The effects of literacy instruction on primary students' reading and writing achievement

1999 ◽  
Vol 39 (1) ◽  
pp. 3-26 ◽  
Author(s):  
Susan Chambers Cantrell
Keyword(s):  
Literacy Instruction ◽  
Primary Students ◽  
Writing Achievement ◽  
Reading And Writing

Copying, Reading, and Writing of Kana and Simple Forms by Japanese Preschoolers

1988 ◽  
Vol 66 (2) ◽  
pp. 387-394
Author(s):  
Jun Yamada ◽  
Miyuki Sasaki ◽  
Naoko Motooka
Keyword(s):  
Multiple Regression ◽  
Good Predictor ◽  
Quality Measure ◽  
Writing Achievement ◽  
Regression Analyses ◽  
Reading And Writing ◽  
Conventional Form ◽  
Form Quality ◽  
Japanese Kana ◽  
Children's Reading

42 Japanese preschoolers were administered tasks of copying, reading, and writing of Japanese kana (cursive syllabic letters) and simple forms. Multiple regression analyses were used to determine whether two kana-copying measures, speed and span, make significant contributions to children's reading and writing achievement after a conventional form-quality measure had been controlled. Analysis showed that speed or span accounts uniquely for a significant and sizable amount of the variance of reading and writing, suggesting that kana-copying is a good predictor of reading and writing for Japanese preschoolers.

scholarly journals Integrating New Technologies into Language Teaching: Two Activities for an EAP Classroom

2004 ◽  
Vol 22 (1) ◽  
pp. 79 ◽  
Author(s):  
Subhadra Ramachandran
Keyword(s):  
Literacy Instruction ◽  
New Technologies ◽  
Language Teaching ◽  
Writing Skills ◽  
Position Statement ◽  
Reading And Writing ◽  
International Reading Association ◽  
Integrating Technology ◽  
Use Of Technology

In its position statement, the International Reading Association states that technology needs to be an integral part of literacy instruction. This article describes two ways of integrating technology into an EAP curriculum that focuses on building students' reading and writing skills. . In essence, the goal of the article is to demonstrate that teachers can quite easily integrate the existing content with assignments and activities that involve the use of technology without necessarily adding new pieces to the curriculum.

How does Bennett Woods Elementary School produce such high reading and writing achievement?

2007 ◽  
Vol 99 (2) ◽  
pp. 221-240 ◽  
Author(s):  
Michael Pressley ◽  
Lindsey Mohan ◽  
Lisa M. Raphael ◽  
Lauren Fingeret
Keyword(s):  
Elementary School ◽  
Writing Achievement ◽  
Reading And Writing

Educational Contexts of Literacy

1991 ◽  
Vol 12 ◽  
pp. 49-70 ◽  
Author(s):  
David Bloome ◽  
Judith L. Green
Keyword(s):  
Professional Education ◽  
Literacy Learning ◽  
Learning Opportunities ◽  
Instructional Materials ◽  
Annual Review ◽  
Writing Achievement ◽  
Dominant Culture ◽  
Reading And Writing ◽  
Research Organizations ◽  
Culture And Language

Recent research on educational contexts of literacy has focused primarily on a set of central issues and debates: definitions of literacy; basic cognitive, social, and linguistic processes involved in reading and writing; the efficiency and value of various pedagogical approaches and instructional materials; assessment of reading and writing achievement; and access to literacy learning opportunities for students outside the dominant culture and language. These debates and issues have been discussed in previous reviews of research on literacy in the Annual Review of Applied Linguistics (Grabe 1990, Kaplan, et al. 1984, Srivastava 1990), in recent handbooks of research (e.g., Barr, et al. 1991, Flood, et al. 1991, Pearson, et al. 1984), in major educational research journals (e.g., Applebee 1984, Clifford 1984, Dole, et al. 1991, Erickson 1984), in reviews commissioned by professional education and research organizations (e.g., Adams 1990, Anderson, et al. 1985, Goodman, et al. 1988, Hillocks 1986), and in other articles in this volume.

Sign in / Sign up

Export Citation Format

Share Document