Metacognitive Knowledge In Relation To EFL Reading And Writing Achievement

2020 ◽  
pp. 331
Author(s):  
Amina Hamdoud
Keyword(s):  
Metacognitive Knowledge ◽  
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.

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.

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