Writing about historical significance: The effects of a reading-to-write instruction
نویسندگان
چکیده
In a randomized pretest–posttest design, we examined the effects of reading-to-write instruction on (a) quality students’ essays and (b) metaknowledge about reading, reasoning historical significance, writing. Results showed that 10th grade students in condition (N = 46) wrote significantly better compared to who received content-based 48). addition, scored higher reading accounts than condition. Self-reports learning gains indicated gained deeper understanding knowledge
منابع مشابه
investigating the interaction of language knowledge and strategic competence in the performance of efl learners on reading-to-write and writing-only test tasks
این مطالعه به دو روش کمی و کیفی و با هدف بررسی استراتژی های فراشناختی فراگیران زبان انگلیسی به عنوان زبان خارجی در دو آزمون نوشتن و نوشتن ترکیبی انجام پذیرفت. در بخش کمی برای سنجش میزان استراتژی های فراشناختی از یک پرسشنامه که بر اساس مدل بکمن و پالمر (1996) ساخته شده بود استفاده شد. پایایی و روایی سازه ی پرسشنامه هنگام مطالعه ی پایلوت و روایی محتوای آن با جمع آوری نظرات نُه متخصص در رشته سنجیده...
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ژورنال
عنوان ژورنال: International Journal of Educational Research
سال: 2022
ISSN: ['1595-8485']
DOI: https://doi.org/10.1016/j.ijer.2022.101924