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Date
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1998
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Source Title
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Literacy Teaching and Learning
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Source Volume
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3
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Source Issue
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2
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ISSN
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1538-4209
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Document Language
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English
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Document Type(s)
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Journal Articles
Reports--Research/Technical
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| Library Link | | |
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Abstract
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The purpose of this study was to explore how children’s writing development
changes over time when interpreted from a cognitive processing position.
As few methods were available for capturing such a complex behaviour as writing,
it was necessary to design a suitable tool to record and then to analyse some
of the features of children’s behaviour when they were asked to write in the
classroom. Target children (N = 120) in the first four years of school were
observed while writing and their behaviour was recorded and categorised using
the generated procedure. Analysis of observations indicated the development of
a system of writing strategies through effective monitoring and searching that
allows children to take their own learning further. The major change occurred in
children’s word writing ability between the second and third years at school.
Changes were also noted in the use of rereading, editing, resources, and of oral
language while writing. Thus, this study demonstrated there is some validity to
the notion of a self-extending system in writing and explored some of the behaviours
and strategies that may be involved in the operation of such a system. (Author Abstract)
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ERIC Descriptors
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Writing Processes; Beginning Writing; Writing Strategies; Cognitive Development; Primary Education; Teaching Methods
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Other
Descriptors
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Self-Extending Systems
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Categories
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| Writing >> Beginning | | Cognitive Development |
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Target Audience(s)
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Researchers
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Document Notes
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Also published in Forbes and Briggs (Eds.), Research in Reading Recovery, Volume 2 (Heinemann, 2003).
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