Improving narrative writing skills through observational learning: A study of Swedish 5th-grade students

Emily Grenner, Viktoria Åkerlund, Lena Asker-Árnason, Joost van de Weijer, Victoria Johansson, Birgitta Sahlén

Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskriftPeer review

4 Citeringar (SciVal)

Sammanfattning

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.
Originalspråkengelska
Sidor (från-till)691-710
Antal sidor20
TidskriftEducational Review
Volym72
Utgåva6
Tidigt onlinedatum2018 nov. 5
DOI
StatusPublished - 2020

Ämnesklassifikation (UKÄ)

  • Lärande
  • Annan klinisk medicin

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