Publication
Title
An aptitude-treatment interaction approach to writing-to-learn
Author
Abstract
In this article, we propose to link the study of writing-to-learn to the theory of aptitudetreatment interaction (ATI). In an experimental study we examined the effects of a course on Writing-to-learn about literary stories consisting of writing tasks adapted to either a planning or a revising writing strategy. We hypothesized that the effects of writing-to-learn tasks depend on the interaction between students' preferred writing strategy and the type of writing instruction, matching or mismatching students' writing strategy. Our match hypothesis was in the main confirmed: results indicated that adapting writing tasks to students' writing strategies increases their learning in the field of literature.
Language
English
Source (journal)
Learning and instruction / EARLI. - Oxford, 1991, currens
Publication
Oxford : 2008
ISSN
0959-4752 [print]
1873-3263 [online]
Volume/pages
18:4(2008), p. 379-390
ISI
000257828600006
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Publication type
Subject
External links
Web of Science
Record
Identification
Creation 07.05.2015
Last edited 05.08.2017