Online Collaborative Writing Revision Intervention Outcomes for Struggling and Skilled Writers: An Initial Finding

Autor/inn/en	Lee, Sung Hee; Bernstein, Malayna; Georgieva, Zornitsa
Titel	Online Collaborative Writing Revision Intervention Outcomes for Struggling and Skilled Writers: An Initial Finding
Quelle	In: Preventing School Failure, 63 (2019) 4, S.297-307 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Sung Hee) ORCID (Bernstein, Malayna) ORCID (Georgieva, Zornitsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1504741
Schlagwörter	Revision (Written Composition); Collaborative Writing; Writing Difficulties; Writing Skills; Independent Study; Elementary School Students; Difficulty Level; Instructional Effectiveness; Thinking Skills; Sentences; Creative Writing; Writing Improvement; Writing Strategies; Special Education Teachers; Gifted; Achievement Tests; Web 2.0 Technologies; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Korrektur; Schreibstörung; Writing skill; Schreibfertigkeit; Selbststudium; Schwierigkeitsgrad; Unterrichtserfolg; Denkfähigkeit; Sentence analysis; Satzanalyse; Kreatives Schreiben; Schreibtechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Begabter, Hoch Begabter; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study examined struggling and skilled writers' narrative writing performances when revising stories in pairs online as compared to students working independently. In the experimental group, 5 mixed-ability pairs of upper-elementary struggling writers and skilled writers engaged in online collaborative revision. In the control group, 5 upper-elementary struggling writers and 5 skilled writers engaged in independent digital story writing. The nonparametric and benchmark criteria results revealed that the struggling writers in the experimental group produced a longer posttest story by adding syntactically more complex sentences and higher-level story elements compared with those in the control group. Qualitative analysis showed that online collaborative revision activities contributed more to struggling writers' performances than it did to the skilled writers' performance with regards to higher-level thinking skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01