Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students

Kim, Young‐Suk Grace; Yang, Dandan; Reyes, Marcela; Connor, Carol McDonald

doi:10.1016/j.edurev.2021.100408

Cited by 26 publications

(16 citation statements)

References 54 publications

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“…The most important objective is to promote the development of efficient text production in elementary pupils. A recent meta-analysis shows than a multi-component instructional approach is more efficience than instructional approaches that target one specific skill (e.g., transcription), (Kim et al, 2021). Our results also provide elements of intervention to improve student's written production.…”

Section: Theoretical and Instructional Relevancementioning

confidence: 52%

Facilitating Text Production in Fourth Graders: Effects of Script-Based Knowledge and Writing Prompts

Bourdin

Fayol

2022

Front. Psychol.

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This study aimed at providing evidence that prior knowledge (semantic relatedness) and its organization (scripted versus not related) prompted either through pictures alone, pictures and associated words, words only have different impacts on several components of text produced by fourth graders. The results showed that the semantic relatedness affected three dependent measures: prompt words recalled, coherence and quality of texts. The nature of the prompts impacted on planning (number of ideas) and translating (number of propositions and length of texts) processes. Findings, instructional applications, limitations, and proposals for future research are discussed.

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Section: Theoretical and Instructional Relevancementioning

confidence: 52%

Facilitating Text Production in Fourth Graders: Effects of Script-Based Knowledge and Writing Prompts

Bourdin

Fayol

2022

Front. Psychol.

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“…When their willpower increases, their abductive reasoning ability will also increase (Hwang et al, 2019). Improving the reasoning ability of elementary school students is effective if the students are consistent and bring their skills to learn (Kim et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Mathematics Worsheet Based on Creative Problem Solving (CPS) for Reasoning Ability of Elementary School Students

Jusmawati¹,

Satriawati²,

Rahim³

et al. 2021

j. of. sci. technol.

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This study aimed to know the effectiveness of creative problem solving (CPS) based mathematics worksheet reviewed by reasoning ability of students’ elementary school. This study used experimental method with Randomized Subject Posttest Only Control Group Design. The samples of this study consisted of two classes namely experimental class (Creative Problem Solving based Mathematics Worksheet) and control class ( conventional method). The taking of sample was conducted by cluster random sampling. Technique of data collecting consisted of cognitive aspect using objective test method and affective aspect using questionnaire. Technique of data analysis applied descriptive and inferential analysis. The hypothesis test used t-test by requirement of normality test and homogeny. The result of study indicated that (1) learning by using creative problem solving (CPS) based mathematics worksheet was implemented well. (2) The implementation of creative problem solving (CPS) based mathematics worksheet was reviewed by aspects: (a) mean score of students’ reasoning was 87,12 categorized as a very good. The gain was 0,78. The students’ reasoning ability classically was 91,25% ≥85%. (b) students’ learning activity was categorized as a good. (c) responds were categorized as a positive. The result of hypothesis test on 0,05 significant using t-test indicated that learning of creative problem solving (CPS) based mathematics worksheet was effective to students’ reasoning of elementary school.

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“…The effect of writing instruction in primary grades varies by the nature of writing instruction (Kim et al, 2021). Studies have also revealed that the assessment positively affected the quality of writing (Graham & Sandmel, 2011).…”

Section: Assessing Writingmentioning

confidence: 99%

The Effect of Genre-Specific Strategy Instruction on the Writing Achievement of Fourth-Grade Students

Seban¹

2022

eqr

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The quality of writing instruction is the primary determinant of writing acquisition. Revising and feedback are crucial aspects of the writing process. In this study, genre-specific strategy instruction was used as part of feedback and revision to develop the text structure and content of different text types in fourth grade. The study also examined whether the effect differed based on the genre and students' gender. Thirty students' first and final drafts of opinion, expository, and argumentative texts were analyzed using rubrics for each type of genre. The results revealed no significant difference between female and male students' achievement in any different genres, but using this approach significantly affects students' total achievement in writing. Students' average persuasiveness in opinion and argumentative writing was not developed well when thinking about the genre elements in developing text structure and content. Writing expository texts achieved the highest scores. Strategy instruction for explicit guidance on the structure of the genre and using genre-specific criteria to revise draft texts are important writing strategies to raise the quality of writing.

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Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students

Cited by 26 publications

References 54 publications

Facilitating Text Production in Fourth Graders: Effects of Script-Based Knowledge and Writing Prompts

Facilitating Text Production in Fourth Graders: Effects of Script-Based Knowledge and Writing Prompts

The Effectiveness of Mathematics Worsheet Based on Creative Problem Solving (CPS) for Reasoning Ability of Elementary School Students

The Effect of Genre-Specific Strategy Instruction on the Writing Achievement of Fourth-Grade Students

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