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The Effects Of Content Knowledge From Reading On Adult Esl Students Written Compositions In An English Language Test Using Reading And Writing Modules
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Book Synopsis The Effects of Content Knowledge from Reading on Adult ESL Students' Written Compositions in an English Language Test Using Reading and Writing Modules by : Hameed Esmaeili
Download or read book The Effects of Content Knowledge from Reading on Adult ESL Students' Written Compositions in an English Language Test Using Reading and Writing Modules written by Hameed Esmaeili and published by . This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated how content knowledge from reading affected both the processes and the products of adult ESL (English as a second language) students' writing performance in a simulated English language test that made use of reading and writing modules. It also sought to determine if ESL students' reading performance was affected in such circumstances. Thirty-four first year engineering students with intermediate levels of English proficiency at two universities (thirty-one from one university and three from another one) in southern Ontario participated in this study. Following a within-subjects design, they did two reading and writing tasks in two conditions counter-balanced for order of presentation, one when the reading passage was related thematically to the writing task, and the other when the reading passage was not. They also answered some interview questions and filled out a retrospective checklist of the writing strategies they used when their writing task was related thematically to their reading task. In the thematically-related condition participants (a) achieved significantly higher scores on their written compositions, writing profiles, and summary recall protocols for reading comprehension than in the thematically-unrelated condition; (b) recalled more idea-units within a reading passage in their summary recall protocols than in the thematically-unrelated condition; (c) applied more than 8 types of writing strategies (comprising twenty-six unique strategies) in doing their writing task; and (d) mostly (65% of them) had positive attitudes towards the use of reading and writing modules in their test. There was no correlation between participants' self-assessments of their familiarity with the content knowledge of a reading passage and their writing scores in the thematically-related condition. The key finding was that the present adult ESL students benefitted from reading and writing modules in doing their reading and their writing tasks. The thematic connection between reading and writing enhanced both the processes and the products of their writing tasks.
Author :Hameed Esmaeili Publisher :National Library of Canada = Bibliothèque nationale du Canada ISBN 13 :9780612498518 Total Pages :354 pages Book Rating :4.4/5 (985 download)
Book Synopsis The Effects of Content Knowledge from Reading on Adult ESL Students' Written Compositions in an English Language Test Using Reading and Writing Modules [microform] by : Hameed Esmaeili
Download or read book The Effects of Content Knowledge from Reading on Adult ESL Students' Written Compositions in an English Language Test Using Reading and Writing Modules [microform] written by Hameed Esmaeili and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 2000 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Pacific Rim Objective Measurement Symposium (PROMS) 2012 Conference Proceeding by : Quan Zhang
Download or read book Pacific Rim Objective Measurement Symposium (PROMS) 2012 Conference Proceeding written by Quan Zhang and published by Springer Science & Business Media. This book was released on 2013-06-13 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: Entrusted by the Board of Management of the Pacific Rim Objective Measurement Symposium (PROMS), PROMS2012 is held in Jiaxing, China from August 6-9, 2012. Over the past years, PROMS has been hosted in many parts of the Pacific Rim, in Singapore, Malaysia, Hong Kong, Taiwan and Tokyo, which has greatly promoted the research of and contributed to the development of Rasch Model in one way or another. As early as in 1980s, the ideas and concepts regarding IRT was first introduced into China by Prof. Gui Shichun, my Ph.D supervisor, and it is Prof. Gui who first conducted with great success the ten-year long (1990-1999) Equating Project for Matriculation English Test (MET) in China. MET is the most influential entrance examination for higher education administered annually to over 3.3 million candidates then. The Equating Project won recognition by Charles Alderson and other foreign counterparts during 1990s. Academically, those were Good Old Days for Chinese testing experts and psychometricians. Then for certain reasons, the equating practice abruptly discontinued. Therefore, in China nowadays, the application of IRT-based software like BILOG, Parscale, Iteman 4 and others to real testing problem solving is confined to an extremely small 'band' of people. In this sense, PROMS2012 meets an important need in that it provides an excellent introduction of IRT and its application. And anyone who is seriously interested in research and development in the field of psychometrics or language testing will find such a symposium and related workshops to be an excellent source of information about the application of Rasch Model. PROMS2012 focuses on recent advances in objective measurement and provides an international forum on both the latest research in using Rasch measurement and non-Rasch practice.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Adult Vocational ESL by : Jo Ann Crandall
Download or read book Adult Vocational ESL written by Jo Ann Crandall and published by . This book was released on 1979 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Generation 1.5 Meets College Composition by : Linda Harklau
