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1.
This study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies for writing to fourth and fifth graders with learning disabilities. In comparison to peers who received process writing instruction, children who were taught the three planning strategies-goal setting, brainstorming, and organizing-spent more time planning stories in advance of writing and produced stories that were qualitatively better. One month after the end of instruction, students who had been taught the strategies not only maintained their advantage in story quality but also produced longer stories than those produced by their peers who were taught process writing. However, the highly explicit, teacher-directed strategy instructional routine used in this study did not promote transfer to an uninstructed genre, persuasive essay writing. These findings are discussed in terms of their relevance to effective writing instruction practices for students with learning disabilities. 相似文献
2.
This study tested the effectiveness of two strategy-focused interventions aimed at promoting fifth and sixth graders’ opinion essay writing. Over 12 weekly 90-min lessons, two groups of 48 and 39 students received, respectively, planning and sentence-combining instruction, which followed the Self-Regulated Strategy Development (SRSD) model. These intervention groups were compared with a practice control group of 39 students receiving standard writing instruction. The following main findings were noteworthy: (a) planning and sentence-combining instruction enhanced planning and sentence-construction skills, respectively; (b) both interventions increased opinion essay quality and text length; (c) planning instruction enhanced not only discourse-level writing but also some sentence- and word-level aspects of composition; (d) sentence-combining instruction enhanced not only sentence- and word-level writing but also some discourse-level aspects of composition; (e) after instruction, there was a correlation between self-efficacy and writing quality in both intervention groups; and (f) planning, but not sentence-combining, instructional effects generalized to summary writing. 相似文献
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In this article, we propose to link the study of writing-to-learn to the theory of aptitude–treatment interaction (ATI). In an experimental study we examined the effects of a course on “Writing-to-learn about literary stories” consisting of writing tasks adapted to either a planning or a revising writing strategy. We hypothesized that the effects of writing-to-learn tasks depend on the interaction between students' preferred writing strategy and the type of writing instruction, matching or mismatching students' writing strategy. Our match hypothesis was in the main confirmed: results indicated that adapting writing tasks to students' writing strategies increases their learning in the field of literature. 相似文献
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Improving learning disabled students' skills at composing essays: self-instructional strategy training 总被引：3，自引：0，他引：3
This study was conducted to determine if self-instructional strategy training would improve learning disabled students' writing. Students were taught a strategy designed to facilitate the generation, framing, and planning of argumentative essays. Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students. 相似文献
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罗明礼 《成都教育学院学报》2008,22(5):47-51
英语议论文写作教学在专业英语基础教学阶段占有重要地位。对学生来讲,英语议论文写作是英语专业四级测试（TEM-4）的一个弱项。典型地表现在学生写前没有构思的习惯、用汉语式的思维模式进行英语表达和缺乏足够的英语议论文输入。文章基于国内外写作构思的相关性研究提出了培养学生构思性写作的意识、构建英语议论文语篇结构和增加英语议论文的输入量,以达到促进英语议论文写作教学的良好效果。 相似文献
7.
Marleen Kieft Gert Rijlaarsdam Huub van den Bergh 《European Journal of Psychology of Education - EJPE》2006,21(1):17-34
The claim that writing facilitates students’ learning, although widely accepted, has little support from empirical research.
A possible explanation for the lack of empirical evidence is that writing-to-learn research has disregarded that students
use different writing strategies. The purpose of the present experimental study is to test whether it is effective to adapt
writing-to-learn tasks to different writing strategies when teaching literature. A course “Learning to write argumentative
texts about literature” was developed in two different versions: one adapted to a planning writing strategy, the other to
a revising writing strategy. Participants were 113 tenth-grade high school students in the Netherlands. Our hypothesis is
an adaptation hypothesis: we expect that the more a student will use a planning writing strategy, the more the student will
profit from the lessons in the planning condition, and that the more a student uses a revising writing strategy, the more
beneficial the revising condition will be. However, results show that for improving literary interpretation skill, a course
adapted to the planning writing strategy is more effective for almost all students. 相似文献
8.
