Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms.

Susan De la Paz ^[2] ; Steve Graham ^[1]
1. [1] Arizona State University
  
  Arizona State University
  
  Estados Unidos
2. [2] University of Maryland
Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 94, Nº. 4, 2002, págs. 687-698
Idioma: inglés
Enlaces
- Texto Completo Ejemplar

Resumen
- Writing is a very demanding task, requiring the orchestration of a variety of cognitive resources. For developing writers, it can be especially demanding, as they have not yet mastered important writing processes, skills, and knowledge involved in planning, drafting, and revising text. In the present study, middle school students were directly taught strategies that facilitated the execution of each of these processes. They were also taught the knowledge and skills needed to carry out these strategies. In comparison to peers in the control condition, students in the experimental treatment condition produced essays that were longer, contained more mature vocabulary, and were qualitatively better. These gains were evident immediately following instruction and on a short-term maintenance probe administered 1 month later. (PsycINFO Database Record (c) 2016 APA, all rights reserved)