…

Comparing Achievement Trends in Reading and Math across Arizona Public School Student Subgroups. REL Technical Brief. REL 2012-No. 019

ERIC Educational Resources Information Center

Crane, Eric W.; Huang, Min; Barrat, Vanessa X.

2011-01-01

This technical brief examines the 2008/09 reading and math proficiency levels among subgroups of Arizona public school students defined by students' race/ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non-English language learner students), disability status…

Mountains and Pit Bulls: Students' Metaphors for College Transitional Reading and Writing

ERIC Educational Resources Information Center

Paulson, Eric J.; Armstrong, Sonya L.

2011-01-01

In this article, we describe an approach to uncovering learners' literacy-oriented conceptualizations while they are enrolled in transitional, or developmental, reading and writing classes in a college context. This approach entailed eliciting and then analyzing the metaphors for academic literacies produced by students in 15 sections of a…

The Relation between Students' Math and Reading Ability and Their Mathematics, Physics, and Chemistry Examination Grades in Secondary Education

ERIC Educational Resources Information Center

Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje

2015-01-01

Word problems are math- or science-related problems presented in the context of a story or real-life scenario. Literature suggests that, to solve these problems, advanced reading skills are required, in addition to content-related skills in, for example, mathematics. In the present study, we investigated the relation between students' reading…

Synchronizing Physics And Math Standards

NASA Astrophysics Data System (ADS)

Weisel, Derek

2008-04-01

State and national standards tend to focus primarily on math and reading. This has led many schools to focus the majority of instruction time on these two subjects. This creates the negative effect of placing less emphasis on physics in many schools. An effective way to keep physics as a primary focus in schools is to emphasize that physics curriculum meets many of the math standards and can be used as a tool to introduce, practice and reinforce important math concepts. This is also a way for physics curriculum to be introduced at the elementary level. This talk will highlight some common areas where math standards are being met and exceeded in the physics curriculum.

Reading materials for post-literacy: The development and testing of a model of social writing

NASA Astrophysics Data System (ADS)

Bhola, Harbans S.

1989-12-01

A model of social writing, for use in writing socially relevant, easy-to-read, follow-up books for neo-literate adults, is presented. The model was fully developed and tested in the context of a series of writers' workshops during 1981-87; and incorporates all of the three aspects of writing: the expressive, the cognitive, and the social. Specifically, the following elements are included: selection of subject and topic within a dialectic of national development needs and community learning needs; negotiable definitions of general and specific objectives; acquiring knowledge of subject matter, and establishing necessary collaboration with subject-matter specialists; content planning to choose content and language of discourse, participatively with the future community of readers; choice of treatment of content as didactic or dramatic; outlining of manuscript as argument, dialogue or story; writing easy-to-read yet interesting materials; trying out the manuscript and making revisions; working with the illustrator and the editor; and preparing the manuscript for printing. Both the development and the testing of the model involved reflection-in-action and not stand-alone research exercises. The successful use of the model in workshops to train writers of post-literacy materials provided one source of support for the model. A comparison of this model of social writing with other models of writing available in literature has provided further support for the conceptual and procedural structure of the model. Transfers of the model to other cultural settings as well as to the writing of other types of educational materials, such as distance education texts and units, have also proved effective.

Evaluation of reading, writing, and watching TV using the Dutch ICF Activity Inventory.

PubMed

Bruijning, Janna E; van Rens, Ger H M B; Knol, Dirk L; van Nispen, Ruth M A

2014-11-01

To investigate the longitudinal outcomes of rehabilitation (from baseline to 4 and 12 months) at a multidisciplinary rehabilitation center. The three goals ("Reading," "Writing," and "Watching TV") were measured with the Dutch ICF Activity Inventory (D-AI). In addition, outcomes were compared with the Low Vision Quality-of-Life questionnaire (LVQOL) for better insight into the (longitudinal) interpretation. In a cohort of 241 visually impaired persons, corrected and uncorrected linear mixed models were used to determine longitudinal rehabilitation outcomes for the D-AI goals "Reading," "Writing," and "Watching TV," and difficulty and underlying tasks, as well as for the LVQOL scales "Basic aspects" and "Reading and fine work." At baseline, Spearman correlations were determined for similar scales of the D-AI and LVQOL. Importance scores of goals were stable over time. Difficulty scores decreased over time, but the differences were not significant at each measurement moment. For reading, difficulty of underlying tasks seemed to reflect the (change in) difficulty at the goal level; however, change in writing tasks did not reflect the change in the umbrella goal. Each of the three subscales of underlying tasks of the goal "Watching TV" changed in a different way. Changes in similar LVQOL scales were comparable, although less pronounced and more influenced by depression. Prescription or advice of low-vision aids and training in visual devices was not related (p > 0.01) with any of the outcome measures. It seems reasonable to conclude that the decrease in perceived difficulty was an effect of rehabilitation. The D-AI goal scores for difficulty were less influenced by depression and may be more sensitive to measure change over time compared with the LVQOL. Importance scores may not be useful for evaluation purposes.

