The Effects of Reading and Writing upon Thinking Critically

Tierney, Robert J.

doi:10.2307/747862

Cited by 89 publications

(45 citation statements)

References 9 publications

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“…Tierney, Soter, O'Flahavan, and McGinley (1989) presented evidence that combined reading and writing tasks enhance critical thinking, but their guidance did not address directly the extent to which training in critical reading enables effective revision and editing of one's own work. The influence of reading skill on academic writing is thus a subject that needs further exploration and review.…”

Section: Revision and Reflection: Critical Thinking And Reading In DImentioning

confidence: 99%

Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill

Deane

Odendahl

Quinlan

et al. 2008

ETS Research Report Series

120

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This paper undertakes a review of the literature on writing cognition, writing instruction, and writing assessment with the goal of developing a framework and competency model for a new approach to writing assessment. The model developed is part of the Cognitively Based Assessments of, for, and as Learning (CBAL) initiative, an ongoing research project at ETS intended to develop a new form of kindergarten through Grade 12 (K-12) assessment that is based on modern cognitive understandings; built around integrated, foundational, constructedresponse tasks that are equally useful for assessment and for instruction; and structured to allow multiple measurements over the course of the school year. The model that emerges from a review of the literature on writing places a strong emphasis on writing as an integrated, socially situated skill that cannot be assessed properly without taking into account the fact that most writing tasks involve management of a complex array of skills over the course of a writing project, including language and literacy skills, document-creation and document-management skills, and critical-thinking skills. As such, the model makes strong connections with emerging conceptions of reading and literacy, suggesting an assessment approach in which writing is viewed as calling upon a broader construct than is usually tested in assessments that focus on relatively simple, on-demand writing tasks.

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Section: Revision and Reflection: Critical Thinking And Reading In DImentioning

confidence: 99%

Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill

Deane

Odendahl

Quinlan

et al. 2008

ETS Research Report Series

120

View full text Add to dashboard Cite

show abstract

“…Traditionally proficient learners were those who spoke fluently and accurately but today a person who is proficient in speaking, listening to, and reading in a foreign language, is not known to be a good language learner unless he/she has a decent writing ability in that foreign language. It is one powerful form of communication; it develops critical thinking (Tierney, Soter, O'Flahavan, & McGinley, 1989) and facilitates learning (Deshler, Palincsar, Biancarosa, & Nair, 2007). Also, language learners' academic achievement and progress across content areas are often dependent on their ability to express knowledge through written expressions (Mason, BenedekWood, & Valasa, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Electronic Portfolio Assessment on the Writing Performance of Iranian EFL Learners

Khodashenas

Rakhshi

2017

IJREE

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The present study attempted to investigate the impact of electronic portfolio assessment on performance of Iranian EFL learners' writing. To do so, 30 advanced EFL learners who participated in a TOEFL preparation course were selected as the participants of the study. After administrating a truncated version of TOEFL proficiency test, they were randomly assigned to control and experimental groups. The experimental group was given a treatment including electronic portfolio assessment, while the control group was given a placebo. To collect the required data, two instruments (a writing pre-test and a writing post-test) were administered to both groups during the experimentation. Subsequently, the learners' scores were collected and the results were statistically analyzed. Inter-rater reliability, matched t-test, and independent t-test were calculated. The findings revealed that the participants of the experimental group outperformed those of the control group and thus it was concluded that electronic portfolio assessment can improve the writing ability and can be considered as a motivating assessment strategy.

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“…Writing (joint text summary) was widely utilized during the study to further engage the learners (readers) with the process of meaning negotiation and learning. The second typology of activities employed is supported by mounting evidence in the literature indicating that the use of "writing" along with "group discussions of problems" can enhance learning (cited in Tierney et al, 1989). Furthermore, Ur (1981, cited in Gabrielatos, 1992 states that in order for a discussion to be successful a purpose is needed.…”

Section: Methodsmentioning

confidence: 99%

Negotiated Interaction: A Way out of Cul-de-sac in Reading Classrooms

Yazdi-Amirkhiz¹,

Ajideh²

2008

ELT

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This study aims to translate tenets of social constructivism into practice via a scaffolded modality of learning. It is hypothesized that hermeneutical nature of passage interpretation could create "affordances", Van Lier's (2000) term, or "interactional opportunities" which are psycholinguistically and developmentally valuable crucibles for "negotiated interaction" and subsequently enhancement of reading comprehension. To this end, 24 randomly-selected intermediate-level English learners, having been divided into two equal homogeneous scaffolded (experimental) and non-scaffolded (control) groups, were subjected to 15 half-an-hour reading activities. Whereas the non-scaffolded group proceeded individually, the scaffolded groups did reading tasks interactively; they read the passages for themselves, publicized their reading problems, discussed the difficulties with each other, and wrote a joint summary. On the 15th session a post-test (unseen texts) was administered. Pretest and posttest results were compared using Wilcoxon Match Pairs Signed Ranks Test, indicating that scaffolded reading enhanced the reading ability of the readers.

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The Effects of Reading and Writing upon Thinking Critically

Cited by 89 publications

References 9 publications

Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill

Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill

The Effect of Electronic Portfolio Assessment on the Writing Performance of Iranian EFL Learners

Negotiated Interaction: A Way out of Cul-de-sac in Reading Classrooms

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