This study examined the effects of adding collaborative modeling of text structure as an additional component of self-regulated strategy development for elementary school 6th-grade students learning English as a second language (ESL). In this study, 34 students receiving a ‘Self-regulated strategy development plus collaborative modeling of text structure’ intervention were compared with 36 students receiving a ‘collaborative modeling of text structure only’ intervention, 38 students receiving a ‘self-regulated strategy development only’ intervention, and 36 students receiving traditional instruction. Several measures (i.e., content comprehension, summarization of main ideas, and essay writing) were administered after the one-month intervention. Results revealed that, compared to traditional instruction, self-regulated strategy development and collaborative modeling of text structure respectively resulted in better comprehension levels and writing performance. The combination of self-regulated strategy development and collaborative modeling of text structure was particularly effective in increasing primary school students’ content comprehension and writing quality. These findings highlight the benefit of coupling self-regulated strategy development and collaborative modeling of text structure for elementary school ESL classroom instruction. 相似文献
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Yvonne N. Bui Jean B. Schumaker Donald D. Deshler 《Learning disabilities research & practice》2006,21(4):244-260
The purpose of this study was to test the effects of a comprehensive writing program for students with and without learning disabilities (LD) in inclusive general education classrooms. The program incorporated research‐based components including instruction in a prewriting planning strategy, narrative text structure, writing strategies, and the process approach to writing. The study was conducted in five fifth‐grade inclusive classrooms with 113 students (including 14 students with LD). A quasi‐experimental comparison‐group design was utilized, whereby three intact experimental classes received the writing intervention, and two intact comparison classes received traditional writing instruction. Measures included several writing indicators as well as state writing competency test scores. Results indicated that the students with and without LD in the experimental group made significant gains from pretest to posttest on several writing measures. Although students in the comparison group made some gains, the gains were related to fewer measures than the measures associated with experimental‐group gains, and the effect sizes were smaller. 相似文献
10.
《The Journal of educational research》2012,105(1):37-47
Abstract The self-regulated strategy development approach to instruction was used to help 3 middle school students who had learning problems, including attention deficit hyperactivity disorder and specific language impairment, learn a strategy for planning and writing expository essays. The composition strategy helped students to consider their topic in advance and to use text structure knowledge to develop 5-paragraph essays. Regular education teachers provided instruction to the target students in inclusive classrooms; special education teachers facilitated the writing program. A multiple-probe design across students (R. D. Horner & D. M. Baer, 1978) was used to assess the effects of the strategy. Instruction had a positive effect on the students' approach to writing and overall writing performance. Four weeks following instruction, students' papers remained improved and were still longer and more complete. 相似文献
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《Assessing Writing》2006,11(3):148-166
This study was conducted to gather evidence regarding effects of the mode of writing (handwritten vs. word-processed) on compositional quality in a sample of sixth grade students. Questionnaire data and essay scores were gathered to examine the effect of composition mode on essay scores of students of differing computer skill levels. The study was replicated across two writing prompts; essays were assessed on six elements of writing on which a Writing Process Model theoretical framework predicted differences across modes. Statistically significant effects for mode and computer skills were found for some essay elements, although no statistically significant effects were found for others. These results were inconsistent across writing prompts. With the surge in high-stakes testing in American schools and with increasingly more importance being placed on writing skills in many areas, it is critical that test developers ensure that the composition mode of these tests is not putting certain students at a disadvantage. Accordingly, this article concludes with implications for writing instruction and assessment. 相似文献
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Heidi L. Andrade Ying Du Kristina Mycek 《Assessment in Education: Principles, Policy & Practice》2010,17(2):199-214
This study investigated the relationship between middle school students’ scores for a written assignment (N = 162) and a process that involved students in generating criteria and self‐assessing with a rubric. Gender, time spent writing, grade level, prior rubric use, and previous achievement in English were also examined. The treatment involved using a model essay to scaffold the process of generating a list of criteria for an effective essay, reviewing a written rubric, and using the rubric to self‐assess first drafts. The comparison condition involved generating a list of criteria and reviewing first drafts. Findings include a main effect of treatment, gender, grade level, writing time, and previous achievement on total essay scores, as well as main effects on scores for every criterion on the scoring rubric. The results suggested that reading a model, generating criteria, and using a rubric to self‐assess can help middle school students produce more effective writing. 相似文献
