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Woodcock Reading Mastery Test1
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Owusu, Edward – Language Teaching Research Quarterly, 2020
There are a number of functions paragraphs play in discourse studies. For example, it encourages a writer to give adequate focus to the various aspects of his or her message; and it facilitates the identification of one idea in an essay to another idea. Some classical second language writers (for example: Stern, 1976; Halliday & Hasan, 1976;…
Descriptors: Foreign Countries, Undergraduate Students, Paragraph Composition, Discourse Analysis
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Anonglak Nhoomork; Jirapa Abhakorn – LEARN Journal: Language Education and Acquisition Research Network, 2024
English is widely recognized as an international language for education communication, which has led to the development of several English for Academic Purposes (EAP) subjects for Thai students learning English as a Foreign Language (EFL), especially in specialized school programs. The primary objective of these EAP subjects is to prepare Thai…
Descriptors: Student Attitudes, Teacher Attitudes, Instructional Materials, Instructional Design
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Telaumbanua, Yohannes; Nurmalina; Yalmiadi; Masrul – European Journal of Educational Research, 2020
The syntactic complexities of English sentence structures induced the Indonesian students' sentence-level accuracies blurred. Reciprocally, the meanings conveyed are left hanging. The readers are increasingly at sixes and sevens. The Sentence Crimes were, therefore, the major essences of diagnosing the students' sentence-level inaccuracies in this…
Descriptors: Foreign Countries, Sentences, Accuracy, Sentence Structure
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Spear-Swerling, Louise – TEACHING Exceptional Children, 2019
Structured Literacy (SL) approaches are often recommended for students with dyslexia and other poor decoders (e.g., International Dyslexia Association, 2017). Examples of SL approaches include the Wilson Reading System (Wilson, 1988), Orton-Gillingham (Gillingham & Stillman, 2014), the Lindamood Phoneme Sequencing Program (Lindamood &…
Descriptors: Literacy Education, Reading Instruction, Dyslexia, Learning Disabilities
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Williams, Joanna P.; Pollini, Simonne; Nubla-Kung, Abigail M.; Snyder, Anne E.; Garcia, Amaya; Ordynans, Jill G.; Atkins, J. Grant – Journal of Educational Psychology, 2014
This study evaluated the effectiveness of an intervention for second graders at risk for academic failure, which taught reading comprehension embedded in social studies content. The intervention included instruction about the structure of cause/effect expository text, emphasizing clue words, generic questions, graphic organizers, and close…
Descriptors: Reading Comprehension, Intervention, Elementary School Students, Grade 2
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Montelongo, Jose A.; Hernandez, Anita C. – Reading Teacher, 2007
This article introduces a modification of the sentence completion task that acquaints students with various types of informational text structures (e.g., cause-effect, compare-contrast) and challenges their higher order reading and writing skills. When the individual sentences comprising an expository paragraph are intermingled with unrelated…
Descriptors: Grade 5, Grade 4, Writing Skills, Sentences
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Brown, Lola – English in Australia, 1983
Describes a teaching sequence in which students are taught to write as if they were readers and read as if they were the writers. (HOD)
Descriptors: Creative Writing, Paragraph Composition, Secondary Education, Sentence Structure
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Craven, Timothy C. – Library and Information Science Research, 1988
Describes the results of an analysis of 87 non-formulaic abstracts for structures of semantic dependency between sentences. An automatic structural simplification is presented which is based on an assumption about the use of the dependency structure, and the results of an evaluation of the method are discussed. (25 references) (CLB)
Descriptors: Abstracts, Coherence, Paragraph Composition, Semantics
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Brostoff, Anita – College Composition and Communication, 1981
Suggests that teaching students to achieve coherence involves teaching them what it means to plan and to move up and down a hierarchy of abstraction as well as teaching them to build cohesive links into their writing. Describes a program for teaching coherence. (RL)
Descriptors: Coherence, College English, Higher Education, Paragraph Composition
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Walls, Doyle W. – Exercise Exchange, 1983
This exercise is intended to teach the sense of sentences and their place in the larger fabric of paragraphs as they are woven into organized papers. Based on the five-paragraph theme (introduction, three body paragraphs, and conclusion), the exercise divides "What I Haved Lived For," the prologue to "The Autobiography of Bertrand…
Descriptors: High Schools, Higher Education, Learning Activities, Paragraph Composition
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Garner, Ruth; And Others – Journal of Educational Psychology, 1986
This study examines children's knowledge of structural properties of expository text: topical relatedness, superordination, and cohesion. Nearly all who completed the paragraph-construction tasks were able to identify paragraphs. Seventh-graders were adept at describing what makes a paragraph but experienced difficulty in placing main-idea…
Descriptors: Cohesion (Written Composition), Elementary Education, Grade 3, Grade 5
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Maynard, Senko K. – International Review of Applied Linguistics in Language Teaching, 1985
Explores the surface structure observed in Japanese and English spontaneous oral narratives from the perspective of subject and theme. Although both the Japanese and the English narratives employ participant identification as a major cohesive ingredient, how referring forms are used and how they contribute to discourse organization differ. (SED)
Descriptors: Comparative Analysis, Contrastive Linguistics, Discourse Analysis, English
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Goodin, George; Perkins, Kyle – College English, 1982
Offers rules and comments for using discourse analysis to teach student writers how to convert incoherent compositions into coherent, cohesive prose. (RL)
Descriptors: Coherence, Cohesion (Written Composition), College English, Discourse Analysis
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Roen, Duane H. – English Journal, 1984
Warns against the overuse of cohesive conjunctions in writing and recommends that teachers instruct students on contextual use of conjunctions rather than on their random use. (CRH)
Descriptors: Coherence, Cohesion (Written Composition), Conjunctions, Connected Discourse
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Meyer, Bonnie J. F. – College Composition and Communication, 1982
Explores findings from research on the psychology of reading that may confirm and enlarge upon both the importance of planning and the perceptions of plans in writing and reading. (RL)
Descriptors: Coherence, Cohesion (Written Composition), Higher Education, Organization
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