Expanding the Direct and Indirect Effects Model of Writing (DIEW) : Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition

Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether higher-order cognitive skills (i.e., inference, perspective taking, and monitoring) are differentially related to three dimensions of written composition—writing quality, writing productivity, and correctness in writing; (b) whether reading comprehension is differentially related to the three dimensions of written composition after accounting for oral language, cognition, and transcription skills, and whether reading comprehension mediates the relations of discourse oral language and lexical literacy to the three dimensions of written composition; and (c) whether total effects of oral language, cognition, transcription, and reading comprehension vary for the three dimensions of written composition. Structural equation model results from 350 English-speaking second graders showed that higher-order cognitive skills were differentially related to the three dimensions of written composition. Reading comprehension was related only to writing quality, but not to writing productivity or correctness in writing, and reading comprehension differentially mediated the relations of discourse oral language and lexical literacy to writing quality. Total effects of language, cognition, transcription, and reading comprehension varied largely for the three dimensions of written composition. These results support the dynamic relation hypothesis, role of reading in writing, and the importance of accounting for dimensions of written composition in a theoretical model of writing. (PsycInfo Database Record (c) 2022 APA, all rights reserved

FONDEMENTS THÉORIQUES ET EMPIRIQUES DE L'ARTICULATION LECTURE-ÉCRITURE EN LANGUE MATERNELLE ET EN LANGUE SECONDE

The question of relations between reading and writing arises increasingly among didactic researchers. To better understand this issue and to shed light on the connections between these two linguistic practices, many studies are conducted. The consideration of these relations could facilitate the implementation of educational programs and improve students’ production and comprehension in mother tongue (L1) and in a second language (L2). The objective of this study is to review various concepts related to the reading-writing connections. First, we take a historical and cultural look at reading and writing relations knowledge. Then, the connections between these two linguistic practices are studied through several educational theories in L1 and in L2. We focus, afterwards, on the profits and on the need to combine reading and writing activities. We study also how the knowledge acquired in one of these fields can be transferred to the other and what are the factors that determine this transfer process. Some empirical studies are also analyzed. Finally, students' conceptions about the relations between reading and writing and the principles of the readingwriting combination activities are presented

Thea Astley’s modernism of the 'Deep North', or on (un)kindness

Although she is often perceived as a writer of the local, the rural or the regional, Thea Astley herself notes writing by American modernists as her primary literary influence, and emphasises the ethical value of transnational reading and writing. Similarly, she draws parallels between writing of the American ‘Deep South’ and her own writing of the ‘Deep North’, with a particular focus on the struggles of the racial or cultural outsider. In this article, I pursue Astley’s peculiar blend of these literary genres — modernism, the Gothic and the transnational — as a means of understanding her conceptualisation of kindness and community. Although Astley rejects the necessity of literary community, her writing emphasises instead the value of interpersonal engagement and social responsibility. With a focus on her first novel, Girl with a Monkey (1958), this article considers Astley’s representation of the distinction between community and kindness, particularly for young Catholic women in Queensland in the early twentieth century. In its simultaneous critique of the expectations placed on women and its upholding of the values of kindness and charity, Astley considers our responsibilities in our relations with the Other and with community

De la lecture à la production verbale écrite, et réciproquement

L’objectif du chapitre consiste à dresser un bilan des acquis concernant les relations entre lecture-compréhension et écriture-rédaction. Deux approches sont envisagées. La première s’appuie sur des évaluations globales des dimensions relatives dites au bas niveau (au code : écriture et décodage) et des dimensions de haut niveau (compréhension et production textuelle). Elle met en évidence des relations fortes entre les premières, mais plutôt faibles entre les secondes. La seconde approche procède à la mise en relation entre composantes des deux activités : lexique (en lecture et en production), syntaxe, structure des textes, etc. Elle fait apparaître une plus grande complexité des relations et une relative indépendance des composantes. Elle conduit à reposer la question des impacts respectifs et réciproques de la lecture-compréhension sur l’écriture-rédaction. Elle amène à s’interroger sur ce que seraient les effets d’une pratique accordant une priorité à la production plutôt qu’à la lecture-compréhension et à rechercher les modalités d’intervention visant à améliorer l’une à partir de l’autre, et réciproquement.Abstract : The goal of this chapter is to draw up a report on the knowledge concerning the relationship between reading-comprehension and writing-production. Two approaches are considered. The first one relies on the global evaluation of lower-level dimensions (writing and decoding) and higher level dimensions (comprehension and text production). It highlights the strong relationship in the first level and a weaker one on the second level._The second approach proceeds to link the elements of the two activities: vocabulary ( in reading and in writing), syntax, text structure, etc. It shows a larger complexity of the relations and a relative independence of the elements. It leads to the question of the respective and mutual impacts of reading-comprehension versus writing- production. It makes one wonder what the effects would be if the priority would be given to writing production over reading-comprehension and it leads to looking for intervention methods aiming to improve one with the other and vice versa

