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Peer reviewed Peer reviewed
ERIC Number: EJ560298
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Revising for Meaning: Effects of Knowledge and Strategy.
McCutcheon, Deborah; Francis, Mardean; Kerr, Shannon
Journal of Educational Psychology, v89 n4 p667-76 Dec 1997
Two experiments involving 46 seventh graders, 28 undergraduates and 28 seventh graders examined developmental and individual differences in students' revising for meaning. Results of both experiments suggested that knowing error location (having it pointed out) may focus less sophisticated writers, like middle school students, too narrowly and may therefore impede meaning-based revision. (SLD)
Descriptors: Age Differences, Child Development, Error Correction, Grade 7, Higher Education, Individual Differences, Junior High Schools, Middle School Students, Middle Schools, Revision (Written Composition), Undergraduate Students, Writing (Composition)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Research supported in part by Grant RO1 HD-26349 and Center Grant P50HD 33812-02 from the National Institute of Child Health and Human Development.