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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Low proficiency students needed help with reading comprehension including learning new vocabulary before they combined reading and writing skills for paraphrasing and summarizing. → Cho 2015 q1 i? Students mainly adopted a simple paraphrasing strategy such as using synonyms and did not seem to understand the reasons for paraphrasing. → 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 · r?

Teacher interviews revealed that "low proficiency students needed help with reading comprehension including learning new vocabulary before they combined reading and writing skills for paraphrasing and summarizing."

"Low proficiency students needed help with reading comprehension including learning new vocabulary before they combined reading and writing skills for paraphrasing and summarizing. Most questions that students at the beginning level had were about vocabulary meaning."

Cho 2015 (2)¶

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? · causal · r1

Interviews found that despite a training session, "students mainly adopted a simple strategy, such as using synonyms" and "did not seem to understand the reasons (e.g., avoiding plagiarism and demonstrating their understanding of the original source) to paraphrase an original sentence."

"Although Kaylee provided a short training session about paraphrasing and taught various paraphrasing strategies, students mainly adopted a simple strategy, such as using synonyms. Students did not seem to understand the reasons (e.g., avoiding plagiarism and demonstrating their understanding of the original source) to paraphrase an original sentence in their summary and lacked writing skills that needed lexical and syntactical knowledge."

Discussion¶

Related Claims¶

• 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 — related