Content Area Reading and Writing: Practices and Beliefs

Ulusoy, Mustafa; Dedeoğlu, Hakan

doi:10.14221/ajte.2011v36n4.1

Cited by 16 publications

(10 citation statements)

References 22 publications

(27 reference statements)

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“…The effectiveness of writing as a learning tool has been demonstrated in numerous studies on content area literacy (e.g. Applebee 1996;Dyson 1997;Gallas 1994;Langer 1992;Langer/Applebee 1987;Newell 2006;Nystrand/Duffy 2003;Ulusoy/Dedeoglu 2011;Troia/Graham 2003;Vacca/ Vacca 2000). However, writing studies have also shown that different writing tasks lead to different types of learning.…”

Section: Writing To Learnmentioning

confidence: 99%

The construction of semantic waves of knowledge-building: High school students´ natural science writing

Svensson¹

2019

HJLCB

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This paper investigates popular science articles written by Swedish high school students as part of a project aimed at building their knowledge of the content of their natural science curriculum by integrating it with their Swedish language studies. This work, an effort to promote content-area literacy and knowledge-building, was undertaken during their project time. By analyzing the students´ texts, the purpose of the study was to access their value as knowledge-building tools. The analysis of the texts was carried out utilizing Maton´s (2013) theoretical concepts of waves of semantic density and semantic gravity, which are seen as a prerequisite for cumulative knowledge-building. The investigation extends previous studies on semantic waves since it incorporates into the analyses both linguistic features and visual elements. The students were writing in pairs and a total of six texts were analyzed. The text analyses showed three different types of semantic profiles, with four of the texts including features that served as means of cumulative knowledge-building. In a concluding section, some pedagogical implications of the study are considered.

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Section: Writing To Learnmentioning

confidence: 99%

The construction of semantic waves of knowledge-building: High school students´ natural science writing

Svensson¹

2019

HJLCB

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“…First, studies have shown that Turkish children's home literacy index is below the international average (Martin, Mullis, & Gonzalez, ; PIRLS, ). A vast number of studies have consistently demonstrated that majority of Turkish people do not read much and they have no regular reading habits (e.g., Akman & Akman, ; Baltacı, ; Child Foundation, ; Demirer, Yıldız, & Sünbül, ; Sünbül et al., ; Ulusoy & Dedeoğlu, ; Yalman, Özkan, & Kutluca, ). Furthermore, the oral culture is more dominant than the written one (Ungan, ; Yıldız, ).…”

Section: The Present Studymentioning

confidence: 99%

A multilevel analysis of home and classroom literacy environments in relation to preschoolers’ early literacy development

Altun

Erden

Snow³

2018

Psychology in the Schools

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This study aimed to investigate the characteristics of preschoolers' home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban area. Two waves of data were collected. Multilevel linear modeling was used to analyze the two-level data set. The findings of the study revealed that children have more oral language related home experiences than print-related experiences. Similarly, the scores of the children's classroom environment that were related to oral language sources had the highest average of all rated dimensions. Print-related resources and experiences and provisions for book corners in the classrooms were limited. The results revealed that children's spring semester early literacy scores were significantly associated with their initial early literacy scores, mother's education level, and the classroom literacy environment. However, the home literacy environment was not significantly related to spring semester CAP scores.

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“…Many effective teachers generally use strategy training in terms of how to use reading strategies effectively for their students in the classroom (Williams, 2002). Research has shown that teachers pay less attention to strategy training on reading in general education classrooms (Alfassi, 2004;Fordham, Wellman & Sandmann, 2002;Ulusoy & Dedeoğlu, 2011). For this reason, reading skills researchers have emphasized that teachers should continue to devote sufficient time to content learning and to adopting strategy training in their classes.…”

Section: Introductionmentioning

confidence: 99%

Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: A multiple-probe design study

Ilter

2017

iejee

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The purpose of this study was to investigate the effectiveness of "RAP" [RAP is a three-step strategy: Read-Ask-Put], a paraphrasing cognitive strategy training, associated with a self-regulatory model, on the development of reading comprehension among fourth-grade students. All participants were selected on the basis of initial reading comprehension measures and consisted of three male students who were identified as being at a frustration-level reading. A multiple-probe design across participants was used. As a result, the participants showed significant improvements in the text recall and an enhancement their reading comprehension skills. Two of the participants were able to maintain their improvements and generalized each step of the strategy in the "RAP" to different content-area texts. The remaining participant made remarkable improvements with respect to the baseline phase, but did not maintain and generalize the strategy. Suggestions were made for improving future research investigating the effects of RAP paraphrasing strategy.

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Content Area Reading and Writing: Practices and Beliefs

Cited by 16 publications

References 22 publications

The construction of semantic waves of knowledge-building: High school students´ natural science writing

The construction of semantic waves of knowledge-building: High school students´ natural science writing

A multilevel analysis of home and classroom literacy environments in relation to preschoolers’ early literacy development

Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: A multiple-probe design study

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