The Significance of Journal Writing in Improving Listening and Reading Comprehension in Modern Standard Arabic (MSA)

ERIC Educational Resources Information Center

Saad, Inaam; Ahmed, Magdi

2015-01-01

This paper investigates the effect of daily journal writing on enhancing the listening and reading comprehension skills in a fifty-week Modern Standard Arabic course taught at the Defense Language Institute (DLI) in Monterey, California. In the field of foreign language (FL) teaching, writing has long been considered a supporting skill for…

Types of Aphasia

MedlinePlus

... Auditory Overload Aphasia vs Apraxia Reading, Writing and Math Reading Rehab (PDF opens in new window) Putting ... on Paper (PDF opens in new window) Acalculia - Math Challenges After Stroke Maximizing Communication Recovery & Independence Talking ...

Does the Use of Connective Words in Written Assessments Predict High School Students' Reading and Writing Achievement?

ERIC Educational Resources Information Center

Duggleby, Sandra J.; Tang, Wei; Kuo-Newhouse, Amy

2016-01-01

This study examined the relationship between ninth-grade students' use of connectives (temporal, causal, adversative, and additive) in functional writing and performance on standards-based/criterion-referenced measures of reading and writing. Specifically, structural equation modeling (SEM) techniques were used to examine the relationship between…

Reading Violence in Boys' Writing.

ERIC Educational Resources Information Center

Anderson, Michael

2003-01-01

Describes how a teacher finds value in popular culture and violent writing by closely examining the writing of a student who laces his stories with explosions and battles. Finds that once he began to see the similarities between the media his student experiences, the writing the student prefers, and his own favorite media and writing, the teacher…

CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test.

PubMed

Codding, Robin S; Petscher, Yaacov; Truckenmiller, Adrea

2015-05-01

A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.

Concentrated Language Encounter Instruction Model III in Reading and Creative Writing Abilities

ERIC Educational Resources Information Center

Promnont, Piyapong; Rattanavich, Saowalak

2015-01-01

The research is aimed to study the development of eleventh grade students' reading, creative writing abilities, satisfaction taught through the concentrated language encounter instruction method, CLE model III. One experimental group time series design was used, and the data was analyzed by MANOVA with repeated measures, t-test for one-group…

Literature and the Land: Reading and Writing for Environmental Literacy, 7-12.

ERIC Educational Resources Information Center

Rous, Emma Wood

Not only inspiring teachers to help students become environmentally literate, this book also provides the tools to make it happen in the literature classroom. Beginning with readings and exercises about perception, it explores a wealth of nature writing activities, the history of people's relationship with nature from mythological times to the…

Levels of Phonology Related to Reading and Writing in Middle Childhood

ERIC Educational Resources Information Center

Del Campo, Roxana; Buchanan, William R.; Abbott, Robert D.; Berninger, Virginia W.

2015-01-01

The relationships of different levels of phonological processing (sounds in heard and spoken words for whole words, syllables, phonemes, and rimes) to multi-leveled functional reading or writing systems were studied. Participants in this cross-sectional study were students in fourth-grade (n = 119, mean age 116.5 months) and sixth-grade (n = 105,…

20 CFR 416.926a - Functional equivalence for children.

Code of Federal Regulations, 2010 CFR

2010-04-01

... learning to read. Counting, sorting shapes, and building with blocks are skills needed to learn math... and middle school, you should be able to learn to read, write, and do math, and discuss history and...

Beyond Reading and Proficiency Assessment: The Rational Cloze Procedure as Stimulus for Integrated Reading, Writing, and Vocabulary Instruction and Teacher-Student Interaction in ESL

ERIC Educational Resources Information Center

Lee, Siok H.

2008-01-01

Extending its use beyond the traditional role in reading and general proficiency assessment, this study examined the effects of the rational cloze procedure (RCP) as a stimulus in integrated reading, writing, and vocabulary instruction and teacher-student interaction. Participants were 39 secondary school multi-grade, multi-L1 low intermediate ESL…

Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning.

PubMed

Richards, Todd L; Abbott, Robert D; Yagle, Kevin; Peterson, Dan; Raskind, Wendy; Berninger, Virginia W

2017-01-01

To understand mental self-government of the developing reading and writing brain, correlations of clustering coefficients on fMRI reading or writing tasks with BASC 2 Adaptivity ratings (time 1 only) or working memory components (time 1 before and time 2 after instruction previously shown to improve achievement and change magnitude of fMRI connectivity) were investigated in 39 students in grades 4 to 9 who varied along a continuum of reading and writing skills. A Philips 3T scanner measured connectivity during six leveled fMRI reading tasks (subword-letters and sounds, word-word-specific spellings or affixed words, syntax comprehension-with and without homonym foils or with and without affix foils, and text comprehension) and three fMRI writing tasks-writing next letter in alphabet, adding missing letter in word spelling, and planning for composing. The Brain Connectivity Toolbox generated clustering coefficients based on the cingulo-opercular (CO) network; after controlling for multiple comparisons and movement, significant fMRI connectivity clustering coefficients for CO were identified in 8 brain regions bilaterally (cingulate gyrus, superior frontal gyrus, middle frontal gyrus, inferior frontal gyrus, superior temporal gyrus, insula, cingulum-cingulate gyrus, and cingulum-hippocampus). BASC2 Parent Ratings for Adaptivity were correlated with CO clustering coefficients on three reading tasks (letter-sound, word affix judgments and sentence comprehension) and one writing task (writing next letter in alphabet). Before instruction, each behavioral working memory measure (phonology, orthography, morphology, and syntax coding, phonological and orthographic loops for integrating internal language and output codes, and supervisory focused and switching attention) correlated significantly with at least one CO clustering coefficient. After instruction, the patterning of correlations changed with new correlations emerging. Results show that the reading and writing brain

