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Fellenz, Martin R. – Assessment & Evaluation in Higher Education, 2004
This paper describes the multiple choice item development assignment (MCIDA) that was developed to support both content and higher level learning. The MCIDA involves students in higher level learning by requiring them to develop multiple choice items, write justifications for both correct and incorrect answer options and determine the highest…
Descriptors: Multiple Choice Tests, Test Items, Student Attitudes, Writing Ability
Schley, Sara; Albertini, John – Journal of Deaf Studies and Deaf Education, 2005
The NTID Writing Test was developed to assess the writing ability of postsecondary deaf students entering the National Technical Institute for the Deaf and to determine their appropriate placement into developmental writing courses. While previous research (Albertini et al., 1986; Albertini et al., 1996; Bochner, Albertini, Samar, & Metz, 1992)…
Descriptors: Deafness, Writing Ability, Writing Tests, College Students
Chanock, Kate – Literacy, 2006
This paper recounts the process by which a severely reading-disabled adult student taught himself to read and write Ancient Greek, and in so doing, improved his ability to read and write in English. Initially, Keith's reading and writing were slow, difficult and inaccurate, accompanied by visual disturbance. However, motivated by a strong interest…
Descriptors: Dyslexia, Greek, Reading Difficulties, Adult Students
Kirby, Nicola F.; Downs, Colleen T. – Assessment & Evaluation in Higher Education, 2007
The Science Foundation Programme (SFP) at the University of KwaZulu Natal, Pietermaritzburg attempts to address past educational inequalities by providing disadvantaged matriculants with the skills, resources and self-confidence needed to embark on their tertiary studies. Students entering the Programme typically adopt a surface approach to…
Descriptors: Higher Education, Biology, Science Instruction, Foreign Countries
Ulusoy, Mustafa – Turkish Online Journal of Educational Technology - TOJET, 2006
In this paper, the role of computers in writing process was investigated. Last 25 years of journals were searched to find related articles. Articles and books were classified under prewriting, composing, and revising and editing headings. The review results showed that computers can make writers' job easy in the writing process. In addition,…
Descriptors: Educational Strategies, Writing Processes, Computer Software, Writing Ability
Roberts, Theresa A.; Meiring, Anne – Journal of Educational Psychology, 2006
First-grade children's reading, writing, and spelling competencies in 2 different instructional contexts for teaching phonics were examined. Reading, writing, and spelling abilities were measured at the beginning, middle, and end of 1st grade. Children were randomly assigned to 1 of 2 treatments designed to teach grapheme-phoneme correspondences,…
Descriptors: Phonics, Childrens Literature, Reading Comprehension, Spelling
Traynelis-Yurek, Elaine; Strong, Mary W. – 1994
This study examined whether informal medical assessments could be used by classroom teachers to assess fine-motor ability and if there is any connection between fine-motor ability and reading achievement. Subjects were 174 half-day kindergarten children from whole-language classrooms in three states. Subjects were pretested in October and…
Descriptors: Kindergarten, Kindergarten Children, Medical Evaluation, Physical Development
Sherman, Lawrence W.; And Others – 1991
This study compared the written products of four groups of 26 male students in grades 4-6, including 8 students identified as gifted, 6 learning-disabled/gifted, 6 learning-disabled, and 6 normal. The Test of Written Language-2 was administered and seven subtest scores were compared among the four groups. In general, the speculation that…
Descriptors: Comparative Analysis, Gifted, Gifted Disabled, Intermediate Grades

Pavlik, Lisa – Journal of Creative Behavior, 1997
Two studies involving 60 graduate and undergraduate students explored the role of structured imagination in story creation. Results indicate representational knowledge was an important influence on story meaning and originality and that meaningful and original stories were more likely to contain abstract concepts than were nonmeaningful and…
Descriptors: College Students, Creative Development, Creative Thinking, Creative Writing

Fraser, Deborah F. G. – Roeper Review, 2003
A range of metaphors composed by gifted elementary children are presented and discussed in terms of what they indicate about their personal worlds, special talents, and emotional insights. The approach to creative writing described in the article also has the potential to assist with the identification of linguistic talent. (Contains references.)…
Descriptors: Ability Identification, Creative Writing, Elementary Education, Emotional Development

Edmunds, Alan L.; Noel, Kathryn A. – Roeper Review, 2003
This article presents the case of Geoffrey, a prolific 5-year-old writer. It examines his writing and how his intrapersonal factors and propitious environment contribute to his prodigious output. Childhood precocity is presented as an age-based comparable rather than as an adult-based predictor. A developmental theory of precocity is considered.…
Descriptors: Creative Writing, Creativity, Elementary Education, Environmental Influences

LeNoir, W. David – English Journal, 2002
Proposes that the multigenre concept can be a major force in developing writing ability and writing enthusiasm in students. Notes that the point of a multigenre paper is to convey a unified message which is reflected not only in the content of the individual elements, but also in how they work together. Proposes that if this necessary unity is not…
Descriptors: Instructional Effectiveness, Literary Genres, Secondary Education, Student Attitudes

Fagan, William T.; Eagan, Ruth L. – English Quarterly, 1990
Determines whether French immersion programs result in detrimental effects on the ability of children in such programs to read and write in English. Finds that writing in English and French is fairly comparable across languages and that there is a transfer of processing behavior across languages. (MG)
Descriptors: Foreign Countries, French, Grade 3, Immersion Programs
Thomas, Peter – Gifted Education International, 1994
Differences in girls' and boys' writing are felt to stem from cultural experiences relating to their reading and viewing. The aim of teachers should not be to produce degendered narrative but to encourage the complementary components of assertiveness, reflectiveness, and awareness of opposed values in both boys' and girls' writing. (JDD)
Descriptors: Cultural Background, Elementary Secondary Education, Females, Gifted

Corrado, Cathy – Perspectives in Education and Deafness, 1995
Traditional Individualized Education Program (IEP) goals focusing on mastery of skills taught in isolation are inappropriate for primary-level whole-language classrooms containing children who are deaf or hard of hearing. Sample goals and objectives that measure students' growing ability to read and write are presented. (JDD)
Descriptors: Deafness, Individualized Education Programs, Primary Education, Reading Ability