Strategy‐training related to children's text production

Abstract

The study dealt with the problem whether the effects of an experimental training programme would improve (1) children's strategies in writing and (2) the quality of their related text production. The study was organised as a pretest‐posttest control‐group design with an equal number of fourth grade students in the experimental and control group. Students in the experimental group were trained on a programme with writing‐related strategies during six sessions in a laboratory equipped with required instrumentation for data collection. The results indicated that some across‐domain strategies and most of the domain‐specific strategies were improved by the programme. Also a positive transfer effect was observed concerning students' writing attainments, particularly with regard to writing tasks based on series of pictures.

Comorbidity between mathematics and spelling difficulties

“…As we have seen, there is no simple answer to how mathematics and spelling are related to one another. However, several research findings support the above suggestion that there is a carry over of strategy use to related domains (40,47). Moreover, contemporary research has shown that across-domain strategies can play a significant role as predictors for children's academic skill performances (46).…”

Cognitive and linguistic predictors of text comprehension

“…Previous research has indicated that text comprehension and reading skill, often defined as reading fluently with few errors, can not be viewed as synonymous concepts (Mitzel, 1982;Savik, 1987;Sevik, Heggberget, & Samuelstuen, 1996). Thus, one has questioned why many children have problems in understanding and remembering a text, even though they can read it almost fluently (Samuelstuen, 1996).…”

Proposta de uma intervenção educativa baseada em estrategias para a produção de textos

“…Os resultados de alguns estudos indicaram uma mudança significativa nas estratégias de revisão de textos utilizadas por estudantes, após a realização de intervenções educativas (Bereiter & Scardamalia, 1987;Wong, Butler, Ficzere & Kuperis, 1996;Albertson & Billingsley, 1997;Søvik, Heggberget & Samuelstuen, 1998;Gersten, Baker & Edwards, 1999;Gersten & Baker, 2001;Rios, 2005;Graham & Perin, 2007). De maneira geral, essa mudança foi avaliada pelo tempo gasto pelos participantes revisando seus textos (Albertson & Billingsley, 1997;Søvik, Heggberget & Samuelstuen, 1998), que passou a ser maior após a realização das intervenções. Este estudo, por outro lado, verificou se houve modificação nas estratégias adotadas para a revisão dos textos produzidos pelos participantes que se submeteram à intervenção, cujos resultados indicaram mudanças positivas.…”