An aptitude-treatment interaction approach to writing-to-learn

Learning and Instruction

Volumn 18, Issue 4, 2008, Pages 379-390

  Kieft, Marleen ^a   Rijlaarsdam, Gert ^a   van den Bergh, Huub ^a,b  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

^b UTRECHT UNIVERSITY   (Netherlands)

Author keywords

Aptitude treatment interaction; Secondary education; Writing about literature; Writing strategies; Writing to learn

Indexed keywords

EID: 43649101161     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2007.07.004     Document Type: Article

References (34)

1. Ackerman J.M. The promise of writing to learn. Written Communication 10 3 (1993) 334-370
2. Aiken L.S., and West S.G. Multiple regression: Testing and interpreting interactions (1991), Sage, Newbury Park, CA
3. Bangert-Drowns R.L., Hurley M.M., and Wilkinson B. The effects of school-based writing-to-learn on academic achievement: a meta-analysis. Review of Educational Research 74 1 (2004) 29-58
4. Boscolo P., and Carotti L. Does writing contribute to improving high school students' approach to literature?. L1 - Educational Studies in Language and Literature 3 3 (2003) 197-224
5. Cronbach L.J. Beyond the two disciplines of scientific psychology. American Psychologist 30 2 (1975) 116-127
6. Cronbach L.J., and Snow R.E. Aptitudes and instructional methods. A handbook for research on interactions (1977), Irvington, New York
7. Elbow P. Writing without teachers (1973), Oxford University Press, New York
8. Galbraith D. Conditions for discovery through writing. Instructional Science 21 (1992) 45-73
9. Galbraith D. Self-monitoring, discovery through writing, and individual differences in drafting strategy. In: Rijlaarsdam G., van den Bergh H., and Couzijn M. (Eds). Theories, models and methodology in writing research (1996), Amsterdam University Press, Amsterdam 121-141
10. Galbraith D. Writing as a knowledge-constituting process. In: Rijlaarsdam G., Espéret E., Galbraith D., and Torrance M. (Eds). Knowing what to write: Conceptual processes in text production. Studies in writing Vol. 4 (1999), Amsterdam University Press, Amsterdam 139-159
11. Galbraith D., and Torrance M. Revision in the context of different drafting strategies. In: Rijlaarsdam G., Allal L., Chanquoy L., and Largy P. (Eds). Revision: Cognitive and instructional processes. Studies in writing Vol. 13 (2004), Kluwer, Dordrecht 63-85
12. Galbraith D., Torrance M., and Hallam J. Effects of writing on conceptual coherence. In: Sun R., and Miyake N. (Eds). Proceedings of the 28th Annual Conference of the Cognitive Science Society (2006), Erlbaum, Mahwah, NJ 1340-1345
13. Kellogg R. Attentional overload and writing performance: effects of rough draft and outline strategies. Journal of Experimental Psychology: Learning, Memory, and Cognition 14 (1988) 355-365
14. Kieft, M., & Rijlaarsdam, G. (2002, July). Writing about literature in modern textbooks: An analysis and proposal. Paper presented at the 8th International Conference of the Special Interest Group Writing of the European Association for Research on Learning and Instruction. Stafford, England.
15. Kieft, M., Rijlaarsdam, G., Galbraith, D., & Van den Bergh, H. (in press). The effects of adapting a writing course to students' writing strategies. British Journal of Educational Psychology.
16. Kieft M., Rijlaarsdam G., and Van den Bergh H. Writing as a learning tool: testing the role of students' writing strategies. European Journal of Psychology of Education 12 1 (2006) 17-34
17. Klein P.D. Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review 11 (1999) 203-270
18. Leijten, M., & Van Waes, L. (2005). Inputlog: A logging tool for the research of writing process. Unpublished manuscript.
19. Marshall J.D. The effects of writing on students' understanding of literary texts. Research in the Teaching of English 21 1 (1987) 30-63
20. Marshall J.D. Writing and reasoning about literature. In: Beach R., and Hynds S. (Eds). Developing discourse practices in adolescence and adulthood (1990), Ablex, Norwood, NJ 161-180
21. Newell G.E. Reader-based and teacher-centered instructional tasks: writing and learning about a short literary story in middle-track classrooms. Journal of Literacy Research 28 1 (1996) 147-172
22. Newell G.E. Writing to learn. How alternative theories of school writing account for student performance. In: MacArthur C.A., Graham S., and Fitzgerald J. (Eds). Handbook of writing research (2006), Guilford, New York 235-247
23. Newell G.E., Suszynski K., and Weingart R. The effects of writing in a reader-based and text-based mode on students' understanding of two short stories. Journal of Reading Behaviour 21 (1989) 37-57
24. Purves A.C. The school subject literature. In: Flood J., Jensen J.M., Lapp D., and Squire J.R. (Eds). Handbook of research on teaching the English language arts (1991), MacMillan, New York 674-680
25. Skeans S. Reading...with pen in hand!. English Journal 89 (2000) 69-72
26. Snow R.E. Aptitude-treatment interaction as a framework for research on individual differences in learning. In: Ackerman P.L., Sternberg R.L., and Glaser R. (Eds). Learning and individual differences: Advances in theory and research (1989), Freeman, New York 13-59
27. Snow R.E. Aptitude theory: yesterday, today, and tomorrow. Educational Psychologist 27 1 (1992) 5-32
28. Snyder M. Public appearances, private realities. The psychology of self-monitoring (1987), Academic, New York
29. Torrance M., and Galbraith D. The processing demands of writing. In: MacArthur C.A., Graham S., and Fitzgerald J. (Eds). Handbook of writing research (2006), Guilford, New York 67-80
30. Torrance M., Thomas G.V., and Robinson E.J. The writing strategies of graduate research students in the social sciences. Higher Education 27 (1994) 379-392
31. Torrance M., Thomas G.V., and Robinson E.J. Individual differences in the writing behaviour of undergraduate students. British Journal of Educational Psychology 69 (1999) 189-199
32. Tynjälä P., Mason L., and Lonka K. Writing as a learning tool: an introduction. In: Rijlaarsdam G., Tynjälä P., Mason L., and Lonka K. (Eds). Writing as a learning tool: Integrating theory and practice. Studies in writing Vol. 7 (2001), Kluwer, Dordrecht, The Netherlands 7-22
33. Van Eemeren F.H., and Grootendorst R. Argumentation, communication, and fallacies (1992), Erlbaum, Hillsdale, NJ
34. Wong B.Y.L., Kuperis S., Jamieson D., Keller L., and Cull-Hewitt R. Effects of guided journal writing on students' story understanding. The Journal of Educational Research 95 (2002) 179-191