The Italian Language: Developmental Reading and Writing Problems

1989 ◽  
pp. 143-161 ◽  
Author(s):  
Bruno Morchio ◽  
Michela Ott ◽  
Elia Pesenti
Keyword(s):  
Developmental Reading ◽  
Reading And Writing ◽  
Italian Language ◽  
Writing Problems ◽  
Developmental Reading And Writing

scholarly journals Leaning Into Difficulty: A Way of Building Knowledge in a Developmental Reading and Writing Course

2021 ◽  
Vol 4 (1) ◽  
pp. 56-59
Keyword(s):  
Literacy Practices ◽  
Developmental Reading ◽  
Theoretical Models ◽  
Knowledge Bases ◽  
The Other ◽  
Clear Understanding ◽  
Fully Integrated ◽  
Reading And Writing ◽  
Stimulus Response ◽  
Developmental Reading And Writing

Recognition of the interconnectedness of the reading and writing processes is not a new concept. Indeed, the developmental nature of reading and writing is shown to have evolved over time (Nelson & Calfee, 1998) and has been the focus of empirical research grounded on three basic theoretical models: shared cognition (two buckets drawing water from a common well), sociocognitive (envisioned as a conversation), and combined-use model (tools that can be used together to build something) (Shanahan, 2016). I am particularly intrigued by the sociocognitive model of reading and writing as a conversation as both mirror closely the spirit of Rosenblatt’s (2013) transactional view of the relationship among the text, the reader, and the author. The theory Rosenblatt promoted requires a paradigm shift that problematizes the dualistic notion of subjectobject, individual-social, and stimulus-response that are insufficient to represent the recursive, “one process” that the knower, the knowing, and the known enact, each conditioning the other in linguistic activities (pp. 926–927). For example, when a student transacts with a text, they draw from linguistic and experiential knowledge bases (reservoirs) to derive an interpretation. Difficulties can arise when knowledge bases are inadequate to form a clear understanding of a text, yet working through the difficulties results in structuring new meaning. The work involved in the struggle is generative (Bartholemae & Petrosky, 1986). Rather than an interaction that may close off the opportunity for students to build new knowledge, ‘“meaning’ happens during the transaction” (p. 929). Rosenblatt and others (i.e., Bakhtin, 1981; Gadamer, 1975; Iser, 1978) provided sound theories to justify designing fully integrated reading and writing (IRW) courses. To clarify, fully integrated as I use it here is distinct in that it references Rosenblatt’s notion of the similar processes that reading and writing share as well as the ideal instruction in which neither reading nor writing are privileged in service to the other but are considered interconnected literacy practices in a dialogically centered classroom. Such instruction, however, is another matter.

A Contextualized Curricular Supplement for Developmental Reading and Writing

2013 ◽  
Vol 43 (2) ◽  
pp. 8-38 ◽  
Author(s):  
Dolores Perin ◽  
Rachel Hare Bork ◽  
Stephen T. Peverly ◽  
Linda H. Mason
Keyword(s):  
Developmental Reading ◽  
Reading And Writing ◽  
Developmental Reading And Writing

Reading Texts and Writing Problems to Improve Problem Solving

2008 ◽  
Vol 101 (6) ◽  
pp. 451-455
Author(s):  
Ariana Stanca P. Vacaretu
Keyword(s):  
Problem Solving ◽  
Ninth Grade ◽  
Writing Strategies ◽  
Reading And Writing ◽  
Mathematics Problems ◽  
Instructional Activities ◽  
Writing Problems ◽  
Reading Texts

Lessons for helping students translate the grammar and structure of application problems into math operations. Two instructional activities carried out in a ninth-grade Romanian classroom are described and a number of reading and writing strategies suggested that can be used to assist students in understanding and solving mathematics problems.

scholarly journals Use of Flashcards in Dealing with Reading and Writing Difficulties in SEN students

2017 ◽  
Vol 7 (1) ◽  
pp. 53 ◽  
Author(s):  
Mona Saleh Alanazi
Keyword(s):  
Students With Disabilities ◽  
Study Data ◽  
Learning Disorders ◽  
Academic Problems ◽  
Writing Difficulties ◽  
Resource Room ◽  
Reading And Writing ◽  
Writing Problems ◽  
Northern Border ◽  
5Th Grade

Various research studies have found that DI flashcards is a highly effective intervention technique when academic skills deficits are found in the students with disabilities. This study aims to evaluate the effects of a flashcard system in dealing with reading and writing problems with 40 5th grade female students with learning disorders. Students with learning disorders experience academic problems, which is preceded by signs such as distorted language or a delay in picking up a language etc. It means that the problems are natural, neurological and behavioural at times. The school identified for the present study was located in an urban school district in the Northern Border areas of Saudi Arabia. A specific textbook My beautiful language by Lughati Al Jamila for 5th grade elementary pupils was chosen as a tool for the study, based on the students’ pre-test scores. The effects of the flashcard procedure were assessed across sets of problems. The post study data reveals that all participants improved their mastery of reading and writing skills. The flash card procedure was inexpensive and easily implemented in a resource room setting. 

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