scholarly journals A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills

2014 ◽  
Vol 20 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Paul Deane ◽  
Yi Song
Keyword(s):  
Writing Skills ◽  
Reading And Writing ◽  
Assessment Design

scholarly journals Book Reviews for Mathematics Undergraduates: an assignment to enhance reading and writing skills essential for today’s workplace and to promote collaboration between library and academic staff’

2013 ◽  
Vol 4 (7) ◽  
Author(s):  
Noel-Ann Bradshaw ◽  
Karen Richardson
Keyword(s):  
Academic Staff ◽  
Writing Skills ◽  
Employability Skills ◽  
Mathematics Students ◽  
Reading And Writing ◽  
Mathematical Sciences ◽  
The University ◽  
Successful Collaboration

This case-study shows how successful collaboration between colleagues from the University of Greenwich library and Mathematical Sciences department has resulted in increased library usage and an improvement in important employability skills for mathematics students.  It is argued that similar collaborations in other STEM disciplines within the University could have an equally beneficial effect.

Teaching Reading and Writing Skills to a Teenaged Spastic Cerebral Palsied Person: A Long-Term Case Study

1978 ◽  
Vol 46 (1) ◽  
pp. 31-41 ◽  
Author(s):  
James D. Block
Keyword(s):  
Strain Gage ◽  
Reading Speed ◽  
Writing Skills ◽  
Task Orientation ◽  
Teaching Reading ◽  
Feedback Mechanisms ◽  
Reading And Writing ◽  
Time Scheduling

After a 2-mo. combined reading and writing training period followed by a 1 1/2-yr. lapse, an initially 16-yr.-old paraplegic cerebral palsied boy received 1 yr. of reading training followed by 2 3/4 yr. of writing training. Reading speed increased from 5 pages/hr. to about 40 pages/hr. Tolerance for protracted reading increased from a maximum of 15 min. to well over 2 hr. Writing progressed from the printing of letters more than 1/2 in- high with a fist grasp of the pen, to cursive writing of letters 1/8 to 1/4 in. high. Writing speed increased to about one-third of the normal rare. Training modes ranged from biofeedback methods employing EMG, electrooculogram, inertia detector, strain gage, contact detector, and amplified-image closed-circuit TV to discussions of attitudes, task orientation, and time scheduling. Intermediate were methods employing intrinsic feedback mechanisms. Results demonstrate the effectiveness of this approach, as well as trainability of this spastic boy well beyond childhood. The methods devised provide a base for further application and investigation.

scholarly journals تعليم المحادثة باستخدام كتاب "العربية بين يديك" في المرحلة الأولى قسم تعليم اللغة العربية جامعة بنجكولو الإسلامية الحكومية

2020 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Ikke Wulandari ◽  
Amir Abdullah
Keyword(s):  
Writing Skills ◽  
Arabic Language ◽  
Islamic State ◽  
State University ◽  
Study Program ◽  
Reading And Writing ◽  
Level 1 ◽  
Listening And Speaking ◽  
Research Type

This research focuses how to teach muhadatsah in the Arabic language section using the Arabiah Baina Yadaik, What are the results of teaching conversation in the Arabic language section using the Arabiah Baina Yadaik? As for the objectives of the research To describe the results of conversation teaching in the Arabic language section using the Arabiah Baina Yadaik? This research is of the qualitative research type in the case study and data is obtained by means of the interview, observation and documents. The researcher chose a data analysis method is a Miles and Huberman analysis, which says about data classification, data presentation, and data summary / conclusion. As for the search results Are learning muhadatsah in the first stage, Department of Teaching Arabic Language, Islamic State University of Bengkulu with listening and speaking skills, then reading and writing skills. As for listening and speaking, the teacher provides dialogue and vocabulary. As for reading and writing skills, the teacher provides grammatical or morphological rules and understanding dialogue. This research was conducted at level 1 Arabic language study program totaling 3 classes. Each class consists of 19 students. Final results muhadatsah scores are taken from the value of the assignment, midterm and final semester exams. For A class, the Muhadatsah score of the " Very Good " category, 5 students were presented to be 26%, and the "good" category, 10 students were presented to be 53% and the "enough" category, 4 people were presented to 21%. Then in B class, the grade of muhadatsah in the category of "Very Good" there were 11 students who were presented to be 58%, the category of "Good" there were 4 people who were presented to be 21% and in the category of "good enough" there were 4 people who were presented to be 21%. And C class, the grade Muhadatsah score of the "Very Good" category there were 6 students presented to 32%, the category of "Good" there were 9 people were presented to be 47% and the category of "Enough" there were 4 people were presented to be 21%.

