Children's Plans for Writing: Characteristics and Impact on Writing Performance

Autor/inn/en	Llaurado, Anna; Dockrell, Julie E.
Titel	Children's Plans for Writing: Characteristics and Impact on Writing Performance
Quelle	In: Journal of Literacy Research, 51 (2019) 3, S.336-356 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Llaurado, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X19859516
Schlagwörter	Childrens Writing; Performance Factors; Writing Skills; Elementary School Students; Writing Strategies; Educational Environment; Age Differences; Prewriting; Language Skills; Reading Skills; Foreign Countries; Handwriting; Child Development; Direct Instruction; United Kingdom (England); United Kingdom (London); Spain (Barcelona) + Suchen Sie Ihr Suchwort? 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Leistungsindikator; Writing skill; Schreibfertigkeit; Schreibtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Age; Difference; Age difference; Altersunterschied; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Ausland; Handschrift; Kindesentwicklung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	Planning plays an important role in the production of written texts. Little is known about why children plan and the plans they create when they are not explicitly instructed. This study explores the plans that elementary school children in Years 1, 3, and 5 create before writing a text. We compared performance of children educated in Catalan and in English (the United Kingdom) and examined whether the plans were related to their language and literacy skills. Children of all ages produced plans before writing either by producing a draft or an organizer. The types of plan changed with age and were influenced by the educational context. Plans were not associated with either the text length or the text quality. Nor were language, literacy, and transcription skills associated with the plans. School instruction is important for producing plans but, at this stage, children's self-generated plans do not impact on the texts produced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01