The Writing Achievement, Metacognitive Knowledge of Writing and Motivation of Middle-School Students with Learning Difficulties

Kraayenoord, C. E. van; Moni, Karen; Jobling, Anne; Elkins, John; Koppenhaver, David A.; Miller, Robyn L.

doi:10.1007/978-1-4020-8864-3_10

Cited by 4 publications

(3 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is because all the materials such as abstract, introduction, literature review, methodology, results, discussion, conclusion, and references need to be covered only within a few months. It is understandable since academic writing materials may consist of distinctive aspects involving a rigid structure and layout, citation, and references, as well as editing and revising strategies (Hasa, 2019;van Kraayenoord, Miller, Moni, & Jobling, 2009). From all those processes of writing, it is hardly possible to implement all writing strategies in each topic.…”

Section: Findings and Discussionmentioning

confidence: 99%

Students' Perception on the Use of 'Writing 3' Materials to Prepare Final Project Report Writing

Safitri

Lestari

Kartikasari

2022

Bahasa

View full text Add to dashboard Cite

This paper aims to identify the second-year undergraduates’ perceptions on their experience in an academic writing course, ‘Writing 3’. This is the advanced writing module offered in the fourth semester after they completed ‘Writing 1’ and ‘Writing 2’. The research was conducted at the English Department of State Polytechnic of Malang. The study used a mixed method as the approach. First, it used a survey method towards approximately 42 English-major students from Diploma 3 of English for Translation and Hospitality Industry. Then, it was followed by a written interview with students. The results reveal that the students have good perception in the use of ‘Writing 3’ materials. The materials are also beneficial for them in preparing their final report writing and meet their need for scientific writing topics. Moreover, the components of each chapter/topic helped the students to write the report precisely since the materials are taken from the trusted resources and the exercises given helped them to explore their writing ability. It also shows that the students understand language features and format in each part in scientific writing.

show abstract

Section: Findings and Discussionmentioning

confidence: 99%

Students' Perception on the Use of 'Writing 3' Materials to Prepare Final Project Report Writing

Safitri

Lestari

Kartikasari

2022

Bahasa

View full text Add to dashboard Cite

show abstract

“…Students with learning disabilities often exhibit negative self-perceptions [20,22], which are characterized by feelings of not being up to the task, being inferior to peers, [37]. In addition, researchers find that the difficulties engendered by writing contribute to the development of a negative academic self-perception, which can lead to anxiety, disengagement in the writing context, and even discouragement and loss of motivation [19,20].…”

Section: Terms Of Reference 21 Self-perceptionmentioning

confidence: 99%

“…Indeed, these students produce shorter texts with a significant number of spelling and punctuation errors [7,9,17]. Another consideration is that the writing process in dyslexic students is also associated with the development of a negative academic selfperception, which can lead to anxiety, disengagement in a writing context, and even discouragement and loss of motivation [18][19][20]. Research shows that dyslexic and dysorthographic students in primary and secondary schools have a lower feeling of self-efficacy when faced with a writing task than their peers without these disorders [21,22], although this is overestimated with regard to their actual performance [21,23].…”

Section: Introductionmentioning

confidence: 99%

The Use of Assistive Technologies in Writing Situations with Dyslexic and Dysorthographic Students

Rousseau¹,

Dumont²,

Beaudoin³

2022

Learning Disabilities - Neurobiology, Assessment, Clinical Features and Treatments

View full text Add to dashboard Cite

In the context where dyslexic and dysorthographic students have great difficulties in writing, this study aims to describe and analyze the perceived relationship between the use of assistive technologies (AT) in writing situations as well as academic self-perception, feeling of self-efficacy and exam anxiety in dyslexic and dysorthographic students. Using standardized questionnaires and semi-structured interviews, data were collected at the beginning and end of the school year from 28 dyslexic and dysorthographic students aged 12 to 13. In terms of quantitative analyses, the average score for each of the scales on the questionnaires was calculated. As for the qualitative data, they were analyzed using a network analysis approach. The main results show that students who can use ATs in a writing situation have a significantly higher self-perception and feeling of self-efficacy than those who do not. Moreover, their use is promising since it is associated with less anxiety at the time of exams at both measurement times. The results obtained are discussed in relation to actions to be encouraged in schools.

show abstract

Improving Writing Outcomes for Students with Learning Disabilities

Gillespie Rouse

2024

The Palgrave Encyclopedia of Disability

View full text Add to dashboard Cite

The Writing Achievement, Metacognitive Knowledge of Writing and Motivation of Middle-School Students with Learning Difficulties

Cited by 4 publications

References 20 publications

Students' Perception on the Use of 'Writing 3' Materials to Prepare Final Project Report Writing

Students' Perception on the Use of 'Writing 3' Materials to Prepare Final Project Report Writing

The Use of Assistive Technologies in Writing Situations with Dyslexic and Dysorthographic Students

Improving Writing Outcomes for Students with Learning Disabilities

Contact Info

Product

Resources

About