Planning story completion in a collaborative computer task

Pontecorvo, Clotilde; Paoletti, Gisella

doi:10.1007/bf03191938

Cited by 9 publications

(2 citation statements)

References 4 publications

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“…Training task. The task used to prime the students for the main writing procedure involved the presentation of three lines, a skeleton, of a story entitled The golden castle (Pontecorvo & Paoletti, 1991), into which the participants were required to insert missing parts. This task afforded the students with practice in the stimulated-recall discussion procedure before participating in the central writing task.…”

Section: Methodsmentioning

confidence: 99%

Elicitation of knowledge transformational reports while children write narratives.

Cameron¹,

Moshenko²

1996

Canadian Journal of Behavioural Science / Revue canadienne des

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Bereiter and Scardamalia (1987) proposed a model of children's writing, labeled "knowledge-telling," which they characterized as being simple and linear in nature. By contrast, their model of more expert writing is described as "knowledge transformational," because it is more sophisticated in its involvement of complex problem-solving processes. These researchers report that children, and even most adolescents, do not write at a level that would implicate knowledge-transformational processes, especially in expository prose writing. Their evidence contrasts with the reports of process-based writing researchers (such as Graves, 1985;, who through ethnographic investigations have described youthful writing as more representative of transformative processes than the "knowledge-telling" model might predict. Alternative research approaches are needed to evaluate these conflicting claims regarding the developing writing process. A stimulated-recall procedure, which enabled protocol analyses to be performed on participants' in situ comments, was employed with 53 twelve-year-old children to examine their reports of their own writing processes. A narrative-writing task was used as a context for these children in which to comment on their writing as they wrote. The protocols of the sessions were recorded, transcribed, and evaluated for evidence of transformative problem-solving behaviors (largely as identified by Bereiter & Scardamalia, 1987), including: extended start-up time, time-monitoring, task completion time, note-making, oral reports of planning, audience awareness, and revision of story plans, and the use of a range of sources for story ideas. Many of these sixth-grade participants showed evidence in their protocols of at least one, and some, as many as five of the targeted transformative behaviors. Gender effects included performance quality, and time monitoring: Girls wrote higher quality stories, and boys monitored time more during writing. Writing quality, in turn, related to planning and revision indices, which correlated with each other, and planning related to audience awareness. Revi-

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Section: Methodsmentioning

confidence: 99%

Elicitation of knowledge transformational reports while children write narratives.

Cameron¹,

Moshenko²

1996

Canadian Journal of Behavioural Science / Revue canadienne des

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“…Otras investigaciones centradas en los procesos de composición de escritores debutantes (Paoletti y Pontecorvo, 1991;Morani y Pontecorvo, 1995) indican que los niños son capaces de reflexiones refinadas cuando revisan un texto en pequeños grupos pero que, al mismo tiempo, les resulta difícil realizar este trabajo cuando se enfrentan solos al propio texto. Pareciera que son los otros, los pares que efectivamente están en el lugar de lectores, los que pueden señalar los problemas que presenta el texto y, en este sentido, proponer aspectos a revisar (Castedo, 2001).…”

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¿Saben algo de puntuación los niños que están aprendiendo a leer y a escribir?

Dávalos

2023

Aprendizajes Y Contexto. La Lengua Y Las Matemáticas en La Educación Básica

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Este estudio tiene como objetivo indagar si los niños prealfabéticos y recién alfabetizados identifican y construyen ideas sobre la puntuación. El corpus consta de 80 entrevistas a niños de 4 a 6 años. Les propusimos identificar las marcas que “no son letras ni números” en un texto y comentar lo que saben sobre ellas. Desde el eje cuantitativo, los datos muestran que a medida que los niños avanzan hacia un nivel de escritura más alfabético, mayor es la cantidad y tipo de signos de puntuación que reconocen. Desde el eje cualitativo, los resultados evidencian que existe una estrecha relación entre el progresivo dominio del principio alfabético de escritura y el tipo de ideas que los niños construyen sobre las funciones de la puntuación. Concluimos que la adquisición de la puntuación inicia antes de saber leer y escribir. Su desarrollo presenta regularidades no azarosas, sino internamente coherentes.

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Developing Literacy Skills Through Cooperative Computer Use: Issues for Learning and Instruction

Pontecorvo

1993

Designing Environments for Constructive Learning

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Planning story completion in a collaborative computer task

Cited by 9 publications

References 4 publications

Elicitation of knowledge transformational reports while children write narratives.

Elicitation of knowledge transformational reports while children write narratives.

¿Saben algo de puntuación los niños que están aprendiendo a leer y a escribir?

Developing Literacy Skills Through Cooperative Computer Use: Issues for Learning and Instruction

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