Reading Youth Writing: Grazing in the Pastures of Cultural Studies and Education

ERIC Educational Resources Information Center

Hoechsmann, Michael

2004-01-01

Reading youth writing is an avenue for the youth where they can express their opinions and ideas. In this article, the author questions whether practitioners in the field of cultural studies are actually engaged in this particular dialogue. The author has examined several articles written by young people from "Toronto Star." He realized…

Does Writing System Influence the Associations between Phonological Awareness, Morphological Awareness, and Reading? A Meta-Analysis

ERIC Educational Resources Information Center

Ruan, Yufang; Georgiou, George K.; Song, Shuang; Li, Yixun; Shu, Hua

2018-01-01

Differences in how writing systems represent language raise important questions about the extent to which the role of linguistic skills such as phonological awareness (PA) and morphological awareness (MA) in reading is universal. In this meta-analysis, the authors examined the relationship between PA, MA, and reading (accuracy, fluency, and…

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"…

Predictive Validity Study of the APS Writing and Reading Tests [and] Validating Placement Rules for the APS Writing Test.

ERIC Educational Resources Information Center

College of the Canyons, Valencia, CA. Office of Institutional Development.

California's College of the Canyons has used the College Board Assessment and Placement Services (APS) test to assess students' abilities in basic and college English since spring 1993. These two reports summarize data from a May 1994 study of the predictive validity of the APS writing and reading tests and a June 1994 effort to validate the cut…

Differences in Reading and Math Achievement among Students Who Are Hispanic, Limited English Proficient, or White: A Multi-Year Study

ERIC Educational Resources Information Center

Rojas-LeBouef, Ana M.

2010-01-01

Purpose. The purpose of this study was to examine differences in academic achievement among students who were Hispanic, Limited English Proficient (LEP), or White, using archival data from the Texas Education Agency's (TEA) Academic Excellence Indicator System (AEIS). Data examined were fifth grade reading and math passing rates from the 1993…

Correlation of Social Science Students' Grade Outcome with Reading and Writing Scores.

ERIC Educational Resources Information Center

Parrott, Marietta

A study was conducted at College of the Sequoias (COS) to examine the entry-level reading and writing skills of students and their grade outcomes in the social science courses for which they were enrolled. The study sought to identify any predictors of students' eventual success/non-success in class. The study focused on the placement test scores…

Activation of writing-specific brain regions when reading Chinese as a second language. Effects of training modality and transfer to novel characters.

PubMed

Lagarrigue, Aurélie; Longcamp, Marieke; Anton, Jean Luc; Nazarian, Bruno; Prévot, Laurent; Velay, Jean-Luc; Cao, Fan; Frenck-Mestre, Cheryl

2017-03-01

We examined the implication of training modality on the cortical representation of Chinese words in adult second language learners of Chinese. In particular, we tested the implication of the neural substrates of writing in a reading task. The brain network sustaining finger writing was defined neuroanatomically based on an independent functional localizer. We examined the brain activations elicited by Chinese words learned via writing vs. pronunciation, and by novel untrained words, within regions of interest (ROIs) defined according to the position of the activation peaks in the localizer, and at the whole brain level. We revealed activations in the reading task that overlapped with several parts of the finger writing network. In addition, our results provide evidence that the neural substrates of writing are differentially involved in reading depending on the stored knowledge for words, as revealed by the fine-grained response of several regions including the left superior parietal lobule and left precentral gyrus / superior frontal sulcus to the experimental manipulations. Training modality and the linguistic properties of the characters also impacted the response of the left mid-fusiform gyrus, confirming its involvement as the brain region where linguistic, visual and sensorimotor information converge during orthographic processing. At the behavioral level, global handwriting quality during the training sessions was positively correlated to the final translation performance. Our results demonstrate substantial overlap in the neural substrates of reading and writing, and indicate that some regions sustaining handwriting are differentially involved in reading depending on the type of knowledge associated with words. Copyright © 2017 Elsevier Ltd. All rights reserved.

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…

A Model for Math Modeling

ERIC Educational Resources Information Center

Lin, Tony; Erfan, Sasan

2016-01-01

Mathematical modeling is an open-ended research subject where no definite answers exist for any problem. Math modeling enables thinking outside the box to connect different fields of studies together including statistics, algebra, calculus, matrices, programming and scientific writing. As an integral part of society, it is the foundation for many…

Training Fathers To Develop Reading and Writing Skills in Young Children with Disabilities.

