Children's High-Level Writing Skills: Development of Planning and Revising and Their Contribution to Writing Quality

Autor/inn/en	Limpo, Teresa; Alves, Rui A.; Fidalgo, Raquel
Titel	Children's High-Level Writing Skills: Development of Planning and Revising and Their Contribution to Writing Quality
Quelle	In: British Journal of Educational Psychology, 84 (2014) 2, S.177-193 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12020
Schlagwörter	Writing Skills; Writing Processes; Revision (Written Composition); Planning; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Elementary School Students; Secondary School Students; Age Differences; Skill Development; Writing Achievement + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Korrektur; Ablaufplanung; Planungsprozess; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Age; Difference; Age difference; Altersunterschied; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Background: It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising. Aims: To trace the development of the high-level writing processes of planning and revising, from Grades 4 to 9, and to examine whether these skills predict writing quality in younger and older students (Grades 4-6 vs. 7-9), after controlling for gender, school achievement, age, handwriting fluency, spelling, and text structure. Sample: Participants were 381 students from Grades 4 to 9 (age 9-15). Method: Students were asked to plan and write a story and to revise another story by detecting and correcting mechanical and substantive errors. Results: From Grades 4 to 9, we found a growing trend in students' ability to plan and revise despite the observed decreases and stationary periods from Grades 4 to 5 and 6 to 7. Moreover, whereas younger students' planning and revising skills made no contribution to the quality of their writing, in older students, these high-level skills contributed to writing quality above and beyond control predictors. Conclusion: The findings of this study seem to indicate that besides the increase in planning and revising, these skills are not fully operational in school-age children. Indeed, given the contribution of these high-level skills to older students' writing, supplementary instruction and practice should be provided from early on. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10