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Examining The Read-To-Write Strategy And Its Effects On Second Grader’S Writing Of Sequential Text, John Neal
Examining The Read-To-Write Strategy And Its Effects On Second Grader’S Writing Of Sequential Text, John Neal
All Graduate Theses and Dissertations
Writing is so important. It is important in school and in our careers; writing is found to be helpful physiologically and psychologically. Experts wonder, with writing so important, why is writing not being adequately taught in the schools. The answer may be that writing is complex and teaching it is even more complex. The Read-to-Write Strategy is a writing model based on the study of exemplary models of text and children are explicitly taught how to write the way an author writes through a process of the teacher modeling how to write this way; the teacher sharing the writing task …
Incidental Vocabulary Acquisition In Middle School: An Examination Of Three Instructional Conditions, David B. Lee
Incidental Vocabulary Acquisition In Middle School: An Examination Of Three Instructional Conditions, David B. Lee
All Graduate Theses and Dissertations
The importance of vocabulary knowledge gained through incidental learning is well documented. The growth of incidental vocabulary knowledge is especially crucial for middle school students due to the complex words encountered in their studies. However, research on incidental vocabulary acquisition for middle school students is lacking. The purpose of this study was to compare the relative effectiveness of three instructional conditions (reading, writing, and reading and writing) on incidental vocabulary acquisition and retention with middle school students in an English as a first language (L1) environment. In this within subjects repeated measure study, 263 eighth-grade participants received treatment in three …
Writing Attitudes And Practices Of Content Area Teachers After Participating In The Central Utah Writing Project Summer Institute, Joseph P. Anson
Writing Attitudes And Practices Of Content Area Teachers After Participating In The Central Utah Writing Project Summer Institute, Joseph P. Anson
All Graduate Theses and Dissertations
The Central Utah Writing Project (CUWP) was created in 2009 and, following the National Writing Project's model of professional development, has held a 3- or 4-week summer institute each subsequent year. This training includes collaborative, constructivist, teacher-led training to improve the teaching of writing in schools. Multiple qualitative and quantitative studies have shown the effectiveness of this professional development in the language arts classroom. This multiple-case study of four secondary teachers, whose individual content areas lie outside English or language arts (math, music, science, and social studies), used data from interviews, observations, and artifacts to provide a description of each …