Children’s use of drawing as a pre-writing strategy

In this study the writing products of 60 third-grade students, who drew before writing a story on a self-selected topic, was compared with the writing products of 59 third-grade students who wrote without drawing. The students in the group which drew before writing tended to produce more words, more sentences and more idea units, and their overall writing performance was higher than the students who wrote without drawing. These findings were consistent for boys as well as girls. Implications for writing research and instruction are discussed.     

Reading habits of university ESL students at different levels of English proficiency and education

This paper describes a research study which examined the degree to which the levels of English proficiency (high vs. low) and education (graduate vs. undergraduate) of students for whom English is a second language (ESL) were associated with differences in their reading behavior patterns. Subjects completed a survey which elicited information about several aspects of their reading behavior patterns including the type of materials read, the amount of time devoted to each type of reading, perceptions of their own reading ability, weaknesses, and needed improvements in reading. The results revealed that many of the mean scores obtained differed significantly, a fact indicating that the subjects’ levels of education and English proficiency were indeed associated with their reading behavior patterns. The paper concludes with a discussion of the instructional implications of the findings.     

Characteristics of managerial coaching

Coaching has become ubiquitous in organizations. Despite its growth in popularity, the concept remains largely untested through empirical inquiry. This study examined the skills and behaviors associated with managerial coaching. Results indicate a link between specific managerial skills, behaviors, and coaching.