The broader aim of this study is the corpus-based investigation of the written language production process. To this end, temporal markers have been keylog recorded alongside the writing processes to exploit pauses to segment the speech product into linear units of performance. However, identifying these pauses requires selecting the relevant…

This paper explores a general approach to paraphrase generation using a pre-trained seq2seq model fine-tuned using a back-translated anatomy and physiology textbook. Human ratings indicate that the paraphrase model generally preserved meaning and grammaticality/fluency: 70% of meaning ratings were above 75, and 40% of paraphrases were considered…

Intensive peer review is a method of teaching expository writing developed two years ago by A. N. Doane and now used extensively in freshman expository writing at the University of Wisconsin-Madison. Students meet regularly in groups of four three times a week over the course of the term to share and critique each other's writing. The instructor…

Presents a review of cognitive psychology research dealing with the organization and functioning of oral and written language production mechanisms. Discusses works dealing with the microstructural aspects of language, primarily oral production. Describes how the research perspective has evolved from modular to connectionist models. Examines the…

To answer important questions for educators concerning language skills, this paper argues that children must acquire new skills in order to process written language, and that the need for developing new skills stems from differences between oral and written language that are more fundamental than differences in mode. The paper first describes how…

Summarizes key insights from the author's studies of literacy. Makes three recommendations which are designed to explore curriculum as a potential for language learning. (MG)

A study was conducted to examine the associations among the processes, skills, and content of the writing of children aged 9 through 14 years. A further objective was to explore the impact of developmetal changes by comparing the performance of children at the 9-10, 11-12, and 13-14 year age-levels. Subjects were 340 average students and 268…

An ethnographic study of kindergarten through grade two classrooms was conducted of various sociolinguistic contexts in which young students were developing oral and written language competencies. Nonparticipant observations were conducted in both regular classrooms and Chapter I small group classroom settings. The observations were analyzed from…

Reflecting interest in children's language development, including an increased emphasis on written language production, this paper contains a review of research, some assumptions about children's language development, and a list of objectives for a combined literature and writing program for above-average students at the intermediate level. The…

The product of a two-year study investigating the literacy behavior of nine kindergarten students and their classmates, this report first explains the impetus and the theoretical foundations for the investigation and describes its subjects and setting. It then presents the methodology and the data collected from several related studies: (1)…

The study described here attempted to shed light on decision-making during first language (English) and second language (French) writing processes of French immersion program graduates. It also replicated part of a previous study on the role of first language (L1) writing skills and second language (L2) competence when writing in L2. A think-aloud…

This is the second of two related documents that make up the final report of a study that analyzed the text of 26 student-teacher dialogue journals from a sixth grade classroom. The report defines "dialogue journal writing" as interactive, functional writing that occurs between students and teacher on a daily basis about self-generated…

Reports on an action research study to determine the possibilities of extending language development opportunities for 26 male 4 to 5-year-old students. Describes teaching methods used, including story telling, questioning, and drama. Explores issues that emerged during the study and evaluates teacher behavior. (CFR)

The difficulties children face as they are learning to read is the focus of this book, which is a collection of children's work (drawings and handwriting), with statements exploring their implications. The introduction discusses the relationship between early writing and early reading, individual differences, the question of age norms, questions…