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明清小说作者绝大多数都对八股文十分熟悉,甚至形成了八股的惯性思维。当他们从八股文领域转移到小说领域时,这种八股笔法和惯性思维也随之融入了小说创作。比照明清小说与八股文可以发现,小说作者在创作过程中融汇了诸种八股文要素,他们在小说中用大量篇幅讲谈八股文写作技巧,对八股文破题、文风以及各种写作方法都有涉及,使小说俨然成为一部八股文理论著作。 相似文献
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Statistics indicated under achievement by 18-year-old Advanced (A) level History students in a mixed comprehensive school, by comparison with their results in the General Certificate of Secondary Education (GCSE) at 16. Further investigation highlighted a weakness in essay writing. A teaching strategy was developed to improve essay writing by (a) clarifying the purpose of essay writing; (b) enhancing essay structuring; (c) ensuring students obtained a firm understanding of the topics studied; and (d) providing students with appropriate study skills to enable them to work effectively. An action plan, which drew heavily on the ideas of phenomenography (Hounsell, 1984, 1987), was devised to tackle these areas. The results of students who were taught in this way and who took their examinations in 1998 showed a dramatic improvement over the three previous years. 相似文献
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This study investigated the effects of teaching a metacognitive text structure strategy upon the paragraph writing skills of eighth-grade students with learning disabilities. The technique, called Statement-Pie (Hanau, 1974), teaches students to understand the relationship of supporting details to a main idea. Four students were taught to use an outline as a paragraph planning guide, which they then used to convert information into written expository paragraphs. All subjects reached instructional outcome criterion on the writing of comparison/contrast and sequence paragraphs. One week after reaching mastery in the special education classroom, students generalized their paragraph writing skills to other teachers and to different classrooms. The results of this investigation indicate that when provided with direct, intensive instruction in a text structure strategy, adolescents with learning disabilities can improve their skills in paragraph writing. 相似文献
17.
Raquel Fidalgo Mark Torrance Jesús-Nicasio García 《Contemporary educational psychology》2008,33(4):672-693
We compared 56 eighth-grade students who 28 months previously had received instruction in strategies for planning and revising their writing, with 21 students of similar academic ability from the same school who had not experienced the intervention. Both groups wrote an expository essay whilst logging their writing activities and completed writing metaknowledge and self-efficacy questionnaires. Students who had received the intervention showed a greater tendency to pre-plan (but not to revise) their texts, produced better quality and more reader-focused writing, and were more likely to show an awareness of the importance of text structure. These findings suggest persistent benefits for strategy-focused writing instruction. 相似文献
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This study compared gender groups on the processes used in writing essays in an online assessment. Middle‐school students from four grades responded to essays in two persuasive subgenres, argumentation and policy recommendation. Writing processes were inferred from four indicators extracted from students’ keystroke logs. In comparison to males, on average females not only obtained higher essay scores but differed from males in their writing processes. Females entered text more fluently, engaged in more macro and local editing, and showed less need to pause at locations associated with planning (e.g., between bursts of text, at sentence boundaries). That these differences were detected after controlling for essay scores suggests that they cannot be attributed solely to disparities in group writing skill. 相似文献
19.
Brent Bridgeman Catherine Trapani Jennifer Bivens-TatumAuthor vitae 《Assessing Writing》2011,16(4):237-255
Writing task variants can increase test security in high-stakes essay assessments by substantially increasing the pool of available writing stimuli and by making the specific writing task less predictable. A given prompt (parent) may be used as the basis for one or more different variants. Six variant types based on argument essay prompts from a large-scale, high-stakes North American writing assessment and six based on issue prompts from the same test were created and evaluated in the research section of the test administrations in the winter of 2009. Examinees were asked to volunteer to write an essay on one of the new prompt/variant tasks. Essays were obtained from 7573 examinees for argument prompts and 10,827 examinees for issue prompts. Results indicated that all variant types produced reasonably similar means, standard deviations, and rater reliabilities, suggesting that the variant strategy should be useable for operational administrations in high stakes essay assessments. Variant type did not interact with gender, ethnicity, or language (self-report that English or another language is the examinee's “best” language). 相似文献