在写作中协调多种语言水平

IF 1.8 4区 医学 Q1 LINGUISTICS
E. Silliman, R. Bahr, Robin L. Danzak, M. Brea-Spahn
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引用次数: 0

摘要

本文的目的之一是转变观念,从传统的识别有特殊学习障碍(SLDs)的学生 "缺失 "的书面语言能力,转变为将写作评估作为发现更复杂的语言优势的基础,从而在各学科中取得成功。多语言水平(MLL)视角立足于发现学生在课堂写作活动中可能存在的书面语言优势。我们使用多元语言水平来研究 19 名 4-9 年级学生的作文,这些学生被归类为 SLD,在学术写作方面有困难。他们的写作任务是解释宇航员是如何写太空探索的。MLL 方法揭示了作文在大画面(全局或主题)和特写(局部)层面上隐藏的优势。本文通过四个案例描述了在全局和局部层面发现的优势模式,并指出了其教学意义。此外,还提供了治疗建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Coordinating Multiple Language Levels in Writing
One aim of this article is to shift mindsets from the traditional identification of written language abilities that are “missing” in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL) perspective is grounded on identifying strengths in written language that may be present in students’ responses to classroom writing activities. We used MLL to examine the compositions of 19 students in grades 4–9 who were classified with SLDs and struggled with academic writing. Their writing assignment was to explain how astronauts wrote about space exploration. The MLL approach revealed hidden strengths at the big picture (global or thematic) and close-up (local) levels of composing. Patterns of strengths discovered at the global and local levels are described with four case examples and instructional implications are noted. Suggestions for treatment are also provided.
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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
26
期刊介绍: Topics in Language Disorders (TLD) is a double-blind peer-reviewed topical journal that has dual purposes: (1) to serve as a scholarly resource for researchers and clinicians who share an interest in spoken and written language development and disorders across the lifespan, with a focus on interdisciplinary and international concerns; and (2) to provide relevant information to support theoretically sound, culturally sensitive, research-based clinical practices.
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