An aptitude-treatment interaction approach to writing-to-learn
Faculty of Applied Economics
Learning and instruction / EARLI. - Oxford, 1991, currens
, p. 379-390
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.