Students at different proficiency levels used the thinksheet differently, with advanced students revisiting prior steps and beginning students failing to complete or use them as intended¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Advanced students improved their initial paraphrases, included relevant details by revisiting the reading text, and reorganized their sentences from Steps 1 and 2. → Cho 2015 q1 i? Many beginning students did not complete their writing or wrote a too short summary, did not use important ideas from Steps 1 and 2, and left out supporting details. → Cho 2015

Evidence¶

Cho 2015¶

Cho, H., & Brutt-Griffler, J. (2015). Integrated reading and writing: A case of Korean English language learners. Reading in a Foreign Language, 27(2), 242-261. http://nflrc.hawaii.edu/rfl

q1 · i? · qualitative · r1

Qualitative examination of students' thinksheets found that "most students at the advanced level a) improved their initial paraphrases on lexical and syntactic levels, b) included relevant details by revisiting the reading text, and c) reorganized their sentences used in Step 1 and Step 2," while many beginning students did not complete their writing or use their selected ideas.

"In their summary, most students at the advanced level a) improved their initial paraphrases on lexical and syntactic levels, b) included relevant details by revisiting the reading text, and c) reorganized their sentences used in Step 1 and Step 2. Many students at the beginning level, on the other hand, a) did not complete their writing or wrote a too short summary, b) did not use important ideas they had selected in Step 1 and Step 2, and c) left out details that could support the main ideas or added unnecessary details."

Discussion¶

Related Claims¶

• The teacher faced challenges teaching integrated reading and writing to students at different proficiency levels, particularly with vocabulary support for beginning students and paraphrasing instruction — related
• Multiple-choice reading test scores failed to significantly improve at all proficiency levels after the intervention — related