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Research Center for Language and Cognition

CLCG Agenda: Upcoming events in April & May

Upcoming Events

   
17 March until 16 May
Summer School Analyzing Classroom Interactions : Open for applications
More information about the summer school can be found on the website
Dates summer school: July 5-9.

6 April until 26 May
LOT Summer School 2021: Registration opens
Information about registration and enrollment: https://lotschool.nl/lot-summer-school-registration-opens-on-6-april/

27 June until 2 July
Leeuwarden Summer School on Cultural & Linguistic Diversity: Open for applications
This interdisciplinary, week-long course is meant for anyone – graduate students, researchers, teachers and policy makers – with an interest in diversity in education.
Application deadline 30 April.
Information and registration
here
Contact:
summerschooldiversity rug.nl

29 April,
14.30 - 15.30 hrs
Thesis Defence Irene Graafsma
Title: 'Computer programming skills: a cognitive perspective'

Link to live stream: https://www.rug.nl/about-ug/latest-news/events/promoties/digital-phd-ceremony

3 May,  16.15 -  17.15 hrs
Thesis Defence Amélie la Roi
Title: 'Idioms in the Aging Brain'
Link to live stream:
https://www.rug.nl/about-ug/latest-news/events/promoties/digital-phd-ceremony

3 May,  16:00 - 17.30 hrs
Acquisition lab (Disjunction project)
Hosted on Meet: meet.google.com/vsq-gtuz-ekz

4 May, 11.00 - 12.00 hrs
DISCO meeting
Speaker: Moniek Vis
Title: ' The effects of a genre-based interconnected reading and writing instruction '
Hosted on Meet:
https://meet.google.com/vsd-vwok-nus?authuser=0

7 May, 13.00 - 17.30 hrs
The Bremen Groningen Online Workshops on Multimodality
This session: METHODOLOGY
Hosted on Zoom:
http://bit.ly/BreGroMM
The series is organized around various topics of recent multimodality research to discuss newest questions, newly developed methods, and/or latest results from empirical work.
Visit the website for further info, program and registration.
Info: Janina Wildfeuer (
j.wildfeuer rug.nl )

10 May, 16.00 - 18.00 hrs
Implementing Linguistic Experiments for Web-based Data
This session: A brief introduction about the possibilities of Open Sesame
Sebastiaan Mathot, Psychology Dept, RUG, Jelle Kistjes (RUG)
Hosted on Meet:
meet.google.com/asu-yikm-mkt
Info about speakers and material below


11 May, 13:00 - 14:00
Syntax Seminar
This session: Chomsky's 2019 UCLA lectures (focus on copies and pair-merge: lecture 4)
Hosted on Google Meet:
meet.google.com/ygm-wrdq-wfa

27 May, 12.15 - 12.45 hrs
CLCG Linguistics Lunch
Speaker:
Iris Scholten (Neurolinguistics and Language Development): TBA
Hosted on Meet:
meet.google.com/zbd-fsuo-gsj
Add to Google Calendar

Abstracts

4 May, DISCO meeting

The effects of a genre-based interconnected reading and writing instruction, Moniek Vis

The skills of reading and writing are highly interconnected (Clark, 1996; Fitzgerald & Shanahan, 2000). Meta-analyses of intervention studies suggest that reading skills benefit from writing instruction and vice versa, and that both reading and writing skills benefit from balancing reading and writing instruction (Graham & Hebert, 2011; Graham et al., 2018a; Graham et al., 2018b). However, there seems to be little research on the effects of interconnected reading and writing instruction (IRWI).

We define IRWI as instruction of both skills aiming at elements that connect them from the functional and (socio-)cognitive models of reading and writing, and explicitly addressing relationships between reading and writing. The concept of genre is a core element of IRWI. Teaching genre characteristics and their functions is not dependent on the skills taught but provides opportunities to look at texts from different perspectives (Bhatia, 2002). In addition, reading and writing strategies may not be skill specific but genre specific (Duke, Caughlan, Juzwik & Martin, 2012).

The aim of our research is to test whether a genre-based interconnected reading and writing instruction improves reading and writing skills.

Two genre-based lesson series focusing on news articles and columns respectively were implemented in three Dutch secondary schools (2019-2021). Eight participating teachers were randomly assigned to the two conditions. For both conditions, two distinct genre elements were the focus of instruction. The column and news article group function as each other’s control group. All students took the same pre- and posttests.

On the whole, we expect students from the column condition to outperform students from the news article condition on reading and writing columns, and vice versa. Students from the column condition are expected to perform better than students from the news article condition on the posttest reading questions regarding columns, while students from the news article condition are expected to outperform students from the column condition on the reading questions about news articles. The same expectations about the differential performance of the two conditions exist for the posttest writing tasks.

Keywords: reading, writing, reading-writing relationship, secondary education

References

  • Bhatia, V. (2002). Applied genre analysis: A multi-perspective model. Ibérica: Revista De La Asociación Europea De Lenguas Para Fines Específicos (AELFE), (4), 3-19.
  • Clark, H. H. (1996). Using language. Cambridge: Cambridge University Press.
  • Duke, N. K., Caughlan, S., Juzwik, M. M., & Martin, N. M. (2012). Teaching genre with purpose. Educational Leadership, 69(6), 34-39.
  • Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39-50.
  • Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710-744.

May 10, Implementing Linguistic Experiments for Web-based Data
This session: A brief introduction about the possibilities of Open Sesame
Sebastiaan Mathot & Jelle Kisjes

Sebastiaan will give a brief introduction about the possibilities of Open Sesame, a program to create experiments for psychology,and other disciplines, including psycholinguistics. There's no need to prepare anything, but if you want, you can already download the software and do some tutorials: https://osdoc.cogsci.nl/

After Sebastiaan's introduction to the programme, Jelle will demonstrate a self-paced reading task implemented in OpenSesame. He will show how this looks like in the experiment editor, what participants see during the experiment and the resulting data file.

More info: Information about the workshop is here. The schedule with meetings and links is here. Our Google classroom is here.

Last modified:28 April 2021 2.49 p.m.