Writing composition processes in LD/LA students: An instructional study on planning;El proceso de composición escrita en alumnos con DA y/o BR: Estudio instruccional con énfasis en la planificación

Infancia y Aprendizaje

Volumn 26, Issue 1, 2003, Pages 97-113

  García, Jesús Nicasio ^a   Marbán, Josefina M ^a  

^a UNIVERSITY OF LEÓN   (Spain)

Author keywords

coherence; learning disabilities (LD); low achievement (LA); Planning processes; productivity; strategic instruction; writing composition

Indexed keywords

EID: 4243644920     PISSN: 02103702     EISSN: 15784126     Source Type: Journal    
DOI: 10.1174/02103700360536455     Document Type: Article

References (51)

1. Berninger, V. W., (1999). Coordinating Transcription and Text Generation in Working Memory during Composing: Automatic and Constructive Processes. Learning Disability Quarterly, 22 (2), 99–112.
2. Boyle, J. R., (2001). Enhancing the note-taking skills of students with mild disabilities. Intervention in School and Clinic, 36 (4), 221–224.
3. Brooks, A., Vaughan, K., & Berninger, V., (1999). Tutorial Interventions for Writing Disabilities: Comparison of Transcription and Text Generation Processes. Learning Disability Quarterly, 22 (3), 183–191.
4. Butler, D. L., Elaschuk, C. L., & Poole, S., (2000). Promotoming strategic writing by postsecondary students with learning disabilities: A report of three case syudies. Learning Disability Quarterly, 23, 196–213.
5. Cuetos, F., (1991). Psicología de la escritura. Madrid: Escuela Española.
6. De La PAZ. S., (1999). Composing via Dictation and Speech Recognition Systems: Compensatory Technology for Students with Learning Disabilities. Learning Disability Quarterly, 22 (3), 173–182.
7. De La PAZ. S., (2001). STOP and DARE: A persuasive writing strategy. Intervention in School and Clinic, 36 (4), 234–243.
8. De Vega, M., Díaz, J. M., & León, I., (1999). Procesamiento del discurso. En M., de Vega & F., Cuetos (Coords.), Psicolingüística del español (pp. 271–305). Madrid: Trotta.
9. nd Edit.).
10. Elbow, P., (2000). Everyone can Write. Essays toward a hopeful theory of Writing and Teaching Writing. Nueva York: Oxford University Press.
11. Favart, M., & Passerault, J. M., (1996). Functionality of cohesion devices in the management of local and global coherence: Two studies in children's written production of narratives. En G., Rijlaarsdam, H., van Den Bergh & M., Couzijn (Eds.), Theories, Models and Methodology in writing research (pp. 394–365). Amsterdam: Amsterdam University Press.
12. Galbraith, D., & Torrance, M., (1999). Conceptual processes in writing: From problem solving to text production. En M., Torrance & D., Galbraith (Eds.), Knowing what to write. Conceptual processes in text production (pp. 1–12). Amsterdam: Amsterdam University Press.
13. García S., J. N., (1999) (Coord.). Intervención Psicopedagógica en los Trastornos del Desarrollo. Madrid: Pirámide.
14. García S., J. N., (Coord.) (2002). Aplicaciones de intervención psicopedagógica. Madrid: Pirámide.
15. García S., J. N., & De Caso, A., (2002). ¿Es posible mejorar la composición en alumnos con dificultades de aprendizaje y/o bajo rendimiento sin que cambie la reflexividad hacia la escritura? Psicothema, 14 (2), 456–462.
16. García S., J. N., & Fidalgo, R., (En prensa). Diferencias en la conciencia de procesos psicológicos de la escritura, mecánicos frente a sustantivos y otros, en alumnos de 8 a 16 años. Psicothema. 14 (4)
17. García S., J. N., & Marbán, J. M., (2002). Instrucción estratégica en la composición escrita. Barcelona: Ariel.
18. García S., J. N., Marbán P., J. M.F. A. M., De Caso (2001). Evaluación de los Procesos de Planificación y Factores Psicológicos en la Escritura (EPPyFPE). En J.N., García S., Dificultades de aprendizaje e intervención psicopedagógica (pp. 151–156). Barcelona: Ariel.
19. Graham, S., (1990). The role of production factors in learning disabled students' compositions. Journal of Educational Psychology, 82, 781–791.
20. Graham, S., (1999 a). The role of Text Production Skills in Writing Development. Learning Disability Quarterly, 22 (2), 75–77.
21. Graham, S., (1999 b). Handwriting and Spelling Instruction for Students with Learning Disabilities: A Review. Learning Disabilities Quarterly, 22 (2), 78–98.
22. Graham, S., & Harris, K. R., (1996). Self-regulation and strategy instruction for students who find writing and learning challenging. En C. M., Levy & S., Ransdell (Eds.), The science of writing. Theories, methods, individual differences, and applications (pp. 347–360). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
23. Graham, S., & Harris, K. R., (1999). Assessment and Intervention in Overcoming Writing Difficulties: An Illustration From the Self-Regulated Strategy Development Model. Language, Speech, and Hearing Services in Schools, 30, 255–264.
24. Graham, S., & Harris, K., (2000). The role of Self-Regulation and Transcription Skills in Writing and Writing Development, Educational Psychologist, 35 (1), 3–12
25. Harris, K. R., Graham, S., Reid, R., Mcelroy, K., & Hamby, R., (1994). Self-monitoring of attention versus self-monitoring of perfomance: Replication and cross-task compatison studies. Learning Disability Quarterly, 17, 121–139.
26. Hayes, J. R., (1996). A new framework for understanding cognition and affect in writing. En C. M., Levy & S., Ransdell (Eds.), The science of writing. Theories, methods, individual differences, and applications (pp. 1–27). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
