The contribution of executive control to the revising by students with writing and learning difficulties.

Paz, Susan De La; Swanson, Philip; Graham, Steve

doi:10.1037/0022-0663.90.3.448

Cited by 73 publications

(57 citation statements)

References 27 publications

(58 reference statements)

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“…For low-achieving students this may be relatively difficult, given their arrears in knowledge about topics for writing and about language (vocabulary and grammar) (Englert et al, 1988;Kellogg, 1987;McCutchen, 1986;Olinghouse & Graham, 2009). On the other hand, cognitive self-regulation of lowachieving adolescents can be an important determinant of their writing, as research findings indicate that developing writers gain more knowledge about writing strategies over time and that instruction directed at cognitive self-regulation enhances writing skills, especially of low-achieving students (De La Paz, Swanson, & Graham, 1998;Englert, 1992;Graham & Perin, 2007;Harris et al, 2009). Based on these findings, we may assume that low-achieving adolescents who put more cognitive effort in literacy activities such as writing and reading and use more self-regulative activities do not only have a higher level of writing proficiency but also obtain more progression in writing proficiency over time.…”

Section: Cognitive Engagementmentioning

confidence: 99%

Explaining Level and Development of Writing Proficiency of Low-Achieving Adolescents by Different Types of Engagement

Milliano¹,

Gelderen²,

Sleegers³

2017

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This longitudinal study explored the degree in which level and development of writing proficiency of a group of 63 low-achieving adolescents can be explained by their engagement in literacy activities. These adolescents were intensively followed from grades 7 to 9, measuring their writing proficiency and their engagement each year focusing on affective, cognitive and behavioral aspects of engagement. Results indicate that level of writing proficiency increases from year to year, but that this development cannot be predicted by any of the engagement measures. In contrast, the level of writing proficiency of the students can be explained by aspects of affective and behavioral engagement. Therefore, the results underline the importance of distinguishing between the level and development of writing proficiency in examining relationships between engagement and writing achievement of low-achieving adolescents. Although average level of students' writing proficiency is explained by affective and behavioral engagement, these aspects of engagement do not explain growth in writing proficiency in the course of the three grades studied. Implications of these findings for future research and for educational practice are discussed.

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Section: Cognitive Engagementmentioning

confidence: 99%

Explaining Level and Development of Writing Proficiency of Low-Achieving Adolescents by Different Types of Engagement

Milliano¹,

Gelderen²,

Sleegers³

2017

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“…Several studies showed that the usage of CDO resulted in more revisions than intended and that higher quality text passages have been produced (De La Paz et al, 1998;Graham, 1997) Bereiter, 1983, 1986). The overall quality of the whole revised texts for CDO users was only higher in a few studies (De La Paz et al, 1998). A number of studies did not find measurable differences in any direction in the resulting overall text quality while using CDO (Alamargot and Chanquoy, 2001).…”

Section: Cognitive Processes Of Constructingmentioning

confidence: 99%

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Heimbuch

Bodemer

2017

The Internet and Higher Education

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Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has rarely analysed the potentials of supporting learning-related processes at the talk page level. With the presented experiment, we address this issue by investigating effects of visual controversy awareness information on content-related discussion threads. Such information can induce socio-cognitive conflicts which research assumes to be beneficial for learning, particularly when contradictory evidence leads wiki discussions. We investigated how controversy awareness highlighting as implicit guidance directs students' (N = 81) navigation and learning processes as wells as their internalized knowledge representations. Results indicate that the implementation of controversy awareness representations helped students to focus on selecting meaningful discussion threads. Our findings suggest that wiki talk page users can benefit from additional structuring aids and increase their learning outcome when being aware of occurring controversies.

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“…La composición escrita de alumnos con discapacidad auditiva ha sido, sin duda, menos investigada en comparación con los estudios realizados en sujetos oyentes (De la Paz, Swanson y Graham, 1998;Graham, 1997;Graham y Harris, 1999, 2000Graham, Schwartz y MacArthur, 1993;Harris, Graham y Mason, 2002;Newcomer y Barenbaum, 1991;Scardamalia y Bereiter, 1986). Las investigaciones revisadas ponen de manifiesto ciertas limitaciones por parte del alumnado sordo en el desarrollo de las competencias escritoras.…”

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Análisis de procesos cognitivos en la escritura de alumnos sordos y oyentes de España e Italia

Cáceres

Rosa

2014

Enseñanza & Teaching

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] Ref. Bibl. RAFAELA GUTIÉRREZ CÁCERES y ANTONIO LUQUE DE LA ROSA. Análisis de procesos cognitivos en la escritura de alumnos sordos y oyentes de España e Italia. Enseñanza & Teaching, 32, 1-2014, 97-116. RESUMEN: En este artículo se muestran algunos resultados principales de una investigación centrada en el análisis de los procesos cognitivos y metacognitivos implicados en la composición escrita por parte del alumnado sordo y oyente procedente de dos contextos escolares (España e Italia).Los sujetos participantes en la investigación fueron 84 alumnos: 72 oyentes y 12 sordos; 44 del contexto español y 40 del italiano. El proceso de recogida de datos ha consistido en la aplicación de un cuestionario adaptado sobre la autoevaluación de los procesos escritores. En cuanto al procedimiento de análisis, se ha llevado a cabo una comparación y confrontación de las habilidades cognitivas del alumnado en función del estatus «sordo/oyente» así como del contexto escolar de procedencia.En general se ha encontrado que los alumnos sordos y oyentes escolarizados en los centros español e italiano coinciden en afirmar que realizan los procesos referidos a la planificación, transcripción, revisión y metacognición necesarios para desarrollar la calidad de los textos escritos. No obstante, hay que señalar que existen algunos aspectos significativos dada la variabilidad en las respuestas a cada ítem del cuestionario y la diversidad entre el alumnado. Ante la escasez de este tipo de investigaciones se requiere seguir emprendiendo estudios centrados en el análisis de los componentes cognitivos de la composición escrita en alumnos sordos, en función de características individuales y contextuales.Palabras clave: escritura, procesos cognitivos, metacognición, discapacidad auditiva, contexto escolar, bilingüismo.SUMMARY: In this paper we present some of the most relevant results from research that focused on the analysis of cognitive and metacognitive processes involved in written composition by the deaf and hearing students from two school contexts (Spain and Italy).Research participants were 84 students: 72 hearing and 12 deaf; 44 from Spanish context and 40 from Italy. The data collection process consisted of the application of an adapted questionnaire on self-evaluation of the processes in writing. Regarding the procedure of analysis has been carried out a comparison and confrontation of cognitive skills of students in terms of status «deaf/hearing» and school context.Generally found that deaf and hearing students integrated in schools from Spain and Italy saying that perform the processes related to planning, transcription, review and metacognition needed to develop the quality of written texts. However, it should be noted that there are some significant aspects given the variety in the answers to each item and diversity among students. In the lack of this type of research is required continue to undertake studies focusing on the analysis of the cognitive components of writing in deaf students, depending on individual and contextua...

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The contribution of executive control to the revising by students with writing and learning difficulties.

Cited by 73 publications

References 27 publications

Explaining Level and Development of Writing Proficiency of Low-Achieving Adolescents by Different Types of Engagement

Explaining Level and Development of Writing Proficiency of Low-Achieving Adolescents by Different Types of Engagement

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Análisis de procesos cognitivos en la escritura de alumnos sordos y oyentes de España e Italia

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