ERIC Educational Resources Information Center

Ortiz, Robert W.; Stile, Stephen W.

The potential benefits of father participation in their children's reading and writing activities include improved literacy skills, increased bonding, and heightened self-esteem of both fathers and children. This paper identifies a training model for working with fathers--Project DADS. Using this model, early childhood professionals can foster…

Connecting Reading and Writing Using Children's Literature in the University L2 Classroom

ERIC Educational Resources Information Center

Leal, Priscila

2015-01-01

This article investigates the potential benefits of using children's literature in adult second language (L2) classrooms. A short-term, intensive university course for English reading and writing was designed incorporating children's literature into the curriculum. The author describes the course and discusses how children's literature can be used…

Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing through Modeling

ERIC Educational Resources Information Center

Schunk, Dale H.; Zimmerman, Barry J.

2007-01-01

According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of…

Writing Fluency and Quality in Kindergarten and First Grade: The Role of Attention, Reading, Transcription, and Oral Language

ERIC Educational Resources Information Center

Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk

2014-01-01

In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language…

Math at home adds up to achievement in school.

PubMed

Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

Test Bank. NetNews. Volume 8, Number 1, Winter 2008

ERIC Educational Resources Information Center

LDA of Minnesota, 2008

2008-01-01

Minnesota Adult Basic Education (ABE) providers are mandated to use CASAS (Comprehensive Adult Student Assessment System) Reading or Math or TABE (Tests for Adult Basic Education) Reading or Math. This issue of "NetNews" introduces the Test Bank: a variety of informal reading, spelling, and writing assessments available for Minnesota ABE…

Reading and Writing for Civic Literacy: The Critical Citizen's Guide to Argumentative Rhetoric

ERIC Educational Resources Information Center

Lazere, Donald

2005-01-01

This innovative textbook, for first-year English and more advanced composition and critical thinking courses, addresses the need for college students to develop critical reading, writing, and thinking skills for self-defense in the contentious arena of American civic rhetoric. In a groundbreaking reconception of composition theory, it presents a…

Authentic Reading, Writing, and Discussion: An Exploratory Study of a Pen Pal Project

ERIC Educational Resources Information Center

Gambrell, Linda B.; Hughes, Elizabeth M.; Calvert, Leah; Malloy, Jacquelynn A.; Igo, Brent

2011-01-01

In this exploratory study, reading, writing, and discussion were examined within the context of a pen pal intervention focusing on authentic literacy tasks. The study employed a mixed-method design with a triangulation-convergence model to explore the relationship between authentic literacy tasks and the literacy motivation of elementary students…

The Language of the Pharaohs.

ERIC Educational Resources Information Center

Treat, Marcia

1991-01-01

This article describes a course in ancient Egyptian studies for gifted elementary students. The course incorporates social studies, science, math, language, reading/writing, and art activities. Students study history and development of Egyptian culture, reading and writing with glyphs, and analyzing and evaluating Egyptian hieroglyphic writing.…

Today's Technologies Enhance Writing in Mathematics

ERIC Educational Resources Information Center

Cooper, Amy

2012-01-01

It is widely accepted that including writing activities in the learning process positively impacts student achievement and leads to greater depth of student understanding. This writing is often missing in the math classroom though, when the focus is misplaced on rote procedures. In these classrooms students learn mathematical processes but have…

Using Concurrent Verbalization to Measure Math Comprehension

ERIC Educational Resources Information Center

Lambeth, Cathryn Colley

2012-01-01

The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine to what extent the variability in verbalization scores is related to scores on a reliable measure of reading (DIBELS Next) and math (easyCBM) and to student factors (e.g.…

Learning Disorders: Know the Signs, How to Help

MedlinePlus

... a child to read, write or do simple math. Understand the signs and what you can do. ... Dyscalculia. Dyscalculia is a learning disorder related to math concepts. Signs include difficulty solving even simple math ...

CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test

PubMed Central

Codding, Robin S.; Petscher, Yaacov; Truckenmiller, Adrea

2015-01-01

A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly. PMID:26347201

Reading and Writing from Textbooks in Higher Education: A Case Study from Economics.

ERIC Educational Resources Information Center

Richardson, Paul W.

2004-01-01

Reading and writing at university is infused by the cultural context of a particular discipline or field so that academic literacies are located, described, interpreted and studied in disciplinary contexts. This study explores the roles and functions textbooks have in the disciplinary culture of Economics in the academy, where there are many…

Writing and Reading Multiplicity in the Uni-Verse: Engagements with Mathematics through Poetry

ERIC Educational Resources Information Center

Radakovic, Nenad; Jagger, Susan; Jao, Limin

2018-01-01

In this article, we explore the reading and writing of mathematical poetry from our experiences as mathematics teacher educators. First, we outline how our own engagement with mathematical poetry encouraged us to incorporate it into our teaching of pre-service teachers. We describe how our initial disappointment with the mathematical content of…

The Neurodevelopmental Basis of Math Anxiety

PubMed Central

Young, Christina B.; Wu, Sarah S.; Menon, Vinod

2012-01-01

Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual’s long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment. PMID:22434239

The neurodevelopmental basis of math anxiety.