27. Hayes, J. R., & Flower, L. S., (1980). Indentifying the organization of writing process. En L. W., Gregg & E. R., Steinberg (Eds.), Cognitive processes in writing: An interdisciplinary approach (pp. 3–30). Hillsdale, NJ: Lawrence Erlbaum Associates.
28. Hayes, J. R., & Nash, J. G., (1996). On the nature of planning in writing. En C. M., Levy & S., Ransdell (Eds.), The science of writing. Theories, methods, individual differences, and applications. (pp. 29–55). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
29. Jeffrey, G. C., & Underwood, G., (1996). Writing as problem solving: The role of concrete and abstract knowledge in the production of written text. En G., Rijlaarsdam, H., van Den Bergh & M., Couzijn (Eds.), Theories, Models and Methodology in writing research (pp. 61–86). Amsterdam: Amsterdam University Press.
30. Justicia, F., (1995). El desarrollo del vocabulario. Diccionario de frecuencias. Granada: Servicio de Publicaciones de la Universidad de Granada.
31. Kellogg, R. T, (1994). The Psychology of Writing. Nueva York: Oxford University Press.
32. Macarthur, C. A., (1999a). Word Prediction for Students with Severe Spelling Problems. Learning Disability Quarterly, 22 (3), 158–172.
33. Macarthur, C. A., (1999b). Overcoming barriers to writing: Computer support for basic writing skills. Reading & Writing Quarterly, 15, 169–192.
34. Mather, N., & Roberts, R., (1995). Informal Assessement and Instructionin Written Language. A Practitioners Guide for Students with Learning Disabilities. Chichester: John Wiley & Sons, Inc.
35. Piolat, A., (1999). Planning and text quality among undergraduate students: Findings and questions. En M., Torrance & D., Galbraith (Eds.), Knowing what to write. Conceptual processes in text production (pp. 121–138). Amsterdam: Amsterdam University Press.
36. Rouet, J. F., Favart, M., Gaonac'h, D., & Lacroix, N., (1996). Writing from multiple documents: Argumentation strategies in novice and expert history students En G., Rijlaarsdam, H., van Den Bergh & M., Couzijn (Eds.), Theories, Models and Methodology in writing research (pp. 44–60). Amsterdam: Amsterdam University Press.
37. Sánchez, E., (1998). Comprensión y redacción de textos. Barcelona: Edebé.
38. Sanders, T., Janssen, D., Van DER, Pool, E., Schilperoord, J., & Van Wijk, C., (1996). Hierarchical text structure in writing products and writing processes. En G., Rijlaarsdam, H., van Den Bergh & M., Couzijn (Eds.), Theories, Models and Methodology in writing research (pp. 473–492). Amsterdam: Amsterdam University Press.
39. Scardamalia, M., & Bereiter, C., (1992). Dos modelos explicativos de los procesos de composición escrita. Infancia y Aprendizaje, 58, 43–64.
40. Schoonen, R., & De Glopper, K., (1996). Writing perfomance and knowledge about writing. En G., Rijlaarsdam, H., van Den Bergh & M., Couzijn (Eds.), Theories, Models and Methodology in writing research (pp. 87–107). Amsterdam: Amsterdam University Press.
41. Sharples, M., (1996). An account of writing as creative design. En C. M., Levy & S., Ransdell (Eds.), The science of writing. Theories, methods, individual differences, and applications (pp. 127–148). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
42. Sorenson, S., (1997). Student Writing Handbook. Nueva York: MacMillan (3a edición).
43. Torrance, M., (1996). Is writing expertise like other kinds of expertise? En G., Rijlaarsdam, H., van Den Bergh & M., Couzijn (Eds.), Theories, Models and Methodology in writing research (pp. 3–9). Amsterdam: Amsterdam University Press.
44. Van DER, Hoeven, J., (1996). Children's composing: A study of the relationships between planning and revision skills, writing processes, text quality and linguistic skills. En G., Rijlaarsdam, H., van Den Bergh & M., Couzijn (Eds.), Theories, Models and Methodology in writing research (pp. 108–120). Amsterdam: Amsterdam University Press.
45. Van DER, Hoeven, J., (1997). Children's composing. A study into the relationships between writing processes, text quality, and cognitive and linguistic skills. Amsterdam: Rodopi.
46. Wong, B. Y. L., (1996). Assessment and Instruction of Writing Skills. En B. Y. L., Wong, The ABCs of Learning Disabilities (pp. 195–215). San Diego: Academic Press.
47. Wong, B. Y. L., (1997). Research on Genre-Specific Strategies in Enhancing Writing in Adolescents with Learning Disabilities. Learning Disability Quarterly, 20 (2), 140–159.
48. Wong, B. Y. L., (1998). Reflections on Current Attainments and Future Directions in Writing Intervention Research in Learning Disabilities. Advances in Learning and Behavioral Disabilities, 12, 127–149.
49. Wong, B. Y. L., (1999). Mecatognition in Writing. En R., Gallimore, C., Bernheimer, D., Macmillan, D., Speece & S., Vaughn (Eds.), Developmental perspectives on children with high incidence disabilities (pp. 183–198). Papers in honor of Barbara K. Keogh. Mahwah, NJ: Erlbaum.
50. Wong, B. Y. L., Butler, D. L., Ficzere, S. A., & Kuperis, S., (1996). Teaching Students with Learning Disabilities and Low Achievers to Plan, Write and Revise Opinion Essays. Journal of Learning Disabilities, 29 (2), 197–212.
51. Wong, B. Y. L., Butler, D. L., Ficzere, S. A., & Kuperis, S., (1997). Teaching Adolescents with Learning Disabilities and Low Achievers to Plan, Write and Revise Contrast Essays. Learning Disabilities Research and Practice, 12 (1), 2–15.