Pub Date : 2022-10-01DOI: 10.17239/jowr-2022.14.02.03
C. Viriot-Goeldel, T. Pagnier
: Twictée, a portmanteau of Twitter and dictée (French for dictation), is a collaborative method for teaching spelling that promotes the metacognitive reasoning needed to understand and assimilate the morphosyntactic features of French spelling. The present study evaluated Twictée’s impact on spelling performance in 40 classes of 4 th -, 5 th -, and 6 th - grade students (N = 893 students). Mixed-model analyses showed a significant improvement in global spelling performance over time, but the impacts of the interaction between time and condition reached significance for only four specific aspects of spelling performance. Nevertheless, further analyses showed that Twictée’s overall impact on spelling performance was significantly greater in schools in disadvantaged urban areas and in large classes. We discuss these results in the light of previous qualitative analyses carried out on this corpus.
{"title":"Teaching Spelling with Twitter: The Effectiveness of a Collaborative Method for Teaching French Spelling","authors":"C. Viriot-Goeldel, T. Pagnier","doi":"10.17239/jowr-2022.14.02.03","DOIUrl":"https://doi.org/10.17239/jowr-2022.14.02.03","url":null,"abstract":": Twictée, a portmanteau of Twitter and dictée (French for dictation), is a collaborative method for teaching spelling that promotes the metacognitive reasoning needed to understand and assimilate the morphosyntactic features of French spelling. The present study evaluated Twictée’s impact on spelling performance in 40 classes of 4 th -, 5 th -, and 6 th - grade students (N = 893 students). Mixed-model analyses showed a significant improvement in global spelling performance over time, but the impacts of the interaction between time and condition reached significance for only four specific aspects of spelling performance. Nevertheless, further analyses showed that Twictée’s overall impact on spelling performance was significantly greater in schools in disadvantaged urban areas and in large classes. We discuss these results in the light of previous qualitative analyses carried out on this corpus.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42421095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.17239/jowr-2022.14.02.06
Mariana G. Cunha, Rui A. Alves
{"title":"Book review: Spelling and Writing Words: Theoretical and Methodological Advances","authors":"Mariana G. Cunha, Rui A. Alves","doi":"10.17239/jowr-2022.14.02.06","DOIUrl":"https://doi.org/10.17239/jowr-2022.14.02.06","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45394047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.17239/jowr-2022.14.02.04
Laura E. Mendoza, Sari Lindblom-Ylanne, T. Lehtonen, Heidi Hyytinen
{"title":"Writing a masters thesis: Associations between the grade, self-efficacy, approaches to writing, and experiences of the thesis as a teaching and learning environment","authors":"Laura E. Mendoza, Sari Lindblom-Ylanne, T. Lehtonen, Heidi Hyytinen","doi":"10.17239/jowr-2022.14.02.04","DOIUrl":"https://doi.org/10.17239/jowr-2022.14.02.04","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41644659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.17239/jowr-2022.14.02.05
Yaofei Zheng, M. Chen
{"title":"Book review: The Routledge Handbook of Second Language Acquisition and Writing","authors":"Yaofei Zheng, M. Chen","doi":"10.17239/jowr-2022.14.02.05","DOIUrl":"https://doi.org/10.17239/jowr-2022.14.02.05","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49042491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.17239/jowr-2022.14.02.02
Markus Linnemann, Sabine Stephany, Valerie Lemke, Necle Bulut, H. Haider, Hans-Joachim Roth, Michael Becher-Mrotzek
{"title":"The Dimensionality of Writing and Reading Fluency and its Impact on Comprehension and Composition","authors":"Markus Linnemann, Sabine Stephany, Valerie Lemke, Necle Bulut, H. Haider, Hans-Joachim Roth, Michael Becher-Mrotzek","doi":"10.17239/jowr-2022.14.02.02","DOIUrl":"https://doi.org/10.17239/jowr-2022.14.02.02","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48280196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.17239/jowr-2022.14.01.03
H. Carter, Jade Z. Abbott, Katherine Landau Wright
: Preparing preservice teachers (PSTs) as teachers of writing has gained attention in recent years, but little is known about their preparedness when engaging with student writers over extended periods. We examine PSTs’ preparedness to teach writing within a structured literacy tutoring experience to better understand the skills and knowledge of PSTs related to teaching writing. Results indicate PSTs contextualized writing instruction, considered clients’ affect around writing, and used data to inform writing lessons. PSTs were also grappling with specific pedagogical considerations related to writing instruction, offering implications for teacher educators and researchers
{"title":"Preservice teachers’ preparedness to teach writing: Looking closely at a semester of structured literacy tutoring","authors":"H. Carter, Jade Z. Abbott, Katherine Landau Wright","doi":"10.17239/jowr-2022.14.01.03","DOIUrl":"https://doi.org/10.17239/jowr-2022.14.01.03","url":null,"abstract":": Preparing preservice teachers (PSTs) as teachers of writing has gained attention in recent years, but little is known about their preparedness when engaging with student writers over extended periods. We examine PSTs’ preparedness to teach writing within a structured literacy tutoring experience to better understand the skills and knowledge of PSTs related to teaching writing. Results indicate PSTs contextualized writing instruction, considered clients’ affect around writing, and used data to inform writing lessons. PSTs were also grappling with specific pedagogical considerations related to writing instruction, offering implications for teacher educators and researchers","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43793437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.17239/jowr-2022.14.01.02
Florentine Marnel Sterk, Merel M. van Goch, Michael Burke, Iris van der Tuin
{"title":"Baseline assessment in writing research: A case study of popularization discourse in first-year undergraduate students","authors":"Florentine Marnel Sterk, Merel M. van Goch, Michael Burke, Iris van der Tuin","doi":"10.17239/jowr-2022.14.01.02","DOIUrl":"https://doi.org/10.17239/jowr-2022.14.01.02","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43501781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.17239/jowr-2022.14.01.01
S. Crossley, Yu Tian
: This study examines links between human ratings of writing quality and the incidence of argumentative features (e
：这项研究考察了人类对写作质量的评价与议论文特征（e
{"title":"Argumentation features and essay quality: Exploring relationships and incidence counts","authors":"S. Crossley, Yu Tian","doi":"10.17239/jowr-2022.14.01.01","DOIUrl":"https://doi.org/10.17239/jowr-2022.14.01.01","url":null,"abstract":": This study examines links between human ratings of writing quality and the incidence of argumentative features (e","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47068959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.17239/jowr-2022.14.01.04
Ana Albuquerque, M. Alves Martins
{"title":"Invented spelling as a tool to develop early literacy: The predictive effect on reading and spelling acquisition in Portuguese","authors":"Ana Albuquerque, M. Alves Martins","doi":"10.17239/jowr-2022.14.01.04","DOIUrl":"https://doi.org/10.17239/jowr-2022.14.01.04","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44453718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.17239/jowr-2022.13.03.01
H. Carter,D. Townsend
{"title":"A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently","authors":"H. Carter,D. Townsend","doi":"10.17239/jowr-2022.13.03.01","DOIUrl":"https://doi.org/10.17239/jowr-2022.13.03.01","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"61 5","pages":"329-365"},"PeriodicalIF":4.1,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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