A process model of writing development across the life span

Berninger, Virginia W.; Fuller, Frances; Whitaker, Dianne

doi:10.1007/bf01464073

Cited by 156 publications

(127 citation statements)

References 26 publications

(24 reference statements)

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“…Berninger, Fuller, and Whitaker (1996) modified Hayes et al's (1980) model of skilled adult writing to explain beginning and developing writing. Berninger et al (1996) argued that the processes involved in skilled adult writing cannot fully account for beginning and developing writing. Planning, translating, and revising are not fully operative in young writers.…”

Section: Beyond Spelling: the Writing Skills Of Students With Dysleximentioning

confidence: 99%

“…A final component of the model of Hayes et al (1980) is monitoring, which is a metacognitive control processor or an executive function. In a modification of Hayes and Flower's model, Berninger, Fuller, and Withaker (1996) added working memory to account for beginning and developing writing. There is evidence that in people with learning disabilities, some of these WRITING SKILLS OF STUDENTS WITH DYSLEXIA 5 processes might be impaired.…”

Section: Introductionmentioning

confidence: 99%

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Beyond spelling: the writing skills of students with dyslexia in higher education

et al. 2012

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To have a clearer idea of the problems students with dyslexia may face during their studies, we compared writings of 100 students with dyslexia and 100 age matched control students in higher education. The aim of this study was to compare the writing of young adults with dyslexia and young adults without dyslexia. The study was carried out in Belgium with writers of Dutch. First, we studied the number and type of spelling errors, the quality of the texts produced, the use of words, and the handwriting, both in a précis writing task (writing a summary of an informative text) and in a dictation task (sentence writing). Our results showed medium to large effect sizes for spelling errors: d = .93 for morphosyntactic spelling errors, d= .55 for memory-related spelling errors, and a medium effect size for punctuation and capitalization errors, d = .40. Second, experts who were blind to the aims of the study were asked to judge the quality of the writing of both groups based on transcriptions that were free from spelling errors. The quality of the texts produced was judged lower for students with dyslexia than for the controls, d = .61 for text structure and d = .56 for agreeability, even though the number and types of words used by both groups were very much the same. There was no significant difference in the quality of the handwriting, d = .15. Given that remedial teaching has been shown to be effective for essay-writing skills, educational support along these lines may be helpful for students with dyslexia.Keywords: adult dyslexia -dictation -précis writing -spelling -writingBeyond spelling: The writing skills of students with dyslexia in higher education A non-negligible percentage of students in mainstream higher education have learning difficulties (Hatcher, Snowling, & Griffiths, 2002). Because they are expected to reach the same objectives as their peers, it is important for them to know how they can optimize their performance and for education authorities to have information about which types of support are helpful and justifiable. For instance, students with dyslexia are known to have spelling problems in addition to reading difficulties (Callens, Tops, & Brysbaert, in press;Swanson & Hsieh, 2009). Because written reports form the basis of many student assessments and evaluations (Farmer, Riddick, & Sterling, 2002) and because poor spelling is likely to influence marking, it is reasonable to provide these students with text-processing software that has a built-in spelling checker (Desoete, Brysbaert, Tops, Callens, De Lange, & Van Hees, 2010;Goldberg, Russell, & Cook, 2003). At the same time, it would be good to know whether the quality of spelling-corrected essays and summaries is equivalent for students with dyslexia as for controls, or whether this is another challenge students with dyslexia should take into account. Hayes and Flower (1980) proposed an influential cognitive model of skilled adult writing, analysing different components of the writing process and their interaction. In this model th...

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Section: Beyond Spelling: the Writing Skills Of Students With Dysleximentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Beyond spelling: the writing skills of students with dyslexia in higher education

et al. 2012

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“…Tel n'est pas le cas de la réali-sation graphique et de son automatisation. L'évolution de la PVE nécessite ainsi la prise en compte de plusieurs dimensions et de leurs interactions (Berninger, 2000;Berninger, Fuller et Whitaker, 1996;Fayol, 1999;McCutchen, 2000). Deux aspects ont été plus particulièrement abordés.…”

Section: La Structure Et Le Traitement Des Organisations Textuelles Eunclassified

De la lecture à la production verbale écrite, et réciproquement

Fayol¹

2016

Actes Du Symposium International Sur La Litéracie À L’école = International Symposium for Educational Literacy (SILE/ISEL)

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Résumé : L'objectif du chapitre consiste à dresser un bilan des acquis concernant les relations entre lecture-compréhension et écriture-rédaction. Deux approches sont envisagées. La première s'appuie sur des évaluations globales des dimensions relatives dites au bas niveau (au code : écriture et décodage) et des dimensions de haut niveau (compréhension et production textuelle). Elle met en évidence des relations fortes entre les premières, mais plutôt faibles entre les secondes. La seconde approche procède à la mise en relation entre composantes des deux activités : lexique (en lecture et en production), syntaxe, structure des textes, etc. Elle fait apparaître une plus grande complexité des relations et une relative indépendance des composantes. Elle conduit à reposer la question des impacts respectifs et réciproques de la lecture-compréhension sur l'écriture-rédaction. Elle amène à s'interroger sur ce que seraient les effets d'une pratique accordant une priorité à la production plutôt qu'à la lecture-compréhension et à rechercher les modalités d'intervention visant à améliorer l'une à partir de l'autre, et réciproquement. Mots clés : lecture, compréhension, rédaction, composantes, morphosyntaxe, structures textuelles, vocabulaireAbstract: The goal of this chapter is to draw up a report on the knowledge concerning the relationship between reading-comprehension and writing-production. Two approaches are considered. The first one relies on the global evaluation of lower-level dimensions (writing and decoding) and higher level dimensions (comprehension and text production). It highlights the strong relationship in the first level and a weaker one on the second level._The second approach proceeds to link the elements of the two activities: vocabulary ( in reading and in writing), syntax, text structure, etc. It shows a larger complexity of the relations and a relative independence of the elements. It leads to the question of the respective and mutual impacts of reading-comprehension versus writing-production. It makes one wonder what the effects would be if the priority would be given to writing production over reading-comprehension and it leads to looking for intervention methods aiming to improve one with the other and vice versa.

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“…Además, la escritura no sólo supone desarrollar por escrito una simple representación de un significado, donde se encuentran implicados sólo los procesos no intelectuales así como los procesos cognitivos de bajo nivel, sino que también supone la activación de procesos cognitivos de alto nivel. En definitiva, la escritura es una de las habilidades cognitivas más complejas, que requiere la coordinación metacognitiva de los procesos de planificación, transcripción y revisión en una situación concreta de comunicación (Flower y Hayes, 1981;Scardamalia y Bereiter, 1987;Berninger, Fuller y Whitaker, 1996;Levy y Ransdell, 1996;Salvador, 2000;Graham, Harris y Larsen, 2001). …”

Section: Didáctica Lengua Y Literaturaunclassified

Dimensión micro-estructural de la expresión escrita en alumnos sordos de Educación Primaria y Secundaria: análisis descriptivo

Cáceres

2012

Didáctica (Madr.)

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A process model of writing development across the life span

Cited by 156 publications

References 26 publications

Beyond spelling: the writing skills of students with dyslexia in higher education

Beyond spelling: the writing skills of students with dyslexia in higher education

De la lecture à la production verbale écrite, et réciproquement

Dimensión micro-estructural de la expresión escrita en alumnos sordos de Educación Primaria y Secundaria: análisis descriptivo

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