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1.
This paper reports on two studies which investigated the relationship between children's texting behaviour, their knowledge of text abbreviations and their school attainment in written language skills. In Study One, 11–12‐year‐old children provided information on their texting behaviour. They were also asked to translate a standard English sentence into a text message and vice versa. The children's standardised verbal and non‐verbal reasoning scores were also obtained. Children who used their mobiles to send three or more text messages a day had significantly lower scores than children who sent none. However, the children who, when asked to write a text message, showed greater use of text abbreviations (‘textisms’) tended to have better performance on a measure of verbal reasoning ability, which is highly associated with Key Stage 2 (KS2) and 3 English scores. In Study Two, children's performance on writing measures was examined more specifically. Ten to eleven‐year‐old children were asked to complete another English to text message translation exercise. Spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group‐based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of textisms, although the direction of this association is nor clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range. 相似文献
2.
《Scientific Studies of Reading》2013,17(3):293-304
Research on how the brain implements reading has produced results of remarkable consistency, especially on the functional anatomy of single word reading. We examine the general features of this emerging knowledge and draw attention to the extent to which it converges with results from other methods of reading science in several areas: reading acquisition, reading disability, and the basic cognitive processes of reading. We also add perspectives not otherwise represented in this special issue by pointing to the promise of research in text processing and discussing the research on word reading across writing systems. The word reading network identified in alphabetic research does have a universal basis, but it also shows some accommodation to the writing system. 相似文献
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4.
Sheena Martin 《Literacy》2007,41(1):26-34
This article presents work undertaken with a class of Scottish Primary Six children (aged 10) to investigate the use of interactive whiteboard technology and interactive talking books in whole‐class writing lessons. The paper reports on a research project with three aims: to investigate how the use of an interactive whiteboard to reflect on the language and style of professional authors influenced the children's own writing; to examine the effect of this experience on the writing and behaviour of children with additional support needs; and to identify the advantages and disadvantages of using such technology in whole‐class writing lessons. The resulting evidence suggests that while some children benefited from the approach, teaching children to write through examination of professional models of writing in whole‐class lessons did not promote the most effective learning even where the text was provided in such an interactive medium. The implications of these results for practitioners who wish to use talking books and whiteboard technology to teach writing are discussed. 相似文献
5.
Although prior research has identified general procedural and qualitative differences between word-processed and pen and paper writing, little attention has been directed toward identifying how these differences relate to the prior word processing experiences of individual students. Additionally, few researchers have addressed the issue of fairness when discussing the use of word processors in writing assessment. This study investigates this relationship by comparing essays composed with pen and paper for a direct writing assessment to those composed with a word processor by students having different levels of experience with using word processors for writing.We observed differences between the two composition media similar to differences observed in previous studies of word-processed writing. That is, our results show that, overall, word-processed essays are neater and longer than were pen and paper essays. Word-processed essays also have a more formal tone and a weaker voice than their pen and paper counterparts. No composition medium differences were observed for the number of mechanical errors.In terms of how word processor experience interacts with writing quality, we found that word processors use neither improved nor worsen the quality of essays produced by students who have medium to high levels of experience using computers for writing. On the other hand, the word processor essays produced by students with a low level of experience writing with computers were scored, on a six-point scale, almost an entire point lower than those produced with pen and paper by these same students. Groups with high and medium levels of experience with word processors wrote slightly more words with a word processor than with pen and paper. On the other hand, the group with a low level of experience with using computers for writing wrote over 100 words fewer on word processors than with pen and paper. As for the number of simple sentences, groups with high and medium levels of comfort and experience with computers for writing wrote fewer simple sentences with a word processor than with pen and paper, while the group with a low level of comfort and experience with computers for writing wrote more simple sentences with word processors than with pen and paper. There were no group by media interactions for the number of mechanical errors. 相似文献
6.
词切分是指在阅读过程中把连续的语言信息切分成有意义的单元,以促进文本的阅读与加工。拼音文字中的词间空格起到了词切分的作用;而中文属于表意文字,书写方式与拼音文字不同,没有词间空格。拼音文字阅读词切分的研究发现,词间空格标示了词切分的位置,是词切分的依据,而且,空格有效地引导读者的眼动行为;而中文的文本没有类似空格的词边界的标记,人为标记词边界不能促进阅读,但是人为添加的词间空格能够促进单词的早期识别。关于中文的词切分已有大量研究,但仍存在如下需要解决的问题:(1)对中文词切分的切分依据的研究还没有一致的结论;(2)中文阅读眼动控制模型的构建还不成熟;(3)词切分与初学者学习之间的关系有待研究;(4)对外汉语教学的教材如何有效处理词切分;等等。未来研究应在以上方面加以探讨。 相似文献
7.
