What we know about teaching writing
Περίληψη
The teaching of reading is the subject of much national and international study and the focus of considerable attention from education administrators and politicians, as well as educators. The teaching of writing receives less attention. Yet it is both complex and an essential part of education. This paper presents an overview of research into the teaching of writing in Anglophone countries from the last 40 years or so. Unlike the teaching of reading, there appears to be little controversy over the most effective approaches: researchers in the US, UK, New Zealand and Australia appear to be in broad agreement about the most effective ways of going about this complex task. While those learning to write in English have to struggle with a particularly opaque orthography, the findings from the studies cited below could also apply to teaching in other languages, particularly those with alphabetic orthographies.
Λεπτομέρειες άρθρου
- Πώς να δημιουργήσετε Αναφορές
-
Dombey, H. (2013). What we know about teaching writing. Preschool and Primary Education, 1, 22–40. https://doi.org/10.12681/ppej.40
- Τεύχος
- Τόμ. 1 (2013)
- Ενότητα
- Άρθρα
Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
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Bearne, E., Ellis, S., Graham, L., Hulme, P., Merchant, G., & Mills, C. (2004). More than words: Multimodal texts in the classroom. London: Qualifications and Curriculum Authority, Royston: United Kingdom Literacy Association.
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Berninger, V.W., & Amtmann, D. (2004). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems. In L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of research on learning disabilities (pp. 345-363). New York, NY: Guilford Press.
Berninger, V.W., & Graham, S. (1998). Language by hand: A synthesis of a decade of research on handwriting. Handwriting Review, 12, 11-25.
Berninger, V.W., Rutberg, J., Abbot, R., Garcia, N., Anderson-Youngstrom, M., Brooks, A., & Fulton, C. (2006). Tier 1 and tier 2 early intervention for handwriting and composing. Journal of School Psychology, 44, 3-30.
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Block, C.C., Oakar, M., & Hurt, N. (2002). The expertise of literacy teachers: A continuum from preschool to grade 5. Reading Research Quarterly 37, 178-206.
Block, C.C., & Pressley, M. (2000). It’s not scripted lessons but challenging and personalized interactions that distinguish effective from less effective primary classrooms. Paper presented at the National Reading Conference, Phoenix, Arizona.
Bryant, P.E., Maclean, M., Bradley, L., & Crossland, J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language, 16, 406-428.
Cairney, T. (1990). Intertextuality: Infectious echoes from the past. The Reading Teacher, 43, 478-484.
Calkins, L. (1980). When children want to punctuate: Basic skills belong in context. Language Arts, 57, 567-573.
Calkins, L. (1994) The Art of Teaching Writing. Portsmouth N.H.: Heinemann.
Christie, F. (2003). Writing the world. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 287-298). London: Sage.
Clark, C. (2012). Young people's writing in 2011: Findings from the National Literacy Trust's annual literacy survey. London: National Literacy Trust.
Clark, C., & Dugdale, G. (2009). Young people's writing: Attitudes, behaviour and the role of technology. London: National Literacy Trust.
Cohen, D. (1968). The effect of literature on vocabulary and reading achievement. Elementary English, 45, 209-213.
Connelly, V., Gee, D., & Walsh, E. (2010). A comparison of keyboarded and handwritten compositions and the relationship with transcription speed. British Journal of Educational Psychology, 77, 479-492.
Corden, R. (2000). Literacy and learning through talk. Buckingham: Open University Press.
Coyne, E., Farrington-Flint, L., Underwood, J., & Stiller, J. (2012). Sensitivity to rime unit frequency and children’s early word-reading strategies. Journal of Research in Reading, 35, 393-410.
Cremin, T. (2006). Creativity, uncertainty and discomfort: Teachers as writers. Cambridge Journal of Education, 36, 415-433.
Cremin, T., & Baker, S. (2010). Exploring teacher-writer identities in the classroom: Conceptualising the struggle. English Teaching: Practice and Critique, 9, 8–25.
Cremin, T., Goouch, K., Blakemore, L., Goff, E., & Macdonald, R. (2006). Connecting drama and writing: Seizing the moment to write. Research in Drama in Education, 11, 273–291.
Cremin, T., & Myhill, D. (2011). Writing voices: Creating communities of writers. London: Routledge.
Cremin, T., Reedy, D., Sprackland, J., & Starling, I. (2010). Writers in schools. Leicester: United Kingdom Literacy Association.
Crumpler, T., & Schneider, J. (2002). Writing with their whole being: A cross study analysis of children’s writing from five classrooms using process drama. Research in Drama Education, 7, 61-79.
Cummings, R. (2007). Language play in the classroom: Encouraging children’s intuitive creativity with words through poetry. Literacy, 41, 93-101.
Cunningham, P.M., & Allington, R.L. (1999). Classrooms that work: They can all read and write. New York, NY: Longman.
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