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ERIC Number: EJ845957
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1045-988X
"I like It the Way It Is!": Peer-Revision Writing Strategies for Students with Emotional and Behavioral Disorders
Morris Kindzierski, Corinne M.
Preventing School Failure, v54 n1 p51-59 Fall 2009
The author examined whether independent or peer revision produced a greater number of meaningful revisions between drafts. The study was a single-participant, alternating treatment design. The sample comprised 8 students in a predominately low-SES urban school in the United States. Students of mixed gender and background were in a self-contained, multilevel class designed for students with significant behavioral and emotional disabilities. Students wrote daily in both treatment conditions in a counterbalanced fashion. Results indicate that students made more surface-level revisions in the independent condition and produced more content-related revisions in the peer condition. In both conditions, the 2nd draft was more descriptive than the 1st, and students in the peer condition increased their use of complex vocabulary and organizational components. In addition, discussion during peer conferencing was positive, appropriate, and relevant to the topic. (Contains 1 note and 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States