Subcomponents of writing literacy: Diagnosis and didactical support.

Autor/inn/en	Grabowski, Joachim; Becker-Mrotzek, Michael; Knopp, Matthias; Nachtwei, Nicole; Weinzierl, Christian; Jost, Jörg; Schmitt, Markus
Titel	Subcomponents of writing literacy: Diagnosis and didactical support.
Quelle	Aus: Torrance, Mark (Hrsg.); Alamargot, Denis (Hrsg.); Castelló, Montserrat (Hrsg.); Ganier, Franck (Hrsg.); Kruse, Otto (Hrsg.); Mangen, Anne (Hrsg.); Tolchinsky, Liliana (Hrsg.); Waes, Luuk van (Hrsg.): Learning to write effectively: Current trends in European research. Bingley: Emerald (2012) S. 199-201Verfügbarkeit
Reihe	Studies in Writing. 25
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente (1) Forschungsdaten, Studiendetails und Erhebungsinstrumente (2)
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISSN	1572-6304
ISBN	9781780529288
Schlagwörter	Fachdidaktik; Deutschunterricht; Schreib- und Lesefähigkeit; Schreiben; Schreibkompetenz; Schreibunterricht
Abstract	Writing literacy, in the sense of the ability of text production, is a complex skill comprising many different cognitive, linguistic, motivational and affective subcomponents. In the framework of educational and didactical research, these components were hitherto predominantly holistically studied and instructed, that is with respect to individual genres, where the typical composition tasks at school - narration, description/instruction, argumentation - play a central role. In contrast, our aim is to identify overarching subcomponents of writing literacy where 'overarching' is related to abilities that become operative in all (or many) kinds of writing processes. In doing so, we concentrate on skills that (a) are compatible with linguistic insight, (b) correlate with the quality of text products and (c) are suitable for purposeful didactical measures.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/1