DEVELOPING WRITING-READING ABILITIES THOUGH SEMI GLOBAL METHODS - Volume 6 - Issue 2 - 2013 abstract

Oct 15, 2026

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The study underlines the importance of semi-global strategies within thematic projects for developing writing and reading abilities in first-grade pupils. Four variables guide the research: phonological awareness, identification of writing-reading elements, understanding the functions and role of writing-reading, vocabulary enrichment, and text comprehension level. The pedagogical experiment uses pretest, intervention, and posttest stages to evaluate effects.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

1. Theoretical background

1.1. Factors that influence writing/reading abilities

1.2. Didactical methods used in teaching reading-writing abilities

1.3. Thematic projects

2. Research methodology

2.1. General objective

2.2. Participants in the research

Volume 6, Number 2, 2013 DEVELOPING WRITING-READING ABILITIES THOUGH SEMI GLOBAL METHODS Cecilia Macri, Muşata Bocoş Abstract: Through this research was intended to underline the importance of the semi-global strategies used within thematic projects for developing writing/reading abilities in the first grade pupils. Four different coordinates were chosen to be the main variables of this research: the level of phonological awareness, the degree in which writing-reading elements are identified, the degree on understanding the functions-role of writing-reading, enriching vocabulary and improving the comprehension level. This research is a pedagogical experiment having as main phases the pretest, intervention, posttest stages. Key words: writing-reading competence, semi-global strategies, thematic projects, phonological awareness, text comprehension, vocabulary volume. 1. Theoretical background 1.1. Factors that influence writing/reading abilities Within education framework, primary education level represents the key element in building human being personality. Regarding this aspect, the first schooling years focuses on developing children`s instrumental abilities, mainly the acquisition of reading-writing abilities [1] . Thus, during primary education period the main characteristic for language development is given by the fact that language turns into a subject matter, it staring to be acquired in a systematical and intentional way focusing in language main components: phonology, lexicology, grammar, stylistics etc. In the beginning the little pupils learn to cut off different unities from the whole verbal emission corpus (shapes, words, sentences, phrases) . Then they tend to acquire grammatical rules for using language. But in order the little pupils to be able to access the whole curricular areas in an efficient way they have to prove reading and writing abilities at least in an operational level. Having into consideration the fact that written language has two main components (the reception and the production of grapheme signs), the pupil has to be able to acquire reading abilities, on one hand, and writing abilities, on the other hand, these abilities being in connection with grammatical knowledge, orthography, orthoepy, stylistics [2] . In fact written language development starts with acquiring reading abilities, as reading implies the decoding, the passing from the graphical code (based on letters or graphemes), to auditory code (sounds or phonemes) . Thus, writing-reading abilities must me continuously developed, it being dependent on a series of important factors: neuropsychological ones, psycho/motor ones, sensorialones, cognitive ones and also unknown factors [3] . A distinct category of factors which can influence writing-reading abilities (which are addressed through this research) is also represented by instructive/educative process features, related with improving developing these intellectual working instruments. Shortly presented, these factors [4] are: ‐ Reading`s place within schooling schedule; ‐ The diversity of the reading support materials, of the didactical materials; ‐ The variety of the reading abilities and strategies that children are asked to use; ‐ Using different strategies for determining the children to express proper assumption in relation with the read texts; ‐ Functional school and classes libraries ; ‐ Possibility to use computers and to access internet; ‐ Using educational software in order to develop reading competences; ‐ Missing classes; ‐ Family`s attitude towards reading. 1.2. Didactical methods used in teaching reading-writing abilities A series of methods through which reading and writing abilities can be developed are listed by specialized literature. Among these methods we mention [3]: phonetically-analytical-synthetically method, semi-global method, integral linguistic method, natural method (Freinet), Montessori method, Decroly method. Al

FAQs

What is the main goal of the research on writing-reading abilities?

To demonstrate the importance of semi-global strategies used within thematic projects for developing pupils’ writing and reading abilities.

Which variables are used as the main factors in the study?

Phonological awareness, identification of writing-reading elements, understanding the functions and role of writing-reading, vocabulary enrichment, and comprehension level.

How is the pedagogical experiment structured?

It follows three stages: pretest, intervention, and posttest.

Oct 15, 2026

Uploaded by Putri