Megan Schneider Dinnesen
Biographic Data
| ID | 4619871 |
|---|---|
| NAME | Megan Schneider Dinnesen |
| GIVEN NAMES | Megan Schneider |
| FAMILY NAME | Dinnesen |
| SIGNATURE | DINNESEN M S |
| AFFILIATIONS | School of Education Mount St. Joseph University Cincinnati Ohio USA |
| ORCID | 0000-0002-7321-2595 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The Relationship Between Reading Instruction and Writing Achievement in Kindergarten
Examining the impact of reading instruction on writing can help to refine the theoretical models to better explain how skills in reading support skills in writing and inform the development of literacy curricula that leverage the synergies between reading and writing instruction. Therefore, the purposes of this study are to investigate if the amount and type of reading instruction (word reading, foundational oral language, and comprehension) that…
Exploring the roles of L1 reading, L2 proficiency, strategy use and anxiety in L2 Reading comprehension
Background Second language (L2) reading is a complex process in which two languages constantly interact. L1 reading and L2 proficiency are two well‐acknowledged factors contributing to L2 reading comprehension. Other factors, such as strategy use and anxiety, might also predict L2 reading comprehension, but their roles have not been examined in the presence of L1 reading and L2 proficiency. Method Participants were 147 high school Chinese English…
The Role of Home Literacy Practices in Kindergarten Children’s Early Writing Development
Research Findings: Home literacy practices are an important variable in the development of literacy skills among children. However, several questions regarding the relationship between home literacy practices and writing are unanswered. The objective of this correlational study is to examine the relationship between reading-related and writing-related home practices and children’s writing development. Participants included 282 kindergarten childr…
Toward Active Partnership
Procedural safeguards have been in place for years with the intention of protecting the rights of parents and their children with disabilities. Despite the promises of the Individuals With Disabilities Education Act, parents have not mastered the tools they need to be active participants in their child’s special education. Educators must inform parents of children with disabilities of their rights and responsibilities in documents that clearly co…
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Toward Active Partnership
Procedural safeguards have been in place for years with the intention of protecting the rights of parents and their children with disabilities. Despite the promises of the Individuals With Disabilities Education Act, parents have not mastered the tools they need to be active participants in their child’s special education. Educators must inform parents of children with disabilities of their rights and responsibilities in documents that clearly co…
The Role of Home Literacy Practices in Kindergarten Children’s Early Writing Development
Research Findings: Home literacy practices are an important variable in the development of literacy skills among children. However, several questions regarding the relationship between home literacy practices and writing are unanswered. The objective of this correlational study is to examine the relationship between reading-related and writing-related home practices and children’s writing development. Participants included 282 kindergarten childr…
The Relationship Between Reading Instruction and Writing Achievement in Kindergarten
Examining the impact of reading instruction on writing can help to refine the theoretical models to better explain how skills in reading support skills in writing and inform the development of literacy curricula that leverage the synergies between reading and writing instruction. Therefore, the purposes of this study are to investigate if the amount and type of reading instruction (word reading, foundational oral language, and comprehension) that…
Exploring the roles of L1 reading, L2 proficiency, strategy use and anxiety in L2 Reading comprehension
Background Second language (L2) reading is a complex process in which two languages constantly interact. L1 reading and L2 proficiency are two well‐acknowledged factors contributing to L2 reading comprehension. Other factors, such as strategy use and anxiety, might also predict L2 reading comprehension, but their roles have not been examined in the presence of L1 reading and L2 proficiency. Method Participants were 147 high school Chinese English…
Psychology (3 works) · Linguistics (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Reading and Literacy Development (2 works) · Anxiety (1 work) · Child Development and Digital Technology (1 work) · Cognitive psychology (1 work) · Collaborative Teaching and Inclusion (1 work) · Comprehension (1 work)