Learning to write Flashcards
Phoneme and Grapheme
Stages of writing development
1) Drawing
2) Letter-like forms
3) Copied letters
4) Child’s name and string of letters
5) Words
6) Sentences
7) Text
Fine motor control
Coordination of muscles in hands and fingers
Emergent writing
Describes children’s early scribbles or representations of the written word
Directionality
Writing from left to right
Kroll’s theory
Researches stages of writing development (later Perera added suggested age ranges for the stages)
Kroll’s Stages of writing development (1981)
1) Preparation: -6 years -basic motor skills acquired and some principles of spelling
2) Consolidation: 7/8 - more informal, colloquial, unfinished sentences, strings of clauses
3) Differentiation: 9/10 - awareness of writing as separate from speech, stonger understanding of writing for different audiences and purposes
4) Integration: mid-teens - the ‘personal voice’ is developed meaning they can control their writing and make appropriate linguistic choices
Heenman (1985) Five Developmental Stages of Writing
1) Scribble: child uses lines/scribbles to convey meaning
2) Isolated letter: numbers, symbols, lines - but no correlation with speech; could read messages with help of pictures (stringing together letters)
3) Transitional: spell some words correctly, still use letters/numbers/symbols on their own
4) Stylised sentence: patterns around words used, can leave spaces in between words (letter/sound knowledge), can read back own writing without pictures
5) Writing: write messages by themselves, write for different purposes (e.g. letter, story), logical order to discourse, sentences more complex, more punctuation, ‘writers voice’
Cognitive Processes to master in writing
(lowest to highest skills)
1) Fine motor skills - handwriting
2) Spelling
3) Generating ideas
4) Translating - transcribing ideas
5) Knowledge of topic
6) Knowledge of audience
7) Awareness of different styles (genre)
8) Setting goals
9) Monitoring writing as you go
10) Reviewing - evaluating, editing
Novice writing - features of early writing
Linear writing
Knowledge-telling
Limited cohesion
- little overall control in the whole discourse, except in very obvious surface forms e.g. letter format, traditional story openings/closings
Linear writers
Tending to write in a non-reflective form of writing
Knowledge-telling
Thinking of a topic and writing all they can on the subject
Knowledge telling = Limited cohesion
Flower and Hayes theory
About the generation and production of ideas on paper
- coherent writing is based on constraints (rules and convention)
1) Knowledge - formed in your mind and translated into a linear form (text-generation); must be organised or reader cannot follow
Flower and Hayes’ three constraints
1) Knowledge - formed in your mind and translated into a linear form (text-generation); must be organised or reader cannot follow
2) Sentence formation - ideas have to be transformed into strings of sentences where a writer must follow the syntactical rules needed to convey their ideas
3) Goals - the given task (genre of writing) and success criteria
Each one of these impose considerable demands on the writer
Taffy Raphael’s theory
Looked at the actual difficulties involved in the transcription (physical writing) process
- in order to write a student must draw upon three ‘knowledges’
