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Direct linkBradford, Helen; Wyse, Dominic – Early Years: An International Journal of Research and Development, 2013
Over the past three decades early writing research has focused on the processes involved as children learn to write. There is now a powerful evidence base to show that children's earliest discoveries about written language are learned through active engagement with their social and cultural worlds. In addition, the idea of writing development as…
Descriptors: Young Children, Parent Attitudes, Childhood Attitudes, Writing (Composition)
Bilbro, 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
Download full textKhojasteh, 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
Andrews, Sally; Lo, Steson – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
This experiment investigated whether individual differences in written language proficiency among university students predict the early stages of lexical retrieval tapped by the masked form priming lexical decision task. To separate the contributions of sublexical facilitation and lexical competition to masked form priming, the effects of prime…
Descriptors: Priming, Spelling, Written Language, Inhibition
Fox, Allison M.; Reid, Corinne L.; Anderson, Mike; Richardson, Cassandra; Bishop, Dorothy V. M. – Developmental Science, 2012
According to the rapid auditory processing theory, the ability to parse incoming auditory information underpins learning of oral and written language. There is wide variation in this low-level perceptual ability, which appears to follow a protracted developmental course. We studied the development of rapid auditory processing using event-related…
Descriptors: Intervals, Written Language, Oral Language, Correlation
Diallo, Ibrahima – Current Issues in Language Planning, 2012
Traditional African literacy practices have often been ignored in the wake of European colonialism and the educational policies of colonial governments. Nonetheless, literacy had been established in parts of Africa following the introduction of Islam. This paper will examine the developments of literacy in pre-colonial West Africa. In this region,…
Descriptors: Semitic Languages, African Languages, Language Planning, Islam
Bluemel, 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
