Investigating the use of graphic organizers for writing
Investigating the use of graphic organizers for writing
复制标题
调查图形组织者在写作中的使用
DOI：
10.31390/gradschool_theses.2537
复制
发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Laura Nicole Delrose
中科院分区：
文献类型：
--
作者：
Laura Nicole Delrose
随着年龄的增长，学生在口头和书面语言中对更复杂的句法和语篇结构的要求越来越高。有语言和学习障碍的儿童很难掌握主题事实之间的组织和关系，使写作成为一项越来越艰巨的任务。此外，这些学生还必须掌握词汇，拼写，标点符号和语法等惯例，以撰写书面文章（Schumaker & Deshler，2003）。本研究探讨了图形组织者作为一种策略，以促进句子和故事形成的句法和语篇结构的更高的复杂性的功效。经过七周的干预，图形组织者的影响进行了评估，比较自发写的故事，脚手架的故事，以及比较前，后测试的句子组合技能。结果表明，图形组织者可以是一个有效的工具，用于在写作过程中生成句子和叙述包含更复杂的句法和语篇结构。
Students are placed under increasing demands for more complex syntax and discourse structure in oral and written language as they age. Children with language and learning disabilities struggle to grasp the organization and relationships between the facts of the topic, making writing an increasingly daunting task. In addition, these students must also master conventions such as vocabulary, spelling, punctuation, and syntax to produce a written essay (Schumaker & Deshler, 2003). This study explored the efficacy of graphic organizers as a strategy to facilitate higher complexity of syntactic and discourse structures in sentence and story formation. After seven weeks of intervention, the impact of graphic organizers was assessed by comparing spontaneously written stories to scaffolded stories as well as comparing sentence combining skills from pre- to post-test. The results suggest that graphic organizers can be an effective tool used in the writing process to generate sentences and narratives containing more complex structure of syntax and discourse.
有语言学习障碍的儿童口语和书面语中的动词和名词形态。
DOI：
10.1044/jslhr.4306.1322
发表时间：
2000
期刊：
Journal of speech, language, and hearing research : JSLHR
影响因子：
--
作者：
Windsor,J;Scott,CM;Street,CK
通讯作者：
Street,CK