Literaturnachweis - Detailanzeige
| Autor/inn/en | Lee, Sung Hee; Bernstein, Malayna |
|---|---|
| Titel | Narrative Writing Progress of Rural Elementary Students in Mixed-Ability Online Pairings |
| Quelle | In: Rural Special Education Quarterly, 41 (2022) 4, S.184-196 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Lee, Sung Hee) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705221110464 |
| Schlagwörter | Narration; Writing Instruction; Collaborative Writing; Revision (Written Composition); Rural Schools; Elementary School Students; Ability Grouping; Heterogeneous Grouping; Writing Improvement; Writing Achievement; Intervention; Writing Difficulties; Feedback (Response); Writing Skills; Educational Psychology; Writing Tests; Achievement Tests; Computer Mediated Communication; Special Education; Gifted Education; Wechsler Individual Achievement Test Schreibunterricht; Korrektur; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Homogene Gruppierung; Niveaugruppierung; Streaming; Schreibstörung; Writing skill; Schreibfertigkeit; Erziehungspsychologie; Pädagogische Psychologie; Writing test; Schreibtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Computerkonferenz; Special needs education; Sonderpädagogik; Sonderschulwesen; WIAT; Eignungsprüfung; Eignungstest |
| Abstract | This article reports on a qualitative secondary data analysis of a study of upper elementary students' narrative writing progress in U.S. rural schools. It compares students working online in pairs with those working alone. We explain why the intervention had some positive effects for struggling writers but few effects for skilled writers. The qualitative analysis of student online writing products, student peer feedback, and teacher interviews indicated that struggling writers in the experimental group wrote more ambitious but less coherent stories than struggling writers in the control group, and that skilled writers in the experimental group received poor-quality feedback and were less inclined to revise than skilled writers in the control group. We provide suggestions for writing instruction and technology support for skilled and struggling writers. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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