| 1. |
- Byrne, Brian, et al.
(author)
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Longitudinal twin study of early literacy development : Preschool through Grade 1
- 2007
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In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 20:1-2, s. 77-102
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Journal article (peer-reviewed)abstract
- Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared with Colorado, consistent with the mean differences between the two countries, means that more of the genes are "online" sooner in Australia because of accelerated overall reading development. © Springer Science+Business Media B.V. 2007.
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| 2. |
- Dahlin, Karin I. E., 1945-
(author)
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Effects of working memory training on reading in children with special needs
- 2011
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In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 24:4, s. 479-491
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Journal article (peer-reviewed)abstract
- This study examines the relationship between working memory and reading achievement in 57 Swedish primary-school children with special needs. First, it was examined whether children’s working memory could be enhanced by a cognitive training program, and how the training outcomes would relate to their reading development. Next, it was explored how differential aspects of working memory are related to children’s reading outcomes. The working memory training yielded effects, and these effects appeared beneficial to children’s reading comprehension development. Working memory measures were found to be related with children’s word reading and reading comprehension. The results show that working memory can be seen as a crucial factor in the reading development of literacy among children with special needs, and that interventions to improve working memory may help children becoming more proficient in reading comprehension.
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| 3. |
- Danielsson, Kristina
(author)
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Beginning readers’ sensitivity to different linguistic levels : an error and correction analysis at the lexical, syntactic, and semantic levels
- 2001
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In: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 14:5-6, s. 395-421
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Journal article (peer-reviewed)abstract
- As the first step in a longitudinal investigation ofSwedish beginning readers' reading behaviour, thisstudy investigated the role of different linguisticlevels in beginning readers' oral reading. The 30participating beginning readers were all able to reada short running text without help. Recordings of theiroral readings of unfamiliar texts were video-recorded,transcribed and analysed as to linguistic consequencesof reading errors, and tendency to correct errors withdifferent linguistic consequences. The results revealthat the readers are sensitive to all of thelinguistic levels analysed: the majority of readingerrors lead to acceptable linguistic consequences,regardless of what linguistic level is analysed;moreover linguistically unacceptable errors weresignificantly more frequently corrected thanlinguistically acceptable errors, independent of thelinguistic level affected by the error.
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| 4. |
- Dylman, Alexandra S., et al.
(author)
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Effects of orthography in the picture‑word task : Evidence from Japanese scripts
- 2022
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In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 35, s. 55-91
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Journal article (peer-reviewed)abstract
- The picture-word task presents participants with a number of pictured objects together with a written distractor word superimposed upon each picture, and their task is to name the depicted object while ignoring the distractor word. Depending on the specifc picture and word combination, various efects, including the identity facilitation efect (e.g., DOG+dog) and the semantic interference efect (e.g., GOAT+cow), are often observed. The response patterns of the picture-word task in terms of naming latencies refect the mechanisms underlying lexical selection in speech production. Research using this method, however, has typically focused on alphabetic languages, or involved bilingual populations, making it difcult to specifcally investigate orthographic efects in isolation. In this paper, we report fve experiments investigating the role of orthography in the picture-word task by varying distractor script (using the multiscriptal language Japanese, and pseudohomophonic spellings in English) across three diferent populations (Japanese monolinguals, Japanese-English bilinguals, and English monolinguals), investigating both the identity facilitation efect and the semantic interference efect. The results generally show that the magnitude of facilitation is afected by orthography even within a single language. The findings and specifc patterns of results are discussed in relation to current theories on speech production.
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| 5. |
- Dylman, Alexandra, et al.
