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Peer reviewed
Direct linkBilbro, J.; Iluzada, C.; Clark, D. E. – Journal on Excellence in College Teaching, 2013
The authors compared student perceptions of audio and written feedback in order to assess what types of students may benefit from receiving audio feedback on their essays rather than written feedback. Many instructors previously have reported the advantages they see in audio feedback, but little quantitative research has been done on how the…
Descriptors: Higher Education, Essays, Writing (Composition), Writing Evaluation
Landerl, Karin; Ramus, Franck; Moll, Kristina; Lyytinen, Heikki; Leppanen, Paavo H. T.; Lohvansuu, Kaisa; O'Donovan, Michael; Williams, Julie; Bartling, Jurgen; Bruder, Jennifer; Kunze, Sarah; Neuhoff, Nina; Toth, Denes; Honbolygo, Ferenc; Csepe, Valeria; Bogliotti, Caroline; Iannuzzi, Stephanie; Chaix, Yves; Demonet, Jean-Francois; Longeras, Emilie; Valdois, Sylviane; Chabernaud, Camille; Delteil-Pinton, Florence; Billard, Catherine; George, Florence; Ziegler, Johannes C.; Comte-Gervais, Isabelle; Soares-Boucaud, Isabelle; Gerard, Christophe-Loic; Blomert, Leo; Vaessen, Anniek; Gerretsen, Patty; Ekkebus, Michel; Brandeis, Daniel; Maurer, Urs; Schulz, Enrico; van der Mark, Sanne; Muller-Myhsok, Bertram; Schulte-Korne, Gerd – Journal of Child Psychology and Psychiatry, 2013
Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138…
Descriptors: Dyslexia, Predictor Variables, Phonemic Awareness, Naming
Boutte, Gloria Swindler; Johnson, George L., Jr. – Early Childhood Education Journal, 2013
Educators often do not recognize biliteracy and bidialectalism in African American Language (AAL) speakers. Chronicling the experiences of twin four/five-year old AAL and emergent Standard English speakers, we discuss the importance of recognizing and building on the routines and identities of African American children and families. We present…
Descriptors: Discourse Communities, African American Children, Written Language, Language Patterns
Ibrahim, Raphiq – Journal of Research in Reading, 2011
In Arabic, auxiliary verbs are necessary in the written language, but absent from the oral language. This is contrary to languages such as English and French in which auxiliary verbs are mandatory in both written and oral languages. This fact was exploited to examine if dissociation between written and oral forms affects reading measures like…
Descriptors: Evidence, Semitic Languages, Verbs, Written Language
Download full textBluemel, Brody – Dimension, 2014
This article illustrates the pedagogical value of incorporating parallel corpora in foreign language education. It explores the development of a Chinese/English parallel corpus designed specifically for pedagogical application. The corpus tool was created to aid language learners in reading comprehension and writing development by making foreign…
Descriptors: Written Language, Computational Linguistics, Second Language Learning, Second Language Instruction
Weir, Carolyn; Aylif, Diana – Perspectives in Education, 2014
This article presents the findings of an empirical comparative study in the Nelson Mandela Metropole investigating the difference between the written English of deaf children and the written English of hearing children and makes recommendations on how to improve the writing of deaf children. The psycholinguistic approach was used for the…
Descriptors: Deafness, English, Written Language, Emergent Literacy
Pérez-Sabater, Carmen; Montero-Fleta, Begoña – International Journal of English Studies, 2014
Following one of the new challenges suggested by the Common European Framework of Reference for Languages, a treatment was developed to enhance pragmatic competence, since this competence is not easy to acquire by non-native speakers. Within this context, we focused on pragmatic awareness in the workplace, an area of expertise in growing demand…
Descriptors: Pragmatics, Interpersonal Competence, Written Language, Discourse Analysis
Saeeaw, Supachai; Tangkiengsirisin, Supong – English Language Teaching, 2014
Abstract is of a pivotal genre in scientific communication, assisting not only highly selective readers with judgment of the pertinent articles but also researchers in disseminating new knowledge and intellectual discoveries. Difficult yet challenging, however, is the task of writing effective abstracts particularly among non-English speaking…
Descriptors: Documentation, Applied Linguistics, English (Second Language), Second Language Learning
Zhan, Hong; Cheng, Hsiu-Jen – International Journal of Technology in Teaching and Learning, 2014
Chinese characters have been an obstacle preventing the development of Chinese proficiency for learners of Chinese whose native language does not have characters. A substantial literature review identified linguistic, pedagogical, and political factors as causes such difficulties. Tone changes represent different meanings of a word. Compound…
Descriptors: Chinese, Written Language, Distinctive Features (Language), Difficulty Level
Khojasteh, Laleh; Kafipour, Reza – English Language Teaching, 2012
Using corpus approach, a growing number of researchers blamed textbooks for neglecting important information on the use of grammatical structures in natural English. Likewise, the prescribed Malaysian English textbooks used in schools are reportedly prepared through a process of material development that involves intuition. Hence, a corpus-based…
Descriptors: Foreign Countries, Textbooks, Qualitative Research, Statistical Analysis
Granly, Astrid; Maagerø, Eva – Education Inquiry, 2012
This article provides an overview of the results of our project "The Kindergarten Room: A Multimodal Pedagogical Text". Our major initiative was to investigate what the multimodal texts in kindergarten represent and the extent to which they reflect and provide attributions to the children's activities. In addition, we wanted to…
Descriptors: Kindergarten, Multimedia Materials, Semiotics, Classroom Environment
Costa, Lara-Jeane C.; Hooper, Stephen R.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson – Grantee Submission, 2012
This study examined gains in written language as assessed by targeted curriculum-based measures (CBMs), and explored how these gains were affected by moderator variables of specific cognitive functions and student subgroups. The sample included 68 second grade students who were at risk for writing disabilities. Handwritten compositions were…
Descriptors: Grade 2, At Risk Students, Writing Difficulties, Disabilities
MacMonagle, William Peter – ProQuest LLC, 2012
The purpose of this research was to seek evidence of awareness of metacognitive processes and intertextuality in the reading comprehension of students in an adult basic education class. Its purpose was to interweave several strands of research investigation and theory to explain the reading and writing capabilities of a representative population…
Descriptors: Metacognition, Reading Comprehension, Adult Basic Education, Learning Theories
Mathieson, Kathleen – American Journal of Distance Education, 2012
Using Moore's (1993) theory of transactional distance as a framework, this action research study explored students' perceptions of audiovisual feedback provided via screencasting as a supplement to text-only feedback. A crossover design was employed to ensure that all students experienced both text-only and text-plus-audiovisual feedback and to…
Descriptors: Feedback (Response), Student Attitudes, Action Research, Online Courses
Defior, Sylvia; Gutierrez-Palma, Nicolas; Cano-Marin, Maria Jose – Journal of Psycholinguistic Research, 2012
There has been very little research in Spanish on the potential role of prosodic skills in reading and spelling acquisition, which is the subject of the present study. A total of 85 children in 5th year of Primary Education (mean age 10 years and 9 months) performed tests assessing memory, stress awareness, phonological awareness, reading and…
Descriptors: Spelling, Elementary School Students, Grade 5, Written Language
