| 1. |
- Graham, Steve, et al.
(författare)
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Writing education around the globe : introduction and call for a new global analysis
- 2016
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Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 29:5, s. 781-792
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This paper presents a special issue on writing around the globe. Researchers from across the world describe writing practices in their country using a wide variety of methodology. The paper show that while there are many similarities in writing instruction from one country to the next, there are also many differences. As a result, the authors call for a new international study of writing, one that takes more descriptive rather than a comparative approach.
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| 2. |
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| 3. |
- Johansson, Baran, et al.
(författare)
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Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children
- 2023
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 23, s. 1-28
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Tidskriftsartikel (refereegranskat)abstract
- Literacy acquisition in children’s L1 and L2 contributes to academic success, and embraces and supports children’s backgrounds and identity formation. However, limited education can prevent bilingual children from developing their writing fluency on the same level in L1 and L2. An analysis of writing fluency can show aspects that require more or less effort in children’s L1 and L2 writing. Thus, it is important to examine writing fluency and the related reading, linguistic and cognitive skills across children’s languages. Our knowledge is limited regarding the skills that could influence children’s writing fluency. Previous studies have mainly focused on Latin scripts and/or one alphabetic and one non-alphabetic script. Furthermore, English has been the writers’ L1 or L2. This paper investigated reading, linguistic and cognitive skills related to the writing fluency of bilingual biscriptal children in two different alphabetic scripts: Persian (L1) and Swedish (L2) across two different genres: narrative and descriptive. 23 children in years 4–9 (aged 10–15) produced four texts each using the Eye and Pen tool. Standardised tests across both languages were used to explore the participants’ reading, linguistic and cognitive skills. Analyses showed that they were more fluent writers across both genres in L2. Word reading appears to contribute to writing fluency across both languages, whereas vocabulary knowledge only related to writing fluency in L1. No significant relationship was found between working memory and writing fluency in either L1 or L2.
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| 4. |
- Levlin, Maria, 1971-, et al.
(författare)
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Skriva och läsa : att konstruera förståelse
- 2022. - 1
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Ingår i: Skrivdidaktik i grundskolan. - Lund : Studentlitteratur AB. - 9789144144931 ; , s. 69-96
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Rietdijk, Saskia, et al.
(författare)
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Improving writing in primary schools through a comprehensive writing program
- 2017
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Ingår i: The Journal of Writing Research. - : Universiteit Antwerpen. - 2030-1006 .- 2294-3307. ; 9:2, s. 173-225
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the effects of an innovative comprehensive writing program in upper primary education on students' writing performance and on teachers' classroom practices, beliefs and skills. The program focused on the communicative nature of writing, on writing as a process, and on explicit teaching of five genre-specific writing strategies. It was implemented by 43 teachers in their regular classrooms (Grades 4 to 6, N = 1052), with three conditions: (1) a writing program condition, (2) the same program complemented by professional development sessions and coaching, and (3) a control condition in which teachers taught their usual writing lessons. Students' writing performance was measured three times with multiple writing tasks. Data on teachers' practices, beliefs and skills were collected through lesson observations, interviews, questionnaires, teacher logs, and a text assessment task. The comprehensive writing program had a beneficial effect on students' writing performance and the extent to which teachers taught writing strategies. The complementary professional development and coaching had a direct effect on the number of lessons implemented, and an indirect effect on students' performance. Overall, the innovation proved to be effective for improving students' writing performance in the upper grades of primary schools.
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| 6. |
- Rietdijk, Saskia, et al.
(författare)
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Teaching Writing in Primary Education : Classroom Practice, Time, Teachers' Beliefs and Skills
- 2018
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 110:5, s. 640-663
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to provide insight into the current practice of writing instruction in Dutch primary education, as a stepping stone for designing and implementing sustainable innovations that could satisfy both practitioners and policymakers. We investigated the extent to which three domain-specific approaches-communicative writing, process writing, and writing strategy instruction-and general features of high-quality instruction were implemented in writing lessons in the upper grades of primary schools. We also examined the learning time for writing, teachers' views on writing and writing instruction, how efficacious they feel about teaching writing, and how skilled they are in the writing instruction domain. Lastly, we explored relations between classroom practices, learning time, and teachers' beliefs and skills through correlation analysis, to identify potential aids and constraints to guide innovations in writing education. Participants were 61 teachers of 45 primary schools in the Netherlands. Data were collected through questionnaires, stimulated recall interviews and over 100 lesson observations. Results indicated that the three domain-specific approaches for writing instruction were insufficiently implemented in Dutch classrooms, as were differentiating and the teaching of learning strategies. The allocated learning time was also insufficient, but the realized learning time and the extent to which teachers promoted active learning were satisfactory, providing a strong basis for curricular improvement. Several relations were found between teachers' classroom practices, learning time, and teachers' beliefs and skills in the domain of writing instruction. Finally, we discuss options for sustainable innovations of writing instruction in this national context.
