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Thierry Olive Monik Favart Caroline Beauvais Lucie Beauvais 《Learning and Instruction》2009,19(4):299-308
This study investigated the cognitive effort of 5th and 9th graders while writing a text. We manipulated genre (narrative text vs. argumentative text) and tested how level of handwriting automatisation contributes to cognitive effort and fluency in writing. The participants were 23 students from Grade 5 and 21 from Grade 9, who wrote two texts differing in genre while performing a secondary reaction time task. The results showed that cognitive effort interacted with genre. Cognitive effort decreased between Grades 5 and 9 only for writing argumentative text. Handwriting did not contribute to fluency in writing, but contributed to cognitive effort only in 5th-graders' writing of narrative text. The findings are discussed in light of the factors contributing to cognitive effort and fluency in writing. 相似文献
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This study compared the effects of three different read-aloud methods on text reading fluency and reading comprehension. The sample included a total of 152 first-grade and third-grade students. The data were collected by evaluating students' text reading fluency and reading comprehension levels. The analyses showed that while the first graders’ text reading fluency scores did not vary by the read-aloud methods, the first graders’ reading comprehension varied by the read-aloud methods in favor of the group practicing just reading. This result would be important for first-grade students’ teachers. However, the findings from the third graders indicated that neither their text reading fluency nor their reading comprehension levels varied by the read-aloud method. The results of this study provide evidence on the effectiveness of three different read-aloud methods on reading fluency and reading comprehension in the Turkish language context, which is more orthographically transparent than the English language. 相似文献
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The purpose of this study was to examine the role of vocabulary in writing across three genres. Fifth graders (N = 105) wrote three compositions: story, persuasive, and informative. Each composition revolved around the topic of outer space to control for background knowledge. Written compositions were scored for holistic writing quality and several different vocabulary constructs: diversity, maturity, elaboration, academic words, content words, and register. The results indicated that students vary their vocabulary usage by genre. Story text had higher diversity than informative text as well as higher maturity as compared to persuasive text. Persuasive text contained higher diversity than informative text, and higher register than both of the other genres. Informative text included more content words and elaboration than the other text types as well as more maturity than persuasive text. Additionally, multiple regression and commonality analysis indicated that the vocabulary constructs related to writing quality differed by genre. For story text, vocabulary diversity was a unique predictor, while for persuasive text, content words and register were unique predictors. Finally, for informative text content words was the strongest unique predictor explaining almost all of the total variance in the five factor model, although maturity was also a unique predictor. 相似文献
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《Infancia y Aprendizaje》2013,36(72):95-113
AbstractThe metacognitive explanations of children interacting with an adult are analysed according to the micro-genetic method developed in Geneva by researchers in cognitive genetic psychology. Interactions took place with sixth graders in a situation of narrative writing in a classroom setting. A segmentation of interview sequences is based on significant units progressively constructed by the interlocutors. Results focus on the construction of discourse, the dynamics of the interactions, as well as on the effects of two types of interviews: a) proactive, conducted when the child starts on the draft of his/her text; and b) retroactive, assessing the draft and forseeing transformations for the final text. 相似文献
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The role of oral language in underpinning the text generation difficulties in children with specific language impairment 
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下载免费PDF全文 Children with specific language impairments (SLI) have difficulties in producing written text. It was hypothesised that the constraints on writing in children with SLI were similar to typically developing younger children with the same level of vocabulary knowledge. Twenty‐three children with SLI (aged 10:5) were matched with 23 children for chronological age (CA) and 23 children for vocabulary levels (VC). Children with SLI performed significantly below their CA peers but not their VC peers on all aspects of writing including spelling. Regression analyses indicated that written text measures of spelling errors and oral language measures of vocabulary were significant predictors of writing products for both the children with SLI and their VC peers. This highlights the importance of oral and written language for the quality of children's written text and indicates that the writing of children with SLI was commensurate with their vocabulary and spelling levels. The results point to the role of both phonological and non‐phonological processes in written text production in struggling writers. 相似文献
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In this randomized controlled study, we investigated implementation of Self-Regulated Strategy Development (SRSD) in story writing by 11 second grade teachers who first collaborated in practice-based professional development in SRSD. Students at-risk for failure in writing were randomly assigned to treatment and control conditions in each teacher’s classroom. Teachers implemented SRSD with small groups of students at-risk for failure in writing (referred to as Tier 2 intervention in the Response to Intervention, or RTI, model) in their classrooms; control students at-risk in writing received regular classroom instruction from their teachers. Integrity of strategies instruction and social validity were assessed among the participating teachers. Student outcomes assessed included inclusion of genre elements and story quality, generalization to personal narrative, and teacher perceptions of intrinsic motivation and effort for writing. Teachers implemented strategies instruction with high integrity; social validity was positive. Significant effects were found for inclusion of genre elements and story quality at both posttest and maintenance; effect sizes were large (.89–1.65). Intervention also resulted in significant generalization to personal narrative (effect sizes were .98 for elements and .88 for quality). Teachers reported significantly higher perceptions of both intrinsic motivation and effort (effect sizes were 1.09 and 1.07, respectively). Limitations and directions for future research are discussed. 相似文献
