Improving narrative writing skills through observational learning: A study of Swedish 5th-grade students
(2020) In Educational Review 72(6). p.691-710- Abstract
- Observational learning is a successful method for improving writing skills in various genres. We explore effects of a five lesson intervention series based on peer observation. Fifty-five Swedish 5th-grade students aged 10-12 years followed this intervention program. The language and reading comprehension and working memory capacity were tested. The students watched short film-clips with peers working with texts. Each lesson was organised according to a theme: reader’s perception of the text, ordering of events, how to begin a story, how to end a story and how to edit a text. The students wrote four texts during the intervention. The quality of these texts was assessed by a panel of trained raters. Results show that average text quality... (More)
- Observational learning is a successful method for improving writing skills in various genres. We explore effects of a five lesson intervention series based on peer observation. Fifty-five Swedish 5th-grade students aged 10-12 years followed this intervention program. The language and reading comprehension and working memory capacity were tested. The students watched short film-clips with peers working with texts. Each lesson was organised according to a theme: reader’s perception of the text, ordering of events, how to begin a story, how to end a story and how to edit a text. The students wrote four texts during the intervention. The quality of these texts was assessed by a panel of trained raters. Results show that average text quality (outcome measure), significantly improved after intervention, and that the improvement was modulated by reading and language comprehension. At a follow up occasion, however, text quality was significantly decreased.
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Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/cbdd744c-3426-4e64-b917-f39ef660ac24
- author
- Grenner, Emily LU ; Åkerlund, Viktoria LU ; Asker-Árnason, Lena LU ; van de Weijer, Joost LU ; Johansson, Victoria LU and Sahlén, Birgitta LU
- organization
- publishing date
- 2020
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- observational learning, personal narratives, writing improvement, intervention, elementary education, intervention for writing
- in
- Educational Review
- volume
- 72
- issue
- 6
- pages
- 20 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85056119122
- ISSN
- 0013-1911
- DOI
- 10.1080/00131911.2018.1536035
- project
- Thinking in Time: Cognition, Communication and Learning
- Keystroke logging and peer observation – new tools for childrens' text writing
- language
- English
- LU publication?
- yes
- id
- cbdd744c-3426-4e64-b917-f39ef660ac24
- date added to LUP
- 2018-10-05 13:22:09
- date last changed
- 2023-12-02 13:12:29
@article{cbdd744c-3426-4e64-b917-f39ef660ac24, abstract = {{Observational learning is a successful method for improving writing skills in various genres. We explore effects of a five lesson intervention series based on peer observation. Fifty-five Swedish 5th-grade students aged 10-12 years followed this intervention program. The language and reading comprehension and working memory capacity were tested. The students watched short film-clips with peers working with texts. Each lesson was organised according to a theme: reader’s perception of the text, ordering of events, how to begin a story, how to end a story and how to edit a text. The students wrote four texts during the intervention. The quality of these texts was assessed by a panel of trained raters. Results show that average text quality (outcome measure), significantly improved after intervention, and that the improvement was modulated by reading and language comprehension. At a follow up occasion, however, text quality was significantly decreased.<br/>}}, author = {{Grenner, Emily and Åkerlund, Viktoria and Asker-Árnason, Lena and van de Weijer, Joost and Johansson, Victoria and Sahlén, Birgitta}}, issn = {{0013-1911}}, keywords = {{observational learning; personal narratives; writing improvement; intervention; elementary education; intervention for writing}}, language = {{eng}}, number = {{6}}, pages = {{691--710}}, publisher = {{Taylor & Francis}}, series = {{Educational Review}}, title = {{Improving narrative writing skills through observational learning: A study of Swedish 5th-grade students}}, url = {{http://dx.doi.org/10.1080/00131911.2018.1536035}}, doi = {{10.1080/00131911.2018.1536035}}, volume = {{72}}, year = {{2020}}, }