scholarly journals The use of personal experience as a strategy for critical reading and writing. A Practice Report

2018 ◽  
Vol 9 (3) ◽  
pp. 71-77
Author(s):  
Ella Kahu ◽  
Hannah Gerrard
Keyword(s):  
Student Engagement ◽  
Personal Experience ◽  
Writing Skills ◽  
First Year ◽  
Critical Reading ◽  
Reading And Writing ◽  
Graduate Attributes ◽  
The World ◽  
Bachelor Of Arts ◽  
Uncertain Future

Increasingly it is recognised that universities are preparing students for an uncertain future. Accordingly, key graduate attributes of Massey University’s redeveloped Bachelor of Arts degree are critical reading and writing skills and engaged citizenship. The authors teach two large first-year courses in these topics. Student engagement is critical in these courses because the student cohort is diverse, the courses are compulsory, and the topics are developmental. Some of the assessments have been designed to engage students with the use of personal experience as a strategy for critical reading and writing. While not without its challenges, this approach has proven to be effective: emotionally engaging students and enabling them to critically reflect on themselves and the world around them through the development of connected skills and dispositions in critical reading and writing.

scholarly journals Teaching of cursive writing in the first year of primary school: Effect on reading and writing skills

PLoS ONE ◽  
2019 ◽  
Vol 14 (2) ◽  
pp. e0209978 ◽  
Author(s):  
Cristina Semeraro ◽  
Gabrielle Coppola ◽  
Rosalinda Cassibba ◽  
Daniela Lucangeli
Keyword(s):  
Primary School ◽  
Writing Skills ◽  
First Year ◽  
School Effect ◽  
Reading And Writing

“Writing Back to the News”

2021 ◽  
Vol 21 (2) ◽  
pp. 295-309
Author(s):  
Kelly King-O'Brien
Keyword(s):  
Academic Writing ◽  
Real World ◽  
Writing Skills ◽  
Digital Tools ◽  
Critical Reading ◽  
Fake News ◽  
Online Content ◽  
College Teachers ◽  
Reading And Writing ◽  
Real World Problems

Abstract As online content has rapidly proliferated in recent years, college teachers may find teaching students how to navigate their way to reputable sources both more challenging and more crucial. When we integrate reading the news into our curricula, we can engage our students, cultivate their critical reading and writing skills, harness digital tools and sources, and teach students how to transfer those skills to academic writing and other endeavors. To fight fake news, students must learn to interrogate sources and writing in the news, thereby empowering them to read, discuss, and engage with contemporary and real-world problems with compassion, complexity, and nuance.

scholarly journals TĒCIYA TOṬAKKAPPAḶḶIKAḶIL TAMIḺAI IRAṆṬĀM MOḺIYĀKA KAṞKUM MĀṆAVARKAḶIṈ VĀCIPPU MAṞṞUM EḺUTTUT TIṞAṈ AṬAIVUNILAI [READING AND WRITING SKILLS PERFORMANCE LEVEL OF STUDENTS LEARNING TAMIL AS A SECOND LANGUAGE IN NATIONAL PRIMARY SCHOOL]

2022 ◽  
pp. 46-54
Author(s):  
CHITRA SELVI RUDRAPATHY ◽  
THULASI RUDRAPATHY
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Reading Comprehension ◽  
Primary School ◽  
Primary Schools ◽  
Writing Skills ◽  
First Year ◽  
Reading And Writing ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

The objective of this study is to identify the Tamil reading and writing skills achievement of non- native students who learn Tamil as their second language in the first year of national primary schools. This is a qualitative research which used purposive sampling. The data for the study has been collected as statistics through the questionnaire and analyzed. The results show that the basic Tamil reading and writing skills are in satisfactory level while writing comprehension and reading comprehension skills are at a low level of achievement. The data obtained through this study will create awareness among teachers who teach Tamil as a second language regarding the Tamil reading and written skills achievement of their students and will encourage them to adopt suitable learning teaching approach for their students to achieve the best attainment in these skills.

Graphic Stories

2017 ◽  
pp. 43-67
Keyword(s):  
New Literacies ◽  
Graphic Novels ◽  
Funds Of Knowledge ◽  
Writing Skills ◽  
Second Graders ◽  
Digital Tools ◽  
Reading And Writing ◽  
Text Design ◽  
Reading Materials ◽  
The World

Currently, graphic novels thrive in the world of reading for even the youngest of children. The highly visual nature of these texts distinguishes them from other reading materials. This chapter describes a group of second graders' immersion with reading and writing graphic stories. Specific examples of text design are noted throughout the chapter to illustrate text making experiences. As such, the reader may value the complexities involved in moving from paper to digital and how tools such as music and narration add to the overall production. Themes such as peer dialogue, student funds of knowledge, and the application of digital tools are explored. Ultimately, the findings indicate growth in the development of new literacies, writing skills, and identities as published authors.

scholarly journals The effects of using a wiki on student engagement and learning of report writing skills in a university statistics course

2009 ◽  
Vol 25 (3) ◽  
Author(s):  
David L. Neumann ◽  
Michelle Hood
Keyword(s):  
Student Engagement ◽  
Writing Skills ◽  
Research Report ◽  
First Year ◽  
Data Set ◽  
Report Writing ◽  
Qualitative Feedback ◽  
Statistics Course ◽  
The Individual ◽  
First Year University

<span>A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a practice report that they wrote individually. Both groups were taught the same material. The report was used for practice as a way to support student learning and was not submitted for assessment. Both approaches improved report writing knowledge and did not differ in the mark obtained on an individually written research report subsequently submitted for assessment. The wiki approach produced higher engagement with other students, cognitive engagement, and class attendance than the individual approach. Qualitative feedback suggested some drawbacks to using a wiki. Overall participation was also low with only 2 of the 22 wiki subgroups completing all components of the practice report. The present findings suggest that student engagement, but not performance on assessment, may be enhanced when a wiki is used to support learning in higher education.</span>

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.

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