Download or read book Generation 1.5 Meets College Composition written by Linda Harklau and published by Routledge. This book was released on 1999-05 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brings together writing researchers & educators to identify & explore the linguistic, ethical, & cultural issues that attend teaching college writing to US-educated, linguistically diverse students. Three sections focus on students, classrooms,& programs
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Extent of the Relationship Between Reading and Writing Achievement Among International Students Enrolled in a University Freshman Composition Course by : Gerri Graber-Wilson
Download or read book The Extent of the Relationship Between Reading and Writing Achievement Among International Students Enrolled in a University Freshman Composition Course written by Gerri Graber-Wilson and published by . This book was released on 1989 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the reading-writing relationship for 99 exclusively international students, and used narrative, and timed and untimed expository writing samples. The reading comprehension test was the Degrees of Reading Power (DRP), a test appropriate for use with English as a second language (ESL) learners. Results of the study indicated a strong positive relationship between reading achievement and writing achievement, especially for low-level readers. Interviews conducted during the study revealed that middle/high-level readers achieved low writing scores because of motivational or time problems rather than inability. Some low-level readers were better able to control their thoughts and language on the shorter, timed sample than they were on the expanded, untimed samples. In general, low-level readers lacked rhetorical, syntactic, and critical thinking skills. Secondary findings which require further research revealed that female international students scored lower on both reading and writing achievement than males. The Japanese students, predominantly female, had studied English longer than most other language groups but scored lowest on both skills. This study has implications for teaching reading and writing to international students.
Book Synopsis The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. NCEE 2011-4003 by : Larry Condelli
Download or read book The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. NCEE 2011-4003 written by Larry Condelli and published by . This book was released on 2010 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of the Impact of a Reading Intervention for Low-Literate Adult ESL Learners. The intervention studied was the basal reader "Sam and Pat, Volume I," published by Thomson-Heinle (2006). "Sam and Pat" was selected as the focus of the study because it offers an approach to literacy development that is systematic, direct, sequential, and multi-sensory. The study produced the following key results: (1) More reading instruction was observed in "Sam and Pat" classes, while more English language instruction was observed in control classes; (2) Although students made gains in reading and English language skills, no differences in reading and English language outcomes were found between students in the "Sam and Pat" group and students in the control group; and (3) There were no impacts of "Sam and Pat" on reading and English language outcomes for five of six subgroups examined. Appendices include: (1) Assessment Selection, Administration, and Scoring; (2) Supplemental Tables and Figures for Chapter 2; (3) Classroom Observation Methods and Instrument; (4) Power Calculations and Impact Estimation Methods; (5) Supplemental Tables for Chapter 3; and (6) Supplemental Tables for Chapter 4. (Contains 44 tables, 12 figures, and 33 footnotes.) [For the executive summary, see ED514093.].
Book Synopsis Developing Reading and Writing in Second-language Learners by : Diane August
Download or read book Developing Reading and Writing in Second-language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 892 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of a Reading Intervention for Low-Literate Adult ESL Learners by : Fannie Tseng
Download or read book The Impact of a Reading Intervention for Low-Literate Adult ESL Learners written by Fannie Tseng and published by . This book was released on 2010 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adult ESL programs are designed to assist students in their efforts to acquire literacy and language skills. The content of instruction within ESL classes varies widely and there is little rigorous research that identifies effective instruction. This report (125 pages) describes the implementation of a reading intervention program, compares the instruction and student attendance in these classes with that of the standard adult ESL classes, and examines their impact on student reading and English language outcomes. Table of contents: * Executive Summary * Chapter 1: Introduction and Overview (Selection of the adult ESL literacy intervention. Research questions. Summary of study design. Standard ESL instruction: the control group. The adult ESL literacy intervention: Sam and Pat. Overview of Sam and Pat. Intended use of Sam and Pat. Teacher training and follow-up technical assistance) * Chapter 2: Study design and methods * Chapter 3: Instruction and attendance during the study * Chapter 4: Impacts on reading and English language skills (Estimation model. Impacts on students' reading and English language skills. No impacts on reading outcomes. No impacts on English language outcomes. Putting the findings into context. Subgroup analyses. Overview of subgroups. No impacts on reading and English language outcomes found for subgroups based upon native language and cohort. Some suggestive evidence of a positive impact on reading outcomes for lower literacy students) * Chapter 5: Non-Experimental Analyses (No direct relationship between reading or English language instruction and outcomes. Positive (although weak) relationship between attendance and reading and English language outcomes. Student exposure to reading or English language instruction unrelated to most reading and English language outcomes measured, although weak relationships found between exposure to instruction and one English language outcome) * References.
