Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
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<strong>Annotated</strong> <strong>Bibliography</strong> 239Explores whe<strong>the</strong>r <strong>the</strong> tra<strong>in</strong><strong>in</strong>g <strong>of</strong> l<strong>in</strong>guistic fluency improves <strong>the</strong> writ<strong>in</strong>g skills <strong>of</strong> elementaryschool students. Conditions were systematically varied on two dimensions: implicit versus explicit<strong>in</strong>struction and attention to forms versus attention to mean<strong>in</strong>g. As post-tests, writ<strong>in</strong>gtasks with vary<strong>in</strong>g degrees <strong>of</strong> translation freedom were used. F<strong>in</strong>ds that students <strong>in</strong> <strong>the</strong> experimentalgroups outperformed <strong>the</strong> control students on <strong>the</strong> less constra<strong>in</strong>ed writ<strong>in</strong>g task.O<strong>the</strong>r Related <strong>Research</strong>:ALTEMEIER, L., JONES, J., ABBOTT, R. D., & BERNINGER, V. W. (2006). Executive functions <strong>in</strong> becom<strong>in</strong>gwrit<strong>in</strong>g readers and read<strong>in</strong>g writers: Note-tak<strong>in</strong>g and report-writ<strong>in</strong>g <strong>in</strong> third and fifth graders.Developmental Neuropsychology, 29(1), 161-173.ANDREWS, R., TORGERSON, C., BEVERTON, S., FREEMAN, A., LOCKE, T., LOW, G., ROBINSON, A., ZHU, D.(2006). The effect <strong>of</strong> grammar teach<strong>in</strong>g on writ<strong>in</strong>g development. British Educational <strong>Research</strong>Journal, 32(1), 39-55.BALL, A., & LARDNER. T. (2005). African American literacies unleashed: Vernacular <strong>English</strong> and <strong>the</strong>composition classroom. Carbondale: Sou<strong>the</strong>rn Ill<strong>in</strong>ois University Press.BITCHENER, J., YOUNG, S., & CAMERON, D. (2005). The effect <strong>of</strong> different types <strong>of</strong> corrective feedbackon ESL student writ<strong>in</strong>g. Journal <strong>of</strong> Second Language Writ<strong>in</strong>g, 14(3), 191-205.BRENT, D. (2005). Re<strong>in</strong>vent<strong>in</strong>g WAC (aga<strong>in</strong>): The first-year sem<strong>in</strong>ar and academic literacy. CollegeComposition and Communication, 57(2), 253-276.BROWN, A. (2005). Self-assessment <strong>of</strong> writ<strong>in</strong>g <strong>in</strong> <strong>in</strong>dependent language learn<strong>in</strong>g programs: Thevalue <strong>of</strong> annotated samples. Assess<strong>in</strong>g Writ<strong>in</strong>g, 10(3), 174-191.CASTELLÓ, M., & MONEREO, C. (2005). Students’ note-tak<strong>in</strong>g as a knowledge-construction tool.L1-Educational Studies <strong>in</strong> Language and Literature, 5(3), 265-285.CUMMING, A., KANTOR, R., BABA, K., ERDOSY, U., EOUANZOUI, K., & JAMES, M. (2005). Differences <strong>in</strong>written discourse <strong>in</strong> <strong>in</strong>dependent and <strong>in</strong>tegrated prototype tasks for next generation TOEFL.Assess<strong>in</strong>g Writ<strong>in</strong>g, 10(1), 5-43.DEATLINE-BUCHMAN, A., & JITENDRA, A. K. (2006). Enhanc<strong>in</strong>g argumentative essay writ<strong>in</strong>g <strong>of</strong> fourthgradestudents with learn<strong>in</strong>g disabilities. Learn<strong>in</strong>g Disability Quarterly, 29(1), 39-54.DE LARIOS, J. R., MANCHON, R. M., & MURPHY, L. (2006). Generat<strong>in</strong>g text <strong>in</strong> native and foreignlanguage writ<strong>in</strong>g: A temporal analysis <strong>of</strong> problem-solv<strong>in</strong>g formulation processes. The ModernLanguage Journal, 90(1), 100-114.EBEST, S. B. (2006). Chang<strong>in</strong>g <strong>the</strong> way we teach: Writ<strong>in</strong>g and <strong>the</strong> resistance <strong>in</strong> <strong>the</strong> tra<strong>in</strong><strong>in</strong>g <strong>of</strong> teach<strong>in</strong>gassistants. Carbondale: Sou<strong>the</strong>rn Ill<strong>in</strong>ois University Press.ERICSSON, P. F., & HASWELL, R. (EDS.). (2006). Mach<strong>in</strong>e scor<strong>in</strong>g <strong>of</strong> student essays: Truth and consequences.Logan: Utah State University Press.FOSTER, D. (2006). Writ<strong>in</strong>g with authority: Students’ roles as writers <strong>in</strong> cross-national perspective.Carbondale: Sou<strong>the</strong>rn Ill<strong>in</strong>ois University Press.GRAHAM, S., HARRIS, K. R., & MACARTHUR, C. (2006). Explicitly teach<strong>in</strong>g struggl<strong>in</strong>g writers: Strategiesfor master<strong>in</strong>g <strong>the</strong> writ<strong>in</strong>g process. Intervention <strong>in</strong> School and Cl<strong>in</strong>ic, 41(5), 290-294.HAYES, J. R., & CHENOWETH, N. A. (2005). Is work<strong>in</strong>g memory <strong>in</strong>volved <strong>in</strong> <strong>the</strong> transcrib<strong>in</strong>g andedit<strong>in</strong>g <strong>of</strong> texts? Written Communication, 23(2), 135-149.HOEFFLIN, G., & FRANCK, J. (2005). Development <strong>of</strong> spell<strong>in</strong>g skills <strong>in</strong> children with and withoutlearn<strong>in</strong>g disabilities. L1 – Educational Studies <strong>in</strong> Language and Literature, 5(2), 175-192.HOHENSHELL, L. M., & HAND, B. (2006). Writ<strong>in</strong>g-to-learn strategies <strong>in</strong> secondary school cell biology:A mixed method study. International Journal <strong>of</strong> Science Education, 28(2-3), 261-289.HOROWITZ, R. (ED.). (2006). Talk<strong>in</strong>g texts: How speech and writ<strong>in</strong>g <strong>in</strong>teract <strong>in</strong> school learn<strong>in</strong>g.Mahwah, NJ: Erlbaum.HUNTER, D., MAYENGA, C., & GAMBELL, T. (2006). Classroom assessment tools and uses: Canadian<strong>English</strong> teachers’ practices for writ<strong>in</strong>g. Assess<strong>in</strong>g Writ<strong>in</strong>g, 11(1), 42-65.