Design principles for teaching effective writing : theoretical and empirical grounded principles /
Design principles for teaching effective writing : theoretical and empirical grounded principles /
edited by Raquel Fidalgo, Karen Harris, Martine Braaksma.
- 1 online resource (xi, 324 pages) : illustrations.
- Studies in Writing ; 34 .
- Studies in Writing 34. Language and Linguistics E-Books Online, Collection 2016-2017, ISBN: 9789004303911. .
Includes bibliographical references and index.
Front Matter -- Design Principles for Teaching Effective Writing: An Introduction / Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses / Description and Analysis of Strategy-Focused Instructional Models for Writing / Writing-to-Learn Instruction that Works / Developing Writing Skills through Cognitive Self-Regulation Instruction / Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future Research / An Instructional Approach for Improving Reading and Writing to Learn / Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 Years Old Students) to Enhance Content-Learning through the Integrated Use of Reading and Writing / Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written Text / Thoughts on What Makes Strategy Instruction Work and How It Can Be Enhanced and Extended / Fostering Student Writing through Intervention Research: An Examination of Key Components / Reporting Design Principles for Effective Instruction of Writing: Interventions as Constructs / Index. Raquel Fidalgo , Karen R. Harris and Martine Braaksma -- Steve Graham and Karen R. Harris -- Patricia Robledo-Ramón and Jesús N. García -- Lauren Foxworth and Linda H. Mason -- Raquel Fidalgo and Mark Torrance -- Karen R. Harris and Steve Graham -- Linda H. Mason -- Isabel Martínez , Mar Mateos and Elena Martín -- Pedro Rosário , José Carlos Núñez , Celestino Rodríguez , Rebeca Cerezo , Estrella Fernández , Ellian Tuero and Julia Högemann -- Charles A. MacArthur -- P. Karen Murphy , Carla M. Firetto , Mengyi Li , Liwei Wei and Rachel M. V. Croninger -- Gert Rijlaarsdam , Tanja Janssen , Saskia Rietdijk and Daphne van Weijen --
Available to subscribing member institutions only.
This volume presents effective instructional programs focused on two perspectives on writing: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects or skills acquisition. It is focused on analysing micro-design features of the programs (such as learning activities, supporting materials, specific strategies, instructional techniques) but also, macro-design rules of intervention programs (such as, instructional sequence, instructional stages) based on research evidence provided for previous studies. This volume goes beyond a practical volume because it provides additional reflection and discussion about theoretical background and empirically based evidence which support the specific intervention programs described. Several chapters in this book include links to an Open Access e-book where teacher and student materials for the authors’ instructional approaches can be found (see ToC).
9789004270480
10.1163/9789004270480 DOI
2017007133
English language--Rhetoric--Study and teaching (Higher)
Report writing--Study and teaching (Higher)
Academic writing--Study and teaching (Higher)
Interdisciplinary approach in education.
Language arts (Higher)
PE1404 / .D389 2017
808.0071
Includes bibliographical references and index.
Front Matter -- Design Principles for Teaching Effective Writing: An Introduction / Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses / Description and Analysis of Strategy-Focused Instructional Models for Writing / Writing-to-Learn Instruction that Works / Developing Writing Skills through Cognitive Self-Regulation Instruction / Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future Research / An Instructional Approach for Improving Reading and Writing to Learn / Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 Years Old Students) to Enhance Content-Learning through the Integrated Use of Reading and Writing / Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written Text / Thoughts on What Makes Strategy Instruction Work and How It Can Be Enhanced and Extended / Fostering Student Writing through Intervention Research: An Examination of Key Components / Reporting Design Principles for Effective Instruction of Writing: Interventions as Constructs / Index. Raquel Fidalgo , Karen R. Harris and Martine Braaksma -- Steve Graham and Karen R. Harris -- Patricia Robledo-Ramón and Jesús N. García -- Lauren Foxworth and Linda H. Mason -- Raquel Fidalgo and Mark Torrance -- Karen R. Harris and Steve Graham -- Linda H. Mason -- Isabel Martínez , Mar Mateos and Elena Martín -- Pedro Rosário , José Carlos Núñez , Celestino Rodríguez , Rebeca Cerezo , Estrella Fernández , Ellian Tuero and Julia Högemann -- Charles A. MacArthur -- P. Karen Murphy , Carla M. Firetto , Mengyi Li , Liwei Wei and Rachel M. V. Croninger -- Gert Rijlaarsdam , Tanja Janssen , Saskia Rietdijk and Daphne van Weijen --
Available to subscribing member institutions only.
This volume presents effective instructional programs focused on two perspectives on writing: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects or skills acquisition. It is focused on analysing micro-design features of the programs (such as learning activities, supporting materials, specific strategies, instructional techniques) but also, macro-design rules of intervention programs (such as, instructional sequence, instructional stages) based on research evidence provided for previous studies. This volume goes beyond a practical volume because it provides additional reflection and discussion about theoretical background and empirically based evidence which support the specific intervention programs described. Several chapters in this book include links to an Open Access e-book where teacher and student materials for the authors’ instructional approaches can be found (see ToC).
9789004270480
10.1163/9789004270480 DOI
2017007133
English language--Rhetoric--Study and teaching (Higher)
Report writing--Study and teaching (Higher)
Academic writing--Study and teaching (Higher)
Interdisciplinary approach in education.
Language arts (Higher)
PE1404 / .D389 2017
808.0071