Observation: A powerful tool for learning-to-write in primary education

Research output: Contribution to conferenceAbstractOther research output

Abstract

Learning to write is a challenging task for young students who have only just mastered the basic skills of handwriting and spelling. In primary education students are facing a double task: writing texts and learning from these writing assignments how to write a text. One way to tackle this double-task problem is by separating the text production task from the learning task. This can be achieved by observational learning: learning by observing the behavior of a model. In observational learning the learner can focus exclusively on the task at hand, and the process of how to approach this task, without having to perform this task himself. Learning by observing can take many forms, depending on several factors, which are categorized in Figure 1. Perspective Model Type Content Phase Aim Writer Teacher Mastery (part of) Process Before and during writing Prepare student for writing task Coping Peer Mastery Coping Reader Teacher Reaction to text produced After writing Feedback on communicative effectiveness of text Peer Fig. 1 Overview of factors involved in observational learning in teaching writing In several studies these different types of observational learning have been examined, in various contexts. Fidalgo and Torrance (2014) demonstrated that teacher modeling is a very effective intervention to improve students’ writing, Braaksma (2002) found that students wrote better argumentative texts after observing the writing process of peer models. Couzijn (1995) and Holliway and McCutchen, 2005 showed that students’ writing improved when they experience the effect their text has on a reader. Thus, we can conclude that, overall, observational learning has great potential to improve writing performance. We combined the different types of observational learning in a two-month strategy-focused program for teaching writing to students grade 4 to 6. This program was tested in a large-scale experiment (N=1186), using a cross-lagged panel design with two conditions and three measurement points. Students wrote narrative, argumentative, and descriptive texts. Results show that, on average, students’ writing performance improved by almost half a grade. References Braaksma, M.A.H. (2002). Observational learning in argumentative writing. Dissertation University of Amsterdam. Couzijn, M.J. (1995). Observation of writing and reading activities. Effects on learning and transfer. Dissertation University of Amsterdam. Fidalgo, R, & Torrance, M. (2014). Developing writing skills through cognitive self-regulation instruction. In Fidalgo, R., Harris, K., & Braaksma, M. (Eds.) Design principles for teaching effective writing. Leiden: Brill Editions. Holliway, D.R. & McCutchen, D. (2004). Audience perspective in young writers’ composing and revising. Reading as the reader. In Rijlaarsdam, G., Allal, L., Chanquoy, P., & Largy, P. (Eds) Studies in Writing: Vol. 13. Revision: Cognitive and instructional processes. Dordrecht: Kluwer Academic Publishers.
Original languageEnglish
Pages140-141
Number of pages2
Publication statusPublished - 3 Jun 2015
EventIAIMTE Conference - Odense, Denmark
Duration: 3 Jun 20155 Jun 2015

Conference

ConferenceIAIMTE Conference
Country/TerritoryDenmark
CityOdense
Period3/06/155/06/15

Keywords

  • observational learning
  • writing
  • primary education

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