협력 읽기와 독서일지 쓰기를 통한 외국어 학습자의 영어 읽기 및 쓰기 행동 변화

학위논문 (석사)-- 서울대학교 대학원 : 외국어교육과, 2017. 2. 김진완.Reading has long been considered the most important language skill in the Korean EFL (English as a Foreign Language) context, but recently with the growth of information and communication technology worldwide, there seems to be a growing demand for writing as well. Language experts and practitioners have recognized the significance of developing both English reading and writing and attempted to devise effective and integrative English reading and writing instruction methods in the Korean EFL context. The purpose of this study was to examine the feasibility of collaborative storybook reading and reading-journal writing in the Korean EFL middle school context as a way to enhance students reading and writing abilities. The study explored the behavioral and attitudinal changes in students second language (L2) reading and writing while they participated in collaborative storybook reading and reading-journal writing activities. A total of 28 seventh-grade EFL students participated in the study, and they read four English storybooks, carried out self-directed group book discussions, and wrote four reading journals while engaging in collaborative reading and reading-journal writing activities for four months. Students collaborative group discussions, reading journals, semi-structured interview responses, and pre- and post-questionnaire results were analyzed qualitatively. Students reading rate and writing amount were measured, their writing scores were scored by two raters, and all quantitative data were analyzed with paired samples T-tests. The findings suggested that students showed positive changes in their L2 reading behavior, L2 writing behavior, and attitudes toward L2 reading and writing. Students gradually acquired autonomy and reading habits, made use of a wide range and scope of reading skills, and became more critical and fluent readers. Students gained intrinsic motivation and autonomy for writing, learned to write more effectively following the writing process, and began to express themselves through written texts. Students writing improved in terms of length, lexical complexity, content, organization, and language conventions. As for students attitudes toward reading and writing experiences, students displayed heightened interest, self-confidence, and motivation in English reading and writing, found English reading and writing pleasant, and discovered important values in reading and writing. The present study presented the possibility of implementing collaborative storybook reading and reading-journal writing as an instructional approach to reinforce reading-writing relations, learner autonomy and collaboration, and critical literacy. The overall findings of the study provide insights into the development of integrated English reading-writing instruction suitable for the Korean EFL context, especially in secondary schools, to help students become more autonomous, proficient, and critical readers and writers.TABLE OF CONTENTS ABSTRACT i TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF APPENDICES vii CHAPTER 1. INTRODUCTION 1 1.1. Purpose of the Study 1 1.2. Research Questions 4 1.1. Organization of the Thesis 5 CHAPTER 2. LITERATURE REVIEW 6 2.1. Reading–Writing Relations 6 2.1.1. Theories of Reading–Writing Relations 6 2.1.2. Previous Studies on Reading–Writing Relations 9 2.2. Collaborative Reading 11 2.2.1. Theories of Collaborative Reading 11 2.2.2. Previous Studies on Collaborative Reading 13 2.3. Reading-Journal Writing 15 2.3.1. Theories of Reading-Journal Writing 15 2.3.2. Previous Studies on Reading-Journal Writing 18 CHAPTER 3. METHODOLOGY 21 3.1. Participants 21 3.2. Materials 22 3.2.1. Diagnostic Test Materials 23 3.2.2. Pre- and Post-Questionnaires 24 3.2.3. Reading Materials 24 3.2.4. Reading Activity and Mini-Lesson Materials 26 3.2.5. Scoring Rubrics 27 3.2.6. Observation Notes and Interviews 29 3.3. Procedure 29 3.4. Data Collection and Analysis 32 3.4.1. Transcripts of Audio and Video Recordings 33 3.4.2. Students' Reading Journals 33 3.4.3. Pre- and Post-Questionnaires, Observation, and Interviews 35 CHAPTER 4. RESULTS AND DISCUSSION 36 4.1. Changes in Students' L2 Reading Behavior 36 4.1.1. Autonomy and Habit Formation 37 4.1.2. Reinforced Reading Skills 39 4.1.3. Achievement of Critical Reading 42 4.1.4. Reading Speed 45 4.2. Changes in Students' L2 Writing Behavior 47 4.2.1. Writing Motivation and Autonomy 47 4.2.2. Reinforced Process Writing 49 4.2.3. Self-Expression through Written Communication 51 4.2.4. Writing Product Itself 52 4.3. Changes in Students' Attitudes toward L2 Reading and Writing 61 4.3.1. Gained Interest, Confidence, and Motivation 61 4.3.2. Reading and Writing for Pleasure 63 4.3.3. Finding Values in Reading and Writing 64 CHAPTER 5. CONCLUSION 68 5.1. Summary of Major Findings 68 5.2. Pedagogical Implications 71 5.3. Limitations and Suggestions 73 REFERENCES 75 APPENDICES 83 ABSTRACT IN KOREAN 99Maste