(author)
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The role of semantic processing in reading Japanese orthographies : an investigation using a script-switch paradigm
- 2018
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In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 31:3, s. 503-531
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Journal article (peer-reviewed)abstract
- Research on Japanese reading has generally indicated that processing of the logographic script Kanji primarily involves whole-word lexical processing and follows a semantics-to-phonology route, while the two phonological scripts Hiragana and Katakana (collectively called Kana) are processed via a sub-lexical route, and more in a phonology-to-semantics manner. Therefore, switching between the two scripts often involves switching between two reading processes, which results in a delayed response for the second script (a script switch cost). In the present study, participants responded to pairs of words that were written either in the same orthography (within-script), or in two different Japanese orthographies (cross-script), switching either between Kanji and Hiragana, or between Katakana and Hiragana. They were asked to read the words aloud (Experiments 1 and 3) and to make a semantic decision about them (Experiments 2 and 4). In contrast to initial predictions, a clear switch cost was observed when participants switched between the two Kana scripts, while script switch costs were less consistent when participants switched between Kanji and Hiragana. This indicates that there are distinct processes involved in reading of the two types of Kana, where Hiragana reading appears to bear some similarities to Kanji processing. This suggests that the role of semantic processing in Hiragana (but not Katakana) reading is more prominent than previously thought and thus, Hiragana is not likely to be processed strictly phonologically.
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| 6. |
- Furnes, Bjarte, et al.
(author)
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The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4
- 2023
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In: Reading and writing. - : SPRINGER. - 0922-4777 .- 1573-0905.
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Journal article (peer-reviewed)abstract
- We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading being more predictable over time than spelling. Regarding the developmental interplay, we found a bidirectional relationship between reading and spelling from kindergarten to Grade 1. However, starting in Grade 1, reading predicted subsequent spelling beyond the autoregressor but not the other way around. In all analyses, the findings were similar across the two orthographies. The theoretical and practical implications of these findings are discussed.
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| 7. |
- Graham, Steve, et al.
(author)
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Teaching writing in the primary grades in Norway : a national survey
- 2020
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In: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 34:2, s. 529-563
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Journal article (peer-reviewed)abstract
- A sample of 1049 Norwegian teachers in grades 1–3 were surveyed about how they taught writing as well as their preparation and efficacy to do so. Although there was moderate variability in their response to survey items, most teachers provided students with a multi-faceted writing program. Teachers indicated students typically spent 20 min a day writing, and they were assigned various types of writing over the course of the school year. The average teacher applied numerous instructional practices frequently to teach writing skills, support students’ writing, provide students with feedback, and conference with them about writing. Less commonly, teachers taught planning and revising, promoted students’ motivation for writing, and applied evaluation data to adjust writing instruction. While teachers were not generally positive about their preservice preparation to teach writing, they believed that their inservice preparation was adequate. They were slightly to moderately positive about their efficacy to teach writing. Teachers’ beliefs about preparation and efficacy as well as their use of data-driven practices each uniquely predicted teachers’ reported writing practices. Recommendations for future research were offered.
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| 8. |
- Graham, Steve, et al.
(author)
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Writing education around the globe : introduction and call for a new global analysis
- 2016
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In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 29:5, s. 781-792
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Journal article (other academic/artistic)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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| 9. |
- Hallberg, Andreas, 1985, et al.
(author)
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Parsing written language with non-standard grammar : An eye-tracking study of case marking in Arabic
- 2020
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In: Reading and Writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905.
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Journal article (peer-reviewed)abstract
- Morphologically marked case is in Arabic a feature exclusive to the variety of Standard Arabic, with no parallel in the spoken varieties, and it is orthographically marked only on some word classes in specific grammatical situations. In this study we test the hypothesis that readers of Arabic do not parse sentences for case and that orthographically marked case can therefore be removed with no effect on reading. Twenty-nine participants read sentences in which one of the two most frequent types of orthographically marked case was either retained or omitted, while their eye-movements were monitored. The removal of case marking from subjects in the sound masculine plural declension (changing the suffix‑ūn ـون to ‑īn ـين) had no negative effect on gaze duration, regressions out, or go-past time. The removal of case marking form direct objects in the triptote declension (omitting the suffix -an ـاً) did however resulted in an increase in these measures. These results indicate that only some forms of case marking are required in the grammar used by readers for parsing written text.
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| 10. |
- Hofslundsengen, Hilde, et al.
