<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marija Ropič</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF THE ACQUISITION OF THE LETTERS IN A SYSTEMATIC LITERACY ON WRITING SKILLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Prior knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">the process of acquiring letters</style></keyword><keyword><style  face="normal" font="default" size="100%">writing skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1422204071.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">61</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Learning letters is associated with a long-term learning. Two basic models are present in obtaining letters in a systematic literacy in Slovenia and abroad. One represents a separate acquisition of the uppercase and lowercase printed letters (sequentially) and the other deals with letters simultaneously. In practice, teachers often asked themselves, especially in times of reforms in literacy, which model of the acquisition of the letters in initial literacy is more efficient. The research focused on the effect of the two most frequently chosen procedures for acquiring letters of structured literacy in Slovenia, namely the simultaneous treatment of the uppercase and lowercase printed letters (lowercase cursive letters and upper-case cursive letters) and consecutive treatment of letters (uppercase printed letters, lowercase printed letters, lowercase cursive letters, and at last, uppercase printed letters). Furthermore, the focus of the research was on the impact of gender on the ability to write. The incidence of errors was observed in terms of selected procedures for acquiring the letters in groups and gender. At the same time, the effect of consolidation of writing individual letters (uppercase and lowercase printed letters in 2nd class, and lowercase and uppercase cursive letters in 3rd class), was examined. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">98-104</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anne Uusen</style></author><author><style face="normal" font="default" size="100%">Mare  Müürsepp</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ORTHOGRAPHIC SKILLS AND TEACHING ORTHOGRAPHY IN LIGHT OF THE RENEWED ESTONIAN LANGUAGE SYLLABUS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">native language pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">writing skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400136237.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The National Curriculum is a document that prescribes the bases of teaching. All the issues in the National Curriculum are compulsory for each teacher. The issue of spelling skills in the curriculum has always had an active feedback, either positive or negative, among mother tongue teaching specialists in Estonia. Therefore, before starting the next curriculum reform, it is reasonable to analyze former versions and to research what is actually fulfilled or not in the real school life. 
The modern viewpoint of teaching spelling, described by keywords such as the usage of language and focusing on the text, is the basis of renewing the syllabus of mother tongue in Estonia. It means that orthography is taught and evaluated from the basis of informal teaching approach or in other words, by taking into account the language using situation and/or the language using purposes in teaching orthography. It has a clear and convincing scientific basis and ground, which is described also in the current article. 
Strong scientific ground and the results of studying the writing skills in students` independent pieces of writing gave a foundation to claim that the curriculum reform team in Estonia is on the right path. The results of the study also confirmed that orthographical skills and knowledge are acquired more effectively and consciously, when they are learned in the environment, where they are really needed or in other words, connected with the process of writing texts. The fact that the most frequently used words are written correctly even at the end of the first stage of compulsory school, makes it possible to draw more attention to teaching syntax, punctuation and writing different texts in different purposes at the 2nd stage of compulsory school. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">170-184</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anne Uusen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHANGING TEACHERS` ATTITUDE TOWARDS WRITING, TEACHING OF WRITING AND ASSESSMENT OF WRITING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">analytical assessment model</style></keyword><keyword><style  face="normal" font="default" size="100%">analytical assessment of writing</style></keyword><keyword><style  face="normal" font="default" size="100%">writing skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">January/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392315647.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Writing is the most visible and probably therefore the most criticized product of education, but often the teacher has not declared to him/her what is the essence of writing and what are the main goals of teaching and assessing writing. Usually, when teachers in Estonia claim about students` bad writing skills, they often mean spelling, which is actually only one element of writing. The present article is going to introduce the research, which goal was to convince teachers, that creating text is a complex process, which involves paying attention to numerous factors: choice of words, syntax, message, peculiarities of different text forms, language usage etc. Therefore analytical assessment is described more closely in named above research paper and in this article, with hoping to encourage teachers to use it more systematically and consciously. Analytical assessment model, worked out for the research and used for assessing 740 pupils written texts, gave complex information about pupils writing skills, from what brief overview will be presented in the current article. The fact, that all pupils had their strong sides and weaknesses, confirmed complex nature of writing and proved, that for assessing pupils writing skills we need to assess many aspects of writing, not only spelling and/or content. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">100-108</style></section></record></records></xml>