Emergent Writing: the impact of structured peer interaction

J. G. Nixon, K. J. Topping

    Research output: Contribution to journalArticle

    25 Citations (Scopus)

    Abstract

    Classroom arrangements to enhance opportunity, resources, modelling, purpose and motivation in the emergent writing of children in their first year of schooling include writing stimulus and resource areas, home bays exemplifying the uses of literacy, an 'author's chair' and displays of written products. These are frequently recommended, but rarely evaluated. This study comprises such an evaluation, and also assesses the additional impact of a form of structured peer interaction (paired writing) between a subset of the emergent writers and older children with writing delay, while controlling for time on task at writing. Pre-post assessment of independent writing products indicated significant improvement for all the emergent writers, but significantly greater gains for those also experiencing the structured peer interaction. Qualitative and observational data supported this finding. These results are discussed in relation to discontinuities in emergent writing experiences between home and school.
    Original languageEnglish
    Pages (from-to)41-58
    Number of pages18
    JournalEducational Psychology
    Volume21
    Issue number1
    DOIs
    Publication statusPublished - 2001

    Fingerprint

    interaction
    writer
    resources
    Motivation
    stimulus
    literacy
    classroom
    evaluation
    school
    experience

    Cite this

    @article{f7c6bab7ee0847c394098e1fab80f6ee,
    title = "Emergent Writing: the impact of structured peer interaction",
    abstract = "Classroom arrangements to enhance opportunity, resources, modelling, purpose and motivation in the emergent writing of children in their first year of schooling include writing stimulus and resource areas, home bays exemplifying the uses of literacy, an 'author's chair' and displays of written products. These are frequently recommended, but rarely evaluated. This study comprises such an evaluation, and also assesses the additional impact of a form of structured peer interaction (paired writing) between a subset of the emergent writers and older children with writing delay, while controlling for time on task at writing. Pre-post assessment of independent writing products indicated significant improvement for all the emergent writers, but significantly greater gains for those also experiencing the structured peer interaction. Qualitative and observational data supported this finding. These results are discussed in relation to discontinuities in emergent writing experiences between home and school.",
    author = "Nixon, {J. G.} and Topping, {K. J.}",
    year = "2001",
    doi = "10.1080/01443410123268",
    language = "English",
    volume = "21",
    pages = "41--58",
    journal = "Educational Psychology",
    issn = "0144-3410",
    publisher = "Taylor & Francis",
    number = "1",

    }

    Emergent Writing : the impact of structured peer interaction. / Nixon, J. G.; Topping, K. J.

    In: Educational Psychology, Vol. 21, No. 1, 2001, p. 41-58.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Emergent Writing

    T2 - the impact of structured peer interaction

    AU - Nixon, J. G.

    AU - Topping, K. J.

    PY - 2001

    Y1 - 2001

    N2 - Classroom arrangements to enhance opportunity, resources, modelling, purpose and motivation in the emergent writing of children in their first year of schooling include writing stimulus and resource areas, home bays exemplifying the uses of literacy, an 'author's chair' and displays of written products. These are frequently recommended, but rarely evaluated. This study comprises such an evaluation, and also assesses the additional impact of a form of structured peer interaction (paired writing) between a subset of the emergent writers and older children with writing delay, while controlling for time on task at writing. Pre-post assessment of independent writing products indicated significant improvement for all the emergent writers, but significantly greater gains for those also experiencing the structured peer interaction. Qualitative and observational data supported this finding. These results are discussed in relation to discontinuities in emergent writing experiences between home and school.

    AB - Classroom arrangements to enhance opportunity, resources, modelling, purpose and motivation in the emergent writing of children in their first year of schooling include writing stimulus and resource areas, home bays exemplifying the uses of literacy, an 'author's chair' and displays of written products. These are frequently recommended, but rarely evaluated. This study comprises such an evaluation, and also assesses the additional impact of a form of structured peer interaction (paired writing) between a subset of the emergent writers and older children with writing delay, while controlling for time on task at writing. Pre-post assessment of independent writing products indicated significant improvement for all the emergent writers, but significantly greater gains for those also experiencing the structured peer interaction. Qualitative and observational data supported this finding. These results are discussed in relation to discontinuities in emergent writing experiences between home and school.

    U2 - 10.1080/01443410123268

    DO - 10.1080/01443410123268

    M3 - Article

    VL - 21

    SP - 41

    EP - 58

    JO - Educational Psychology

    JF - Educational Psychology

    SN - 0144-3410

    IS - 1

    ER -