Writing week-journals to improve the writing quality of fourth-graders’ compositions

Rosário, Pedro; Högemann, Julia; Núñez, José Carlos; Vallejo, Guillermo; Cunha, Jennifer; Oliveira, Vera Barros de; Fuentes, Sónia; Rodrigues, Celestino

doi:10.1007/s11145-016-9710-4

Cited by 18 publications

(25 citation statements)

References 37 publications

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“…These studies should focus on the stimulation of deficient EFs (e.g., randomized-control trials), as well as the identification of individual differences in terms of EFs (e.g., longitudinal studies). Future research could consider implementing neuro-rehabilitation processes at the early stages of development with new and promising methods (e.g., promotion of self-regulatory competences, Rosário et al, 2016 serious games, Susi et al, 2007 ) for the promotion of developing EFs. Importantly, therapists, parents/caregivers, and teachers, could be provided with adequate training and support to ensure the transfer of the intervention gains to the daily contexts (Dawson and Guare, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

How Executive Functions Are Evaluated in Children and Adolescents with Cerebral Palsy? A Systematic Review

et al. 2018

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Aims: The aim of the present study was to examine how executive functions are assessed in children and adolescents with Cerebral Palsy.Method: A systematic literature review was conducted using four bibliographic databases (WebScience, Scopus, PubMed, and Psycinfo), and only studies that evaluated at least one executive function were selected. Both the research and reporting of results were based on Cochrane's recommendations and PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) guidelines.Results: The instrument most frequently used was the D-KEFS. All studies point to the existence of impairments in the executive functions among children and adolescents with Cerebral Palsy with an impact on several cognitive and life domains.Interpretation: There is a need to further systematize the research protocols to study the executive functions and their assessment in the intervention context. Findings of this review presented a diversity of tests (e.g., D-KEFS) or tasks (e.g., The inhibitory ability task) used with children with Cerebral Palsy. However, no information was given about adaptations performed to the test/task to meet Cerebral Palsy's specificities. Future research could consider including this information, which is key both to researchers and practitioners. The results of this study have important implications and suggestions for future avenues and guidelines for research and practice.

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Section: Discussionmentioning

confidence: 99%

How Executive Functions Are Evaluated in Children and Adolescents with Cerebral Palsy? A Systematic Review

et al. 2018

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“…English writing skills are critical to educational and occupational success (Togatorop, 2015). Some researchers go even further to consider them as essential capabilities for surviving in the 21 st century (Rosário et al, 2017;Yeh, Lo, & Huang, 2011). However, writing in EFL is a difficult and challenging process (Al-Samadani, 2010;National Assessment of Educational Progress, 2011;Warschauer, 2010) that requires hard work from writers to coordinate a number of cognitive and knowledge skills (Crossley & McNamara, 2016).…”

Section: Problem Of the Studymentioning

confidence: 99%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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This study has devoted itself to examining the effect of using cloud-based collaborative writing on EFL students' writing quantity and quality. Twenty-one EFL students studying at Jubail College of Education, IAU University participated in the study. They were pretested in writing quantity and quality before the treatment then they practiced cloud-based collaborative writing for a whole semester before being posttested in both measures. Results from non-parametric Wilcoxon Signed Ranks revealed no significant difference between the pretest and the posttest regarding writing quantity whereas it revealed a significant difference with regard to writing quality. It was concluded that cloud-based collaborative writing can be used to improve the quality of essays written by EFL students. Recommendations and research suggestions were introduced.Through the researcher's experience as an associate professor of TEFL at Jubail College of Education, IAU University, she noticed that writing is indeed a problematic area for most EFL students and that most students get low grades in their writing exams. Furthermore, she administered a writing test to a group of these students. Through analyzing their answers, the researcher found that they wrote insufficiently and she discovered that they committed many errors in coherence, grammar, spelling, structure, word choice, punctuation, phoneme clusters, and use of prefixes and suffixes. Therefore, the need arose to search for a solution for Saudi EFL students' inability to write effectively regarding both quantity and quality. Based on the researcher's search for effective strategies that can improve EFL writing quantity and quality, cloud-based collaborative writing seemed as a promising one.

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“…Li et al (2014) justify the use of a matched-pair design for the same purpose. However, there is concern that some quasi-experimental studies, such as those of Mendezabal and Tindowen (2018) and Rosário et al (2017), use only random assignment without carrying out a pre-test evaluation of the degree of equivalence between their experimental groups, which in this type of design should be necessary.…”

Section: Discussionmentioning

confidence: 99%

Effective Metaheuristic Assignment to Improve Equivalence in Small Experimental Pedagogical Groups

Roldán

Feijó

Roldan

et al. 2019

PED

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We propose a new metaheuristic algorithm to find “good” solutions for the assignment of small treatment-control groups, minimising the random resource. Using simulated cases, we achieved 100% groups with equivalence levels equal to or higher than those generated with the simple random assignment, complete random assignment and block random assignment designs. In addition, as a secondary objective to test the new algorithm, we found that short out of-class essays implied that treatment group marks were 14% higher than in the control group.

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Writing week-journals to improve the writing quality of fourth-graders’ compositions

Cited by 18 publications

References 37 publications

How Executive Functions Are Evaluated in Children and Adolescents with Cerebral Palsy? A Systematic Review

How Executive Functions Are Evaluated in Children and Adolescents with Cerebral Palsy? A Systematic Review

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Effective Metaheuristic Assignment to Improve Equivalence in Small Experimental Pedagogical Groups

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