TY - JOUR
T1 - Promoting transcription in third-grade classrooms
T2 - Effects on handwriting and spelling skills, composing, and motivation
AU - Limpo, Teresa
AU - Vigário, Vanessa
AU - Rocha, Renata
AU - Graham, Steve
N1 - Funding Information:
This research was supported by the M2S Project funded through the Operational Programme for Competitiveness and Internationalization, supported by FEDER and national funds allocated to the Portuguese Foundation for Science and Technology (FCT; NORTE-01-0145-FEDER-028404 ). RR also benefited from a FCT Grant ( PD/BD/4789/2019 ).
Publisher Copyright:
© 2020 Elsevier Inc.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/4
Y1 - 2020/4
N2 - Transcription can be defined as the externalization of language into written text, which involves spelling and handwriting. There is now a small, but growing body of research demonstrating the importance of transcription in beginning writing. This study aimed to test the effects of transcription training on third graders’ writing skills and motivation. Seventy-seven students receiving transcription training were compared with 89 students receiving drawing training. Within each group, half of the students was given either a composing or a drawing homework assignment. Compared to students in the drawing condition, students who received transcription instruction evidenced greater gains in handwriting and spelling, as well as in the amount and quality of their writing. Although transcription training did not influence self-efficacy, it had a negative impact on motivation to write, resulting in a decrease in intrinsic motivation. Finally, the type of homework assignment (composing or drawing) had virtually no impact on students’ writing skills and motivation. Overall, these findings provided evidence on the key role of transcription in producing good texts. Moreover, they demonstrated the need to enhance the motivational ingredients in transcription interventions.
AB - Transcription can be defined as the externalization of language into written text, which involves spelling and handwriting. There is now a small, but growing body of research demonstrating the importance of transcription in beginning writing. This study aimed to test the effects of transcription training on third graders’ writing skills and motivation. Seventy-seven students receiving transcription training were compared with 89 students receiving drawing training. Within each group, half of the students was given either a composing or a drawing homework assignment. Compared to students in the drawing condition, students who received transcription instruction evidenced greater gains in handwriting and spelling, as well as in the amount and quality of their writing. Although transcription training did not influence self-efficacy, it had a negative impact on motivation to write, resulting in a decrease in intrinsic motivation. Finally, the type of homework assignment (composing or drawing) had virtually no impact on students’ writing skills and motivation. Overall, these findings provided evidence on the key role of transcription in producing good texts. Moreover, they demonstrated the need to enhance the motivational ingredients in transcription interventions.
KW - Intervention
KW - Motives to write
KW - Self-efficacy
KW - Transcription
KW - Writing
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U2 - 10.1016/j.cedpsych.2020.101856
DO - 10.1016/j.cedpsych.2020.101856
M3 - Article
AN - SCOPUS:85081259111
VL - 61
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
SN - 0361-476X
M1 - 101856
ER -