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Yana Landrieu; Fien De Smedt; Hilde Van Keer; Bram De Wever – Reading and Writing: An Interdisciplinary Journal, 2024
This paper has investigated the importance of explicit instruction and collaborative writing on (a) argumentative writing performance and (b) self-efficacy for writing of secondary school students. This intervention study additionally aimed to evaluate the effectiveness of alternating between individual and collaborative writing throughout the…
Descriptors: Foreign Countries, Secondary School Students, Collaborative Writing, Writing Skills
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de Abreu Malpique, Anabela; Valcan, Debora; Pino-Pasternak, Deborah; Ledger, Susan – Reading and Writing: An Interdisciplinary Journal, 2023
Providing adequate writing instruction and practice in schools is an essential cornerstone of writing development and it affords a diagnostic approach for teachers. But what writing instruction is being practiced in Australian primary schools? The aim of this study was to survey a sample of teachers (n = 310) about their instructional practices…
Descriptors: Writing Instruction, Foreign Countries, Elementary School Teachers, Educational Practices
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Christian Tarchi; Ruth Villalón; Nina Vandermeulen; Lidia Casado-Ledesma; Anna Paola Fallaci – Reading and Writing: An Interdisciplinary Journal, 2024
In university settings, writing argumentative essays from reading conflicting source texts is a common task for students. In performing this synthesis task, they must deal with conflicting claims about a controversial issue as they develop their own positions. Argumentative synthesis is characterized by writers' back-and-forth moves between…
Descriptors: Writing Processes, Persuasive Discourse, Essays, Controversial Issues (Course Content)
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Vandermeulen, Nina; van den Broek, Brenda; Van Steendam, Elke; Rijlaarsdam, Gert – Reading and Writing: An Interdisciplinary Journal, 2020
In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying a high-quality synthesis text is crucial. That is why this study, as one of the first, examines the use of sources during synthesis writing processes, and its effect on text…
Descriptors: Writing (Composition), Persuasive Discourse, Synthesis, Writing Processes
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Rocha, Renata S.; Castro, São Luís; Limpo, Teresa – Reading and Writing: An Interdisciplinary Journal, 2022
Learning to write is one of the great challenges children face in primary grades, requiring both transcription skills (handwriting and spelling) and executive functions (EFs; working memory, inhibitory control, and cognitive flexibility). Although this claim is widely accepted, the field suffers from some limitations, including few longitudinal…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Grade 5
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Jang, Younie; Lee, Junkyu – Reading and Writing: An Interdisciplinary Journal, 2019
Despite awareness of the important role of motivation in second/foreign language (L2) learning, a thorough investigation into the motivational influence on the L2 writing processes and products has been neglected. In an attempt to fill this research gap, the present study explored the effects of different types of L2 self-related motivation (ideal…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Writing Processes
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Portex, Marine; Hélin, Carolane; Ponce, Corinne; Foulin, Jean-Noël – Reading and Writing: An Interdisciplinary Journal, 2018
In left-to-right writing cultures, spontaneous mirror writing of letters and digits in preliterate children appears more frequently on left-than right-facing characters. A compelling theory drawn on neuropsychological evidence of mirror generalization suggests that children resort to a right-orienting/writing rule when learning to write. The aim…
Descriptors: Writing Processes, Writing Skills, Emergent Literacy, Training
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Graham, Steve; Rijlaarsdam, Gert – Reading and Writing: An Interdisciplinary Journal, 2016
This paper presents a special issue on writing around the globe. Researchers from across the world describe writing practices in their country using a wide variety of methodology. The papers show that while there are many similarities in writing instruction from one country to the next, there are also many differences. As a result, the authors…
Descriptors: Writing Instruction, Comparative Education, Foreign Countries, Global Approach
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Hsiang, Tien Ping; Graham, Steve – Reading and Writing: An Interdisciplinary Journal, 2016
A random sample of 1102 grade 4-6 Chinese language arts teachers in Beijing, Macao, and Taipei City were surveyed about their instructional writing practices. Seventy-eight percent (n = 857) of the teachers completed the survey. Teachers were generally positive about the usefulness of their college teacher preparation program. They slightly agreed…
Descriptors: Foreign Countries, Grade 4, Grade 5, Grade 6
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von Koss Torkildsen, Janne; Morken, Frøydis; Helland, Wenche A.; Helland, Turid – Reading and Writing: An Interdisciplinary Journal, 2016
In this study of third grade school children, we investigated the association between writing process measures recorded with key stroke logging and the final written product. Moreover, we examined the cognitive predictors of writing process and product measures. Analyses of key strokes showed that while most children spontaneously made local…
Descriptors: Grade 3, Elementary School Students, Writing Skills, Correlation
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Dockrell, Julie E.; Marshall, Chloë R.; Wyse, Dominic – Reading and Writing: An Interdisciplinary Journal, 2016
To date there have been no systematic studies examining the ways in which teachers in England focus and adapt their teaching of writing. The current study addresses this gap by investigating the nature and frequency of teachers' approaches to the teaching of writing in a sample of English primary schools, using the "simple view of…
Descriptors: Writing Instruction, Teaching Methods, Foreign Countries, Elementary School Students
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Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2017
The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results…
Descriptors: Executive Function, Predictor Variables, Syntax, Difficulty Level
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Maki, Hanna S.; Voeten, Marinus J. M.; Vauras, Marja M. S.; Poskiparta, Elisa H. – Reading and Writing: An Interdisciplinary Journal, 2001
Follows the writing skill development of 154 Finnish-speaking children. Focuses on predictive associations between preschool writing readiness skills and later mechanics of writing, as well as between word recognition skill, mechanics of writing, and composition coherence. Indicates that both mechanics of writing and composition coherence could be…
Descriptors: Coherence, Finnish, Foreign Countries, Primary Education