Review: MacArthur, C.A, Graham, S. &amp; Fitzgerald, J. (Editors) (2006). The handbook of writing research. New York: Guilford Press | ISBN-1: 59385-190-1

Olive, Thierry

doi:10.17239/jowr-2008.01.01.5

Cited by 4 publications

(5 citation statements)

References 10 publications

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“…A medida que los niños realizan interacciones informales con el lenguaje escrito, comienzan a esforzarse por entender el significado de esos símbolos gráficos, las características del lenguaje escrito y su relación con el lenguaje oral. Comienzan a formar algunas ideas sobre el sistema alfabético y la propia escritura (Tolchinsky, 2005). Cuando se les insta a escribir algo, los niños suelen aplicar su conocimiento informal para escribir las palabras del modo que estiman correcto.…”

Section: Fomento De Habilidades De Lecto-escritura En La Primera Infa...unclassified

“…As children make informal interactions with written language, they start to make efforts to understand the meaning of graphic marks, the characteristics of written language and their relationship to oral language. They start to set up some ideas about the alphabetic system and the spelling itself (Tolchinsky, 2005). When asked to write something down, young children usually use their informal knowledge to spell words the way they think is correct.…”

mentioning

confidence: 99%

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Promotion of literacy skills in early childhood: a follow-up study from kindergarten to Grade 1 / Fomento de habilidades de lecto-escritura en la primera infancia: estudio de seguimiento desde la educación infantil al primer curso de educación primaria

Albuquerque

Martins

2016

Infancia y Aprendizaje

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Several researchers have shown that invented spelling activities in kindergarten foster preschool children's early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control)equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures.

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Section: Fomento De Habilidades De Lecto-escritura En La Primera Infa...unclassified

mentioning

confidence: 99%

Promotion of literacy skills in early childhood: a follow-up study from kindergarten to Grade 1 / Fomento de habilidades de lecto-escritura en la primera infancia: estudio de seguimiento desde la educación infantil al primer curso de educación primaria

Albuquerque

Martins

2016

Infancia y Aprendizaje

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“…They also have difficulties in the development of a subject, the sense sequence, the cohesion and the coherence of a text (Graves, Montague, & Wong, 1990; Vallecorsa & Garris, 1990). The difficulties in writing occur in all phases of the written language process; for example, in planning, drafting, recording, revising and editing of a text (Troia, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…They also have difficulties in keeping in mind and recalling some extra types of information such as morphology, phonology, semantics and syntax. Moreover, they do not develop critical thinking (Troia, 2006) and they do not fit the text's style in order to meet the reader's requirements (Berninger & Swanson, 1994).…”

Section: Introductionmentioning

confidence: 99%

“…Hence, they have limited metacognitive skills with regard to the selection and the implementation of strategies related to text production, as well as to the writing process control (Graham, 1992). The assessment of textual and spelling correctness is a significantly challenging process for students with learning disabilities, as they have difficulty in identifying or checking wrong combinations between the subject that they had intended to write about and the final result (Troia, 2006).…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Executive Functions on the Written Language Process: Some Evidence From Children With Writing Disabilities

Alevriadou

Giaouri

2015

J. Psychol. Couns. Sch.

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Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive Functions (Simos et al., 2007) in a sample of 50 Greekspeaking, 5th-grade students with writing disabilities. The results of our study indicated that there were significant Pearson correlations ranging from .35 to .44 between executive functions and written expression. Furthermore, regression analysis showed that the subscales of the Test of Executive Functions had significant predictive power for spelling correctness and correction of jumbled sentences. Further implications of these findings for a school-based neuropsychological evaluation and planning of individualised educational interventions are discussed.

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Teaching Writing to Deaf Students

Strassman

Schirmer

2012

Remedial and Special Education

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The purpose of this review of the research on writing instruction with deaf students was to determine which findings offer evidence for effective practice. The authors used a framework of critical elements developed from research on hearing writers as a set of findings to which they compared the findings with deaf writers. They identified 16 studies of writing instruction over the past 25 years. Research on approaches for teaching writing to hearing students fell into four categories: teaching the process approach, instruction on characteristics of quality writing, writing for content learning, and feedback. Although all of the studies on teaching writing to deaf students fell into one of these categories, outcomes were equivocal and the evidence for practice is at best promising. They conclude that rigorous research is acutely needed so that writing instruction can be better informed by research findings.

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Review: MacArthur, C.A, Graham, S. & Fitzgerald, J. (Editors) (2006). The handbook of writing research. New York: Guilford Press | ISBN-1: 59385-190-1

Cited by 4 publications

References 10 publications

Promotion of literacy skills in early childhood: a follow-up study from kindergarten to Grade 1 / Fomento de habilidades de lecto-escritura en la primera infancia: estudio de seguimiento desde la educación infantil al primer curso de educación primaria

Promotion of literacy skills in early childhood: a follow-up study from kindergarten to Grade 1 / Fomento de habilidades de lecto-escritura en la primera infancia: estudio de seguimiento desde la educación infantil al primer curso de educación primaria

The Impact of Executive Functions on the Written Language Process: Some Evidence From Children With Writing Disabilities

Teaching Writing to Deaf Students

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