PubMed

Young, Christina B; Wu, Sarah S; Menon, Vinod

2012-05-01

Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.

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…

Young Children’s Motivation to Read and Write: Development in Social Contexts

PubMed Central

Nolen, Susan Bobbitt

2009-01-01

In a 3-year longitudinal, mixed-method study, 67 children in two schools were observed during literacy activities in Grades 1–3. Children and their teachers were interviewed each year about the children’s motivation to read and write. Taking a grounded theory approach, content analysis of the child interview protocols identified the motivations that were salient to children at each grade level in each domain, looking for patterns by grade and school. Analysis of field notes, teacher interviews, and child interviews suggests that children’s motivation for literacy is best understood in terms of development in specific contexts. Development in literacy skill and teachers’ methods of instruction and raising motivation provided affordances and constraints for literate activity and its accompanying motivations. In particular, there was support for both the developmental hypotheses of Renninger and her colleagues (Hidi & Renninger, 2006) and of Pressick-Kilborne and Walker (2002). The positions of poor readers and the strategies they used were negotiated and developed in response to the social meanings of reading, writing, and relative literacy skill co-constructed by students and teachers in each classroom. The relationship of these findings to theories of motivation is discussed. PMID:19727337

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…

Implementing Employability Skills, Reading Skills, and Math Skills in Vocational Education. Final Report. Vocational Technical Education Research Report. Volume 19, Number 2.

ERIC Educational Resources Information Center

Pennsylvania State Univ., University Park. Div. of Occupational and Vocational Studies.

A project was undertaken to implement the employability, reading, and math skills of disadvantaged students in vocational education. Included in the project were the following activities: (1) field tests, evaluation, and dissemination of a mathematics skills curriculum guide for disadvantaged learners; (2) field tests and revision of guidelines…

TECFORS, A Newsletter for Instructors of Writing and Reading to ESL and Bi-Lingual Adult Students. Volume 4, 1981.

ERIC Educational Resources Information Center

TECFORS, 1981

1981-01-01

Numbers 3 through 5 of the 1981 TECFORS newsletter include these articles: "Pre-Writing Activities" (Sandra L. McKay); "Errors in Advanced-Level Discourse" (Robert B. Kaplan); "Sensory Imagery" (Elizabeth Jamison Hodges); "Introducing Advanced Concepts of Reading and Writing in the Beginning ESL Class"…

Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

ERIC Educational Resources Information Center

Nielsen, Kathleen; Abbott, Robert; Griffin, Whitney; Lott, Joe; Raskind, Wendy; Berninger, Virginia W.

2016-01-01

The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word…

Empowering Nonsense: Reading Lewis Carroll's "Jabberwocky" in a Basic Writing Class

ERIC Educational Resources Information Center

Noimann, Chamutal

2014-01-01

Basic writing and reading students are scared. More than the unfamiliar places, faces, new methods and serious consequences of it all, they are afraid of words. Even if they successfully complete remediation, move on to English 101 and advance to upper courses in other disciplines, our students often face monstrous texts, which they have precious…

The Influence of Language Anxiety on English Reading and Writing Tasks among Native Hebrew Speakers.

ERIC Educational Resources Information Center

Argaman, Osnat; Abu-Rabia, Salim

2002-01-01

Examined the influence of language anxiety as measured by a questionnaire on achievements in English writing and reading comprehension tasks. Subjects were native speakers of Hebrew, aged 12-13 years, learning English as a second language.(Author/VWL)

Students' abilities to critique scientific evidence when reading and writing scientific arguments

NASA Astrophysics Data System (ADS)

Knight, Amanda M.

Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct

An Evaluation of ChalleNGe Graduates DOD Employability

DTIC Science & Technology

2018-01-22

initial reading and applied math TABE scores are more likely to complete ChalleNGe. In addition, those graduates who begin ChalleNGe with higher TABE...students arrive at ChalleNGe at low levels of reading comprehension, writing, and basic math ; they simply are not ready to acquire a second language...positive, long-term impacts for ChalleNGe graduates. Our previous work has shown that cadets with higher initial reading and applied math TABE scores are

An Evaluation of ChalleNGe Graduates DOD Employability

DTIC Science & Technology

2017-12-01

long-term impacts for ChalleNGe graduates. Our previous work has shown that cadets with higher initial reading and applied math TABE scores are...levels of reading comprehension, writing, and basic math ; they simply are not ready to acquire a second language. In addition, program directors noted...graduates. Our previous work has shown that cadets with higher initial reading and applied math TABE scores are more likely to complete ChalleNGe. In

Understanding Interest and Self-Efficacy in the Reading and Writing of Students with Persisting Specific Learning Disabilities during Middle Childhood and Early Adolescence

ERIC Educational Resources Information Center

Abbott, Robert; Mickail, Terry; Richards, Todd; Renninger, K. Ann; Hidi, Suzanne E.; Beers, Scott; Berninger, Virginia

2017-01-01

Three methodological approaches were applied to understand the role of interest and self-efficacy in reading and/or writing in students without and with persisting specific learning disabilities (SLDs) in literacy. For each approach students in grades 4 to 9 completed a survey in which they rated 10 reading items and 10 writing items on a Scale 1…

Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties.

