A Meta-Analysis of Writing Instruction for Adolescent Students

Autor/inn/en	Graham, Steve; Perin, Dolores
Titel	A Meta-Analysis of Writing Instruction for Adolescent Students
Quelle	In: Journal of Educational Psychology, 99 (2007) 3, S.445-476 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Teaching Methods; Grammar; Adolescents; Word Processing; Transformational Generative Grammar; Prewriting; Process Approach (Writing); Effect Size; Meta Analysis; Writing Skills; Instructional Effectiveness; Writing Strategies; Peer Teaching; Goal Orientation; Sentences; Inquiry; Learning Activities; Writing Processes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Textverarbeitung; Generative Grammar; Generative Grammatik; Prozessorientiertes Schreiben; Meta-analysis; Metaanalyse; Writing skill; Schreibfertigkeit; Unterrichtserfolg; Schreibtechnik; Peer group teaching; Peer Group Teaching; Zielorientierung; Zielvorstellung; Sentence analysis; Satzanalyse; Lernaktivität
Abstract	There is considerable concern that the majority of adolescents do not develop the competence in writing they need to be successful in school, the workplace, or their personal lives. A common explanation for why youngsters do not write well is that schools do not do a good job of teaching this complex skill. In an effort to identify effective instructional practices for teaching writing to adolescents, the authors conducted a meta-analysis of the writing intervention literature (Grades 4-12), focusing their efforts on experimental and quasi-experimental studies. They located 123 documents that yielded 154 effect sizes for quality of writing. The authors calculated an average weighted effect size (presented in parentheses) for the following 11 interventions: strategy instruction (0.82), summarization (0.82), peer assistance (0.75), setting product goals (0.70), word processing (0.55), sentence combining (0.50), inquiry (0.32), prewriting activities (0.32), process writing approach (0.32), study of models (0.25), grammar instruction (- 0.32). (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10