Practical English prosody and versification; or, Descriptions of the different species of English verse, with exercises in scanning and versification ... calculated to produce correctness of ear and taste in reading and writing poetry ...

Mode of access: Internet.

The psychology and pedagogy of reading : with a review of the history of reading and writing and of methods, texts, and hygiene in reading /

Includes index.

An elementary Hebrew grammar : with reading and writing lessons and vocabularies /

Mode of access: Internet.

The conversation method for speaking, reading, and writing German ...

Mode of access: Internet.

A first Latin book; or progressive lessons in reading and writing Latin.

Mode of access: Internet.

The effect of direct instruction in story grammar using deep processing on the reading and writing achievement of second-graders

The purpose of this study was to investigate the effects of direct instruction in story grammar on the reading and writing achievement of second graders. Three aspects of story grammar (character, setting, and plot) were taught with direct instruction using the concept development technique of deep processing. Deep processing which included (a) visualization (the drawing of pictures), (b) verbalization (the writing of sentences), (c) the attachment of physical sensations, and (d) the attachment of emotions to concepts was used to help students make mental connections necessary for recall and application of character, setting, and plot when constructing meaning in reading and writing.^ Four existing classrooms consisting of seventy-seven second-grade students were randomly assigned to two treatments, experimental and comparison. Both groups were pretested and posttested for reading achievement using the Gates-MacGinitie Reading Tests. Pretest and posttest writing samples were collected and evaluated. Writing achievement was measured using (a) a primary trait scoring scale (an adapted version of the Glazer Narrative Composition Scale) and (b) an holistic scoring scale by R. J. Pritchard. ANCOVAs were performed on the posttests adjusted for the pretests to determine whether or not the methods differed. There was no significant improvement in reading after the eleven-day experimental period for either group; nor did the two groups differ. There was significant improvement in writing for the experimental group over the comparison group. Pretreatment and posttreatment interviews were selectively collected to evaluate qualitatively if the students were able to identify and manipulate elements of story grammar and to determine patterns in metacognitive processing. Interviews provided evidence that most students in the experimental group gained while most students in the comparison group did not gain in their ability to manipulate, with understanding, the concepts of character, setting, and plot. ^

Fostering autonomous learning by using a workbook to improve reading and writing skills in students of basic level at ASE

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014

What reading and writing trauma fiction illuminates about post-traumatic growth.

Angelina Mirabito's PhD in Creative Writing investigated the therapeutic value of reading and writing trauma fiction. Her findings show that it is possible for adult survivors of complex trauma to experience post-traumatic growth from writing an adult survivor of childhood trauma coming of age story.

Some contributions on reading and writing for 5 to 12 year olds / Quelques perspectives en lecture et en écriture chez les élèves de 5 à 12 ans

Cet ouvrage scientifique constitue les Actes du Symposium international sur la litéracie à l’école / International Symposium for Educational Literacy (SILE/ISEL), qui s’est tenu en août 2015 au Canada (Jouvence, Québec). L’objectif de ce symposium est de rassembler, à l’échelle internationale, des chercheurs de différentes disciplines (éducation, psychologie, linguistique, littérature) et de la santé qui s’intéressent à la réussite en lecture-écriture des élèves en maternelle et au primaire.

Accuracy in dictation after improvement of reading and copying skills in a student with learning difficulties

The aim of this study was to use systematic teaching in a clinical setting using software to teach reading and writing in one boy with learning difficulties and obtain accurate performance in dictation. In the pre-test, the student showed good performance in matching-to-sample tasks (96% in matching printed words to dictated words; 88% in matching pictures to dictated words), although he obtained a low percentage of correct answers in the dictation of constructed responses (52%) and manuscripts (24%). The teaching strengthened the selection of printed words matched to dictated words and copying words. The student obtained 100% correct answers in the teaching tasks. In post-tests of dictation, he obtained 100% correct answers in constructed response and 96% correct answers in manuscripts. The results indicate that carefully teaching copying may promote accuracy in the performance of responding to minimal units in dictation tasks.

READING AND RESPONDING: FINDING AND MAKING MEANING IN THE LIFE WRITING OF DIASPORIC IRANIAN JEWISH WOMEN

This project investigates the English-language life writing of diasporic Iranian Jewish women. It examines how these women have differentially imagined their diasporic lives and travels, and how they have in turn been imagined and accepted or rejected by their audiences. In the first chapter, I use “home” as a lens for understanding three distinct life writing texts, showing how the authors write about what it means to have a home and to be at home in contrasting and even contradictory ways. I show how, despite potential hegemonic readings that perpetuate unequal relationships and a normative definition of the ideal home, the texts are open to multiple contestatory readings that create spaces for new formulations and understandings. In the second chapter, I look more closely at the intersections between trauma stories and the life writing of Iranian Jewish women, and I argue that readers use life writing texts about trauma to support an egocentric reconstruction of American democracy and dominance. I also show how a critical frame for understanding trauma can yield interpretations that highlight, rather than ignore, relationships of power and privilege. In the final chapter of the thesis, I present a case study of two online reading groups, and I show that communal reading environments, though they participate in dominant discourses, are also spaces where resistance and subversion can develop.

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions

The new world: college readings in English; with an introduction in thinking and writing, studying and reading,

Mode of access: Internet.