PubMed

Powell, Sarah R; Fuchs, Lynn S; Fuchs, Douglas; Cirino, Paul T; Fletcher, Jack M

2009-01-01

The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD-only) or have concurrent difficulty with math and reading (MDRD). Third graders (n = 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15weeks for 15-25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD-only students, students in both fact retrieval conditions achieved comparably and outperformed MD-only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions.

Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M.

2009-01-01

The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD-only) or have concurrent difficulty with math and reading (MDRD). Third graders (n = 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15weeks for 15–25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD-only students, students in both fact retrieval conditions achieved comparably and outperformed MD-only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions. PMID:19448840

Mind Reading and Writing: The Future of Neurotechnology.

PubMed

Roelfsema, Pieter R; Denys, Damiaan; Klink, P Christiaan

2018-05-02

Recent advances in neuroscience and technology have made it possible to record from large assemblies of neurons and to decode their activity to extract information. At the same time, available methods to stimulate the brain and influence ongoing processing are also rapidly expanding. These developments pave the way for advanced neurotechnological applications that directly read from, and write to, the human brain. While such technologies are still primarily used in restricted therapeutic contexts, this may change in the future once their performance has improved and they become more widely applicable. Here, we provide an overview of methods to interface with the brain, speculate about potential applications, and discuss important issues associated with a neurotechnologically assisted future. Copyright © 2018 Elsevier Ltd. All rights reserved.

Facts, Artifacts and Counterfacts: Theory and Method for a Reading and Writing Course.

ERIC Educational Resources Information Center

Bartholomae, David; Petrosky, Anthony R.

The product of a course at the University of Pittsburgh, this book offers educators the opportunity to see how the acts of reading, writing, and thinking that characterize work in academia appear to those students who lack adequate preparation for such work--namely, basic writers. The introduction to the book presents an overview of the course and…

Learning from the Professions: Examining How, Why, and When Engineers Read and Write

ERIC Educational Resources Information Center

Giroux, Carolyn S.; Moje, Elizabeth Birr

2017-01-01

With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before--not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards…

Reading comprehension and expressive writing: a comparison between good and poor comprehenders.

PubMed

Carretti, Barbara; Re, Anna Maria; Arfè, Barbara

2013-01-01

This study investigated expressive writing in 8- to 10-year-old children with different levels of reading comprehension. Poor and good comprehenders were presented with three expressive writing tasks where the modality (pictorial vs. verbal) and the text genre (narrative vs. descriptive) varied. Results showed that poor comprehenders' performance was minimally influenced by the modality of the prompt. In fact, their performance was generally worse than that of good comprehenders and affected by the text genre, as the quality of their narratives was generally lower than that of good comprehenders. However, in the descriptive text condition, their performance was comparable to that of good comprehenders. One can conclude that their problems depend on the characteristics of the narrative text where coherence and causality are important elements.

The Impact of Vocabulary Knowledge on Reading, Writing and Proficiency Scores of EFL Learners

ERIC Educational Resources Information Center

Karakoç, Dilek; Köse, Gül Durmusoglu

2017-01-01

This study is an attempt to clarify the incremental and multidimensional nature of foreign language vocabulary development and its relation to the participants' reading and writing performances and general language ability of English as a foreign language (EFL). With this principle aim, the current study investigated the relationship between…

Classroom Teachers' Feelings and Experiences in Teaching Early Reading and Writing: A Phenomenological Study

ERIC Educational Resources Information Center

Bastug, Muhammet

2016-01-01

The current study aimed to reveal classroom teachers' feelings and experiences in teaching early reading and writing. Phenomenological research design was applied in the qualitative research methodology of the study. The participants of the study were 15 classroom teachers working in different cities. The data were collected through…

Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources: State NAEP 1990-2009 Reading and Math Achievement Gaps and Trends

ERIC Educational Resources Information Center

Lee, Jaekyung; Reeves, Todd

2012-01-01

This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990-2009 NAEP state assessment data. Through hierarchical linear modeling latent variable regression with inverse probability of treatment…

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

PubMed

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

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

Writing Inspired

ERIC Educational Resources Information Center

Tischhauser, Karen

2015-01-01

Students need inspiration to write. Assigning is not teaching. In order to inspire students to write fiction worth reading, teachers must take them through the process of writing. Physical objects inspire good writing with depth. In this article, the reader will be taken through the process of inspiring young writers through the use of boxes.…

Sports Writing.

ERIC Educational Resources Information Center

Grubaugh, Karl

2003-01-01

Lists the following 10 tips for improved sports writing in high school publications: reporting comes before writing; do not try to do too much; show, do not tell; do not do game stories; avoid cliches; avoid "jock-talk"; use the drama of sports; do not write the obvious story; sports is also news; and read great sports writing. (PM)

Reading, writing, and reserve: Literacy activities are linked to hippocampal volume and memory in multiple sclerosis.