scholarly journals THE APPLICATION OF MONTESSORI METHOD TO A CHILD'S DEVELOPMENT IN ENGLISH READING AND WRITING SKILLS (CASE STUDY)

Pujangga ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 144
Author(s):  
Intan Firdaus
Keyword(s):  
Writing Skills ◽  
Reading And Writing ◽  
English Reading ◽  
Montessori Method

<p><em>Penelitian ini bertujuan untuk mengetahui apakah seorang anak dapat menguasai kemampuan membaca dan menulis bahasa Inggris secara efektif dengan menggunakan Metode Montessori, dan untuk menjelaskan perkembangan anak dengan menggunakan Metode Montessori untuk belajar membaca dan menulis bahasa Inggris sebagai Bahasa Asing. Dalam penelitian ini peneliti menerapkan metode kualitatif, semua data yang dianalisis, berupa deskripsi fenomena, bukan dalam bentuk angka tapi dalam bentuk kata-kata. Instrumen untuk mengumpulkan data adalah sesi rekaman dan sesi pencatatan. Efektivitas dan perkembangan anak terlihat teori  faktor-faktor yang umumnya dianggap relevan dengan pembelajaran bahasa, seperti kecerdasan, kemampuan, preferensi peserta didik. Hasi penelitian menunjukkan bahwa dengan menggunakan Metode Montessori, anak mampu mengenali dan menghafal suara baru dengan mudah, kata-kata yang memiliki suara campuran dan juga suara diftong. Karena materi Montessori melibatkan semua sisi visual, aural dan kinestetik, anak dapat menyesuaikan semua pelajaran dengan mudah saat dia menggunakannya. Butuh waktu kurang dari 3 bulan untuk bisa membaca dan menulis dalam bahasa Inggris dengan menggunakan Metode Montessori. Apalagi anak itu antusias dan suka belajar dan mengikuti semua langkah yang ditempuh Montessori karena Metode Montessori menggunakan benda nyata, gambar nyata sehingga anak bisa menyentuh dan merasakan bahan yang mempengaruhi kerja otak mereka dan disamping itu juga menarik perhatian anak.</em></p>

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

The effects of the World Wide Web on reading and writing skills in a Spanish cultural studies courseLos efectos de la Web en la adquisición de destrezas lectoras y escritas en un curso de cultura hispana

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 63-72 ◽  
Author(s):  
CARMEN CABOT
Keyword(s):  
Writing Skills ◽  
Written Language ◽  
Web Based ◽  
Reading And Writing ◽  
Spanish Speaking ◽  
South Wales ◽  
Effective Use ◽  
The University ◽  
Task Oriented ◽  
Target Culture

This paper presents the results of a study that demonstrates an effective use of the Web as a tool to increase motivation and thus promote reading and writing skills in Spanish as well as a deeper sense of the culture of the Spanish speaking world. In the study, thirty students of second year Spanish at the University of New South Wales were required to prepare an itinerary for a trip to a Spanish speaking country of their choice using the WWW as the only resource. In general our findings regarding improved language skills were consistent with the literature: an increase of vocabulary, more use of references, more student initiated interactions and greater interactivity in the classroom amongst students were observed. There was, however, one aspect, linguistic accuracy, in which improvement was not greatly noted. The data collected confirms that a task-oriented Web based course can increase the motivation of students, improve the scope of their reading, and enhance their perception of the target culture, all with a great effect on range of language explored, learned and re-processed, but a much lesser effect on the accuracy of written language produced.

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