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ERIC Number: EJ1036789
Record Type: Journal
Publication Date: 2013-Dec
Pages: 30
Abstractor: As Provided
Reference Count: 100
ISBN: N/A
ISSN: ISSN-1040-726X
What Works in Writing with Peer Response? A Review of Intervention Studies with Children and Adolescents
Hoogeveen, Mariƫtte; van Gelderen, Amos
Educational Psychology Review, v25 n4 p473-502 Dec 2013
Peer response is viewed as an important aspect of writing instruction. Several meta-studies indicated that peer response is effective. However, these studies did not focus on the specific aspects of peer response that made it effective. The present review analyzes the effects of instructional factors accompanying peer response in 26 studies on writing proficiency. Three theoretical perspectives are distinguished: a cognitive, a social-cognitive, and a genre perspective underlying the reviewed studies. In all studies, additional instruction in strategies, rules for interaction, genre knowledge, or a combination of these instructional aspects to writing with peer response is provided. Peer response with such additional instruction seems effective compared with individual writing. Recommendations for future investigations are directed to methodological issues for comparing the effects of separate instructional components for writing with peer response. In addition, it is advised to direct future studies towards more controlled research into the effects of instruction in genre knowledge on writing with peer response.
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Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A