(author)
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Immediate and delayed effects of invented writing intervention in preschool
- 2016
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In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 29:7
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Journal article (peer-reviewed)abstract
- This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read.
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| 11. |
- Jarvella, Robert, et al.
(author)
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A comparative study of error detection in discourse
- 1992
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In: Reading and writing. - 0922-4777 .- 1573-0905. ; 4:1, s. 79-94
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Journal article (peer-reviewed)abstract
- A study of error detection in discourse is reported in which children 10 to 13 years old listened to set of expository texts read aloud, read the texts via a moving window simulated on a computer screen, or read them typed on paper. Occasional changes were introduced in the texts, resulting in illformedness at a semantic level, at a morpho-syntactic level, or (in reading) at an orthographic level. The subjects were 278 Swedish 4th and 6th grade pupils. Analysis of d' showed that all test groups performed above chance, that 6th grade children were better at the task, and that errors were easiest to detect while listening. By the same standard, detecting errors when reading was easier from hard copy. However, 4th graders detected both more othographic and morpho-syntactic errors when reading from the moving window, suggesting some advantage in presenting text to younger readers from left to right.
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| 12. |
- Johansson, Roger, et al.
(author)
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Looking at the keyboard or the monitor : relationship with text production processes
- 2010
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In: Reading and writing. - : Springer Netherlands. - 0922-4777 .- 1573-0905. ; 23:7, s. 835-851
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Journal article (peer-reviewed)abstract
- In this paper we explored text production differences in an expository text production task between writers who looked mainly at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined to systematically describe and define these two groups in respect of the complex interplay between text production and the reading of one's own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences between the groups.
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| 13. |
- Kerestes, Gordana, 1965, et al.
(author)
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Literacy development beyond early schooling: a 4‑year follow‑up study of Croatian
- 2019
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In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 32:8, s. 1955-1988
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Journal article (peer-reviewed)abstract
- The purpose of this study was to investigate literacy development beyond the early school years. We investigated mean-level and rank-order changes in two reading (word decoding speed and reading comprehension) and two spelling (word and pseudoword spelling accuracy) tasks during a 4-year period from beginning to the later grades of elementary school, and examined whether rank-order changes in liter- acy skills could be predicted from verbal working memory, phonological awareness, and morpho-syntactic awareness. The sample consisted of Croatian speaking chil- dren, poor (n = 50) and good (n = 61) readers. Croatian is a language with a highly transparent orthography but a rather complex grammar. Word decoding speed and word spelling accuracy improved significantly over the study period, word decoding speed more so among good than among poor readers, supporting the Matthew effect hypothesis. Literacy skills were moderately stable, with the highest stability coef- ficients obtained for word decoding speed, and the lowest for pseudoword spelling. The predictors of rank-order changes varied across literacy outcomes, but did not differ for poor and good readers. Morpho-syntactic awareness predicted rank-order development of all outcomes except for word spelling. Phonological awareness pre- dicted rank-order development of reading comprehension and word spelling. Ver- bal working memory predicted rank-order development of word spelling only, and at a low level. The finding that the more language related cognitive variables, i.e., morpho-syntactic and phonological skills, were stronger predictors of literacy devel- opment than working memory, for both poor and good readers, suggests remedial focus on these more predictive variables.
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| 14. |
- Lacerda, Francisco
(author)
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Phonolgoy: An emergent consequence of memory constraints and sensory input
- 2003
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In: Reading and Writing: An Interdisciplinary Journal. - 0922-4777 .- 1573-0905. ; 16:1, s. 41-59
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Journal article (peer-reviewed)abstract
- This paper presents a theoretical model that attempts to account for the early stages of language acquisition in terms of interaction between biological constraints and input characteristics. The model uses the implications of stochastic representations of the sensory input in a volatile and limited memory. It is argued that phonological structure is a consequence of limited memory resources under the pressure of ecologically relevant multi-sensory information.
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| 15. |
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| 16. |
- Nilvius, Camilla, 1974-, et al.
