Effectiveness of the Big6 Model in Developing Student Teachers’ EFL Multimodal Writing Skills

The background of this study is the low ability students in writing upright continued. This is evidenced by the acquisition of student learning outcomes about the erect continued writing only obtained a score of 65.83. It is caused by: (a) the lack of training provided to student teachers; (b) teachers was minimal provide supporting books; (c) the lack of interest of the students to receive materials continued upright posts; (d) the teacher has not found the right technique or method in presenting the material. Based on this, researchers applied the training methods with the aim of improving writing skills upright continued. This research is a class act who performed at SD Negeri 16 Kecamatan Pekanbaru. The results of this study indicate that the ability of students has increased, this is evidenced by: (a) in the first cycle of activity for teachers to get a score of 39 (65.00%), the second cycle teachers' scores obtained was 51 (85.00%). While the student activity data in the first cycle obtained a score of 39 (65.00%), the second cycle score obtained by the students was 51 (85.00%); and (b) in the first cycle the average ability of students to write concatenated upright is 72.5 with enough categories. In the second cycle the average ability of students to write upright continued to rise to 81.5 in both categories.

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Data-Based Supervision Methods for Speech-Language Pathology

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2003.296 ◽

1989 ◽

Vol 20 (3) ◽

pp. 296-304 ◽

Cited By ~ 3

Author(s):

Ann Johnson Glaser ◽

Carole Donnelly

Keyword(s):

Public Schools ◽

Student Teachers ◽

Clinical Supervision ◽

Speech Language Pathology ◽

The Public ◽

Language Pathology ◽

Supervision Model ◽

Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

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Functional and structural neural plasticity effects of literacy acquisition in adulthood

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000254 ◽

2019 ◽

Vol 30 (2) ◽

pp. 97-107

Author(s):

Melanie Boltzmann ◽

Thomas Münte ◽

Bahram Mohammadi ◽

Jascha Rüsseler

Keyword(s):

Neural Plasticity ◽

Adult Literacy ◽

Writing Skills ◽

Literacy Skills ◽

Written Language ◽

Learning To Read ◽

Workplace Literacy ◽

Functional Illiteracy ◽

Brain Changes ◽

Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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