PubMed

Sumowski, James F; Rocca, Maria A; Leavitt, Victoria M; Riccitelli, Gianna; Meani, Alessandro; Comi, Giancarlo; Filippi, Massimo

2016-10-01

Engagement in cognitive leisure activities during early adulthood has been linked to preserved memory and larger hippocampal volume in persons with multiple sclerosis (MS). To investigate which specific types of cognitive leisure activities contribute to hippocampal volume and memory. We investigated links between three types of cognitive activities (Reading-Writing, Art-Music, Games-Hobbies) and (a) hippocampal volume within independent samples of Italian (n=187) and American (n=55) MS patients and (b) memory in subsamples of Italian (n=97) and American (n=53) patients. Reading-Writing was the only predictor of hippocampal volume (rp=.204, p=.002), and the best predictor of memory (rp=.288, p=.001). Findings inform the development of targeted evidence-based enrichment programs aiming to bolster reserve against memory decline. © The Author(s), 2016.

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'…

Sensitivity to Phonological, Morphological, and Semantic Cues in Early Reading and Writing in Hebrew.

ERIC Educational Resources Information Center

Levin, Iris; Korat, Ofra

1993-01-01

Studied emergent literacy in Hebrew by analyzing nursery and kindergarten children's attempts to write and read pairs of nouns. Found that, with age, children's sensitivity to phonology increased and sensitivity to semantics decreased and that these sensitivities played a greater role in literacy acquisition than did sensitivity to morphology. (MM)

Writing-Intensive Astronomy Classes in a Liberal Arts Setting

NASA Astrophysics Data System (ADS)

Schmidtke, P. C.

2013-04-01

The Integrative Studies Program at Arizona State University is a modern adaptation of a traditional liberal arts degree. An important component of the curriculum is the requirement for a course in the area of “math and science perspectives.” Among the options are two classes on Life in the Universe and Black Holes and Beyond. These classes present contemporary astronomy topics in a format designed for humanities-oriented students. Course material is developed via class discussion of readings, augmented by a wide range of hands-on activities, and organized within the BlackBoard course management system. Almost all assignments are writing intensive: daily journals, formal papers, and an essay-type exam. The design of these courses makes them highly interactive between the instructor and students.

The Impact of Authentic Material Use on Development of the Reading Comprehension, Writing Skills and Motivation in Language Course

ERIC Educational Resources Information Center

Belet Boyaci, S. Dilek; Güner, Mediha

2018-01-01

The objective of the present study was to determine the impact of authentic task-based authentic material on reading comprehension, writing skills and writing motivation in the Turkish language course. The study was conducted with mixed design methodology. Quantitative data were collected with the quasi-experimental with pre-test post-test with…

Knowledge about writing influences reading: Dynamic visual information about letter production facilitates letter identification.

PubMed

Schubert, Teresa; Reilhac, Caroline; McCloskey, Michael

2018-06-01

How are reading and writing related? In this study, we address the relationship between letter identification and letter production, uncovering a link in which production information can be used to identify letters presented dynamically. By testing an individual with a deficit in letter identification, we identified a benefit which would be masked by ceiling effects in unimpaired readers. In Experiment 1 we found that letter stimuli defined by the direction of dot motion (tiny dots within letter move leftward, background dots move rightward) provided no advantage over static letters. In Experiment 2, we tested dynamic stimuli in which the letter shapes emerged over time: drawn as they would be written, drawn in reverse, or with the letter shape filled in randomly. Improved identification was observed only for letters drawn as they are typically written. These results demonstrate that information about letter production can be integrated into letter identification, and point to bi-directional connections between stored letter production information (used for writing) and abstract letter identity representations (used in both reading and writing). The links from stored production information to abstract letter identities allow the former to activate the latter. We also consider the implications of our results for remediation of acquired letter identification deficits, including letter-drawing treatments and the underlying cause of their efficacy. Copyright © 2018 Elsevier Ltd. All rights reserved.

Exploring the Inconsistent Labels and Definitions of Texts Used in Informational Reading and Writing

ERIC Educational Resources Information Center

Watkins, Naomi M.; Liang, Lauren Aimonette

2014-01-01

This article discusses the various labels and definitions given for texts used for informational reading and writing and the confusion caused by the inconsistency of terms. An EBSCO search on articles published from 2006 to 2011 in the three largest literacy-related professional organizations' journals produced a total of 59 articles.…

How Children Can Support Their Learning to Write and Read by Computer in the Early Years of School

ERIC Educational Resources Information Center

Nurmilaakso, Marja

2015-01-01

Over the last decades the nature and form of what children can choose to read has changed radically, partly as a consequence of rapid technological advances and the increasing dominance of the image. The research questions were: (1) "How do children learn to read and write by computer?"; (2) "How can one support children's learning…

Brief Report: Investigating Relations between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder

ERIC Educational Resources Information Center

McCauley, James B.; Zajic, Matthew C.; Oswald, Tasha M.; Swain-Lerro, Lindsey E.; McIntyre, Nancy C.; Harris, Michelle A.; Trzesniewski, Kali; Mundy, Peter C.; Solomon, Marjorie

2018-01-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance,…

Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties

ERIC Educational Resources Information Center

Kong, Jennifer E.; Orosco, Michael J.

