You are here:

Learning and Instruction

Volume 9, Number 2

Search this issue

Table of Contents

Number of articles: 6

  1. Effective strategies for the teaching and learning of writing

    David Galbraith & Gert Rijlaarsdam

    This introductory paper outlines the theoretical background to this special issue on the teaching and learning of writing. It distinguishes approaches which focus on direct interventions into... More

    pp. 93-108

    View Abstract
  2. Learning to write by observation of writing and reading processes: effects on learning and transfer

    Michel Couzijn

    A traditional writing pedagogy, learning-by-doing exercises, is criticised for its lack of focus on balancing writing and learning processes. Three variants of learning-by-observation are... More

    pp. 109-142

    View Abstract
  3. Improving the ability to detect comprehension problems: from revising to writing

    Lucia Lumbelli, Gisella Paoletti & Tiziana Frausin

    Can an instructional treatment directly target the cognitive processes which lead to comprehension problem detection in revising? Can such a treatment be effective in enhancing not only the ability... More

    pp. 143-166

    View Abstract
  4. The effects of different tasks on children's process and product variables in writing

    Nils Søvik & Annlaug Flem

    The main problem of the reported study was to examine the relation between writing tasks (pictures vs. texts) and children's strategies used in the writing process, on one side, and their writing... More

    pp. 167-188

    View Abstract
  5. Effective means for learning to manage cognitive load in second grade school writing: a case study

    Madelon Saada-Robert

    In recent years, many school writing studies have been carried out within the framework of metacognitive processes. Only a few studies have included cognitive load as a frame of analysis. In... More

    pp. 189-208

    View Abstract
  6. Instructional strategies for teaching to write: a Q-sort analysis

    Pietro Boscolo & Lerida Cisotto

    Two methods of teaching writing in first grade are adopted in Italian elementary schools: analytic or phonic–syllabic and global. The former starts with the presentation to children of letters... More

    pp. 209-221

    View Abstract