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ERIC Number: ED439437
Record Type: Non-Journal
Publication Date: 2000-Apr-24
Pages: 29
Abstractor: N/A
Reference Count: N/A
It Looks Like a Goose: Composing for the Informational Needs of Readers.
Holliway, David R.
This study addressed whether "reading-as-the-reader" can improve fifth- and ninth-grade students' abilities to compose descriptive writing consistent with their readers' informational needs. There were 206 participants: 154 writers (78 fifth graders and 76 ninth graders) and 52 ninth-grade readers. The study adapted the referential communication design from Traxler and Gernsbacher (1992 and 1993) to investigate whether young writers can benefit from a perspective-taking task as they compose and revise their descriptions of tangrams (Chinese geometric puzzles) over three separate writing sessions. Three perspective-taking conditions were contrasted: a numerical feedback condition, a "rating other" description condition, and a "reading-as-the-reader" condition. Readers' correct description-to-tangram matches made for each session served as the dependent measure. Two analysis of variance (ANOVA) were conducted; the first contrasting sessions one and two, the second contrasting sessions one and three. The first analysis revealed a main effect of session. The second analysis revealed a significant session-by-task interaction. Post hoc analyses of the interaction (Tukey's HSD) established that only the read-as-the-reader group showed a significant gain between sessions one and three. A discourse analysis of the descriptions revealed that students used an "object-centered" discourse strategy that began with an analogy followed by geometric shape and spatial characterizations. The study offers evidence that "reading-as-the-reader" can help younger writers in considering the multiple functions of writing and the reciprocity between writers, readers, and written text. (Contains 36 references, 4 tables, and 2 figures of data.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A