2024-03-28T23:36:13Zhttp://buleria.unileon.es/oai/requestoai:buleria.unileon.es:10612/138382022-02-11T13:47:12Zcom_10612_17col_10612_18
2022-01-27T10:48:33Z
urn:hdl:10612/13838
Evaluating effects of different forms of revision instruction in upper-primary students
López, Paula
Fidalgo Redondo, Raquel
Psicologia Evolutiva y de la Educacion
Educación
Educación Infantil
p. 1741-1767
This study aimed to establish (a) whether teaching students revision skills provides beneft over and above teaching strategies for setting explicit goals for the communicative efect of their text, and (b) whether teaching students to adopt specifc revision strategies provides benefts over revision instruction that focusses on increasing students’ awareness of audience needs. Six classes of Spanish sixth-grade students (N=107, 11–12 years) were randomly assigned to one of three conditions. In all
three conditions students were taught to set communicative goals. Students in the Strategy Focused condition were then taught a 6-step revision strategy. Students in the Reader Focused condition observed a reader trying to comprehend a text and
suggesting ways in which it might be improved. Students in a control condition continued with goal-setting practice. Students’ writing performance was assessed through composition and revision tasks before and immediately after intervention,
2 months post-intervention, and for transfer to an untaught genre. Writing performance and revision skills improved more in the two revision-instruction conditions than for students in the control condition. The improvements were large, persistent
and transferred to a diferent type of text. We found no statistically signifcant diferences between the two revision conditions. Findings suggest that specifc revision instruction benefts sixth-grade students’ writing performance and revision skills, but that strategy-focused and reader-focused approaches are similarly efective
2022-01-27T10:48:33Z
2022-01-27T10:48:33Z
info:eu-repo/semantics/article
0922-4777
http://hdl.handle.net/10612/13838
10.1007/s11145-021-10156-3
1573-0905
info:eu-repo/semantics/openAccess
Springer