Intensive Vocabulary Instruction as a Prewriting Technique

Duin, Ann Hill; Graves, Michael F.

doi:10.2307/747971

Cited by 47 publications

(56 citation statements)

References 32 publications

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“…A growing body of research from conventional and special education classrooms demonstrates that the specific teaching of the component skills of writing improves the quality of children's written compositions. [51][52][53][54] With respect to teaching mathematics to young children, there are many recommendations that Montessori teachers would recognise in their own classrooms, such as teaching geometry, number and operations using a developmental progression, and using progress monitoring to ensure that mathematics instruction builds on what each child knows. 55 Some of the recommended activities, such as 'help children to recognise, name, and compare shapes, and then teach them to combine and separate shapes' 55 map exactly on to Montessori's sensorial materials such as the geometric cabinet and the constructive triangles.…”

Section: Evaluations Of Key Elements Of Montessori Education That Arementioning

confidence: 99%

Montessori education: a review of the evidence base

Marshall

2017

npj Science Learn

108

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The Montessori educational method has existed for over 100 years, but evaluations of its effectiveness are scarce. This review paper has three aims, namely to (1) identify some key elements of the method, (2) review existing evaluations of Montessori education, and (3) review studies that do not explicitly evaluate Montessori education but which evaluate the key elements identified in (1). The goal of the paper is therefore to provide a review of the evidence base for Montessori education, with the dual aspirations of stimulating future research and helping teachers to better understand whether and why Montessori education might be effective.

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Section: Evaluations Of Key Elements Of Montessori Education That Arementioning

confidence: 99%

Montessori education: a review of the evidence base

Marshall

2017

npj Science Learn

108

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“…Increasing comprehension through vocabulary instruction points to the important role of vocabulary instruction in comprehension of written texts, and in turn, its role in writing summaries. The connection between vocabulary knowledge and academic success has been accepted widely (NICHD Report of the National Reading Panel, 2000); however, there are few studies to investigate the relationship between vocabulary instruction and writing (Duin & Graves, 1987). Among the few studies that examine the role of vocabulary instruction on writing, the projects conducted by Henry and colleagues (1999) and Scott (2004) have revealed the ways to improve the word consciousness and vocabulary knowledge to assist learners to transfer words encountered in text into their writing.…”

Section: Journal Of Language Teaching and Researchmentioning

confidence: 99%

Vocabulary Knowledge: Malaysian Tertiary Level Learners' Major Problem in Summary Writing

Ashrafzadeh

Nimehchisalem

2015

JLTR

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Abstract-The ability to summarize and paraphrase written pieces is one of the essential skills tertiary level students need in order to succeed in their academic endeavor. It involves the process of decoding a text, and then re-encoding it by making changes to the structure and vocabulary of the original text while maintaining its content. The present study analyzes a group of tertiary level students' written samples to diagnose their main areas of difficulty in writing business report summaries. For this purpose, a sample of 69 samples was collected from an intact group of learners. Two raters used an analytic writing scale to score the samples individually. Based on the results, majority of the students (about 70%) achieved 'excellent to very good' scores for the 'content' of their written samples. However, regarding the 'organization' and 'vocabulary' of their written pieces, respectively 75% and 97% of these students scored 'Fair to poor'. 'Good to average' results were achieved for a majority of the students' 'language use' and 'mechanics' skills. The findings of the present study accentuate the urgent need for remedy courses to help these students improve their organization and vocabulary skills in ESL writing. Further research is necessary to diagnose the learners' difficulty areas in other genres of writing such as argumentative and narrative modes.Index Terms-summary writing, vocabulary knowledge, English as a second language writing, paraphrase, writing problems

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“…Because teachers reported that they do not select activities, the types of activities were also reported to be of limited use and variety as shown in table.5 below: Providing definitions (12.5%), synonyms and antonyms (15.3%) activities were reported to be the highly frequently used activities, and these activities characterize explicit vocabulary teaching (Duin & Graves, 1987;Sokeman, 1997;Nation, 2001;Schmitt, 2000;Oxford & Scarcella, 1994;Schmitt & Carter, 2000). Likewise, writing activities and using context to teach vocabulary activities were also significantly reported to be used frequently (11.1%) reflecting explicit vocabulary teaching (Nagy, 1997;Nation & Newton, Sokeman, 1997).…”

Section: International Journal Of Research Studies In Language Learnimentioning

confidence: 99%

Perceptions of vocabulary teaching methods among EFL teachers

Bouirane¹

2016

IJRSLL

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This paper investigates the perceptions of EFL teachers towards vocabulary teaching in the EFL classroom. The participants in this study are three oral expression teachers and 32 teachers at the English Language and Literature Department at Mohamed Lamine Dabaghine University, Sétif 2-Algeria. The research follows a quantitative and a qualitative design that uses a questionnaire and an observation respectively to answer its questions. The questionnaire collected the perceptions of the participants about their vocabulary teaching method. The observation phase was conducted to compare the responses of the observed participants with their actual classroom teaching methods. Analysis of the questionnaire data revealed that the teacher participants have a low perception of vocabulary teaching methods.Moreover, analysis of the obtained results from the observation revealed low vocabulary methods teaching perceptions and lack of awareness among the teachers in terms of vocabulary teaching methods use.

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Intensive Vocabulary Instruction as a Prewriting Technique

Cited by 47 publications

References 32 publications

Montessori education: a review of the evidence base

Montessori education: a review of the evidence base

Vocabulary Knowledge: Malaysian Tertiary Level Learners' Major Problem in Summary Writing

Perceptions of vocabulary teaching methods among EFL teachers

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