RT info:eu-repo/semantics/article
T1 How to report writing interventions? A case study on the analytic description of two effective revision interventions
A1 Fidalgo Redondo, Raquel
A1 López Gutiérrez, Paula
A2 Psicologia Evolutiva y de la Educacion
K1 Educación
K1 Design principles
K1 Revision instruction
K1 Learning activities
K1 Strategy-focused instruction
K1 Reader-focused instruction
AB In this study we present a comparative report of two effective instructional programs focused on the improvement of upper-primary students' writing competence through the promotion of revision skills. Both programs shared the main aim but had two different approaches. We contrasted writer-focused instruction with reader-focused instruction. To provide a valid report on the similarities and differences of the two programs, we applied two complementary dimensions. The first dimension, what the researcher intends students to achieve, provides insight into the types of students' intermediate learning objectives and how they are sequenced. The second dimension, how to teach, includes the instructional design principles which relate the intermediate learning objectives to the specific learning and instructional activities in certain conditions. We analyse similarities and differences between the instructional programs and discuss the implications of using this kind of reporting system as a useful tool for reporting - and designing - writing interventions
PB University of Antwerp. Belgium
SN 2030-1006
LK http://hdl.handle.net/10612/14969
UL http://hdl.handle.net/10612/14969
NO p. 279-329
DS BULERIA. Repositorio Institucional de la Universidad de León
RD 19-may-2024