Upper-Elementary Students' Metacognitive Knowledge about Writing and Its Relationship to Writing Outcomes across Genres

Autor/inn/en	Wilson, Joshua; Wen, Huijing
Titel	Upper-Elementary Students' Metacognitive Knowledge about Writing and Its Relationship to Writing Outcomes across Genres
Quelle	In: Elementary School Journal, 123 (2022) 1, S.99-127 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/720562
Schlagwörter	Elementary School Students; Metacognition; Writing Attitudes; Writing (Composition); Writing Across the Curriculum; Knowledge Level; Writing Achievement; Writing Instruction; Instructional Design; Prompting; Writing Evaluation; Essays; Scoring; Computer Assisted Testing; Writing Skills; Writing Strategies; Literary Genres; Predictor Variables; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schreibübung; Wissensbasis; Schreibunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Benutzerführung; Essay; Aufsatzunterricht; Bewertung; Writing skill; Schreibfertigkeit; Schreibtechnik; Literarische Form; Prädiktor; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	This study investigated fourth and fifth graders' metacognitive knowledge about writing and its relationship to writing performance to help identify areas that might be leveraged when designing effective writing instruction. Students' metacognitive knowledge was probed using a 30-minute informative writing prompt requiring students to teach their reader how to be a good writer (i.e., a metawriting task). The metawriting task was coded for eight dimensions of metacognitive knowledge. Students' writing performance was assessed via additional 30-minute prompts--two narrative, one informative, two persuasive--and evaluated for quality and length using automated essay scoring. Students were most aware of general characteristics of writing quality and production procedures, but they were less aware of substantive processes, genre, or other dimensions. Multiple regression analysis showed that, after controlling for demographics and literacy skills, only knowledge of general characteristics of writing and production procedures uniquely predicted outcomes. Overall, metacognitive writing knowledge inconsistently predicted writing performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01