Promoting transcription in third-grade classrooms: Effects on handwriting and spelling skills, composing, and motivation

Teresa Limpo, Vanessa Vigário, Renata Rocha, Steve Graham

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

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.

Original languageEnglish (US)
Article number101856
JournalContemporary Educational Psychology
Volume61
DOIs
StatePublished - Apr 2020

Keywords

  • Intervention
  • Motives to write
  • Self-efficacy
  • Transcription
  • Writing

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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