Publication
Title
Leren schrijven met Tekster : een wetenschappelijk beproefde lesmethode voor het basisonderwijs = Learning to write with Tekster: an evidence-based writing program for upper elementary students
Author
Abstract
To improve writing instruction in the upper elementary grades, we developed the comprehensive strategy-focused writing instruction program Tekster [Texter]. The effects of Tekster were tested in two large-scale experiments, involving 2766 students and 144 teachers from 52 schools. The first intervention lasted 8 weeks (2 lessons a week), the second intervention 16 weeks (1 lesson a week) and included a professional development program for teachers. Both studies showed a positive effect of the program on students' writing performance, ES = 0.40 (study 1), and ES = 0.55 (study 2). In both studies student gains were maintained after two months. Because writing quality was assessed in three genres, the findings are generalizable across students, classes, and writing tasks. Taken together, the results of these experiments demonstrate that a strategy-focused writing instruction program, such as Tekster, can be an effective way to improve upper-elementary students' written language skills.
Language
Dutch
Source (journal)
PEDAGOGISCHE STUDIEN
Publication
2017
Volume/pages
94 :4 (2017) , p. 304-329
ISI
000435675200006
Full text (open access)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 10.07.2018
Last edited 23.09.2021
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