The success of a school greatly depends on the ability of its leaders to communicate effectively. In "Connecting Through Leadership," author Jasmine K. Kullar details how to verbally and nonverbally inspire, motivate, and connect with every member of a school community, from teachers to students to parents. The book includes questions…

There are two accounts of how readers of unspaced writing systems (e.g., Chinese) know where to move their eyes: (a) saccades are directed toward default targets (e.g., centers of words that have been segmented in the parafovea); or (b) saccade lengths are adjusted dynamically, as a function of ongoing parafoveal processing. This article reports…

Among a growing body of research that examined the contradictory role of written corrective feedback (WCF) in development of L2 writing accuracy, this study investigated the possible impact of focused metalinguistic WCF on discourse markers (DMs) in writing performance of an intact group of 42 Iranian English as a Foreign Language (EFL) learners…

This paper explores geography mentors' written lesson observation feedback by analysing data from across a one-year Initial Teacher Education (ITE) programme delivered through a university-school partnership in England, asking two main questions: in what ways is geography/geographical knowledge discussed in written lesson observation feedback…

Teaching meaningful and productive mathematical argument in school requires teachers who are comfortable with diverse forms of mathematical justification. This study examines the written and oral justifications of pre-service middle school teachers (PSTs) in a single classroom, focusing on the types of justifications they use during the patterns…

This study was conducted to identify Iranian EFL teachers' perceptions regarding the most serious written errors made by young adult EFL learners, along with the most effective types of written corrective feedback to deal with them. Data were collected from 253 Iranian EFL teachers through a questionnaire made by the researchers and were analyzed…

Postsecondary faculty do not provide detailed, individualized, and timely feedback to students, although faculty and students consider feedback an integral aspect of higher education. Text expander technology, or software programs that automatically convert snippets of predetermined text into longer phrases, can aid postsecondary faculty in…

The latest version of the connectionist dual process model of reading (CDP++.parser) was tested on a set of nonwords, many of which were orthographically strange (e.g., PSIZ). A grapheme-by-grapheme read-out strategy was used because the normal strategy produced many poor responses. The new strategy allowed the model to produce results similar to…

"Strategies for Teaching Students with Learning and Behavior Disabilities" prepares teachers to meet elementary and secondary students' needs in a variety of settings. It builds a foundation with information about general teaching and learning approaches, then turns to specific content areas such as reading, math, oral and written…

Multimodal materials have become ubiquitous in language teaching classes. However, growing evidence suggests that misalignments between multimodal elements can mislead or even confuse students. To explore such concerns, this paper focuses on the design and pedagogical application of intersemiotically cohesive multimodal materials in an English for…

Background: Research in the field of writing pedagogy within higher education has extensively examined the significant roles that feedback plays in the development of students' writing skills. However, comparative studies that investigate the efficacy of teacher-provided written and oral feedback, both with and without the aid of technology,…

It is generally agreed that first language (L1) morphological awareness, the ability to reflect upon, analyze and manipulate morphemes and morphological structure of words, can transfer and facilitate second language (L2) reading subskill acquisition. However, the facilitative role of L1 morphological awareness is unclear in the literature…

Typically developing (TD) children, as young as four years of age, have demonstrated enhanced noun learning when orthographic representations are presented during learning tasks. This dissertation investigated the impact of orthographic support on word learning in diverse populations, focusing on children from a variety of clinical categories…

Purpose: The aim of this review is to illuminate the connection between inferential skills and spoken language idiom comprehension (SLIC) with a focus on autism. Idioms are frequently occurring figurative expressions, such as feeling blue, on cloud nine, and all tied up, that have literal and nonliteral meanings. Method: In this review article, an…

This study aims to investigate the beliefs and real practices of four English writing teachers in relation to their written corrective feedback (WCF) and verify whether these beliefs and practices are compatible or not in an ESP context in the preparatory year in Saudi Arabia. The participants in his study were four teachers and fortystudents at…