体裁发展与小学生信息性写作:文献综述

C. Tower
{"title":"体裁发展与小学生信息性写作:文献综述","authors":"C. Tower","doi":"10.1080/19388070309558394","DOIUrl":null,"url":null,"abstract":"Abstract This critical review of the literature addresses the following question: How can genre theory and research related to children's informational writing development inform future research on and instruction of informational writing at the elementary level? The review considers research on elementary (grades K‐6) children's production of information text. Taking a methodological perspective, it describes some trends in this body of work. Employing the notion of continua, it categorizes the literature in terms of four dimensions: Perspective (achievement—developmental). Context (consideration of purpose, audience, scaffolding, and exposure), Timepoint Sampling (single—multiple), and Research Design (qualitative—quantitative). It is argued that there are some salient differences between work conducted at the primary level (K‐3) and the intermediate level (4–6). Specifically, it is argued that the research at the primary level adopts a predominantly developmental perspective, while the research at the intermediate level tends to adopt an achievement perspective. It is concluded that the field would benefit from a wide variety of research methodologies and designs in the study of children's informational writing development and achievement. Implications for future research and for instruction are discussed.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"42 1","pages":"14 - 39"},"PeriodicalIF":0.0000,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070309558394","citationCount":"21","resultStr":"{\"title\":\"Genre development and elementary students’ informational writing: A review of the literature\",\"authors\":\"C. Tower\",\"doi\":\"10.1080/19388070309558394\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This critical review of the literature addresses the following question: How can genre theory and research related to children's informational writing development inform future research on and instruction of informational writing at the elementary level? The review considers research on elementary (grades K‐6) children's production of information text. Taking a methodological perspective, it describes some trends in this body of work. Employing the notion of continua, it categorizes the literature in terms of four dimensions: Perspective (achievement—developmental). Context (consideration of purpose, audience, scaffolding, and exposure), Timepoint Sampling (single—multiple), and Research Design (qualitative—quantitative). It is argued that there are some salient differences between work conducted at the primary level (K‐3) and the intermediate level (4–6). Specifically, it is argued that the research at the primary level adopts a predominantly developmental perspective, while the research at the intermediate level tends to adopt an achievement perspective. It is concluded that the field would benefit from a wide variety of research methodologies and designs in the study of children's informational writing development and achievement. Implications for future research and for instruction are discussed.\",\"PeriodicalId\":88664,\"journal\":{\"name\":\"Reading research and instruction : the journal of the College Reading Association\",\"volume\":\"42 1\",\"pages\":\"14 - 39\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2003-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/19388070309558394\",\"citationCount\":\"21\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reading research and instruction : the journal of the College Reading Association\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/19388070309558394\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading research and instruction : the journal of the College Reading Association","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19388070309558394","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 21

摘要

摘要本文对相关文献进行了批判性的回顾,探讨了以下问题:体裁理论和与儿童信息写作发展相关的研究如何为未来的初级信息写作研究和教学提供信息?这篇综述考虑了小学(K - 6年级)儿童信息文本生产的研究。从方法论的角度来看,它描述了这一工作的一些趋势。运用连续的概念,从四个维度对文献进行分类:视角(成就-发展)。背景(考虑目的、受众、脚手架和曝光)、时间点抽样(单次多次)和研究设计(定性-定量)。本文认为,在初级水平(K‐3)和中级水平(4-6)进行的工作之间存在一些显著差异。具体而言,初级水平的研究主要采用发展性视角,而中级水平的研究则倾向于采用成就性视角。结论是,在儿童信息写作发展和成就的研究中,该领域将受益于各种研究方法和设计。讨论了对未来研究和教学的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Genre development and elementary students’ informational writing: A review of the literature
Abstract This critical review of the literature addresses the following question: How can genre theory and research related to children's informational writing development inform future research on and instruction of informational writing at the elementary level? The review considers research on elementary (grades K‐6) children's production of information text. Taking a methodological perspective, it describes some trends in this body of work. Employing the notion of continua, it categorizes the literature in terms of four dimensions: Perspective (achievement—developmental). Context (consideration of purpose, audience, scaffolding, and exposure), Timepoint Sampling (single—multiple), and Research Design (qualitative—quantitative). It is argued that there are some salient differences between work conducted at the primary level (K‐3) and the intermediate level (4–6). Specifically, it is argued that the research at the primary level adopts a predominantly developmental perspective, while the research at the intermediate level tends to adopt an achievement perspective. It is concluded that the field would benefit from a wide variety of research methodologies and designs in the study of children's informational writing development and achievement. Implications for future research and for instruction are discussed.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信