A postcritical poetics? Transtemporal encounters in defunct Soviet barracks in works by Ulrike Almut Sandig and Clemens Meyer

This article argues that Ulrike Almut Sandig’s poetry models what might be termed a ‘postcritical poetics’, expanding on Rita Felski’s idea of ‘postcritical reading’ to reveal strategies for a postcritical writing. In Sandig’s earlier poems, particularly ‘russenwald’ and ‘gardinen’ (2007), she evokes encounters on and around former Soviet military installations. The poems assume a postcritical stance to the past and in turn prompt a postcritical reading. Using theories by Felski and José Esteban Muñoz, I argue that Sandig stages fleeting interpersonal encounters based on openness and fascination, which work against the backdrop of past and present violence in both works. Sandig’s encounters suggest how everyday interactions can articulate dissatisfaction with a difficult present and look towards possible ethical relations in the future. Sandig’s writing further suggests productive ways of reading other contemporary writing, which I demonstrate using Clemens Meyer’s short narrative ‘Glasscherben im Objekt 95’ (2017), which also depicts a transtemporal encounter on a defunct Soviet military installation.PostprintPeer reviewe

Saer y el realismo: reflexiones sobre un ejemplar marcado de Realismo y realidad en la narrativa argentina de Portantiero

This article analyzes the underlining and marginal notes in a copy of the first edition (1961) of Portantiero's important book on the Argentine narrative, showing the engagement with Portantiero's work by the young Juan José Saer and his friends in Santa Fe, Argentina, and the relations between that reading and subsequent writing by Saer

The Crisis of Language in Contemporary Japan: Reading, Writing, and New Technology

My dissertation is an ethnographically inspired theoretical exploration of the crises of reading and writing in contemporary Japan. Each of the five chapters examines concrete instances of reading and writing practices that have been problematized in recent decades. By calling attention to underlying moral assumptions, established sociocultural protocols, and socio-technological conditions of the everyday, I theorize the concept of embodied reading and writing thresholds. The scope of analysis is partly informed by popular discourse decrying a perceived decline in reading and writing proficiency among Japanese youth. This alleged failing literacy figures as a national crisis under the assumption that the futurity of children's national language proficiency metonymically correlates with the future well being of its national cultural body. In light of heightened interests in the past, present, and future of books, and a series of recent state interventions on the prospect of "national" text culture, it is my argument that ongoing tensions surrounding the changing media landscape and symbolic relations to the world do not merely reflect changes in styles of language, structures of spatiotemporal awareness, or forms of knowledge production. Rather, they indicate profound transformations and apprehensions among the lives mediated and embodied by the very system of signification that has come under scrutiny in the post-Lost Decade Japan (03/1991-01/2002). My dissertation offers an unique point of critical intervention into 1) various forms of tension arising from the overlapping media technologies and polarized population, 2) formations of reading and writing body (embodiment) at an intersection of heterogeneous elements and everyday disciplining, 3) culturally specific conditions and articulations of the effects of "universal" technologies, 4) prospects of "proper" national reading and writing culture, and 5) questions of cultural transformation and transmission. I hope that the diverse set of events explored in respective chapters provide, as a whole, a broader perspective of the institutional and technological background as well as an intimate understanding of culturally specific circumstances in Japan. Insofar as this is an attempt to conduct a nuanced inquiry into the culturally specific configurations and articulations of a global phenomenon, each ethnographic moment is carefully contextualized to reflect Japan specific conditions while avoiding the pitfall of culturalist assumptions. Understanding how an existing system of representation, technological imperatives and sociohistorical predicaments have coalesced to form a unique constellation is the first step in identifying how the practice of reading and writing becomes a site of heated national debate in Japan. Against theories that problematize the de-corporealizing effects of digital technology within reading and writing, I emphasize the material specificity of contemporary reading and writing practices

Use of software in learning difficulties of reading: comparative analysis between digital environment and hybrid environment

The learning difficulties of the letter-sound relations are seen as a risk factor for future difficulties in learning to read. Ideally, the identification of children at risk of failure to learn reading and writing should occur in the last year of pre-school or early in the first year, so that intentional programs can be implemented to promote basic reading skills. The most promising reading learning support programs combine explicit phonological awareness training with highly structured reading instruction. This study evaluated the impact of two early intervention programs on reading learning difficulties. A program exclusively in virtual environment and a hybrid program, comprising sessions in virtual environment and in real environment.info:eu-repo/semantics/publishedVersio