Correlations of self-perception in reading and in writing, reading and writing performance in web-mediated and conventional writing instruction

Cequena, Maria

doi:10.1007/s10639-019-10002-8

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…The covariance estimate of PC is higher than EoR in the Layer 2. Similarly, multiple research has found a strong relationship between reading performance and PC (Cequeña, 2020; Gunardi, 2022; Meşe Soytürk, 2020; Souvignier and Mokhlesgerami, 2006). Therefore, the current study may be seen as a continuation of previous work as well as a fresh contribution to ecological background research (Bronfenbrenner, 1979; Zumbo et al, 2015).…”

Section: Discussionmentioning

confidence: 89%

The factors explaining reading success of academically gifted readers through the ecological model

Sağlam

Göktentürk

2023

Gifted Education International

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This study aims to discover the best appropriate model to explain reading success of academically gifted students through the ecological model. Three models (i.e., Model 1, Model 2, and Model 3) were created by using three layers of the ecological model to investigate the ecological background of reading success. In line with the literature, seven explanatory factors were examined among the items in the student questionnaire of PISA 2018. Exploratory factor analysis to detect factors and confirmatory factor analysis to validate them were used respectively. Cronbach’s Alpha values of each factor (internal consistency) were also calculated. Structural equation modeling was performed to create a model explaining reading success. Afterward, indices of goodness-fit-criteria were examined. The findings indicated that there is a complex background for reading. All factors (i.e., perception of difficulties, perception of competence in reading, enjoyment of reading, teacher support, teacher feedback, value of school and disciplinary climate in the classroom) have a significant effect on reading. According to the results, Model 3 has the best model fit indices among other models. This model, having more complexity and interaction among latent variables, was found as the most comprehensive and appropriate model due to being coherent with the ecological model.

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Section: Discussionmentioning

confidence: 89%

The factors explaining reading success of academically gifted readers through the ecological model

Sağlam

Göktentürk

2023

Gifted Education International

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“…Moreover, Table 5 shows that there were three studies [49,56,57] in which ICTs were not used for activities focused on achieving these ILOs. Likewise, in four studies ICTs were employed for all learning activities [52][53][54]58] and in one they were employed in fewer than half of the activities [59]. When analyzing the different ILOs of the writing interventions, none were found to fall into this category.…”

Section: Results Analysis By Categories Of Intermediate Learning Obje...mentioning

confidence: 99%

“…The results of the analysis of the types of ICT used in the interventions indicate that the most used are digital writing tools (n = 10) in which the student can only write (e.g., Word or digital notepads) and virtual classrooms (n = 9) such as Moodle or Edmodo. To a lesser extent, communicative tools were used (n = 4), such as WhatsApp or email [48,54,59,61]; digital games (n = 3) [41,42,60]; and Automated Writing Evaluation Systems or AWEs (n = 3) [45,50,55]. Finally, as shown in Table 8, the least used ICTs were ITSs, which were only used in one study.…”

Section: Results Of Types Of Ict Usedmentioning

confidence: 99%

A Review of Effective Technology-Based Writing Interventions: A Componential Analysis

González-Laguna,

Fidalgo,

López

et al. 2024

Sustainability

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Previous studies have shown the effectiveness of ICT-based writing instructional practices, but they do not show an in-depth analysis of their instructional elements, which could be key to explaining such effectiveness. This study aims to analyze the instructional design of effective ICT-based writing practices according to content and instructional dimensions. An empirical review was performed following the PRISMA statement guidelines with a sample of 22 studies. For the content dimension, learning objectives were coded in terms of target focus, subject-specific knowledge, and learning outcomes. For the instructional dimension, types of learning and instructional activities were coded, identifying their specific elements. Results showed that learning objectives were mostly focused on practice/internalization of high-level processes. Regarding learning activities, ICT was mainly used in practicing/applying, structuring, and observing/noting activities. Regarding instructional activities, application and demonstration principles appeared most frequently in the interventions, with application activities being most frequently performed by ICTs. Product-focused and corrective types of feedback, as well as static and procedural scaffolding types, were the most frequently performed using ICT. In conclusion, this study provides useful information on what writing activities can be performed using ICT and provide the basis for future studies analyzing to what extent these activities contribute to program effectiveness.

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Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities

Zenouzagh

2022

Education Tech Research Dev

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Correlations of self-perception in reading and in writing, reading and writing performance in web-mediated and conventional writing instruction

Cited by 4 publications

References 28 publications

The factors explaining reading success of academically gifted readers through the ecological model

The factors explaining reading success of academically gifted readers through the ecological model

A Review of Effective Technology-Based Writing Interventions: A Componential Analysis

Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities

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