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Ailhaud, Emilie; Chenu, Florence; Jisa, Harriet – Journal for the Study of Education and Development, 2021
Revisions in writing aim at text improvement. Literature has shown that revision activity differs between novice and experienced writers. Our ultimate goal is to understand how children and adolescents develop the capacity to shift perspectives from language producer to language recipient -- a prerequisite ability to successful revision. In this…
Descriptors: French, Writing (Composition), Writing Instruction, Foreign Countries
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Beauvais, Lucie; Favart, Monik; Passerault, Jean-Michel; Beauvais, Caroline – Written Communication, 2014
We investigated changes across grades in the cognitive demands associated with the organizing subprocess of writing. A total of 85 fifth (age M = 10.8), 88 seventh (age M = 12.9), and 79 ninth (age M = 14.6) graders composed either a procedural text or an expository description on a digital tablet, on the basis of a "scrambled ideas"…
Descriptors: Grade 5, Grade 7, Grade 9, Writing Processes
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Potocki, Anna; Sanchez, Monique; Ecalle, Jean; Magnan, Annie – Journal of Learning Disabilities, 2017
This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were…
Descriptors: Executive Function, Children, Adolescents, Reading Difficulties
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Charron, Camilo – European Journal of Psychology of Education, 2002
165 students, from the fifth, seventh and ninth grades were asked to solve written problems involving fractions. In the problems a reference quantity (RQ) was multiplied by a fraction (FR), yielding the value of a compared quantity (CQ). The fraction expressed either an part-whole ratio (PW), or a part-part ratio (PP). Six type of problems were…
Descriptors: Preadolescents, Early Adolescents, Grade 5, Grade 7