How to make it easier for children to revise their writing
A study of text revision from 3rd to 5th grades
Bibliographic Data
| ID | 5263042 |
|---|---|
| Authors | Lucile Chanquoy (Centre Nantais de Sociologie, corresponding author) |
| Year | 2001 |
| Volume | 71 |
| Issue | 1 |
| Pages | 15-41 |
| Publication date | 2001-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709901158370 |
| PMID | 11307706 |
| OpenAlex | W2106454182 |
| Language | EN |
| Citations received | 10 |
Background. Writing is considered as a complex activity, involving at least three processes: planning, translating and revising. The experiment proposed here focused on this last process, from a developmental perspective. Aims. The objective of this study was to examine if a delay between writing and revising could improve the frequency and the nature of revisions. In two out of three writing sessions the revising period was delayed to lighten the cognitive load associated with the revising process. The main hypothesis was that the revisions would be more frequent in older children's texts and during the sessions in which the revising process was delayed. Sample. Sixty children (20 per grade) from 3rd to 5th grades participated in the study. Method. These children were asked to write a text, and to revise it, when the revising phase occurred, whether during the writing phase or afterwards. Results. The text length, the frequency of errors and the frequency and the nature of revisions were analysed. The main results showed that, surprisingly, 3rd graders produced shorter texts, containing more errors, but revised more than 4th and 5th graders. The two postponed revising conditions led to more revisions than the revision occurring during writing. Surface revisions were more frequent than meaning revisions, but this result was only significant for younger children, or when revision occurred during writing. For all grades and revising conditions, surface revisions were mainly script and spelling corrections; meaning revisions were mainly additions and deletions of words or parts of texts. Conclusion. This study shows the effect of children's grade on revision, and that postponing the revising process seems to help children to increase the frequency and the depth of their revisions
Developmental psychology · Mathematics education · Education and Technology Integration · Psychology · Reading and Literacy Development · Writing and Handwriting Education
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| Citations per year | 0.5 |
|---|---|
| Citation span | 2006 - 2026 (21) |
| Highly cited | No |