Developing Writing Competencies through Education in Elementary School

Autor/inn/en	Zuckerman, G. A.; Obukhova, O. L.
Titel	Developing Writing Competencies through Education in Elementary School
Quelle	In: Russian Education & Society, 57 (2015) 9, S.794-815 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1060-9393
DOI	10.1080/10609393.2015.1125712
Schlagwörter	Writing Skills; Skill Development; Elementary School Students; Russian; Writing Assignments; Teacher Student Relationship; Grade 2; Grade 3; Grade 4; Scientific Concepts; Mathematical Concepts; Translation; Teaching Methods; Second Languages; Worksheets; Instructional Effectiveness; Reading Comprehension; Foreign Countries; Verbal Ability + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Russisch; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Second language; Zweitsprache; Unterrichtserfolg; Leseverstehen; Ausland; Mündliche Leistung
Abstract	D. Elkonin's thesis that thinking is much more closely related to writing than to oral speech formed the basis of our three-year formative experiment at the elementary school level. In order to test this idea, second-graders through fourth-graders were given a few assignments in which they were asked to exchange thoughts in writing with their teacher. The integrative nature of written assignments used in the study was necessary when translating from the language of models into the language of verbal definitions and back again. All assignments were based on concepts already learned by the children during class discussions when solving learning tasks. Concepts from courses in mathematics, natural science, and Russian language were used. The authors avoided focusing on any particular academic subject. The final analysis of fourth-graders showed that the way written forms of educational communication were organized in elementary school contributes to the creation of metasubject abilities in elementary school children. This primarily relates to reading literacy, which is relevant to understanding superfluous, vague, or contradictory content in verbal and graphic texts. [This article was translated by Kenneth Cargill.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01