Dominic Wyse 《Cambridge Journal of Education》2006,36(1):31-47
The idea that formal grammar teaching leads to improvements in school pupils' writing has been a popular one. However, the robust and extensive evidence base shows that this is not the case. Despite this, policy initiatives have continued to suggest that grammar teaching does improve pupils' writing: the Grammar for Writing resource is the most recent example in England. Educational analysis on the subject of grammar has moved from a focus on whether grammar teaching improves pupils' writing to reflection on the rational for teaching knowledge about language, and subsequently a focus on a wide range of language topics. The study reported in this paper analysed the way that eight children made word choices during the writing process. Theory is presented to support the idea that contextualized learning of grammar is significant. Five significant influences on word choices are reported. Strong links between text‐level influences on word‐choices and the use of unconventional language at sentence and word level were found. It is concluded that writing pedagogy should be re‐evaluated in order to consider the balance between individualized support and support for groups during the writing process. 相似文献
8.
Dan Lin Catherine McBride‐Chang Dorit Aram Iris Levin 《Journal of Research in Reading》2011,34(4):426-442
The present study examined the relations of Chinese word reading and writing to both maternal mediation of writing and a number of metalinguistic and cognitive skills in 63 Hong Kong Chinese kindergarteners. The whole process of maternal mediation of writing, in which mothers individually facilitated their children's writing of 12 two‐character words in their own ways, was videotaped. This study replicated and extended previous work on the cognitive strategies mothers use to help children in writing Chinese words. Mothers' typical mediation strategies were positively and significantly associated with both children's independent word reading and writing. In addition, maternal mediation of writing was uniquely associated with Chinese word reading, but not word writing, even with metalinguistic and cognitive skills, including phonological awareness, morphological awareness, orthographic processing and visual knowledge, statistically controlled. Findings underscore the importance of mothers' early scaffolding in facilitating children's literacy acquisition. 相似文献
9.
Good sentence construction, the act of writing multiple words into sentence types that make semantic and syntactic sense, is needed for clear and meaningful written expression. The present study investigated the effects of a multi‐component writing intervention, sentence instruction and frequency building to a performance criterion, on the simple sentence construction of intermediate‐grade level students with high‐incidence disabilities. Four special education teachers delivered intervention to small groups of two students, a total of eight students, and assessed for retention. Overall results were positive but inconsistent across the small groups. Three of the four small groups improved their text writing within simple sentences during and following intervention, and moderate to large Tau‐U values for correct word sequences and for incorrect word sequences, respectively, were found. Results suggest that postinstruction writing fluency practice can be an effective part of writing intervention for intermediate‐grade level students with high‐incidence disabilities. 相似文献
10.
Jean C. Murphy 《The Educational forum》2013,77(1):27-33
The Language Vocabulary Acquisition (LVA) Approach is a revolutionary method of reading instruction for emergent and developing readers. It is an intense reading program with high levels of student participation, engagement, and interaction with print text, that yields high outcomes in phonological awareness, reading and writing fluency, and comprehension. The LVA Approach quickly immerses young African-American children into print text, bombarding them with a preponderance of new words, ideas, and general understandings about their surroundings and the world in general. This approach enables them to develop expansive word knowledge, resulting in reading, writing, and thinking competencies at or above their grade level and national norms. This approach focuses on the printed text—words, words, and more words—rather than visual images, picture clues, and illustrations. Research studies on literacy development supported the use of printed text in children's initial efforts in reading (Gough and Hillinger 1980). Words, word constructions, and vocabulary development are the beginning steps to the LVA Approach. Children are able to take the skills learned in the LVA Approach and apply them to children's literature and standard basal reading texts. The LVA Approach was developed by Angela L. Davis who successfully introduced it to her first-grade class during the 2000–2001 school year. This article describes a three-year pilot effort to improve the reading competencies of primary-age children at Bouchet Academy, a Chicago Public School (CPS) located on the southeast side of the city. 相似文献
11.
Murray G. Wilson Ted L. Glynn 《International Journal of Disability, Development & Education》1983,30(3):210-220
Sentence‐writing behaviour, including use of words self‐selected and self‐located independently of teacher modelling, was established with eight mildly retarded children in a special class. The procedure comprised three components: 1) provision of word lists; 2) praise for self‐selecting and self‐locating words from supplied word lists; and 3) response cost for responses dependent on teacher modelling. The latter were termed Words Shown and Words Told, while self‐selected and self‐located responses were termed Words Found. In a sequential component design it was found that after baseline, supplying instructions and a word list (Phase 2) and continuing the use of word‐lists together with praise for self‐managed behaviour (Phase 3) decreased the frequency of Words Told, but Words Found and Words Shown were not appreciably affected. Words Shown decreased with the introduction of response cost for responses dependent on teacher modelling (Phase 4). Also, in Phase 4 Words Found increased substantially above levels in all previous phases and Words Shown decreased to zero frequency. These changes within sentence‐writing behaviour are discussed in terms of the need for accurate discrimination of and selective attention to positive and negative instances in the acquisition of self‐regulation. 相似文献
12.
Roger Johansson ?sa Wengelin Victoria Johansson Kenneth Holmqvist 《Reading and writing》2010,23(7):835-851
In this paper we explored text production differences in an expository text production task between writers who looked mainly
at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined
to systematically describe and define these two groups in respect of the complex interplay between text production and the
reading of one’s own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive
writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations
suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard
gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in
a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences
between the groups. 相似文献
13.
