Article

Writing: importance, development, and instruction

Reading and Writing (Impact Factor: 1.44). 01/2012; 26(1). DOI: 10.1007/s11145-012-9395-2

ABSTRACT In this article, we examine why writing is important, how it develops, and effective writing practices. We situate the 5 articles in this special issue of Reading and Writing in this literature, providing a context for the contribution of each paper.

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    • "These students were asked to produce narrative and expository texts on four different topics in both Spanish and English. This database provided a unique opportunity to consider misspellings within the context of genre since genre influences how writers approach the composition process (Graham, Gillespie, and McKeown 2013). It may be possible that genre knowledge influences spelling as well. "
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    ABSTRACT: This study examined the Spanish and English spelling patterns of bilingual adolescents, including the cross-linguistic effects of each language, by applying a fine-grained measure to the differences in spelling in naturalistic writing. Spelling errors were taken from narrative and expository writing samples provided by 20 Spanish?English bilingual adolescents (n = 160). Errors were coded by categories (phonological, orthographic, and morphological) and specific linguistic features affected and then analyzed by language and genre. Descriptive analyses noted similarities and differences among error patterns in both languages as well as language transfer (i.e., borrowings and code-switching). Statistical analyses revealed language differences in proportions of misspellings across linguistic categories. More fine-grained analyses indicated linguistic feature patterns that were shared across languages and unique to each language. Finally, borrowing, while infrequent, was noted more frequently in English compositions. This investigation appears to demonstrate that spelling, when approached as both a cognitive and linguistic activity, is complex since multiple knowledge systems must be coordinated. The use of triple word form theory to analyze misspellings in emerging bilingual writers suggests that discerning patterns of misspellings in each language provides more insight than does transfer alone into the extent that phonology, orthography, and morphology are becoming unified.; This study examined the Spanish and English spelling patterns of bilingual adolescents, including the cross-linguistic effects of each language, by applying a fine-grained measure to the differences in spelling in naturalistic writing. Spelling errors were taken from narrative and expository writing samples provided by 20 Spanish-English bilingual adolescents (n = 160). Errors were coded by categories (phonological, orthographic, and morphological) and specific linguistic features affected and then analyzed by language and genre. Descriptive analyses noted similarities and differences among error patterns in both languages as well as language transfer (i.e., borrowings and code-switching). Statistical analyses revealed language differences in proportions of misspellings across linguistic categories. More fine-grained analyses indicated linguistic feature patterns that were shared across languages and unique to each language. Finally, borrowing, while infrequent, was noted more frequently in English compositions. This investigation appears to demonstrate that spelling, when approached as both a cognitive and linguistic activity, is complex since multiple knowledge systems must be coordinated. The use of triple word form theory to analyze misspellings in emerging bilingual writers suggests that discerning patterns of misspellings in each language provides more insight than does transfer alone into the extent that phonology, orthography, and morphology are becoming unified
    International Journal of Bilingual Education and Bilingualism 01/2015; 18(1):73-91. · 0.81 Impact Factor
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    • "These students were asked to produce narrative and expository texts on four different topics in both Spanish and English. This database provided a unique opportunity to consider misspellings within the context of genre since genre influences how writers approach the composition process (Graham, Gillespie, and McKeown 2013). It may be possible that genre knowledge influences spelling as well. "
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    ABSTRACT: http://www.tandfonline.com/eprint/gksK6WiXa6jW4UZfz9DM/full
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    ABSTRACT: This bibliography includes abstracts of selected empirical research studies as well as titles of other related studies and books published between summer 2012 and May 2013. Abstracts are only written for research studies that employed systematic analysis of phenomena using experimental, qualitative, ethnographic, discourse analysis, literary critical, content analysis, or linguistic analysis methods. Priority is given to research most directly related to the teaching of English language arts.
    Research in the Teaching of English 01/2013; 48(2):AB1-AB60. · 0.73 Impact Factor
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