(author)
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Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context
- 2022
-
In: Reading and writing. - : Springer Nature. - 0922-4777 .- 1573-0905. ; 35, s. 1239-1264
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Journal article (peer-reviewed)abstract
- Reading abilities in Swedish students have declined in recent decades. The current study examined the effectiveness of a full-scale three-tier Response to Intervention (RtI) model designed to improve reading skills in Swedish students. Participants were grade 2 students in a primary school setting. A quasi-experimental between-group design was used to examine treatment effects. The RtI experimental group (n = 11) and comparison group (n = 11) were monitored longitudinally over 2.5 years. The interventions included specialized instruction on decoding and reading comprehension. The comparison group received treatment as usual. After the intervention, the number of students in need of support in the experimental RtI-group was reduced from six to one. Furthermore, decoding and reading comprehension improved in the experimental group relative to the comparison group; however, the results were not significant. The standard deviation in the experimental group was smaller than that in the comparison group for all follow-up measures. The intervention effect was sustained after one and a half year in most of the students who had responded to the intervention. In addition, the participating teachers mostly appreciated the RtI-model. These preliminary findings suggest that the RtI model possibly can enhance reading skills in Swedish students; however, more research is needed. Implications for using the RtI model are discussed.
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| 17. |
- Samuelsson, Stefan, et al.
(author)
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Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia
- 2007
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In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 20:1-2, s. 51-75
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Journal article (peer-reviewed)abstract
- Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness, rapid naming, and verbal memory, genetic influence was weak, and shared environment influence was relatively strong for vocabulary and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S. samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences. We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten, and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the Australian twins. © Springer Science+Business Media B.V. 2007.
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| 18. |
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| 19. |
- Stang Lund, Elisabeth, et al.
(author)
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Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue
- 2018
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In: Reading and writing. - : Springer Nature. - 0922-4777 .- 1573-0905. ; 32:2, s. 335-356
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Journal article (peer-reviewed)abstract
- The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate information about sources and content when reading multiple conflicting texts on a controversial socio-scientific issue. Using a path analytic approach with a sample of 140 Norwegian upper secondary school students, it was found that the textual factor of presentation format, specifically whether they read about the conflicting issue in multiple texts or in a single text, affected source-content integration directly as well as indirectly through memory for textual conflicts. Thus, compared to interacting with a single text, interacting with multiple texts improved students’ sourcing performance directly as well as indirectly. Further, the individual factors of prior knowledge and gender affected source-content integration directly, with prior knowledge also having an indirect effect that was mediated by memory for textual conflicts. Specifically, students with higher prior knowledge and girls were likely to display better sourcing performance than were students with lower prior knowledge and boys, and prior knowledge also had an indirect positive effect on sourcing via memory for textual conflicts. Theoretical as well as educational implications of the findings are discussed.
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| 20. |
- Strømsø, Helge, et al.
(author)
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Profles of warm engagement and cold evaluation in multiple‑document comprehension
- 2020
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In: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 33, s. 2337-2359
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Journal article (peer-reviewed)abstract
- We explored potential profiles of interest, attitudes, and source evaluation by performing cluster analysis in a sample of Norwegian upper-secondary students. Differences among the profile groups with regard to multiple-document use were examined. The profile groups were partly consistent with the default stances described by the cognitive-affective engagement model of multiple-source use (List & Alexander, 2017), resulting in critical analytic, evaluative, and disengaged profiles. However, the model’s assumption that interest and attitude constitute one affective engagement dimension was not confirmed. There were no statistically significant differences between the profile groups in the processing of a set of multiple documents; yet there was a tendency for students who adopted a critical analytic stance to engage in a more thorough text selection process. Those students also included more information units from the selected texts in their written products and integrated information units across the texts more frequently compared to the other profile groups.
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| 21. |
- Svensson, Idor, et al.
