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Direct linkGarraffa, Maria; Smart, Francesca; Obregón, Mateo – Language Learning and Development, 2021
The present study investigated the effect of classroom-based syntactic training on children's abilities to produce passive sentences. Thirty-three monolingual English children (mean age 5;2), were involved in passive-voice training based on storytelling sessions within a priming design. The training was delivered in a classroom setting, with two…
Descriptors: Teaching Methods, Story Telling, English, Monolingualism
Download full textSachs, Gertrude Tinker; Jackson, Annmarie P.; Sullivan, Tarika; Wynter-Hoyte, Kamania – International Journal of Progressive Education, 2018
The strong presence of culturally relevant materials in classrooms is seen as an indicator of good teaching but the development and use of these materials is under-investigated. Similarly, the actual construction and use of culturally relevant materials for literacy assessment purposes is under-reported. This paper examines the development and…
Descriptors: Culture Fair Tests, Reading Tests, Literacy, Foreign Countries
Goh, Tiong-Thye; Sun, Hui; Yang, Bing – Computer Assisted Language Learning, 2020
This study investigates the extent to which microfeatures -- such as basic text features, readability, cohesion, and lexical diversity based on specific word lists -- affect Chinese EFL writing quality. Data analysis was conducted using natural language processing, correlation analysis and stepwise multiple regression analysis on a corpus of 268…
Descriptors: Essays, Writing Tests, English (Second Language), Second Language Learning
Wright, Tanya S.; Neuman, Susan B. – Journal of Literacy Research, 2014
The purpose of this study was to examine how oral vocabulary instruction was enacted in kindergarten. Four days (12 hours) of instruction were observed in 55 classrooms in a range of socio-economic status schools. All instruction was coded for evidence of vocabulary instruction for a total of 660 hours of observation. Results revealed that…
Descriptors: Kindergarten, Vocabulary Development, Oral Language, Language Skills
Aziz, Anealka; Fook, Chan Yuen; Alsree, Zubaida – Advances in Language and Literary Studies, 2010
Reading materials are considered having high readability if readers are interested to read the materials, understand the content of the materials and able to read the materials fluently. In contrast, reading materials with low readability discourage readers from reading the materials, create difficulties for readers to understand the content of…
Descriptors: Readability, Computational Linguistics, Reading Materials, Second Language Learning
Common Core State Standards Initiative, 2010
One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found…
Descriptors: Reading Ability, Reading Instruction, Reading Comprehension, Glossaries
