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ERIC Number: EJ875154
Record Type: Journal
Publication Date: 2010-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0790-8318
The Quality of French Minority Students' Fictional Texts: A Study of the Influence of a Preferential Cognitive Style and Writing Strategy Scaffolding
Cavanagh, Martine Odile; Langevin, Rene
Language, Culture and Curriculum, v23 n1 p71-87 Mar 2010
The object of this exploratory study was to test two hypotheses. The first was that a student's preferential cognitive style, sequential or simultaneous, can negatively affect the imaginative fiction texts that he or she produces. The second hypothesis was that students possessing a sequential or simultaneous preferential cognitive style would produce better texts if they were exposed to the teaching of nine explicit writing strategies (Cavanagh, M. (2007). "Strategies pour ecrire un recit imaginaire." Montreal, Canada: Cheneliere Education). To test these hypotheses, we determined the preferential (sequential/simultaneous) cognitive style of 45 Franco-Albertan subjects, 33 boys and 12 girls, 9 and 10 years old, by means of the "Verbal Cognitive Aptitudes Test" (Flessas, J., & Lussier, F. (2003). "L'epreuve verbale d'aptitudes cognitives (EVAC)." Paris: ECPA). In a pretest, the subjects were divided into two groups (experimental and control), both of which were asked to write fictional texts. Then, over a period of 12 weeks, only the experimental group subjects were taught the writing strategies. Lastly (in the post-test), the members of both groups were asked to compose a second fictional text. The results provided no significant evidence for the two hypotheses. Finally, we propose some promising avenues for future research in this area that would avoid certain methodological pitfalls that we encountered in this exploratory study. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada