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Dialogic Feedback and Literary Disciplinary Knowledge in L2 Writing Instruction: How Attitude to Feedback Influences Academic Achievement
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Turner, Ellen – Research Papers in Education, 2023
Recent research has foregrounded the importance of student engagement with feedback on writing (Quinton & Smallbone, 2010; Zhang & Hyland, 2018; Handley, Price, & Millar, 2011). At the same time, there is a small but growing body of scholarship exploring the role that feedback plays in developing discipline-specific competencies in…
Descriptors: Feedback (Response), Second Language Instruction, Second Language Learning, Writing Instruction
Writing Development in DHH Students: A Bimodal Bilingual Approach
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Gärdenfors, Moa – Journal of Deaf Studies and Deaf Education, 2023
This article describes the lexical and syntactic development of written narratives in 24 deaf and hard-of-hearing (DHH) students aged between 8 and 18 and takes into account how their varying linguistic backgrounds may predict their written performance. All participants use spoken Swedish, but the study also considers their proficiency in Swedish…
Descriptors: Deafness, Hearing Impairments, Elementary School Students, Secondary School Students
Helping Students with Intellectual Disabilities Become Better Writers: An Inquiry into Writing Instruction
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Gadd, Murray; Berthen, Diana; Lundgren, Lars – International Journal of Disability, Development and Education, 2021
This inquiry investigates whether effective implementation of pedagogical actions closely associated with strong engagement and greater than expected learning gains in writing by typically developing students apply similarly to engagement and gains in writing by students with mild to moderate intellectual disabilities (ID). It was undertaken in…
Descriptors: Students with Disabilities, Intellectual Disability, Writing Instruction, Writing Achievement
The (Non)effect of Joint Construction in a Genre-Based Approach to Teaching Writing
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Hermansson, Carina; Jonsson, Bert; Levlin, Maria; Lindhé, Anna; Lundgren, Berit; Norlund Shaswar, Annika – Journal of Educational Research, 2019
This quasi-experimental intervention study examines the effect of genre-based instructional practices on 90 primary students' narrative writing achievements and is a result of six teachers' action to meet the educational goals of the Swedish national curriculum. Specifically, the authors examine the effects of Joint Construction, the phase in the…
Descriptors: Foreign Countries, Writing Instruction, Teaching Methods, Literary Genres
The Interplay between Subject Recontextualizers: Social Reproduction through Critical Reading
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Norlund, Anita – Journal of Curriculum Studies, 2011
This article uses a Bernsteinian approach to explore, examine, and theorize about an activity in the upper-secondary curriculum within the Swedish Language subject. Based on an examination of the interplay between different educational actors in this recontextualization process the possibilities for pupils with different social backgrounds and…
Descriptors: Foreign Countries, Critical Reading, Secondary Education, Swedish
Kindergarten Reading and Writing Curricula in the European Union
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Tafa, Eufimia – Literacy, 2008
The aim of this study was to examine whether the current literacy programmes in European Union kindergarten curricula support and enhance young children's reading and writing development. This study investigated whether the kindergarten curricula of 10 European countries: Britain, Belgium, France, Finland, Greece, Ireland, Luxembourg, Portugal,…
Descriptors: Foreign Countries, Kindergarten, Emergent Literacy, Comparative Education