Recall recognition Writing title No interruption 108.10(27.79) 118.88(48.78) 22.50(8.19) 24.00(8.10) Related Interruption 99.00(38.19) 93.33(61.97) 24.25(14.56) 20.00(5.09) Not related interruption 101.25(45.06) 103.50 (60.10) 44.40(45.52) 24.00(9.84) Interruption task. We also analyzed if there were differences on time performance of the interruption task (TOI) in the related and not related c...

The present study sought to investigate the effect of explicit instruction of lexical bundles (LBs) on the development of Iranian English for Academic Purposes (EAP) students’ writing quality and also their receptive and productive knowledge of Lexical Bundles (LB). Assigned to two experimental and control groups, the eighty participants took pre- and post-tests of writing tasks and the recepti...

The study examined how literacy portfolios were used as tools in a college developmental English class in which deaf students assessed their reading comprehension as well as their writing processes and products. The students' reading and writing assignments involved reflective thinking and were grounded in authentic tasks. Immediate feedback was provided. The study was multidimensional, longitu...

This study compared the effects of teacher-provided direct and indirect written corrective feedback and manipulation of resource-directing dimensions of task cognitive complexity along +/- Here and Now condition on the grammatical accuracy of Iranian intermediate EFL learners’ narrative writing tasks. There were 45 participants in the study who were randomly assigned to three experimental group...

BACKGROUND Writing for publication is an integral skill for both sharing research findings and career advancement, yet many faculty lack expertise, support, and time to author scholarly publications. Health professions educators identified writing as an area in which a new educators' academy could offer support. CASE PRESENTATION To address this need, a writing task force was formed consistin...

Three groups of children of different ages who were considered by their teachers as showing symptoms of attention-deficit/hyperactivity disorder (ADHD) and matched controls were tested in a series of expressive writing tasks, derived from a standardized writing test. In the first study, 24 sixth- and seventh-grade children with ADHD symptoms wrote a description of an image. The ADHD group's exp...

Cross-linguistic research shows that some aspects of metalinguistic awareness are affected by characteristics of different writing systems. Users of writing systems that mark word boundaries (such as English) develop word awareness, while users of unspaced writing systems (such as Chinese) do not. Previous research showed that English-speaking users of Chinese as a Second Language (CSL) have hi...

BACKGROUND Phonological awareness and literacy. AIM to verify the influence of phonological awareness therapy in the literacy process. METHOD 46 children were submitted to an assessment involving the reading and writing of words and non-words and of phonological awareness. The experimental group was submitted to therapy. RESULTS Therapy had a positive influence in the performance of the c...

PURPOSE To investigate near-vision posture in Chinese myopic schoolchildren and compare near-vision posture during different near-vision tasks (i.e., playing video games, reading, and writing). METHODS The study investigated 120 myopic children (grades 1 through 6 and aged 6 to 13 years). An electromagnetic motion-tracking system was used for continuous measurements of the working distance an...

The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print know...