Facilitating Text Production in Fourth Graders: Effects of Script-Based Knowledge and Writing Prompts

被引：1

作者：

Bourdin, Beatrice ^{[1
,2
]}

Fayol, Michel ^{[3
,4
]}

机构：

[1] Univ Picardie Jules Verne, Amiens, France

[2] Univ Picardie Jules Verne, CRP CPO, UR UPJV 7273, Amiens, France

[3] Univ Clermont Auvergne, Clermont Ferrand, France

[4] UMR 6024 Lab Psychol Sociale & Cognit LAPSCO, Clermont Ferrand, France

来源：

FRONTIERS IN PSYCHOLOGY | 2022年 / 13卷

关键词：

translation; written production; semantic relatedness; children; writing prompts; WORKING-MEMORY; MODEL; TRANSCRIPTION; STUDENTS; SKILLS;

D O I：

10.3389/fpsyg.2022.821011

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This study aimed at providing evidence that prior knowledge (semantic relatedness) and its organization (scripted versus not related) prompted either through pictures alone, pictures and associated words, words only have different impacts on several components of text produced by fourth graders. The results showed that the semantic relatedness affected three dependent measures: prompt words recalled, coherence and quality of texts. The nature of the prompts impacted on planning (number of ideas) and translating (number of propositions and length of texts) processes. Findings, instructional applications, limitations, and proposals for future research are discussed.

引用

页数：8

共 11 条

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Simao, Ana Veiga
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HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE, 2016, 99 (03): : 372 - 391
[2] The Impact of Promoting Transcription on Early Text Production: Effects on Bursts and Pauses, Levels of Written Language, and Writing Performance
Alves, Rui A.
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JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2016, 108 (05) : 665 - 679
[3] Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders
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Richter, Tobias
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Krawietz, Sabine
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FRONTIERS IN PSYCHOLOGY, 2017, 8
[4] Assessing writing in fourth grade: Rhetorical specification effects on text quality
Fladung, Ilka Tabea
Gruhn, Sophie
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ASSESSING WRITING, 2023, 57
[5] Improving Fourth Graders' Self-Regulated Writing Skills: Effects on Strategy-Related, Holistic, and Subjective Measures of Writing Competence
Glaser, Cornelia
Kessler, Christina
Brunstein, Joachim C.
ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE, 2009, 23 (01): : 5 - 18
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Glaser, Cornelia
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Brunstein, Joachim C.
ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE, 2012, 26 (01): : 19 - 30
[7] Facilitating academic text-based discussions in initial teacher education: Evaluating specialized knowledge
Meneses, Alejandra
Hugo, Evelyn
de los Angeles Garcia, Maria
Muller, Magdalena
TEACHING AND TEACHER EDUCATION, 2018, 69 : 119 - 130
[8] Facilitating Third Graders' Acquisition of Scientific Concepts through Digital Game-Based Learning: The Effects of Self-Explanation Principles
Hsu, Chung-Yuan
Tsai, Chin-Chung
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ASIA-PACIFIC EDUCATION RESEARCHER, 2012, 21 (01) : 71 - 82
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Leijten, Marielle
Van Waes, Luuk
Ransdell, Sarah
WRITTEN COMMUNICATION, 2010, 27 (02) : 189 - 227
[10] Supplementing teacher knowledge using web-based Intelligent Tutoring System for the Text Structure Strategy to improve content area reading comprehension with fourth- and fifth-grade struggling readers
Wijekumar, Kausalai
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Beerwinkle, Andrea Lynn
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DYSLEXIA, 2020, 26 (02) : 120 - 136

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