Do better invented spellers in kindergarten show more advanced reading and writing skills at the beginning of primary education?

2019 ◽  
Author(s):  
Ana Albuquerque
Keyword(s):  
Primary Education ◽  
Writing Skills ◽  
Reading And Writing

Development of children’s reading and writing skills at level of primary education in Azerbaijan

2020 ◽  
Vol 56 (07) ◽  
pp. 93-95
Author(s):  
Sevinj Mais Nurullayeva ◽  
Keyword(s):  
Primary Education ◽  
School Children ◽  
Reading Skills ◽  
Writing Skills ◽  
Primary School Children ◽  
Human Beings ◽  
Reading And Writing ◽  
Relationship Of ◽  
The Relationship ◽  
And Training

Human beings perceive of the outside world by listening and reading skills; he also conveys his emotions, thoughts, dreams and impressions to his opponents with his speaking and writing skills. In other words, listening and reading comprehension, speaking and writing is the ability to explain. For this, developing reading, writing skills in primary school children is important. The relationship between this skills should be well understood and attention should be paid to these skills in education and training. Key words: Primary education, researches, reading, writing, relationship of reading and writing

scholarly journals Interactive Mobile Applications to Support the Teaching of Reading and Writing of Spanish for Children in Primary Education

2020 ◽  
Vol 14 (14) ◽  
pp. 64
Author(s):  
Eduardo Hernández-Campos ◽  
Carlos R. Jaimez-González ◽  
Betzabet García-Mendoza
Keyword(s):  
Primary Education ◽  
Teaching Methods ◽  
Mobile Applications ◽  
Writing Skills ◽  
Educational Process ◽  
Reading And Writing ◽  
Fundamental Part ◽  
Teaching Of Reading ◽  
Language Selection

In the educational process, literacy is considered as a fundamental part, which focuses on the ability to read and write. Reading and writing are processes that, although they have features in common, they may not be developed in parallel, but both are encompassed in teaching methods that aim to develop these two skills at the same time. Interactive mobile applications can be part of a strategy to support the teaching of reading and writing skills. This paper presents a review of five interactive mobile applications to support the teaching of Spanish reading and writing skills. Mobile applications were analyzed based on their general features and the activities they have. The following general features were taken into consideration: the existence of voice assistants, supporting characters, language selection, progression of activities, creation of avatars, variable difficulty, progress panel, images, among others. The activities considered for the revision were those that allow completing syllables, completing words from letters, completing words from syllables, completing sentences, relating images to words, among others.

Reading and Writing Skills in Primary Education

2020 ◽  
Author(s):  
May Young ◽  
Marie Thomas ◽  
Pamela Munn
Keyword(s):  
Primary Education ◽  
Writing Skills ◽  
Reading And Writing

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 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.

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