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Natalie G. Olinghouse 《Reading and writing》2008,21(1-2):3-26
This study examined the student-level and instruction-level predictors of narrative writing fluency and quality. Participants included 120 third-grade students from 13 classrooms. Student predictors included measures of reading, handwriting, spelling, IQ, grammatical understanding, and gender. Instructional predictors focused on the amount of time allocated to teaching basic writing skills and planning skills. Significant predictors of compositional fluency included gender, advanced planning ability, and handwriting fluency, while significant predictors of compositional quality included gender, compositional fluency, Full-scale IQ, word reading ability, and grammatical understanding. There were no main effects of instructional variables; however there were two student by instruction interactions. Implications of the study highlight the importance of student characteristics in writing achievement, as well as considering the need for differential instruction based on student needs. 相似文献
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焦虑是外语学习过程中不可忽略的情感因素之一,关于外语课堂学习焦虑的研究,国内外学者比较统一的结论是：外语课堂学习焦虑与学生的外语成绩,包括听说读写各方面的成绩,呈显著负相关。目前针对非英语专业学生的课堂焦虑研究较多,而针对英语专业学生的研究则较少,研究深度也有待加强。 相似文献
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This study examined the effects of adding collaborative modeling of text structure as an additional component of self-regulated strategy development for elementary school 6th-grade students learning English as a second language (ESL). In this study, 34 students receiving a ‘Self-regulated strategy development plus collaborative modeling of text structure’ intervention were compared with 36 students receiving a ‘collaborative modeling of text structure only’ intervention, 38 students receiving a ‘self-regulated strategy development only’ intervention, and 36 students receiving traditional instruction. Several measures (i.e., content comprehension, summarization of main ideas, and essay writing) were administered after the one-month intervention. Results revealed that, compared to traditional instruction, self-regulated strategy development and collaborative modeling of text structure respectively resulted in better comprehension levels and writing performance. The combination of self-regulated strategy development and collaborative modeling of text structure was particularly effective in increasing primary school students’ content comprehension and writing quality. These findings highlight the benefit of coupling self-regulated strategy development and collaborative modeling of text structure for elementary school ESL classroom instruction. 相似文献
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The aim of the present study is to examine the influence of diglossia on linguistic and narrative structures in Arab kindergarten children by testing performance in production and comprehension. The 30 children who participated in our study were asked to retell one narrative text that was read aloud to them in Literary Arabic and another narrative text that was retold to them in Spoken Arabic. Then they were given a comprehension test that included questions pertaining to each of the two stories. In addition, two questionnaires were filled in by their parents, for collecting personal data and evaluating the level of the children’s exposure to Literary Arabic at home. The findings show a significant advantage in the retold spoken text over the retold literary text and in understanding the narrative-discourse. In addition, the findings show that the linguistic gap between Literary and Spoken Arabic seems to impact the level of mastery over linguistic structures in both forms of Arabic. Both of these findings indicate that, despite the fact that the exposure to Literary Arabic at a young age is informal and indirect, pre-school children are able to use linguistic structures from the literary language and to comprehend narrative texts. These results, with a particular emphasis on spoken and literary linguistic knowledge in pre-school children, are discussed herein in light of previous behavioral findings and models of development of narrative abilities in the Arabic language. 相似文献
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Early exposure to the multiple risk factors associated with poverty is related to an elevated risk for academic difficulty. Therefore, it is important to promote academic resilience as early as possible and to identify factors that support resilience. Given the positive relation between early language skills and later academic outcomes, examining resilience in the domain of language and literacy is critical. Both exposure to a high-quality classroom environment and early child psychosocial strengths may serve as protective or promotive factors for low-income children, reducing the risk of poor language and literacy outcomes. Using a sample of 275 preschoolers from 29 Head Start classrooms, the current study examined the relations among teacher-reported child-level psychosocial strengths, observed classroom process quality, and growth in language and literacy. Furthermore, whether child and classroom factors had an additive or an interactive effect on outcomes was also investigated. Results indicated that child-level psychosocial strengths predicted initial levels of language and literacy, and classroom organization predicted growth. Results are discussed in terms of understanding how malleable child- and classroom-level factors are associated with language and literacy outcomes and emphasize the importance of intervening early on in young children's learning trajectories. 相似文献
