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  1. Endangered languages and literacy
    University of North Carolina, Charlotte, 21 - 24 September 2000
    Autor*in:
    Erschienen: 2000
    Verlag:  Foundation for Endangered Languages, Bath

    Standort:
    Universitätsbibliothek J. C. Senckenberg, Zentralbibliothek (ZB)
    Signatur:
    Q 87.383.54
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Titel im lokalen Katalog:
    https://hds.hebis.de/ubffm/Record/HEB107892499
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    Hinweise zum Inhalt
    Quelle: Fachkatalog Germanistik
    Beteiligt: Ostler, Nicholas (Herausgeber); Rudes, Blair A. (Herausgeber)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0953824829
    Schriftenreihe: Proceedings of the ... FEL conference ; 4
    Schlagworte: Minderheitensprache; Bedrohte Sprache; Sprachpolitik; Schriftsprache; Schreibunterricht; Rechtschreibunterricht; Spracherhaltung
    Umfang: 150 Seiten
  2. Reading, writing and dyslexia
    a cognitive analysis
    Autor*in: Ellis, Andrew W.
    Erschienen: 1984
    Verlag:  Erlbaum, London [u.a.]

    Standort:
    Fachbereichsbibliothek Philosophie und Erziehungswissenschaft, Abteilung Erziehungswissenschaft
    Signatur:
    Frei 76: EF 23/168
    Fernleihe:
    keine Ausleihe von Bänden, nur Papierkopien werden versandt
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Universität Heidelberg, Psychologisches Institut, Bibliothek
    Signatur:
    M II 843 Ell
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Universität Konstanz, Kommunikations-, Informations-, Medienzentrum (KIM)
    Signatur:
    psy 452.60/e55
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Leibniz-Institut für Deutsche Sprache (IDS), Bibliothek
    Signatur:
    MB 416
    Fernleihe:
    keine Ausleihe von Bänden, nur Papierkopien werden versandt
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Universitätsbibliothek Mannheim
    Signatur:
    2002 BA 2943
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)
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    Quelle: Leibniz-Institut für Deutsche Sprache, Bibliothek
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0863770037; 0863770029
    RVK Klassifikation: DT 2000
    Schlagworte: Dyslexie; Sonderpädagogik; ; Dyslexie; Psychologie; ; Lesenlernen; Psychologie; ; Schreibenlernen; Psychologie; ; Leseunterricht; Psychologie; ; Legasthenie; Psychologie; ; Schreibunterricht; Psychologie;
    Umfang: 147 S.
  3. Learning to write
    Autor*in: Kress, Gunther R.
    Erschienen: 1982
    Verlag:  Routledge & Kegan Paul, London [u.a.]

    Standort:
    Bibliothek der Pädagogischen Hochschule Freiburg/Breisgau
    Signatur:
    HD 206 K92
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Bibliothek der Pädagogischen Hochschule Heidelberg
    Signatur:
    MG 2a/1865
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Anglistisches Seminar der Universität, Bibliothek
    Signatur:
    S RA 8
    Fernleihe:
    keine Ausleihe von Bänden, nur Papierkopien werden versandt
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Pädagogische Hochschulbibliothek Ludwigsburg
    Signatur:
    Spra 2fdd Kre
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Leibniz-Institut für Deutsche Sprache (IDS), Bibliothek
    Fernleihe:
    keine Fernleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)
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    Quelle: Leibniz-Institut für Deutsche Sprache, Bibliothek
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 071009048X; 071009082X
    RVK Klassifikation: DP 4000 ; HD 206
    Schlagworte: Schreibenlernen; ; Schreibunterricht;
    Umfang: XII, 205 S., graph. Darst.
  4. English L2 reading
    getting to the bottom
    Autor*in: Birch, Barbara M.
    Erschienen: 2002
    Verlag:  Lawrence Erlbaum Associates, Mahwah, N.J

    Zugang:

    Standort:
    Universitätsbibliothek J. C. Senckenberg, Zentralbibliothek (ZB)
    Fernleihe:
    keine Fernleihe
    Titel im lokalen Katalog:
    https://hds.hebis.de/ubffm/Record/HEB183559290
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    Quelle: Fachkatalog Germanistik
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 1410606597 (Sekundärausgabe)
    DDC Klassifikation: Germanische Sprachen; Deutsch (430)
    Schriftenreihe: ESL and applied linguistics professional series
    Schlagworte: Schreibunterricht; Englischunterricht; Leseverstehen; Graphemik; Leseunterricht; Englisch; Ausländer
    Umfang: XII, 200 S., Ill., 23 cm
    Bemerkung(en):

    Online-Ausg.:
  5. An example of an L2-writing strategy: NOVSKEV
    Autor*in: Kox, Francis ; Bergh, Huub van den
    Erschienen: 2018

    In this study the effect of a writing strategy for L2-writing is tested experimentally. 10th grade students (N = 67) took part in a writing experiment in writing German as a second language. In the experimental condition students were taught to pay... mehr

     

    In this study the effect of a writing strategy for L2-writing is tested experimentally. 10th grade students (N = 67) took part in a writing experiment in writing German as a second language. In the experimental condition students were taught to pay attention to pre-writing activities (think and organize), find the right words in German, and post-writing activities (evaluate and revise). Students in both the experimental and control condition completed two texts as pre- and post-test. All texts were rated holistically as well as with an analytic scoring scheme. Results show that in the experimental condition students wrote (on average) better texts than in the control condition, when rated holistically. For the analytic ratings improvement was statistically significant for the categories Content, Vocabulary and Conventions. For other categories (Syntax, Grammar (Verb and Case), Spelling and Punctuation) no effect of the experimental program could be shown.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Germanische Sprachen; Deutsch (430)
    Schlagworte: Textproduktion; Lerntechnik; Zweitsprache; Fremdsprachenlernen; Schreibunterricht
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess
  6. High-quality writing instruction in Dutch primary education: A framework for national assessment
    Autor*in: Weijen, Daphne van ; Janssen, Tanja
    Erschienen: 2018

    In the Netherlands, nationwide assessments are periodically executed to evaluate the quality of teachers' writing instruction and students' writing in primary schools. These assessments provide an empirical basis for the societal debate about the... mehr

     

    In the Netherlands, nationwide assessments are periodically executed to evaluate the quality of teachers' writing instruction and students' writing in primary schools. These assessments provide an empirical basis for the societal debate about the content and level of writing education, and enable the Inspectorate of Education to monitor the quality of teaching practices However, educational quality is a complex, multidimensional construct. In this literature review we discuss the question which domain-specific and more general teaching variables at the classroom level could be incorporated in nationwide assessment instruments, such as teacher questionnaires and classroom observation instruments. Based on theoretical and empirical studies on writing education, we propose a framework of variables which appear to be relevant, in the sense that they have been found to be characteristic of high-quality writing instruction. This framework can be used for the development of assessment instruments, and can also be a valuable resource for writing researchers, curriculum designers, and teachers.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439)
    Schlagworte: Muttersprachlicher Unterricht; Schreibunterricht; Bildungspolitik; Niederlande
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess
  7. The case of 'Yummy Yummy' - a replication of an intervention program
    Autor*in: Amir, Alisa ; Atkin, Hilla ; Rijlaarsdam, Gert
    Erschienen: 2021

    The current experimental study replicates and expands on the Yummy Yummy intervention study focusing on the role of observation in learning-to-write (Rijlaarsdam et al., 2008, 2009) that included 210 grade-7 students in seven classes from seven... mehr

     