Book Synopsis Goals for Academic Writing by : Alister H. Cumming
Download or read book Goals for Academic Writing written by Alister H. Cumming and published by John Benjamins Publishing. This book was released on 2006-01-01 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world.
Book Synopsis The Effects of Rhetorical Reading Interventions on the Reading and Writing Performances of Students Enrolled in College Composition Classes by : Bernice Y. Sanchez
Download or read book The Effects of Rhetorical Reading Interventions on the Reading and Writing Performances of Students Enrolled in College Composition Classes written by Bernice Y. Sanchez and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Book Synopsis An Investigation Into Adult ESL Learners' Self-regulated Learning Strategies and Second Language Reading by : Mingda Sun
Download or read book An Investigation Into Adult ESL Learners' Self-regulated Learning Strategies and Second Language Reading written by Mingda Sun and published by . This book was released on 2017 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study explores language learners' use of reading strategies and views reading as an act of engaging in and producing meaningful discourse from shared experiences as framed by sociocultural theory. This study involved three groups of two English learners with low, intermediate and advanced proficiency levels. All the participants were college students from different cultural backgrounds with various first languages. First, a modified strategy questionnaire was used to explore learners' self-reported use of reading strategies. During the research process, six verbal protocols were conducted with each participant in order to determine what strategies the students used in the process of reading. All the participants engaged in stimulated recall immediately after reading a given passage. In the meantime, the participants were asked to complete the self-monitoring form each time they read an article (at least three articles each week). Interviews were another important source of information for this mix-method study. Face-to-face interviews were conducted after all the verbal protocol tasks were completed with each participant in order to acquire how learners perceive SRL strategy use and reading comprehension. Descriptive and correlation tests were used for the statistical analyses; while the verbal protocols, self-monitoring forms, and interview results were thoroughly analyzed with the help of transcribing, coding, and memo writing. Several implications can be drawn from the results. First, as expected, advanced L2 readers applied more SRL strategies in their learning in general. Second, the results suggest that readers applied various strategies according to their difficulties in reading, the text content/topics, their reading motivation/interest, reading goals, cultural background, and familiarity with the topic. Last but not least, this study explored the relative effects of cultural and content familiarity on low- and high-level readers' comprehension.
Book Synopsis The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. Executive Summary. NCEE 2011-4004 by : Larry Condelli
Download or read book The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. Executive Summary. NCEE 2011-4004 written by Larry Condelli and published by . This book was released on 2010 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of the Impact of a Reading Intervention for Low-Literate Adult ESL Learners. The intervention studied was the basal reader "Sam and Pat, Volume I," published by Thomson-Heinle (2006). "Sam and Pat" was selected as the focus of the study because it offers an approach to literacy development that is systematic, direct, sequential, and multi-sensory. The study produced the following key results: (1) More reading instruction was observed in "Sam and Pat" classes, while more English language instruction was observed in control classes; (2) Although students made gains in reading and English language skills, no differences in reading and English language outcomes were found between students in the "Sam and Pat" group and students in the control group; and (3) There were no impacts of "Sam and Pat" on reading and English language outcomes for five of six subgroups examined. For students with relatively lower levels of literacy at the start of the study, there was some suggestive evidence of a positive impact on reading outcomes. (Contains 1 table, 2 figures, and 5 footnotes.) [For the main report, see ED514094.].
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