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ERIC Number: EJ1122020
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: EISSN-2382-0349
Writing about Bugs: Teacher Modelling Peer Response and Feedback
Dix, Stephanie; Bam, Mickey
Teachers and Curriculum, v16 n1 p57-65 2016
This is one teacher's story about teaching writing. It describes and explains how Mickey (the second author) encouraged her young writers (6-7-year-olds) to collaborate with their peers "to make their writing even better". The article describes how the teacher, Mickey, redesigned her writing lessons to further scaffold beginner writers. Mickey fostered peer response that involved the young writers working with partners--first by becoming active listeners, taking on the role of audience, and then by providing specific feedback on each other's texts. This resulted in Mickey's students developing the social skills of collaboration and capacity to engage in dialogic conversations. Furthermore, the students' developing understanding of evaluation and critique enhanced their ability to change and improve their own written texts.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A