The extent of the relationship between reading and writing achievement among international students enrolled in a university freshman composition course Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/th83m1703

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  • This study examined the reading-writing relationship for 99 exclusively international students, and used narrative, and timed and untimed expository writing samples. The reading comprehension test was the Degrees of Reading Power (DRP), a test appropriate for use with English as a second language (ESL) learners. Results of the study indicated a strong positive relationship between reading achievement and writing achievement, especially for low-level readers. Interviews conducted during the study revealed that middle/high-level readers achieved low writing scores because of motivational or time problems rather than inability. Some low-level readers were better able to control their thoughts and language on the shorter, timed sample than they were on the expanded, untimed samples. In general, low-level readers lacked rhetorical, syntactic, and critical thinking skills. Secondary findings which require further research revealed that female international students scored lower on both reading and writing achievement than males. The Japanese students, predominantly female, had studied English longer than most other language groups but scored lowest on both skills. This study has implications for teaching reading and writing to international students.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2010-03-19T19:29:58Z (GMT) No. of bitstreams: 1 GraberWilsonGerry1989.pdf: 720959 bytes, checksum: ac6903839f64da5338ced04bd30d87f2 (MD5)

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