2016-01-01

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…

Relationship between the TCAP and the Pearson Benchmark Assessment in Elementary Students' Reading and Math Performance in a Northeastern Tennessee School District

ERIC Educational Resources Information Center

Dugger-Roberts, Cherith A.

2014-01-01

The purpose of this quantitative study was to determine if there was a relationship between the TCAP test and Pearson Benchmark assessment in elementary students' reading and language arts and math performance in a northeastern Tennessee school district. This study involved 3rd, 4th, 5th, and 6th grade students. The study focused on the following…

Achievement Gap Patterns of Grade 8 American Indian and Alaska Native Students in Reading and Math. Issues & Answers. REL 2009-No. 073

ERIC Educational Resources Information Center

Nelson, Steven; Greenough, Richard; Sage, Nicole

2009-01-01

Focusing on student proficiency in reading and math from 2003-04 to 2006-07, this report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students. In response to a request by…

Resistive Switching Memory Phenomena in PEDOT PSS: Coexistence of Switchable Diode Effect and Write Once Read Many Memory

PubMed Central

Nguyen, Viet Cuong; Lee, Pooi See

2016-01-01

We study resistive switching memory phenomena in conducting polymer PEDOT PSS. In the same film, there are two types of memory behavior coexisting; namely, the switchable diode effect and write once read many memory. This is the first report on switchable diode phenomenon based on conducting organic materials. The effect was explained as charge trapping of PEDOT PSS film and movement of proton. The same PEDOT PSS device also exhibits write once read many memory (WORM) phenomenon which arises due to redox reaction that reduces PEDOT PSS and renders it non-conducting. The revelation of these two types of memory phenomena in PEDOT PSS highlights the remarkable versatility of this conducting conjugated polymer. PMID:26806868

Just-in-Time Teaching Techniques through Web Technologies for Vocational Students' Reading and Writing Abilities

ERIC Educational Resources Information Center

Chantoem, Rewadee; Rattanavich, Saowalak

2016-01-01

This research compares the English language achievements of vocational students, their reading and writing abilities, and their attitudes towards learning English taught with just-in-time teaching techniques through web technologies and conventional methods. The experimental and control groups were formed, a randomized true control group…

Thickness effect of nickel oxide thin films on associated solution-processed write-once-read-many-times memory devices

NASA Astrophysics Data System (ADS)

Wang, Xiao Lin; Liu, Zhen; Wen, Chao; Liu, Yang; Wang, Hong Zhe; Chen, T. P.; Zhang, Hai Yan

2018-06-01

With self-prepared nickel acetate based solution, NiO thin films with different thicknesses have been fabricated by spin coating followed by thermal annealing. By forming a two-terminal Ag/NiO/ITO structure on glass, write-once-read-many-times (WORM) memory devices are realized. The WORM memory behavior is based on a permanent switching from an initial high-resistance state (HRS) to an irreversible low-resistance state (LRS) under the application of a writing voltage, due to the formation of a solid bridge across Ag and ITO electrodes by conductive filaments (CFs). The memory performance is investigated as a function of the NiO film thickness, which is determined by the number of spin-coated NiO layers. For devices with 4 and 6 NiO layers, data retention up to 104 s and endurance of 103 reading operations in the measurement range have been obtained with memory window maintained above four orders for both HRS and LRS. Before and after writing, the devices show the hopping and ohmic conduction behaviors, respectively, confirming that the CF formation could be the mechanism responsible for writing in the WORM memory devices.

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.

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

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

PubMed Central

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed. PMID:27788235

Kindergarten Predictors of Third Grade Writing

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne

2015-01-01

The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications. PMID:25642118

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

Using Writing in Mathematics to Deepen Student Learning

ERIC Educational Resources Information Center

Urquhart, Vicki

2009-01-01

Writing is the ability to compose text effectively for different purposes and audiences. When many of us reflect on our own school experiences, we recall writing in English and history classes, but not in mathematics. Math classes previously relied on skill-building and conceptual understanding activities. Today, teachers are realizing that…

An Investigation of the Awareness and Use of Style in Adolescents' Reading and Writing.

ERIC Educational Resources Information Center

Church, Elizabeth; Bereiter, Carl

A study assessed the ability of 20 eleventh grade students to recognize particular stylistic features when reading and then to use such features in their writing. Half the subjects were given a model paragraph from an Edgar Allen Poe story, without having the story identified for them, while the other half received only a verbal summary of the…

Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature

ERIC Educational Resources Information Center

Kang, Eun Young; McKenna, John William; Arden, Sarah; Ciullo, Stephen

2016-01-01

In this systematic review of literature that spans 1975-2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study…

Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling?

ERIC Educational Resources Information Center