The Role of Self-Regulation and Transcription Skills in Writing and Writing Development

Graham, Steve; Harris, Karen R.

doi:10.1207/s15326985ep3501_2

Cited by 463 publications

(336 citation statements)

References 57 publications

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“…There is considerable research demonstrating that more proficient transcription skills, in particular, more fluent handwriting and more accurate spelling, are associated with better writing quality (for reviews, see Graham & Harris, 2000;Graham & Santangelo, 2014;Santangelo & Graham, 2015). The relationship between transcription and writing performance is mostly noticeable in novice writers, who still struggle with the process of putting language onto the page.…”

Section: Effects Of Transcription On Writingmentioning

confidence: 99%

“…Raters were told to consider and give the same weight to the following factors: ideas quality, organization, sentence structure, and vocabulary. Several previous studies have showed the validity of this procedure to assess writing quality (Graham et al, 2000;Harris, Graham, & Mason, 2006;Limpo & Alves, 2013a). To avoid biased judgments all texts were typed and corrected for spelling, punctuation, and capitalization errors before being rated by judges .…”

Section: Transcription-writing Linkmentioning

confidence: 99%

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Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Limpo

Alves

Connelly

2017

Learning and Individual Differences

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This study examined the relationships between transcription, high-level writing processes, and writing performance in . Structural equation modeling was used to test the direct effects of handwriting fluency and spelling accuracy on planning and translating, and of these latter on writing performance, as well as the indirect effects of handwriting fluency and spelling accuracy on writing performance, via planning and translating. Results showed that the proposed model fitted the data extremely well, explaining 46% of the variability in writing performance. We found that higher handwriting fluency was associated with better planning skills, higher spelling accuracy was associated with better translating skills, and better planning and translating skills were associated with greater writing performance. We found indirect effects of handwriting fluency and spelling accuracy on writing performance, respectively, via planning and translating. These results suggest that transcription continues to impact on writing during teenage school years, by constraining high-level writing processes.

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Section: Effects Of Transcription On Writingmentioning

confidence: 99%

Section: Transcription-writing Linkmentioning

confidence: 99%

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Limpo

Alves

Connelly

2017

Learning and Individual Differences

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“…They inquire the possibility of teaching learners to use the learning strategies that contribute to the achievements of their more successful peers. Proponents of language learning strategy instruction point to the substantial body of research in first language contexts that supports the explicit teaching of learning strategies for academic achievement in other content areas (De La Paz & Graham, 2002;Graham & Harris, 2000;Pressley, 2000). As strategy instruction has been proved to improve performance on first language tasks such as vocabulary learning, reading comprehension, and writing, it is likely that it could be equally helpful for second or foreign language learners in different tasks.…”

Section: Restatement Of the Problemmentioning

confidence: 99%

A Study on Strategy Instruction and EFL Learners’ Writing Skill

Negari¹

2011

IJEL

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Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire in academic contexts. While explicit instruction of strategies is not a usual practice in foreign language classrooms, it could be beneficial for language learners. The present study aims at investigating the effect of concept mapping strategy on EFL learners' writing performance. To this end, sixty Iranian students at the intermediate level of language proficiency participated in the study. Their language proficiency was determined by Michigan Test of English Language Proficiency. The results of the Analysis of Covariance revealed that the instruction of concept mapping strategy had a positive effect on EFL learners' writing achievements. The findings have some pedagogical implications for teaching language skills and designing strategy-based syllabus leading to successful language performance. Keywords: Concept mapping, Explicit instruction, Learning strategy, Writing achievement 1. Introduction Writing is a complicated process which involves a number of cognitive and metacognitive activities, for instance; brainstorming, planning, outlining, organizing, drafting, and revising. Cognitive aspects of writing have received a particular attention, as investigators have attempted to understand the thought processes underlying the compositions of students (Flower & Hayes, 1981). According to Omaggio Hadley (1993), writing requires composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Therefore, it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of writing down on the one end to the more complex act of composing on the other end. A substantial body of research suggests that training students to use language learning strategies can help them become better language learners. Early research on "good language learners" (Naiman, Fröhlich, Stern, & Todesco, 1996) suggested a number of learning strategies that successful students employ when they learn a second or a foreign language. A study of O'Malley and Chamot (1990) suggested that effective L2/FL learners are aware of the learning strategies they use and why they use them. Meaningful learning according to Ausubel's (2000) theory occurs when students intentionally attempt to integrate new knowledge with existing knowledge. A learner who attempts to integrate knowledge has a more extensive network of knowledge and therefore more retrieval paths. Richards, Platt, and Platt (1992) presented a specific definition of strategy training and outlined three different approaches: "[It is] training in the use of learning strategies in order to improve a learner's effectiveness. A number of approaches to strategy training are used including: 1) Explicit or direct training: learners are given information about the value and purpose of particular strate...

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“…Cognitive strategies such as repetition, elaboration, organization and metacognitive ones such as planning, monitoring and evaluating are proven to be connected to motivation and success in learning. The perfect usage of learning strategies makes the difference between students with academic success and those with failure and influences significantly the level of self-efficacy (Kistiner, Rakoczy and Otto,2010, Zimmerman, 2008, Graham and Harris, 2000. Lemeni (2001, pp.157-158) lists a few reasons why students do not use efficient learning strategies: -They aren't informed on the conditions of using efficient learning strategies -They encounter difficulties in understanding the material or have too little time for superior strategies of comprehending the material -Their purposes are inconsistent with using efficient learning strategies (some students only wish to receive a reasonable grade with little effort) -They have a low self-esteem relative to their ability to learn in an academic environment.…”

Section: Problem Statementmentioning

confidence: 99%

School Motivation, Cognitive Strategies And Test Anxiety In The School Performance

Bujorean¹

2017

The European Proceedings of Social and Behavioural Sciences

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The multidimensional nature of academic learning has determined the research regarding the role of noncognitive factors in academic performance. The examination of the relationship between motivation, the correct use of learning strategies, personality traits (anxiety, self-efficacy, self-confidence) and academic achievement has focused less on secondary school students. The present study intends to establish the nature of the connection between academic motivation, study strategies and those utilized during school examinations, as well as between test anxiety and academic performance. The research methodology entails the application of a questionnaire regarding the evaluation of study motivation and of learning strategies to a number of 220 8 th grade students from Suceava county. The students' academic success was represented by the grades obtained at the national evaluation and the V-VIII grade point average. Discovering the students' weak points and providing counseling on learning and emotions management must therefore become a vital part of educational programs in schools.

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The Role of Self-Regulation and Transcription Skills in Writing and Writing Development

Cited by 463 publications

References 57 publications

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

A Study on Strategy Instruction and EFL Learners’ Writing Skill

School Motivation, Cognitive Strategies And Test Anxiety In The School Performance

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