Doris L Prater
Biographic Data
| ID | 5998765 |
|---|---|
| NAME | Doris L Prater |
| GIVEN NAMES | Doris L |
| FAMILY NAME | Prater |
| SIGNATURE | PRATER D L |
| AFFILIATIONS | University of Houston - Clear Lake |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 2 |
The effects of school culture and climate on student achievement
The purpose of the study was to investigate whether Exemplary, Recognized and Acceptable schools differ in their school climates, as measured by the 10 dimensions of the Organizational Health Inventory. Significant differences were found on all 10 dimensions of the Organizational Health Inventory, with Exemplary schools out‐performing Acceptable schools. No statistical significance was found between Exemplary and Recognized schools. Statistical s…
Examining the Effects of Gender and Second Language Proficiency on Hispanic Writers' Persuasive Discourse
The present study was designed to examine the degree to which persuasive responses are present in Hispanic second language writers and to categorize these responses by level of language proficiency and gender. Thirty seven elementary school students were asked to write an essay in response to a standard prompt designed to elicit persuasive writing. Using an adaptation of Weiss & Sachs' (1991) classification system of persuasive responses, origina…
Using Peer Response Groups with Limited English Proficient Writers
The use of peer response groups in writing classrooms has become increasingly popular in recent years as emphasis has shifted from product to process. For the limited English proficient (LEP) student, however, interaction with peers or teacher has been more restricted. The present study investigated the effectiveness of the use of heterogeneous (in terms of language proficiency and ability) peer response groups with forty-six LEP students in grad…
Using Brainstorming and Clustering with LEP Writers to Develop Elaboration Skills
Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5, 177-193. Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-228. Yule, G., Hoffman, P., & Damico, J. (1987). Paying attention to pronunciation: The role of self-monitoring in perception. TESOL Quarterly, 21(4), 765-768
Effects of Modes of Discourse on Writing Performance in Grades Four and Six
Preview this article: Effects of Modes of Discourse on Writing Performance in Grades Four and Six, Page 1 of 1 /docserver/preview/fulltext/rte/17/2/researchintheteachingofenglish15713-1.gif
Using Peer Response Groups with Limited English Proficient Writers
The use of peer response groups in writing classrooms has become increasingly popular in recent years as emphasis has shifted from product to process. For the limited English proficient (LEP) student, however, interaction with peers or teacher has been more restricted. The present study investigated the effectiveness of the use of heterogeneous (in terms of language proficiency and ability) peer response groups with forty-six LEP students in grad…
Examining the Effects of Gender and Second Language Proficiency on Hispanic Writers' Persuasive Discourse
The present study was designed to examine the degree to which persuasive responses are present in Hispanic second language writers and to categorize these responses by level of language proficiency and gender. Thirty seven elementary school students were asked to write an essay in response to a standard prompt designed to elicit persuasive writing. Using an adaptation of Weiss & Sachs' (1991) classification system of persuasive responses, origina…
Effects of Modes of Discourse on Writing Performance in Grades Four and Six
Preview this article: Effects of Modes of Discourse on Writing Performance in Grades Four and Six, Page 1 of 1 /docserver/preview/fulltext/rte/17/2/researchintheteachingofenglish15713-1.gif
Using Brainstorming and Clustering with LEP Writers to Develop Elaboration Skills
Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5, 177-193. Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-228. Yule, G., Hoffman, P., & Damico, J. (1987). Paying attention to pronunciation: The role of self-monitoring in perception. TESOL Quarterly, 21(4), 765-768
Using Peer Response Groups with Limited English Proficient Writers
The use of peer response groups in writing classrooms has become increasingly popular in recent years as emphasis has shifted from product to process. For the limited English proficient (LEP) student, however, interaction with peers or teacher has been more restricted. The present study investigated the effectiveness of the use of heterogeneous (in terms of language proficiency and ability) peer response groups with forty-six LEP students in grad…
Examining the Effects of Gender and Second Language Proficiency on Hispanic Writers' Persuasive Discourse
The present study was designed to examine the degree to which persuasive responses are present in Hispanic second language writers and to categorize these responses by level of language proficiency and gender. Thirty seven elementary school students were asked to write an essay in response to a standard prompt designed to elicit persuasive writing. Using an adaptation of Weiss & Sachs' (1991) classification system of persuasive responses, origina…
The effects of school culture and climate on student achievement
The purpose of the study was to investigate whether Exemplary, Recognized and Acceptable schools differ in their school climates, as measured by the 10 dimensions of the Organizational Health Inventory. Significant differences were found on all 10 dimensions of the Organizational Health Inventory, with Exemplary schools out‐performing Acceptable schools. No statistical significance was found between Exemplary and Recognized schools. Statistical s…
Mathematics education (5 works) · Psychology (5 works) · Pedagogy (4 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Social Psychology (3 works) · Elaboration (2 works) · Humanities (2 works) · Philosophy (2 works) · Writing and Handwriting Education (2 works)