Written Expression: Shifting Students' Focus From Mechanics to Content

2006 ◽  
Vol 7 (1) ◽  
pp. 4-8
Author(s):  
Jennifer Means
Keyword(s):  
Written Expression

The Treaty of Northampton (1290): A Scottish Charter of Liberties?

2007 ◽  
Vol 86 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Wendy B. Stevenson
Keyword(s):  
Sense Of Community ◽  
Written Expression ◽  
Traditional Practice ◽  
Detailed Consideration ◽  
Constituent Part ◽  
Community Or ◽  
Per Se ◽  
Edward I

Although little detailed consideration has been given to the Treaty of Northampton of 1290 by Scottish historians, it seems to have been implicitly accepted as the sort of treaty which might have been expected in connection with the marriage of two independent rulers at that time. This is in spite of the fact that throughout the twelfth, thirteenth and fourteenth centuries the traditional practice of the rulers of the Angevin and Plantagenet dominions was to rule each constituent part according to its own law and customs. This article examines the reasons why the Scots were not prepared to rely on tradition but insisted on a written promise from Edward I that Scotland would remain independent of England. It also suggests that the treaty is more than a written expression of traditional practice. It has a number of specific clauses which, it is argued, give the treaty the character of a charter of liberties. These were intended to prevent the imposition on the Scots of particular aspects of Plantagenet rule in England which burdened its subjects much more severely than the rule of Scottish kings had burdened the Scots. The Scots' wish to remain independent after the proposed union of the crowns and their struggle to maintain that independence after the death of the Maid are generally seen as manifestations of a sense of community or regnal solidarity. The terms of the Treaty of 1290 suggest that it was not just from a desire to be a separate political entity per se that the Scots fought during the so-called Wars of Independence but also because the Scots were anxious to avoid the more oppressive aspects of Plantagenet rule even before they had experience of this after Edward I's conquest of 1296.

WRITTEN EXPRESSION, HOOPER, AND BLIND RATING

2000 ◽  
Vol 87 (5) ◽  
pp. 255
Author(s):  
TRACY A. MUENZ
Keyword(s):  
Written Expression

scholarly journals How Specific Are Learning Disabilities?

2021 ◽  
pp. 002221942098298
Author(s):  
Robin L. Peterson ◽  
Lauren M. McGrath ◽  
Erik G. Willcutt ◽  
Janice M. Keenan ◽  
Richard K. Olson ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Full Range ◽  
Written Expression ◽  
Strongly Correlated ◽  
Math Problem Solving ◽  
Confirmatory Factor ◽  
Bifactor Models ◽  
And Mathematics ◽  
Specific Learning

Despite historical emphasis on “specific” learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants included 686 children aged 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic g. Basic reading and mathematics maintained variance distinct from academic g, consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic g, and evidence for reading comprehension-specific variance was mixed. Academic g was strongly correlated with cognitive g ( r = .72) but not identical to it. Implications for SLD diagnosis are discussed.

scholarly journals The development of written expression in immigrant children from 6 to 9 years old

2020 ◽  
Vol 6 (1) ◽  
pp. 109-131
Author(s):  
Elisa de las Fuentes Gutiérrez
Keyword(s):  
School Context ◽  
Immigrant Children ◽  
Early Years ◽  
Written Expression ◽  
Lexical Retrieval ◽  
Syntactic Complexity ◽  
Communicative Skills ◽  
Positive Attitudes ◽  
La Mancha ◽  
Positive Feelings

AbstractThis article presents the results of a pilot study carried out based on texts from 15 immigrant children aged 6 to 9 years, who are learning Spanish in situations of immersion in the Communities of Madrid and Castilla-La Mancha. The aim is to understand how these students try to integrate into the school context and especially to determine whether the development of written expression during the early years of primary education allows them to carry out more complex linguistic actions aimed at communication, such as expressing positive attitudes towards the recipient. These actions may reveal the need to communicate and, therefore, the need to learn the language in order to integrate. The texts were taken from the ESCONES Corpus and were collected in a prior study on lexical retrieval and auditory perception in the development of communicative skills in children aged 6 to 9. The analysis carried out considered the vocabulary used, syntactic complexity and the use of linguistic actions in the different grades and found that the development of written expression may allow students to better express actions related to manifesting positive feelings and attitudes towards their interlocutor.

scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV

2021 ◽  
pp. 073428292110233
Author(s):  
Jason R. Parkin
Keyword(s):  
Oral Language ◽  
Structural Equation ◽  
Task Demands ◽  
Written Expression ◽  
Equation Modeling ◽  
School Age ◽  
Specific Task ◽  
Reading And Writing ◽  
Technical Manual ◽  
Woodcock Johnson

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.

Written Expression of Students With and Without Learning Disabilities

1989 ◽  
Vol 22 (9) ◽  
pp. 561-568 ◽  
Author(s):  
Cherry K. Houck ◽  
Bonnie S. Billingsley
Keyword(s):  
Learning Disabilities ◽  
Written Expression

Written Expression in Boys with Attention Deficit Disorder

1994 ◽  
Vol 79 (3) ◽  
pp. 1131-1138 ◽  
Author(s):  
S. Peter Resta ◽  
John Eliot
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Rating Scales ◽  
Language Assessment ◽  
Written Language ◽  
Attention Deficits ◽  
Written Expression ◽  
Visual Motor ◽  
Teachers And Parents ◽  
Bender Gestalt Test

32 boys, between the ages of 8 and 13 years, were identified on four teachers' and parents' rating scales (including the diagnostic criteria of the DSM-III for ADD) as showing attention deficits and hyperactivity (ADD + H; n = 10), attention deficits without hyperactivity (ADD - H; n = 11), or without ADD (attention deficits controls; n = 11). All subjects were administered Bender's Visual-motor Gestalt test and the Written Language Assessment. The ADD + H children produced significantly more errors on the Bender-Gestalt test, and both groups with attention deficits had lower (poorer) scores on most of the written language subtests. Results were interpreted as providing evidence that these children possessed significant limitations in their writing, copying, and composition.

Sign in / Sign up

Export Citation Format

Share Document