Teaching Elementary School Students to Play With Meanings and Genre

Boscolo, Pietro; Gelati, C; Galvan, Nicoletta

doi:10.1080/10573569.2012.632730

Cited by 18 publications

(15 citation statements)

References 28 publications

(32 reference statements)

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“…Findings for coding the genres observed in the written compositions outside the scanner are consistent with other recent research showing diversity in written compositions beyond the traditional narrative and expository distinction ( Boscolo, Gelati, & Galvan, 2012 ; Davidson & Berninger, 2015 ; Moore & McArthur, 2012 ; Olinghouse, Santangelo, & Wilson, 2012 ; Olinghouse & Wilson, 2013 ). The coding divided nontraditional narrative into adventure, epistolary, origin, and personal drama, and nontraditional expository into Catalog, Opinion or Hypothesis, History, Journal or Diary.…”

Section: Discussionsupporting

confidence: 87%

Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities

Wallis

Richards

Boord

et al. 2017

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Students with transcription disabilities (dysgraphia/impaired handwriting, n = 13 or dyslexia/impaired word spelling, n = 16) or without transcription disabilities (controls) completed transcription and translation (idea generating, planning, and creating) writing tasks during fMRI connectivity scanning and compositions after scanning, which were coded for transcription and translation variables. Compositions in both groups showed diversity in genre beyond usual narrative-expository distinction; groups differed in coded transcription but not translation variables. For the control group specific transcription or translation tasks during scanning correlated with corresponding coded transcription or translation skills in composition, but connectivity during scanning was not correlated with coded handwriting during composing in dysgraphia group and connectivity during translating was not correlated with any coded variable during composing in dyslexia group. Results are discussed in reference to the trend in neuroscience to use connectivity from relevant seed points while performing tasks and trends in education to recognize the generativity (creativity) of composing at both the genre and syntax levels.

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Section: Discussionsupporting

confidence: 87%

Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities

Wallis

Richards

Boord

et al. 2017

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show abstract

“…They found that ninth graders used more, and more diverse, connective phrases in general than fifth graders, but that more connectives were used by both fifth and ninth graders in argumentative than narrative genre. Boscolo, Gelati, and Galvan (2012), in contrast, studied play with multiple narrative genres in written expression. For example, personal narratives and third person narratives may have very different text content and organization and use different vocabulary choices.…”

Section: Sources Of Variation In Written Compositionmentioning

confidence: 99%

“…Whereas some research on multiple writing genres has focused on the early grades (e.g., Kamberelis, 1999), the current study focused on multiple genres in the upper elementary (fifth) and middle of middle school (seventh) grades. A sizable body of research has investigated effective ways to teach developing writers to compose in a variety of genres—both typically developing and those who struggle for a variety of reasons, including but not restricted to specific learning disabilities (SLDs; e.g., Boscolo et al, 2012; Epstein-Jannai, 2004; Troia, 2009). In contrast, the current study was designed to be part of the larger line of research on improving assessment of composition across genres.…”

Section: Research Aims Of the Current Studymentioning

confidence: 99%

Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders

Davidson

Berninger

2015

Journal of Psychoeducational Assessment

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Typically developing writers in fifth (n = 110, M = 10 years 8 months) or seventh (n = 97, M = 12 years 7 months) grade wrote informative, compare and contrast, and persuasive essays for which the content was held constant—two mountains with a history of volcanic eruption. Relevant background knowledge was provided by reading text and showing colorful illustrations to the students before writing each genre. Results showed considerable variability between genre pairs within and across individual writers in content quality, organization quality, and length. Results, which support multiple expository genres, are consistent with prior research showing multiple genres (narrative vs. expository or even within narrative). Results are discussed in reference to the importance of assessing multiple genres in inferring composing expertise as emphasized by Olinghouse and colleagues.

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“…Flera studier som rör barn i mellanstadieålder visar att genrepedagogik har positiv effekt på elevers skrivande (se t.ex. Bergh Nestlog, 2009;Boscolo, Gelati & Galvan, 2012;Harman, 2013;de Oliveira & Lan, 2014;Yasuda, 2011). Genrepedagogiska arbetssätt har emellertid också kritiserats för att de riskerar att bli instrumentella och starkt normerande när det gäller exempelvis synen på genrer (t.ex.…”

Section: Forskningsbakgrundunclassified

Från källtext till elevtext – Spår av lästa ämnestexter i elevtexter i en årskurs 5-klass

Hallesson

Visén

2018

NJLR

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I artikeln analyseras 37 elevtexter i ämnet samhällskunskap skrivna av 19 svenska elever i årskurs 5 i det sista steget i ett undervisningsupplägg enligt läspedagogiken Reading to Learn. Syftet är att synliggöra hur innehåll och textuella mönster från två lästa källtexter speglas i elevtexterna, samt diskutera vad det kan säga om elevers insocialisering i en ämneslitteracitet. Resultaten visade att alla elevtexter hämtar den övergripande strukturen och huvudsakliga genrestrukturen från källtexterna, liksom vissa språkliga aspekter. Däremot visar elevtexterna på variation när det gäller hur källtexternas innehåll hanterades och graden av självständighet gentemot det. I det avseendet kunde tre grupper av elevtexter urskiljas, vilka kan sägas visa olika steg av insocialisering i ämneslitteraciteten. Resultaten pekar på att undervisningsupplägget kan stödja elever att ta ett eller flera steg in i en ämneslitteracitet, men att den styrda strukturen samtidigt kan begränsa elevers egna reflektioner och kreativitet, beroende på hur uppgiften formulerats. English abstract From Source Text to Pupil Text – Traces of Topical Texts in Student Texts in a 5th Grade Level Class In the article 37 student-texts written by 19 students in year five in Swedish middle school in the subject of civics are analysed. The texts are written as the last step in a teaching cycle inspired by the reading pedagogy Reading to Learn (R2L). The aim of the study is to reveal how content and textual patterns from two subject texts the students have read are reflected and adapted in the student-texts, as well as to discuss what those results can say about the students’ learning and socialisation into disciplinary literacy. The results showed that all student-texts retrieve general textual structure as well as main genre structure from the read texts, as well as some linguistic features, but that the student-texts differed as to how students handled the contents from the source text. Three groups of texts could be distinguished which can be regarded as three steps of socialisation into disciplinary literacy. The results indicate that the teaching cycle within the R2L pedagogy can support students to take one or more steps into disciplinary literacy. However, at the same time the strictly held structure might limit students’ own reflections and creativity, depending on how the task is formulated.

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Teaching Elementary School Students to Play With Meanings and Genre

Cited by 18 publications

References 28 publications

Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities

Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities

Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders

Från källtext till elevtext – Spår av lästa ämnestexter i elevtexter i en årskurs 5-klass

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