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Direct linkHealey, Brett; Gardner, Paul – English in Australia, 2022
Writing involves a complex web of deliberations as writers make specific choices from their repertoire of grammatical resources. However, curriculum and assessment criteria that favour top-down prescriptions of writing marginalise the agency of the writer (Gardner, 2012). Conversely, we posit a bottom-up process that integrates grammar teaching…
Descriptors: Personal Autonomy, Grammar, Writing Processes, Writing Instruction
Bauminger-Zviely, Nirit; Alon, Mor; Brill, Alit; Schorr-Edelsztein, Hani; David, Tzuriel; Tubul, Gila; Al-Yagon, Michal – Journal of Special Education, 2019
The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typical development (TD). Participants were 96 boys…
Descriptors: Autism, Pervasive Developmental Disorders, Learning Disabilities, Cognitive Processes
Namkung, Jessica M.; Fuchs, Lynn S. – Journal of Educational Psychology, 2016
The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 6 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and…
Descriptors: Predictor Variables, Numbers, Mathematics, Grade 4
