Summary Writing as a Tool for Improving the Comprehension of Expository Texts: An Intervention Study in a Primary School

Gelati, C; Galvan, Nicoletta; Boscolo, Pietro

doi:10.1163/9789004265011_010

Cited by 5 publications

(4 citation statements)

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“…Strategy instruction has also improved students' writing and learning in tasks such as discourse synthesis (Britt & Rouet 2012;Gelati, Galvan, Boscolo, 2014;Martínez et al, 2015). The same is true of learning protocols (similar to learning journals): The teaching of cognitive operations and the teaching of metacognitive (self-regulatory) operations each contribute significantly to learning during writing (Berthold, Nückles & Renkl, 2007;.…”

Section: Self-regulation In Writing To Learnmentioning

confidence: 98%

“…The product of discourse synthesis is a unique integration, which may go beyond the information given in the sources (Segev-Miller, 2007;Martínez et al, in press). Consistent with this, Mateos and colleagues have shown that teaching a discourse synthesis strategy to students can improve both their writing and their conceptual learning (Mateos, Solé, Martín, Cuevas, Miras, & Castells, 2014;cf., Britt & Rouet 2012;Gelati et al, 2014;Reynolds & Perin, 2009). For example, in one recent study, Martínez et al (2015) taught sixth year students a strategy for writing from sources, in which they interpret each source, construct a concept map for each source, construct a concept map that integrates the various sources, and draft a text.…”

Section: Discourse Synthesismentioning

confidence: 99%

“…As we have noted, there is no clear consensus on this issue in the research literature. Previous studies have shown that both summary and discourse synthesis, which do not require the transformation of sources into a new genre, nonetheless require integrative activity, and can result in the growth of conceptual knowledge (Gelati et al 2014;Martinez et al, 2015). …”

Section: Discourse Synthesismentioning

confidence: 99%

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Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

164

119

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This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC) movement emphasized domain-general approaches to Writing to Learn (WTL). Much recent research is consistent with the Writing in the Disciplines (WID) movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

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Section: Self-regulation In Writing To Learnmentioning

confidence: 98%

Section: Discourse Synthesismentioning

confidence: 99%

Section: Discourse Synthesismentioning

confidence: 99%

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Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

164

119

View full text Add to dashboard Cite

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“…8). This type of writing involves “complex cognitive processes” (Gelati, Galvan, & Boscolo, , p. 193), as it involves “selecting the most important concepts, deleting the details, connecting ideas, making inferences, and drawing conclusions” (p. 193). As Southerland and Settlage () highlight in their editorial, language is used in varied ways to explain, illustrate, and communicate ideas, and thus help the reader to better understand the ideas being discussed.…”

Section: Introductionmentioning

confidence: 99%

Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach

et al. 2018

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In a cluster-randomized study, we investigate the impact of an argument-based approach to teaching science in elementary school on science learning and critical thinking skills. Forty-eight schools participated in the study, with data on 9,963 students across the 2 years of the intervention. Annual standardized tests assessing science content knowledge were used to evaluate the effect of the intervention on science using a hierarchical linear model. To assess critical thinking abilities, scores for the Cornell Critical Thinking instrument were assessed for the 2,353 students in fifth grade using a multilevel model. While no statistically significant gains were found for science content, there was statistically significant evidence that the intervention was associated with an improvement in critical thinking scores (p < .05, ES = 0.167). In particular, the strongest gains were for students in the following groups: individual education plan, free and reduced price lunch, and English language learners. K E Y W O R D Sargument-based instruction, elementary science education, improvements in critical thinking, multilevel modeling, randomized controlled trial, science learning

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The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

et al. 2020

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We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing needs to be instructionally supported. Accordingly, we have set up a research program—the Freiburg Self-Regulated-Journal-Writing Approach—in which we developed and tested different instructional support methods to foster learning outcomes by optimizing cognitive load during self-regulated learning by journal writing. We will highlight the main insights of our research program which are synthesized from 16 experimental and 4 correlative studies published in 16 original papers. Accordingly, we present results on (1) the effects of prompting germane processing in journal writing, (2) the effects of providing worked examples and metacognitive information to support students in effectively exploiting prompted journal writing for self-regulated learning, (3) the effects of adapting and fading guidance in line with learners’ expertise in self-regulated learning, and (4) the effects of journal writing on learning motivation and motivation to write. The article closes with a discussion of several avenues of how the Freiburg Self-Regulated-Journal-Writing Approach can be developed further to advance research that integrates self-regulated learning with cognitive load theory.

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Summary Writing as a Tool for Improving the Comprehension of Expository Texts: An Intervention Study in a Primary School

Cited by 5 publications

References 0 publications

Trends in Research on Writing as a Learning Activity

Trends in Research on Writing as a Learning Activity

Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach

The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

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