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Ornuma Chingchit – LEARN Journal: Language Education and Acquisition Research Network, 2024
It is widely accepted that written corrective feedback (WCF) is an effective tool for helping learners develop their L2 knowledge. Yet, it remains inconclusive as to which type of WCF can best facilitate L2 learning. In recent years, many second language acquisition (SLA) researchers agree that "direct" and "focused" WCF may be…
Descriptors: Written Language, Feedback (Response), Second Language Learning, Language Acquisition
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Treiman, Rebecca; Kessler, Brett – Scientific Studies of Reading, 2022
Learning to read and spell involves learning about the written forms of words and how these are linked to language. Writing systems include formal patterns, which pertain to the appearance of written words, and functional patterns, which pertain to links between units of writing and units of language. We review the evidence that learners of a…
Descriptors: Spelling, Written Language, Direct Instruction, Teaching Methods
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Fallon, Karen A.; Katz, Lauren A. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: "Structured literacy" (SL) is an umbrella term used by the International Dyslexia Association that refers to evidence-based instructional approaches that incorporate all aspects of spoken language into the teaching of reading, spelling, and writing (International Dyslexia Association, 2016). SL has gained prominence in the field…
Descriptors: Evidence Based Practice, Dyslexia, Teaching Methods, Literacy Education
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Arnaud, Sabine – History of Education Quarterly, 2020
While current debates oppose the cochlear implant's privileging of speech acquisition to teaching sign language, nineteenth-century debates, in contrast, opposed those who saw sign language as a tool for learning to read and write, and those who saw in it an autonomous language for organizing thought itself. Should the order of gestural signs…
Descriptors: Correlation, Educational History, Assistive Technology, Syntax
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McBride, Catherine; Pan, Dora Jue; Mohseni, Fateme – Scientific Studies of Reading, 2022
We review cognitive-linguistic approaches to conveying meaning, sound, and orthographic information across scripts in order to highlight the impact of variability in written and spoken language on learning to read and to write words. With examples of word recognition and word writing from different scripts, including Chinese, Arabic, Persian, and…
Descriptors: Contrastive Linguistics, Psychomotor Skills, Spelling, Written Language
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Regional Educational Laboratory Southeast, 2021
This Study Snapshot highlights key findings from a study that examines up-to-date information about evidence-based practices that are essential for early childhood educators and policymakers as they support preschool children's language and literacy development. The study used a process modeled after the What Works Clearinghouse (WWC) methodology…
Descriptors: Literacy Education, Preschool Children, Language Acquisition, Emergent Literacy
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Petrová, Zuzana; Zápotocná, Olga – Global Education Review, 2018
This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to…
Descriptors: Literacy Education, Educational Change, Educational Legislation, Cognitive Development
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Kalman, Judy; Reyes, Iliana – Prospects: Quarterly Review of Comparative Education, 2016
In this article, we explore the meanings of literacy, and more specifically of reading, in the Mexican context from a sociocultural perspective and as a social practice, underlining the technologies, competence, knowledge, beliefs, and values that permeate literacy use. We consider the historical, cultural, and multilingual specificities of…
Descriptors: Literacy, Literacy Education, Disadvantaged, Mexicans
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Rosen, Michael – Changing English: Studies in Culture and Education, 2013
Michael Rosen, writer, performer, broadcaster and teacher, has been teaching in universities since 1994. He has an MA in Children's Literature from Reading University and a PhD from the University of North London. The father of five children, he discusses in this article his views on Genre Theory, and how he believes it has slipped between the…
Descriptors: Literary Genres, Political Power, Politics of Education, Language Acquisition
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Henning, Elizabeth – Perspectives in Education, 2012
From the field of developmental psycholinguistics and from conceptual development theory there is evidence that excessive linguistic "code-switching" in early school education may pose some hazards for the learning of young multilingual children. In this article the author addresses the issue, invoking post-Piagetian and neo-Vygotskian…
Descriptors: Foreign Countries, Urban Education, Code Switching (Language), Psycholinguistics
Bochner, Joseph H.; Bochner, Anne M. – Reading in a Foreign Language, 2009
This paper identifies a general limitation on printed text as a source of input for language acquisition. The paper contends that printed material can only serve as a source of linguistic input to the extent that the learner is able to make use of phonological information in reading. Focusing on evidence from the acquisition of spoken language and…
Descriptors: Printed Materials, Linguistics, Oral Language, Deafness
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Tsao, Ya-Lun – Education, 2008
Play is a significant medium for children's literacy development. As children engage in play activities, they are given opportunities and the motivation to show what they already know about reading and writing systems. Previous literature has shown that a literacy-rich environment increases the number of literacy activities available through play.…
Descriptors: Play, Emergent Literacy, Creativity, Children
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Skotheim, Meghan Kane – Montessori Life: A Publication of the American Montessori Society, 2009
Speaking, listening, reading, and writing are all language activities. The human capacity for speaking and listening has a biological foundation: wherever there are people, there is spoken language. Acquiring spoken language is an unconscious activity, and, barring any physical deformity or language learning disability, like severe autism, all…
Descriptors: Speech Communication, Written Language, Learning Disabilities, Dyslexia
Grigorenko, Elena L., Ed.; Mambrino, Elisa, Ed.; Preiss, David D., Ed. – Psychology Press, Taylor & Francis Group, 2012
This book captures the diversity and richness of writing as it relates to different forms of abilities, skills, competencies, and expertise. Psychologists, educators, researchers, and practitioners in neighboring areas are interested in exploring how writing develops and in what manner this development can be fostered, but they lack a handy,…
Descriptors: Writing (Composition), Written Language, Literacy, Child Development
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White, Alfred H. – American Annals of the Deaf, 2007
The article reports the development of the Structural Analysis of Written Language (SAWL), an instrument designed for use by classroom teachers in objectively documenting the ability of children to write in English. The SAWL allows teachers to use T-unit analysis to quantitatively assess language improvement regardless of whether the student…
Descriptors: Written Language, Evaluation Methods, Printed Materials, Morphemes
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