Evaluating effects of different forms of revision instruction in upper-primary students

López, P, Torrance, M ORCID: https://orcid.org/0000-0002-5305-4315, Rijlaarsdam, G and Fidalgo, R, 2021. Evaluating effects of different forms of revision instruction in upper-primary students. Reading and Writing. ISSN 0922-4777

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Abstract

This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the communicative effect of their text, and (b) whether teaching students to adopt specific revision strategies provides benefits over revision instruction that focusses on increasing students’ awareness of audience needs. Six classes of Spanish sixth-grade students (N = 107, 11–12 years) were randomly assigned to one of three conditions. In all three conditions students were taught to set communicative goals. Students in the Strategy Focused condition were then taught a 6-step revision strategy. Students in the Reader Focused condition observed a reader trying to comprehend a text and suggesting ways in which it might be improved. Students in a control condition continued with goal-setting practice. Students’ writing performance was assessed through composition and revision tasks before and immediately after intervention, 2 months post-intervention, and for transfer to an untaught genre. Writing performance and revision skills improved more in the two revision-instruction conditions than for students in the control condition. The improvements were large, persistent and transferred to a different type of text. We found no statistically significant differences between the two revision conditions. Findings suggest that specific revision instruction benefits sixth-grade students’ writing performance and revision skills, but that strategy-focused and reader-focused approaches are similarly effective.

Item Type:	Journal article
Publication Title:	Reading and Writing
Creators:	López, P., Torrance, M., Rijlaarsdam, G. and Fidalgo, R.
Publisher:	Springer
Date:	19 April 2021
ISSN:	0922-4777
Identifiers:	Number Type 10.1007/s11145-021-10156-3 DOI 1434337 Other
Divisions:	Schools > School of Social Sciences
Record created by:	Jeremy Silvester
Date Added:	29 Apr 2021 12:46
Last Modified:	19 Apr 2022 03:00
URI:	https://irep.ntu.ac.uk/id/eprint/42778

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