38 research outputs found
Effects of writing beliefs and planning on writing performance
Get PDFWhite and Bruning (2005) distinguished two sets of writing beliefs: transactional and transmissional beliefs. In this paper we analyse their beliefs scale and suggest two hypotheses about how such beliefs relate to writing performance. The single-process hypothesis treats the beliefs as different amounts of engagement, whereas the dual-process hypothesis claims that the beliefs represent different types of engagement. We then describe the results of an experiment with 84 university students as participants that assessed the relationship between writing beliefs, different forms of pre-planning and different aspects of writing performance. Our results support the dual-process hypothesis, and suggest that transactional beliefs are about the preference for a top-down strategy or a bottom-up strategy, while transmissional beliefs are about the content that is written about. These beliefs interact in their effects on text quality, the amount and type of revision carried out, and the extent to which writers develop their understanding. They also moderate the effectiveness of outlining as a strategy
Deriving word meanings from context: does explanation facilitate contextual analysis?
Get PDFThe ability to derive the meanings of words from supportive story contexts was studied in 45 seven-eight-year-olds. Children read short stories each containing a different novel word and defined the word at the end of each story. There were three intervention sessions. One group was asked to justify their definition and subsequently received feedback on its accuracy. A second group was given feedback first and asked to explain how the experimenter knew the correct answer. A third (control) received feedback only. In general, practice lead to improved performance, with an increased number of children in all groups using the story context to derive meanings for the novel words in a post-intervention test. Children in the two explanation groups made the greatest gains in definition accuracy. The implications for teaching vocabulary learning skills are discussed
De rol van strategieen en metacognitie bij het leren van woorden in het moedertaal- en vreemde talenonderwijs
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