Literaturnachweis - Detailanzeige
| Autor/inn/en | Graham, Steve; Hebert, Michael |
|---|---|
| Titel | Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading |
| Quelle | In: Harvard Educational Review, 81 (2011) 4, S.710-744 (35 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0017-8055 |
| Schlagwörter | Evidence; Reading Comprehension; Reading Fluency; Reading Instruction; Meta Analysis; Writing Instruction; Reading Improvement; Reading Strategies; Quasiexperimental Design; Writing Strategies; Educational Strategies; Educational Practices; Best Practices; Teaching Methods; Instructional Effectiveness |
| Abstract | Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading comprehension, reading fluency, and word reading; and that increasing how much students write enhances their reading comprehension. These findings provide empirical support for long-standing beliefs about the power of writing to facilitate reading. (Contains 6 tables.) (As Provided). |
| Anmerkungen | Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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