Developing writing skills of learners with persistent literacy difficulties through the explicit teaching of grammar in context
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- 2018 Developing writing skills of learners
Accepted author manuscript, 1.38 MB, PDF document
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DOI
The benefits of grammar instruction in the teaching of writing is contested in most English-speaking countries (Jones et al. 2012). A majority of Anglophone countries abandoned the teaching of grammar in the 1950s based on the conclusions that it had no positive impact on learners’ development of reading, writing and language (Locke, 2005). Through an action research design, this study aims at gaining a further understanding of how the explicit teaching of grammar in context can benefit learners with persistent literacy difficulties by adapting the Grammar for Writing materials (Myhill, 2013). It intends to improve educational practice (Koshy, 2010) through action, analysis and reflection
Keywords
- Literacey Acquisition, Explicit Teaching of Grammar in context, Persistent literacy difficulties, Writing Skills
| Original language | English |
|---|---|
| Pages (from-to) | 165-189 |
| Number of pages | 25 |
| Journal | Support for Learning |
| Volume | 33 |
| Issue number | 2 |
| Early online date | 18 Sept 2018 |
| DOIs | |
| Publication status | Published - 2018 |
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