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Joachim Grabowski Christian Weinzierl Markus Schmitt 《Journal of Research in Reading》2010,33(1):39-53
Particularly in primary school, good performance on copy tasks is an important working technique. With respect to writing skills, copying is a very basic process on which more complex writing abilities are based. We studied the copying ability of second and fourth graders across four types of symbols which vary with respect to their semantic and phonological characteristics: arbitrary graphical objects, unpronounceable consonant strings, numerals and meaningful text. Results show, in terms of average copying speed, significant effects of both factors: fourth graders performed generally faster than second graders, and for both class levels, the number of copied characters per time decreased from meaningful text to graphical objects, all pair-wise contrasts between symbol types being statistically significant. Moreover, a significant interaction shows that fourth graders improved more when copying symbols that form pronounceable chunks, namely meaningful text and numerical strings. This indicates an increasing role of phonological (and probably also semantic) processes involved in copying across primary school. 相似文献
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Christina L. Dobbs 《Reading and writing》2014,27(8):1327-1352
Effective academic writing is accessible to readers because writers follow shared conventions for organization and signal their stance on particular topics; however, few specifics are known about how middle graders might develop knowledge of and use these academic language forms and functions to signal their organization and stance in persuasive essays. This study examined how differences in organization and stance marker use was related to writing quality in 664 persuasive essays written by 176 sixth, seventh, and eighth grade students. Essays were collected in the context of a supplemental vocabulary program, transcribed and analyzed for length by researchers, scored for overall writing quality by a team of teachers, and then coded for markers of organization and stance by researchers. Multilevel modeling results reveal that two specific emergent organizational marker types (evidence markers and code glosses) have statistically significant negative relationships to quality, and the variety of stance markers used is a positive predictor of quality when an interaction with length is included in the model. Findings give insight into the ways students are using organization and stance markers and point toward these language forms and functions as potentially pedagogically-relevant and worth assessing. 相似文献
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AbstractThis study compared the effect of different classroom writing practices on narrative competence. The participants were 91 primary school students, who were assigned two writing practice conditions (individual and collaborative) and one control condition. Within each condition, the students drew from different support resources to plan and revise their texts. The results show the advantages of collaborative writing when certain kinds of support are provided (particularly when the students planned their stories using a question guide and co-evaluated them using a rubric). The analysis of the verbal interaction during the collaborative writing activities also confirms that the pairs who used a rubric showed a higher number of verbal co-evaluation messages focused primarily on the overall coherence of the text (more than on semantic, grammatical or orthographic issues). Finally, the educational implications of these conclusions in terms of teaching writing in primary school are discussed. 相似文献
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Young-Suk Kim Stephanie Al Otaiba Jessica Folsom Sidler Luana Gruelich 《Early childhood research quarterly》2013
We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children's written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children's grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness were uniquely related. Teachers’ responsiveness was also uniquely related to the substantive quality of written composition after accounting for child predictors and other instructional quality variables. For the writing conventions outcome, children's spelling and attentiveness were uniquely related, but instructional quality was not. These results suggest the importance of paying attention to multiple component skills such as language, literacy, and behavioral factors as well as teachers’ responsiveness for writing development. 相似文献
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We examined the efficacy of 20 weeks of individual supplemental phonics-based instruction for language minority (LM) and non-LM first graders. Students were designated LM if the primary home language was not English (otherwise non-LM). Those performing in the bottom half of their classroom LM/non-LM group in letter knowledge and phonological awareness were randomly assigned to treatment and control conditions. Treatment included alphabetics, decoding, and oral reading practice. Results showed that treatment students (n?=?93) outperformed controls (n?=?94) on 5 of the 6 posttests; however, LM students exhibited lower treatment response on passage reading fluency. Pretest word reading did not moderate treatment response, and LM students with greater baseline vocabulary showed greater treatment response on posttest word reading and spelling. 相似文献
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Alison E. Baroody 《School Effectiveness & School Improvement》2017,28(2):314-335
This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects and departmentalized if a specialist teacher provided instruction on a specific subject. Beginning-of-the-year classroom-level covariates were compared. Both ELA and mathematics self-contained classrooms had larger class sizes, served more students of color, served students with lower initial achievement, and had teachers with fewer years of teaching experience but more likely to have a Master’s degree. Regression models were used to determine if classroom format predicted teaching effectiveness and achievement while controlling for beginning-of-the-year classroom-level covariates. Departmentalization had a small positive association with higher teaching effectiveness ratings in ELA classes. Classroom format was not a significant predictor of achievement in ELA or math. 相似文献