    The current experimental study replicates and expands on the Yummy Yummy intervention study focusing on the role of observation in learning-to-write (Rijlaarsdam et al., 2008, 2009) that included 210 grade-7 students in seven classes from seven schools who were randomly assigned to one of two intervention roles: "readers" (tasked with text selection and discussion) or "observers" (tasked with observing readers to distill criteria they employ in their discussion). Effects of role condition were assessed by comparing the revisions students made in their texts, and with a questionnaire designed to assess students' perceived learning experiences, particularly the extent of their learning during the intervention program and their explanations for their assertions. The results were consistent with the original study: revised writing products showed that observers outperformed readers, particularly in the domain of rhetoric. Additionally, observers self-reported higher levels of procedural knowledge acquisition compared to readers, while readers self-reported higher levels of declarative knowledge acquisition. The Yummy Yummy – observational learning replicated intervention program resulted in higher quality writing and had a differential impact on students' perceived learning.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439)
    Schlagworte: Muttersprachlicher Unterricht; Schreibunterricht; Modelllernen; Textproduktion
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess
  8. Writing creative and argumentative texts: What's the difference? : Exploring how task type affects students' writing behaviour and performance
    Autor*in: Peze, Anouk ten ; Janssen, Tanja ; Rijlaarsdam, Gert ; Weijen, Daphne van
    Erschienen: 2021

    The aim of this study was to gain insight into writing processes of secondary school students when confronted with fictional and expressive creative writing prompts compared to argumentative writing prompts. Twenty participants (Grade 10-11) each... mehr

     

    The aim of this study was to gain insight into writing processes of secondary school students when confronted with fictional and expressive creative writing prompts compared to argumentative writing prompts. Twenty participants (Grade 10-11) each wrote eight texts, four based on creative prompts, the other four based on argumentative prompts, within a set time. A keystroke logging program recorded participants' writing processes. Texts were rated on global quality. Writing motivation and creativity were measured as well. Results showed that creative text production processes had specific features. Students' writing processes were faster, more stable and resulted in longer texts, and fewer revisions. Furthermore, creative as well as argumentative text quality improved if students wrote longer texts in short production cycles. Explorative analyses showed that learner characteristics correlate with writing behaviour as well as with text quality. Students wrote longer texts, had higher writing speed, and wrote better texts when they reported a more positive attitude towards writing and considered themselves more creative. Finally, students who believed in their own creative ability and/or believed that writing requires personal commitment wrote significantly better creative texts. These findings are discussed in the light of the aim to re-introduce creative writing in the Dutch curriculum.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439)
    Schlagworte: Schreibunterricht; Textproduktion; Kreatives Schreiben
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess
  9. Exploring transcription processes when children with and without reading and writing difficulties produce written texts using speech-to-text
    Autor*in: Kraft, Sanna ; Rønneberg, Vibeke ; Rack, John ; Thurfjell, Fredrik ; Wengelin, Åsa
    Erschienen: 2023

    Fluent transcription is hard to establish for children with reading and writing difficulties, due to problems with spelling. It has been proposed that composing by speech-to-text (STT) could facilitate their transcription, by circumventing the... mehr

     

    Fluent transcription is hard to establish for children with reading and writing difficulties, due to problems with spelling. It has been proposed that composing by speech-to-text (STT) could facilitate their transcription, by circumventing the spelling process. To investigate this, transcription and error correction processes, and their relation to production rate (text length/time on task) was investigated in a sample of Swedish 10–13 year olds with and without reading and writing difficulties using STT to write expository texts. We determined effects of individual abilities: working memory, spelling, decoding, and the ability to interact with the STT tool under optimal conditions (STT success rate) on burst length, burst accuracy and production rate. Production rate was predicted by working memory capacity, by how long bursts the children produced, and by how accurate those bursts were. Further, burst accuracy was only predicted by a child's STT success rate (in a test), but none of the other individual abilities. Dictating more than one word at a time and combining STT and keyboard use were identified as two useful strategies that can be taught in STT instruction. The results indicate that composing text using STT is a cognitively complex process placing heavy demands on working memory, and that STT success rate (that is, the combined effect of the technical capability of the STT tool and the participants output) is crucial to gain a fluent transcription without unnecessary disruptions.

     
    Export in Literaturverwaltung   RIS-Format
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439)
    Schlagworte: Muttersprachlicher Unterricht; Legasthenie; Schreibunterricht; Transkription; Rechtschreibung
    Lizenz:

    creativecommons.org/licenses/by/4.0/deed.de ; info:eu-repo/semantics/openAccess