ANNIE BLOCH 《European Journal of Engineering Education》1992,17(2):167-171
Effective management of information— from the storing of information to the writing of reports—should be taught as a basic professional skill for engineers. In this paper the authors explore how to combine word processing and hypertext for such a task. First, linear text and hypertext are defined and presented. A conceptual analysis of different types of text structure is then carried out, then the process of preparing a report, examining the criteria of performance for computer software packages for each phase and for their linking. This general approach is applied to the combination of the ‘Word 4.0’ word processing program and ‘HyperCard’ hypertext software. 相似文献
14.
《Australian Journal of Learning Difficulties》2013,18(3):125-130
Abstract Many children identified with average intelligence exhibit ongoing reading comprehension difficulties after Year 4. They typically have language delays that are possibly due to their disengagement with reading and they do not process information efficiently in working memory. As a consequence they do not adequately learn from their encounters with print and they develop a reluctance to use appropriate self‐monitoring strategies. Many intervention programs have a limited focus by concentrating on word level processes but these may be largely inappropriate for older children with reading comprehension difficulties. What may be more suitable is the use of scaffolding techniques that promote cognitive and motivational engagement in a rich personalised language environment. The article investigates the problems experienced by such children and suggests some appropriate text processing and reorganisation strategies that can be applied to teaching practice. 相似文献
15.
Robert Boice 《高等教育研究与发展》1987,6(1):9-20
This paper abstracts an empirically based scheme for faculty development that helps faculty increase their productivity and satisfaction with scholarly writing. The step‐wise format focuses around workshops and office‐based contacts. Its steps include demystifying the writing process (e.g., belief that good writing is done in binges), generating momentum and ideas for writing (e.g., free writing), establishing self‐control in writing (e.g., contingencies), controlling mal‐adaptive self‐talk, and making writing more socially skilled. Faculty writers in this program have shown substantial increases in productivity and satisfaction over periods of at least two years. Success in implementing this program has borne little relationship to formal training or expertise of faculty developers as writers. 相似文献
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17.
Proofreading one's own writing is difficult due to the overfamiliarity of one's writing, which has been claimed to conceal errors, even extraneous errors inserted by someone else (as in collaborative writing). In the present research, we examined whether increasing one's familiarity with text can indeed have a negative influence on error detection. Participants were asked to identify word errors in different contexts: a passage that was unfamiliar, previously read, copied, memorised or paraphrased. These tasks represented a continuum of progressively more demanding and time‐consuming activities, which were thought to lead to comparable increases in text familiarity. Greater familiarity with the text to be proofread was expected to improve its predictability and thus the likelihood of overlooking errors. In agreement with the level‐of‐familiarity account, as the delay between memorising and proofreading increased so did the proportion of errors detected per minute. 相似文献
18.
Marion Tillema Huub van den Bergh Gert Rijlaarsdam Ted Sanders 《Metacognition and Learning》2011,6(3):229-253
Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising,
et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution.
Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing
process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive
at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary
school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their
responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers.
It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive
activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis
was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different
for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and
the concept of planner and reviser styles are discussed. 相似文献
19.
Patricia M. McKeague Elizabeth Reis 《Community College Journal of Research & Practice》2013,37(2):199-206
Many community colleges have writing centers to help students develop their writing skills because the ability to communicate ideas clearly and accurately is essential for college success. Writing centers are staffed by faculty members, paraprofessionals, and peer tutors who assist students with planning, drafting, and revising essays and research projects. Many centers also offer computer programs and word processing as writing tools. These findings resulted from a study of 13 writing centers in community colleges belonging to the League for Innovation in the Community College. We used a questionnaire to collect data on the design and operation of each center. Although many similarities exist, each campus has modified such features as staffing, hours, and services to meet the needs of its student body. Usage rates indicate that students need and seek out services that can help them achieve academic success. 相似文献
20.
An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries
in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children’s
writing, unconventional word segmentation has been observed across a range of languages and contexts with more occurrences
of hyposegmentation (failure to separate two or more written words with a space) than hypersegmentation (written words are
split into more than one segment). However, it is still unclear how frequent these errors are and the relationships of these
written error patterns to the child’s development in oral language, spelling and reading remains relatively unexplored. To
address these issues, unconventional written lexical segmentations in Brazilian Portuguese children’s text production during
their first years at primary school (Year 1 to Year 3) were examined in relation to different cognitive and linguistic measures
and patterns of spelling errors. Results reveal that in Portuguese the establishment of word boundaries in written text is
not explained by visuospatial skills or limitations in processing resources (working memory). In contrast higher occurrences
of hyposegmentation patterns were associated with lower levels of reading, vocabulary, verbal ability and morphological awareness
whereas hypersegmentations were rarer and related to lower levels of reading and morphological awareness and typically only
occurred in the initial stages of learning to write (Year 1). Occurrences of hyposegmentations as well as hypersegmentations
were also related to spelling errors which reflected children’s poor phonological skills. 相似文献