Teaching children to write: A meta-analysis of writing intervention research

Koster, Monica; Tribushinina, Elena; Jong, Peter F. de; Bergh, Huub van den

doi:10.17239/jowr-2015.07.02.2

Cited by 103 publications

(126 citation statements)

References 33 publications

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“…Indeed, in England, the Kingman Report (DES 1988), which was one of the documents which underpinned the development of the first National Curriculum for English, argued in phrasing so close to Braddock's original that we might call it plagiarism, that 'old-fashioned formal teaching of grammar had a negligible, or, because it replaced some instruction or practice in composition, even a harmful effect on the development of original writing' (DES, 1988: para 2.27). Braddock's argument has been confirmed through numerous metanalyses conducted in the intervening fifty years: Hillocks, 1984;Hillocks & Smith, 1991;Andrews et al, 2004aAndrews et al, , 2004bGraham & Perin 2007;Graham et al, 2015;Koster et al, 2015. All conclude that there is no evidence of any beneficial impact of grammar teaching on writing instruction.…”

Section: Research Evidence Related To Explicit Grammar Teachingmentioning

confidence: 98%

Grammar as a meaning-making resource for language development

Myhill¹

2018

L1 Educational Studies in Language and Literature

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This article will begin by briefly outlining the long-standing, and contested, debate in Anglophone countries regarding the place of grammar in the L1 curriculum, and will underline how Anglophone countries in general have not valued grammar in the teaching of L1 (or in L2). It will illustrate how current national policies have re-positioned grammar, with particular reference to England and Australia, and it will review recent research which demonstrates that explicit grammar teaching can support learner outcomes in reading and writing. Drawing on a Hallidayan theoretical framework for grammar, which emphasises grammar as a semiotic resource for meaning-making, the article will offer a theorized rationale for the inclusion of grammar in the L1 curriculum. This argument will be evidenced with data from a series of related studies and will address a) linking grammar and the learning focus for reading or writing in a meaningful way; b) the role of talk in supporting the development of students' metalinguistic knowledge; c) students' conceptual understanding of grammatical terms; and d) the place of teachers' grammatical subject knowledge in supporting a meaning-rich approach to the teaching of grammar. The article will conclude by signaling key lines of enquiry for future research.

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Section: Research Evidence Related To Explicit Grammar Teachingmentioning

confidence: 98%

Grammar as a meaning-making resource for language development

Myhill¹

2018

L1 Educational Studies in Language and Literature

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“…Genre pedagogy and rewriting are therefore the general guidelines for helping students to learn how to write. In this context, recent meta-analyses (Koster et al, 2015;van Weijen & Janssen, 2018) have highlighted the factors that determine the effectiveness of writing instruction. Four effective practices were identified in these two meta-analyses: goal setting, strategy instruction, text structure instruction, peer assistance and teacher feedback.…”

Section: What Are Effective Principles For Teaching Writing?mentioning

confidence: 99%

“…On the one hand, setting a product objective consists of determining the characteristics of the text that need to be taken into account (e.g., number of paragraphs, overall length of text, etc. ; Koster et al, 2015). On the other hand, the setting of process objectives, according to Koster et al (2015), consists of specifying the acquisition of learning or work strategies.…”

Section: What Are Effective Principles For Teaching Writing?mentioning

confidence: 99%

“…; Koster et al, 2015). On the other hand, the setting of process objectives, according to Koster et al (2015), consists of specifying the acquisition of learning or work strategies. Setting goals is also found throughout the writing process described by Graham et al (2012).…”

Section: What Are Effective Principles For Teaching Writing?mentioning

confidence: 99%

“…Teacher feedback is also an effective practice, although it was not very common in the studies analyzed by Koster et al (2015). Feedback is "information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning" (Shute, 2008, p. 154).…”

Section: What Are Effective Principles For Teaching Writing?mentioning

confidence: 99%

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Do effective practices for teaching writing change students' relationship to writing? Exploratory study with students aged 10-12 years

Colognesi¹,

Niwese²

2020

L1 Educational Studies in Language and Literature

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The present research aims to highlight the impact of effective writing instruction on 1) the progress that students can make in their written products and 2) the relationship that students have with writing. It is not yet known what influence such instruction can have on primary school students' relationship with writing, particularly the emotional, conceptual and axiological dimensions of this relationship. Writing instruction that includes known effective practices was contrasted with a teacher's usual practices. Two classes of 10-to 12-year-old students (a total of 40 students) were given instruction aimed at supporting their production of the same kind of text, but based on either usual practices or known effective practices. The results show that writing instruction that implements effective practices leads to greater progress by students than a teacher's usual practices. In addition, students who experienced the system combining effective principles for teaching writing reported an improvement in their relationship with writing.

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Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level

Smedt

Merchie

Barendse

et al. 2017

Reading Research Quarterly

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In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing performance. Additionally, previous research has revealed gender and achievement-level differences in elementary students' writing. In view of providing effective writing instruction for all students to overcome writing difficulties, the present study provides more indepth insight into (a) how cognitive and motivational challenges mediate and correlate with students' writing performance and (b) whether and how these relations vary for boys and girls and for writers of different achievement levels. In the present study, 1,577 fifth-and sixth-grade students completed questionnaires regarding their writing self-efficacy, writing motivation, and writing strategies. In addition, half of the students completed two writing tests, respectively focusing on the informational or narrative text genre. Based on multiple group structural equation modeling (MG-SEM), we put forward two models: a MG-SEM model for boys and girls and a MG-SEM model for low, average, and high achievers. The results underline the importance of studying writing models for different groups of students in order to gain more refined insight into the complex interplay between motivational and cognitive challenges related to students' writing performance. I n contemporary society, effective communication skills, such as reading and writing, are essential to communicate in personal and professional contexts. Being able to compose understandable and structured texts is necessary for successfully expressing oneself and is highly valued in professional, educational, and private contexts. Based on the social cognitive model of writing, Graham, Gillespie, and McKeown (2013) defined writing as a goal directed and self-sustained cognitive activity requiring the skillful management of (a) the writing environment; (b) the constraints imposed by the writing topic; (c) the intentions of the writer(s); and (d) the processes, knowledge, and skills involved in composing. (p. 4)

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Teaching children to write: A meta-analysis of writing intervention research

Cited by 103 publications

References 33 publications

Grammar as a meaning-making resource for language development

Grammar as a meaning-making resource for language development

Do effective practices for teaching writing change students' relationship to writing? Exploratory study with students aged 10-12 years

Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level

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