(author)
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The nature of reading difficulties among inmates in juvenile instiutions
- 2003
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In: Reading and writing. - 0922-4777 .- 1573-0905. ; 16:7, s. 667-691
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Journal article (peer-reviewed)abstract
- Abstract. Dyslexia is assumed to be frequent among inmates in prisons and in juvenile institutions.However, it remains unclear whether the literacy difficulties observed are really dyslexicin nature. Seventy inmates in juvenile institutions were studied. In addition to literacy skills,the assessment included phonological skills, school attendance, cultural background, and selfesteem.Dyslexia in the sense of decoding problems related to phonological deficiencies wasobserved in 11% of the cases. Most of the inmates with literacy difficulties had a background,from infancy and onwards, characterized by severe social and emotional problems, interferingwith positive experience of literacy and the literate culture. However, these sub-optimal experiencesof the literate culture do not imply dyslexia. From this perspective, it is unlikely thatdyslexia is a determining factor of delinquent behavior.
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| 22. |
- Tarchi, Christian, et al.
(author)
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Recursivity in source-based writing : a process analysis
- 2023
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In: Reading and writing. - : Springer Nature. - 0922-4777 .- 1573-0905.
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Journal article (peer-reviewed)abstract
- In university settings, writing argumentative essays from reading conflicting source texts is a common task for students. In performing this synthesis task, they must deal with conflicting claims about a controversial issue as they develop their own positions. Argumentative synthesis is characterized by writers’ back-and-forth moves between reading source texts and writing their own texts—a self-regulatory process that can be termed recursivity. The present study investigated the recursive behavior of Italian university students as they wrote argumentative syntheses while reading conflicting sources. The 43 graduate students participating in the study read four source texts on a controversial topic, evaluation in academe, with the goal of writing an argumentative essay. Reading of the sources was studied through a think-aloud procedure, and recursivity in writing the syntheses was recorded through Inputlog software. Comparisons were made between 22 high-recursive and 22 low recursive writers for the quality of their argumentative essays and for the critical strategies that they had used in reading the sources. Descriptive and nonparametic analyses produced the following three findings: (1) The strategies most employed in prereading were all related to synthesis-related activities: voicing opinion, expressing agreement, and expressing doubts. (2) Recursivity occurred most often in the middle of the synthesis process, as writers developed their arguments, instead of at the beginning or end. (3) High-recursive writers surpassed low-recursive writers by producing argumentative essays of higher quality and obtained better recall scores. They also employed more critical processing relevant to synthesis when reading the sources. This study provides insight on how recursivity is involved in argumentative writing but still there is need for further research.
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| 23. |
- van Weijen, Daphne, et al.
(author)
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Source use and argumentation behavior in L1 and L2 writing : a within-writer comparison
- 2019
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In: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 32:6, s. 1635-1655
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Journal article (peer-reviewed)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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| 24. |
- Vandermeulen, Nina, et al.
(author)
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In search of an effective source use pattern for writing argumentative and informative synthesis texts
- 2020
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In: Reading and Writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 33, s. 239-266
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Journal article (peer-reviewed)abstract
- In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying a high-quality synthesis text is crucial. That is why this study, as one of the first, examines the use of sources during synthesis writing processes, and its effect on text quality. The writing processes of 294 Dutch secondary students (grade 10–12) were logged using keystroke logging software Inputlog. Two different synthesis text genres were investigated of which three source-related process measures were analysed: the relative time spent in the sources, the transitions per minute between the sources, and the transitions per minute between the synthesis text and the sources. First, the study explored the effect of temporal distribution and genre (argumentative or informative synthesis) on the writing process, providing insights into the distribution of source-related writing activities over the process intervals and the possible influence of genre on this distribution. Secondly, the individual source-related process measures were linked to text quality. Thirdly, via polynomial regression analyses, the various source-related activities and their temporal distribution were taken into account in an integrated way to identify patterns of effective source use. These patterns vary across genre and explain a considerable amount of variance in the data (24.6% for argumentative synthesis texts, 16.2% for informative synthesis texts). Our findings can be used to develop process-oriented feedback, giving students an insight into their synthesis writing process.
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| 25. |
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