Glimpses inside the Minds of Young Writers: How Children Plan Texts with Art

Autor/inn/en	Dunn, Michael William; Miller, Darcy; Stair, Mari; Welsh-Griffin, Heather
Titel	Glimpses inside the Minds of Young Writers: How Children Plan Texts with Art
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 3, S.503-519 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Darcy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1743395
Schlagwörter	Children; Learning Disabilities; Students with Disabilities; Elementary School Students; Suburban Schools; Grade 4; Grade 5; Writing Instruction; Multimedia Instruction; Technology Integration; Handheld Devices; Illustrations; Freehand Drawing; Prewriting; Story Telling; Art Activities; Correlation + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schreibunterricht; Multimediales Lernen; Bildliche Darstellung; Drawing; Zeichnen; Künstlerische Tätigkeit; Korrelation
Abstract	Many children find writing to be a challenge. This exploratory case study included four students with a learning disability who had writing goals/objectives in their individual education program. The students participated in a larger project in which they learned and practiced writing with an iPad art app. Planning a text with digital art offered students the opportunity to think about key questions that should be addressed in a story (e.g., who, when, where, what happened) and then illustrate their ideas. The focus of this study was to examine the effect of drawing on idea generation for writing. The researchers employed visual and thematic analysis methods to compare students' texts with their iPad drawings. A general finding of this study was that art did indeed help the students generate ideas for their stories and, specifically, that: (1) art was aligned with written/spoken stories, (2) art allowed for multiple options to explore, (3) art served as a reminder about story details and story line, and (4) art served as a catalyst for adding details and drama to stories. Limitations to the study and ideas for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01