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The role of sound-to-spelling friends and enemies effects in children's spelling performanceRomney, Joanna Louise January 1994 (has links)
No description available.
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A longitudinal study of literacy experiences, the role of parents, and children's literacy developmentWeinberger, Jo January 1993 (has links)
This study investigated the literacy experiences and attainment of 42 children aged 3 to 7, who had attended preschool education in a city in the North of England. Data were collected through parent interviews before nursery entry; literacy assessment at school entry, and at age seven; and by parent, teacher and child interviews. Quantitative and qualitative analyses were employed. Four measures of literacy development at age seven were used: children's reading book level, writing ability and standardised scores for reading and English at seven. Factors before school entry shown to be significant were: vocabulary scores, number of letters known, how well children wrote their name and a phrase, whether they listened to stories at nursery, and how often they were read to at home. This was influenced by earlier home factors; by having access to books, being read to from storybooks, and having books read in their entirety, the age parents started reading to them, how many nursery rhymes they knew, and parents pointing out environmental print. By seven, other significant factors were parents' knowledge about school literacy, and how often children read to parents at home. Several findings confirmed those of previous studies. Others were new: having a favourite book before nursery, choosing to read books in nursery, access to home computers at seven, children storing literacy resources indiscriminately, parents reading more than newspapers and magazines, and parents providing examples of day-to-day literacy. Process variables appeared to exert greater effects on children's performance than status variables, such as social class, mother's employment and qualifications, and relatives with literacy difficulties. Home literacy experiences for the majority of children were barely acknowledged in school, and home learning for children with problems was often unsupported by school. For most children, homes provided rich, complex and powerful environments for literacy learning.
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An exploration into the processes of adaptation and internalisation which influence teachers in their teaching of literacy : a comparison of English and Austrian pedagogy and practiceMcEune, Rhona I. H. January 2001 (has links)
No description available.
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Genre awareness in childrenHon, Yuk Ching Metis January 1998 (has links)
No description available.
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The progymnasmata : new/old ways to teach reading, writing, and thinking in secondary schools /Baxter, Natalie Sue, January 2008 (has links) (PDF)
Thesis (M.A.)--Brigham Young University. Dept. of English, 2008. / Includes bibliographical references (p. 157-162).
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The contribution of executive functions to reading and writing outcomes in typically developing readers and writers, and in children and adults with dyslexia /Altemeier, Leah Elysse. January 2006 (has links)
Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 135-145).
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The design and evaluation of a compensatory programme for psychosocially deprived children in ChileMilicic, Neva January 1982 (has links)
No description available.
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The Effects of Rhetorical Reading Interventions on the Reading and Writing Performances of Students Enrolled in College Composition ClassesSanchez, Bernice Y. 2009 December 1900 (has links)
The purpose of the study was to determine the impact of rhetorical reading interventions on ELL and dominant English speaking college students' perceptions of reading-writing connections, reading performances as measured by the Accuplacer Reading Test, and writing performances as measured by a holistic rubric. ELL, as defined here, refers to a student who is in the process of acquiring English and has knowledge of a first language other than English. The researcher applied a quasi-experimental comparison and treatment group post test design that included four composition classes. The independent variable was the rhetorical reading intervention. The dependent variables included: student reading- writing connection surveys, the Accuplacer Reading Test, and student generated essays. The rhetorical reading intervention applied focused on constructing awareness of an author?s purpose, context, and effect on audience (reader.
Reading performance scores for the comparison group indicated an observed change in the mean score from pre-test to post-test of 0 .17. The observed change in the mean score from pre to post test performance for treatment group participants was 9.16. Repeated measures ANOVA test yielded a main effect for pre-post reading performance scores across groups, F (1,70)=16.153, p<.05. Results indicated that comparison group participants displayed minimal change between the pre and post Accuplacer Reading scores; while, treatment group participants reading scores increased significantly. Writing performance scores for the comparison group indicated an observed change from pre-post scores of .74. An observed change was indicated from pre-post scores of 1.02 for treatment group subjects. A repeated measures (ANOVA) test within groups yielded a main effect for pre-post writing performance scores across all groups,
F(1,70)= 60.327, p<.05. The greater increase for the treatment group suggests that rhetorical reading interventions had an enhanced positive influence on writing performance scores.
The analyses reported suggest varying degrees of the effects, on both reading and writing, the integration of reading with specific rhetorical guidelines appeared to maximize not only the connections between reading and writing, but also provide students opportunities to apply critical thinking skills when reading like a writer. The study provides noteworthy insights for educators in the areas of ELL instruction at the college level and provides information that facilitates bridging the achievement gap between dominant English speakers and ELL students.
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The effects of being a reader and of observing readers on fifth grade students argumentative writingMoore, Noreen S. January 2009 (has links)
Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Charles MacArthur, School of Education. Includes bibliographical references.
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Young people with low level literacy skills in the school and post-school environmentMacrae, Vera January 1999 (has links)
No description available.
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