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| 7. |
- van de Kamp, Marie-Thérèse, et al.
(författare)
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Becoming original : effects of strategy instruction
- 2016
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Ingår i: Instructional science. - : Springer Science and Business Media LLC. - 0020-4277 .- 1573-1952. ; 44:6, s. 543-566
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Tidskriftsartikel (refereegranskat)abstract
- Visual arts education focuses on creating original visual art products. A means to improve originality is enhancement of divergent thinking, indicated by fluency, flexibility and originality of ideas. In regular arts lessons, divergent thinking is mostly promoted through brainstorming. In a previous study, we found positive effects of an explicit instruction of metacognition on fluency and flexibility in terms of the generation of ideas, but not on the originality of ideas. Therefore, we redesigned the instruction with a focus on building up knowledge about creative generation strategies by adding more complex types of association, and adding generation through combination and abstraction. In the present study, we examined the effects of this intervention by comparing it with regular brainstorming instruction. In a pretest-posttest control group design, secondary school students in the comparison condition received the brainstorm lesson and students in the experimental condition received the newly developed instruction lesson. To validate the effects, we replicated this study with a second cohort. The results showed that in both cohorts the strategy instruction of 50 min had positive effects on students' fluency, flexibility and originality. This study implies that instructional support in building up knowledge about creative generation strategies may improve students' creative processes in visual arts education.
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| 8. |
- Van Steendam, Elke, et al.
(författare)
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How students perform synthesis tasks : an empirical study into dynamic process configurations
- 2022
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 114:8, s. 1773-1800
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Tidskriftsartikel (refereegranskat)abstract
- In this study we examine process configurations in synthesis tasks. We study whether these configurations are students traits or vary within students per task. In a national survey with a representative sample of 658 Dutch upper-secondary school students, we collected writing tasks, registered students’ writing behaviors (via keylogging) and their task perceptions and assessed the quality of their texts. Each participant completed two informative and two argumentative synthesis tasks. Writing process configurations were based on a preselected set of writing behaviors that proved to be related to text quality: time spent on sources and production activities, switching between sources and between sources and text production, and speed of production; with reference to the phase in the process (first, mid, final part). Latent profile analyses distilled four process configurations, some of which were more likely to occur with the informative genre. One process configuration, that is, “Fast text production,” was related to qualitatively higher text quality scores than the others. Additionally, at the age of 16–18 a writing process configuration is not a student trait: in most instances, we observed two or more task configurations within students. Writers' task experiences such as topic knowledge and topic interest predicted the occurrence of certain process configurations which could indicate adaptivity. The finding that writing configurations of writers vary even between similar tasks has important implications for the generalizability of (synthesis) writing research on the basis of a single writing task and process per student.
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| 9. |
- van Weijen, Daphne, et al.
(författare)
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Source use and argumentation behavior in L1 and L2 writing : a within-writer comparison
- 2019
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Ingår i: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 32:6, s. 1635-1655
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to test whether Cummins' Linguistic Interdependence Hypothesis (LIH) might also apply to writing, by determining to what extent writers' text quality, source use and argumentation behavior are related in L1 and L2, how effective writers' behavior is and whether their L2 proficiency influenced the relations between them. To answer these questions, twenty students wrote four short argumentative source based essays each in L1 (Dutch) and four in L2 (English). A within-writer cross-linguistic comparison of their texts revealed that their L1 and L2 writing competencies appear to be related. Furthermore, writers' source use behavior differed to some extent between languages, but the strong positive correlations found between source use features suggest that in most cases this was more a person than a language effect. Similarly, for argumentation behavior, results showed some learner specific features (e.g. inclusion of titles and reference lists), but differences between languages for others (e.g. the inclusion of both arguments and counter-arguments). Effects of the different source use and argumentation features studied on text quality were limited and no clear effect of L2 proficiency on writers' behavior or their influence on text quality were found. Overall, in line with earlier research, these findings provide some additional support for Cummins' LIH and the idea that writers might have a common underlying source for writing related knowledge and practices which they can apply in multiple languages.
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| 10. |
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