The effects of peer-assisted sentence-combining instruction on the writing performance of more and less skilled young writers

Bruce Saddler, Stephen Graham

Research output: Contribution to journalArticle

86 Citations (Scopus)

Abstract

Mastering sentence-construction skills is essential to learning to write. Limited sentence-construction skills may hinder a writer's ability to translate ideas into text. It may also inhibit or interfere with other composing processes, as developing writers must devote considerable cognitive effort to sentence construction. The authors examined whether instruction designed to improve sentence-construction skills was beneficial for more and less skilled 4th-grade writers. In comparison with peers receiving grammar instruction, students in the experimental treatment condition became more adept at combining simpler sentences into more complex sentences. For the experimental students, the sentence-combining skills produced improved story writing as well as the use of these skills when revising.

Original languageEnglish (US)
Pages (from-to)43-54
Number of pages12
JournalJournal of Educational Psychology
Volume97
Issue number1
DOIs
StatePublished - Feb 2005
Externally publishedYes

Fingerprint

writer
Students
instruction
Aptitude
performance
Learning
grammar
student
ability
Therapeutics
learning
icodextrin

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

@article{4a483800220142318206110f908ea223,
title = "The effects of peer-assisted sentence-combining instruction on the writing performance of more and less skilled young writers",
abstract = "Mastering sentence-construction skills is essential to learning to write. Limited sentence-construction skills may hinder a writer's ability to translate ideas into text. It may also inhibit or interfere with other composing processes, as developing writers must devote considerable cognitive effort to sentence construction. The authors examined whether instruction designed to improve sentence-construction skills was beneficial for more and less skilled 4th-grade writers. In comparison with peers receiving grammar instruction, students in the experimental treatment condition became more adept at combining simpler sentences into more complex sentences. For the experimental students, the sentence-combining skills produced improved story writing as well as the use of these skills when revising.",
author = "Bruce Saddler and Stephen Graham",
year = "2005",
month = "2",
doi = "10.1037/0022-0663.97.1.43",
language = "English (US)",
volume = "97",
pages = "43--54",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "1",

}

TY - JOUR

T1 - The effects of peer-assisted sentence-combining instruction on the writing performance of more and less skilled young writers

AU - Saddler, Bruce

AU - Graham, Stephen

PY - 2005/2

Y1 - 2005/2

N2 - Mastering sentence-construction skills is essential to learning to write. Limited sentence-construction skills may hinder a writer's ability to translate ideas into text. It may also inhibit or interfere with other composing processes, as developing writers must devote considerable cognitive effort to sentence construction. The authors examined whether instruction designed to improve sentence-construction skills was beneficial for more and less skilled 4th-grade writers. In comparison with peers receiving grammar instruction, students in the experimental treatment condition became more adept at combining simpler sentences into more complex sentences. For the experimental students, the sentence-combining skills produced improved story writing as well as the use of these skills when revising.

AB - Mastering sentence-construction skills is essential to learning to write. Limited sentence-construction skills may hinder a writer's ability to translate ideas into text. It may also inhibit or interfere with other composing processes, as developing writers must devote considerable cognitive effort to sentence construction. The authors examined whether instruction designed to improve sentence-construction skills was beneficial for more and less skilled 4th-grade writers. In comparison with peers receiving grammar instruction, students in the experimental treatment condition became more adept at combining simpler sentences into more complex sentences. For the experimental students, the sentence-combining skills produced improved story writing as well as the use of these skills when revising.

UR - http://www.scopus.com/inward/record.url?scp=14844288024&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=14844288024&partnerID=8YFLogxK

U2 - 10.1037/0022-0663.97.1.43

DO - 10.1037/0022-0663.97.1.43

M3 - Article

AN - SCOPUS:14844288024

VL - 97

SP - 43

EP - 54

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 1

ER -