Reinforcing Expository Reading and Writing Skills: A More Versatile Sentence Completion Task

2007 ◽  
Vol 60 (6) ◽  
pp. 538-546 ◽  
Author(s):  
José A. Montelongo ◽  
Anita C. Hernández
Keyword(s):  
Writing Skills ◽  
Sentence Completion ◽  
Reading And Writing ◽  
Completion Task

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.

scholarly journals Differential impacts of different keyboard inputting methods on reading and writing skills

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wai Ting Siok ◽  
Chun Yin Liu
Keyword(s):  
Writing Skills ◽  
Reading And Writing

scholarly journals Book Reviews

2003 ◽  
Vol 21 (1) ◽  
pp. 102
Author(s):  
John Sivell ◽  
Ellen Pilon
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
Reading And Writing

Reviews of: 'How to Teach English: An Introduction to the Practice of English Language Teaching,' by Jeremy Harmer; and 'Focusing on IELTS: Reading and Writing Skills,' by Kerry O'Sullivan and Jeremy Lindeck.

Qualitatively Different Effects of Undetected and Unidentified Auditory Primes

1988 ◽  
Vol 40 (2) ◽  
pp. 323-339 ◽  
Author(s):  
J. A. Groeger
Keyword(s):  
Semantic Priming ◽  
Forced Choice ◽  
Sentence Completion ◽  
Semantic Activation ◽  
Unconscious Processing ◽  
Priming Stimulus ◽  
Completion Task ◽  
Threshold Measurement

The suggestion that semantic activation can occur without conscious identification of the priming stimulus is still controversial. Many studies supporting such a contention, especially those where primes were auditorially presented, suffer from methodological shortcomings, frequently with regard to threshold measurement. In the study reported here 24 subjects underwent a considerably more rigorous thresholding procedure than has been usual, prior to engaging in a forced-choice sentence completion task. The results show that semantic priming operates when subjects were unable to detect the presence of primes and that phonological (but not semantic) priming operates when the primes were invariably detected but never correctly identified. The relevance of these qualitatively different effects of primes, as a function of the level at which they are presented, in discussed in the light of recent accounts of unconscious processing.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals KETERAMPILAN MEMBACA DAN MENULIS PERMULAAN MENGGUNAKAN MODEL VARK UNTUK SISWA SEKOLAH DASAR

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Chandra Chandra ◽  
Mayarnimar Mayarnimar ◽  
M Habibi
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Writing Skills ◽  
Beginning Reading ◽  
Class I ◽  
Skills Development ◽  
Development Research ◽  
School Teachers ◽  
Reading And Writing ◽  
Basic Competencies

The purpose of the development research is to produce a textbook on the development of Beginning Reading and Writing skills by using the VARK (Visual, Auditory, Read-Write, Kinesthetic) model in the practical grade I class. The development is based on the 4D (Define, Design, Develop, and Disseminate) models that emphasize the contextual user needs (teachers and learners), resulting in a draft of the Beginning Reading and Writing skills development package using the VARK model in class I elementary school , which contains the identification of competency standards and basic competencies, identification of indicators, identification of learning objectives. The results of the trial of practicality demonstrate that the textbook of Reading and Writing Beginnings by using VARK model in class I elementary school is practical and feasible to be used by grade 1 elementary school teachers.  Keywords: Beginning Reading and Writing skills, VARK model, Elementary School

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